Showing posts with label My teaching. Show all posts
Showing posts with label My teaching. Show all posts

Wednesday, March 25, 2026

#LILAC26 preview: Reflections from the next generation of IL educators

in the background a victorian building and in front of it some cherry trees in bloom with white blossoms

My next post sharing a preview of colleagues' LILAC conference presentations is from Dr Pamela McKinney, about a session which be on day 3 of the conference (1st April), Reflections from the next generation of IL educators (the abstract is here). Pam writes: 

This LILAC presentation will focus on the design and delivery of the Information Literacy module at the University of Sheffield, which was originally designed by Sheila Webber and is now co-taught by Pam McKinney, Sheila Webber and Pete Holdridge. The module is core in semester 1 for students on the on-campus Librarianship and the distance learning Library and Information Services Management programmes. This presentation extends the work that Sheila and I have done to promote the pedagogical approach we adopt in the module to support the next generation of IL educators, for example, with a chapter for the ACRL book “The Grounded Instruction Librarian: Participating in The Scholarship of Teaching and Learning” and conference presentations at the 2017 ECIL conference and 2016 Creating Knowledge conference and the 2018 LILAC conference

This presentation highlights the voices of students who have studied the module either on-campus or as a distance learner. Students were invited to contribute, and were offered a variety of ways in which to do that. Seven students volunteered: three have created short videos that will be embedded into the conference presentations, one studnet has created an interactive element, and three have contributed slides - 2 of whom will be able to attend in person. Continuing our focus on the value of reflection, students have offered reflections on the aspects of the module they found personally meaningful and influential, for their current or future practice. I’m very much looking forward to sharing their views with the LILAC conference.
Photo by Sheila Webber: cherry blossom in Sheffield city centre, March 2026 - Sheffield is the venue for LILAC this year

Thursday, June 08, 2023

My award for virtual worlds education @vwbpe

Earlier in the year I was honoured to be given the 2023 Thinkerer award, given annually to
"an individual whose deeds and actions have shown consistent selfless service towards the promotion of learning, community, educational practices, and who exemplifies the spirit of cooperative development within immersive environments."
I am the first European to get the award, and in particular it was for my leadership of the weekly international discussion group, Virtual Worlds Education Roundtable

The virtual award was presented in the virtual worlds Second Life at the Virtual Worlds Best Practices in Education conference (a huge virtual statue - I'm standing next to it (in my ball gown) in the 2nd photo, taken at the award ceremony). The physical award took a bit longer to arrive through the post from the USA: in the first photo I'm holding it (thanks to Sophie Rutter for the photo). The award has gone to some awesome educators so it was inspiring to receive it.

The news announcement is here https://www.vwbpe.org/vwbpe-news/vwbpe-announces-2023-thinkerer 

There is a video of Dr Becky Adams (University of New Mexico) reading out my citation, and my acceptance speech here https://youtu.be/8etiP7Up12k This was my speech (btw in Second Life you choose your name - where I mention 2 names in my speech, below, the first one is the SL name, mine is Sheila Yoshikawa)

"I was both humbled and proud, and so delighted, when I found out I had been given this award. In my mind nothing is worth more than an award from your peers, people who have worked with you and know you. Thank you so much for this. Of course I now have to thank OTHER people, who have shaped my journey in virtual worlds. I am already going to have to talk really fast to fit in the names, and there are others I ought to have named and haven’t! Apologies to them!
"From my earlier days I want to thank: The British JISC initiative that supported British educators and gave my work a home in my first months in SL, and the CILASS project that funded Infolit iSchool island in its early years. Professor Jackie Marsh and Dr Julia Davies in the University of Sheffield’s Education School shared the island and also drew me generously into their projects. Ishbel Hartmann (Vickie Cormie outside SL) and Maggie Kohime (Lyn Parker) are librarians who co-taught my students in SL, and collaborated on workshops for librarians inside and outside the virtual world. I mustn’t forget my students in the Information Literacy and Educational Informatics classes, whose creations are still on Infolit iSchool for everyone to enjoy.
"Then there was the transformational Educators Coop, with its leaders Bluewave Ogee – the late Dr Leslie Jarmon – and North Lamar (Dr Joe Sanchez). I learned so much through working with the Coop, and will never forget Bluewave’s last words to the Coop “Tell them it’s been REAL”.
"Moving on from the early years I would like to thank Pancha Enzyme (Dr Marshall Dozier), an inspirational co-worker, and the researcher Professor Diane Nahl, particularly for their work in the Information Literacy Journal club. I have also valued working with Brielle (Elisabeth Jacobsen Marrapodi) and Pi Illios (Rossana I. Barrios) on presentations and installations. I would like to thank the folks at NonProfit Commons, and conference organisers, in particular the organisers of the annual wonder that is Virtual Worlds Best Practices in Education.
"More recently, being a small part of the development of the Virtual Worlds Education Consortium has been a privilege. Maggie, Elli, Zinnia, Lyr, Rhiannon, Kavon, Phelan, Lorivonne and Buffy are just some of the people to thank for all these things.
"Finally, over the last years I have been devoting professional educator energy to Virtual Worlds Education Roundtable. VWER IS the people who come to VWER, there would literally be nothing if no one turned up to create the discussion. I would like to thank AJ who created VWER, my predecessor VWER leaders and in particular Kali (Dr Evelyn McElhinney), and VWER regulars – currently including Thinkerer himself (Dr Selby Evans), Liss/Wisdomseeker (Lynne Berrett), Jamie Jordan, Stranger, Pi, the life-enhancing Marly Milena, Shiloh, Breila, Sue and Serenity.
"And finally - the rest of the VWER organisers. Dr Shailey Minocha, and previously Camie Rembrandt. Valibrarian (Dr Valerie Hill) who has become part of the team in the last year and applies her habitual energy and flair. And Beth Ghostraven (Beth O'Connell) – Beth, I do not know what VWER and I would do without you! You are a treasure.
"I have to confess that still whenever I boot up the Second Life browser and see the message – connecting to region - loading world – I still feel that thrill of excitement, that anticipation about the wonders that can unfold. And Bluewave’s words come back to me – remember – IT IS REAL."

Friday, May 26, 2023

Continuing Professional Development for teaching information literacy & digital literacy #JornadasCRAI_UA

Today I gave a keynote presentation, Continuing Professional Development for teaching information literacy & digital literacy, for the conference XVIII Jornadas CRAI, taking place in Alicante, Spain. Many thanks to organisers for the invitation! This was my abstract:
The questions I address are: (1) What is it important to learn about and develop, in order to be able to develop students’ information literacy (and other literacies)? And (2) What are some ways librarians can learn and develop their ability to teach and support teaching – focusing on Continuing Professional Development? Firstly I talk about pedagogic approaches and beliefs from two aspects (1) four different ways that librarians see their teaching role (teacher-librarian, librarians who teaches, learning support, trainer) (2) What you see teaching being about – for example transmitting nformation, interacting, challenging students.
I advocate self-auditing, reflecting on where you are now and what identity and approach you aspire to. I conclude by suggesting some ways of developing your ideas about teaching and your teaching identity I then mention needing to develop your conception of information literacy y(or whatever literacy you are teaching) I propose considering what it means to you; to your employer; to academics and students in different disciplines (that you are expected to support); to other librarians. You need to update yourself on all of these and I suggest a few ways.
Moving on to design for learning, I explain that by this I mean Identifying the outcomes for learning and assessment (if any) then going back to think what students will need to learn, and what the steps are in their learning, and only then thinking about tools and techniques. I give 3 examples – Backwards Design; Universal Design for Learning; and looking at exisiting Curricula for ideas. I also give an example of designing a strategy to try and make best use of limited face to face time with students.
Since there are so many examples of using particular tools and techniques for teaching, I do not give examples, but more straight to talking about options for learning and development for learning design and using different tools and techniques for learning
Finally, I suggest three aspects that are useful for now and the future: Familiarising yourself with new tools & techniques – but then choosing the best approach & tool for the learning need; Covering IL of visual media (how to be information literate with YouTube, Instagram, charts etc.) ; Learning about generative AI.
Here are the slides. The accompanying references etc. are at https://tinyurl.com/jornadasCRAI

Thursday, April 06, 2023

Poscast: Why is Spectrum not a Learning Organistion? @pedagodzilla

My 2nd contribution to the podcast that combines pedagogy and pop culture, Pedagodzilla, is Why is Spectrum not a Learning Organistion? (Ft. Captain Scarlet) Pedagodzilla (Pedagogy = Godzilla!) is run by Mike Collins (The Open University) and Mark Childs (Durham University). In this case I was drawing on my understanding of the learning organisation and applying it to the problematic working culture that pervades the series Captain Scarlet and the Mysterons (spoiler alert, due to the complete inability of Scarlet's employer organisation, Spectrum, to learn anything ever, the result of most episodes is Spectrum nil, The Mysterons 10). To listen to the podcast go to https://www.pedagodzilla.com/why-is-spectrum-not-a-learning-organistion-ft-captain-scarlet/
Photo taken by Sheila Webber in the 3D virtual world Second Life, at the Second Life Sci-Fi Convention, April 2023

Monday, April 03, 2023

Podcast: Could phenomenography increase the happiness quotient in Say Yes To The Dress? @pedagodzilla

I was excited to contrubute to two episodes of the podcast that combines pedagogy and pop culture, Pedagodzilla, run by Mike Collins (The Open University) and Mark Childs (Durham University). My first episode is Could phenomenography increase the happiness quotient in Say Yes To The Dress? which combines two areas of my expertise i.e. the research approach phenomenography and the series of many episodes and spinoffs, Say Yes To The Dress (in which brides and their entourages do or do not buy a very expensive wedding dress). The podcast includes explanations about SYTTD and phenomenography, how you can apply the latter to the former, and also how phenomenography can be useful in your educational practice. To listen to the podcast go to https://www.pedagodzilla.com/could-phenomenography-increase-the-happiness-quotient-in-say-yes-to-the-dress/
Photo taken by Sheila Webber in the 3D virtual world Second Life in 2021

Saturday, August 20, 2022

Curriculum, community, context, sustainability: A reflection

On 29 July I gave a keynote at the IFLA WLIC 2022 Satellite Conference: SET Training School: Towards a Curriculum for Social and Digital Inclusion and Lifelong Learning entitled Curriculum, community, context, sustainability: A reflection. The slides for this presentation are embedded below

Tuesday, April 12, 2022

Using theory of change to evaluate information literacy initiatives: workshop at #LILAC22

Yesterday Pam McKinney and I gave a workshop at the LILAC conference in Manchester, UK: Using theory of change to evaluate information literacy initiatives. We had 32 participants and it was wonderful seeing people's engagement in working on their own ideas during the major part of the session. We started with a very brief introduction to ToC and the slides are embedded below.

This is our abstract: "Theory of Change (ToC) is a participative approach to evaluating the impact of projects, programmes and initiatives. Librarians and information professionals engaged in change processes, development projects and research studies can use ToC to generate evaluation data and articulate the impact of their activities, working closely with stakeholders such as students, academic staff, teachers and other professionals. The ToC process generates new understandings of how and why project successes have been achieved, and can form the basis of justifications for current and future funding. ToC has been widely used to evaluate the success and impact of projects in a variety of sectors (often community and public sector initiatives), and in educational development (Hart, Dierks-O’Brien & Powell, 2009) including Information Literacy initiatives (McKinney, 2014; McKinney, Jones & Turkington, 2011). causal narrative between project activities and outcomes. A plan and evaluation framework is then developed from these indicators, and stakeholders design data collection instruments. Connell & Kubisch (1998) have identified that a good ToC should be plausible, doable and testable. In the version of the ToC process used in CILASS projects, stakeholders are asked to identify the drivers for change in the current situation; the longer term impact they envisage the project will have; the intermediate outcomes that the project is expected to achieve; activities that would need to be undertaken to achieve outcomes and enabling factors and resources required to support the project (Hart, Dierks-O’Brien & Powell, 2009). Stakeholders collaboratively design a Theory of Change poster that defines key project indicators and develops a causal narrative between project activities and outcomes. A plan and evaluation framework is then developed from these indicators, and stakeholders design data collection instruments. Connell & Kubisch (1998) have identified that a good ToC should be plausible, doable and testable."

 

Tuesday, June 15, 2021

3D Virtual Worlds for Professional Development and Lifelong Learning (slides and links) #MINDSETS

Today I gave a presentation for the OneHE Mindsets Information Digital & Media Literacy thematic network, on 3D Virtual Worlds for Professional Development and Lifelong Learning

Embedded below are the slides, and the references, and a number of other links etc. are at https://docs.google.com/document/d/1jszFFUIPralN3B5T4z5pUpRbxdW9vL3NN7rs8Iz6RVo/edit?usp=sharing I will add the link to the recording when I get it.

 

Wednesday, May 13, 2020

Ageism and libraries #CALC2020

Today I gave a presentation on Ageism and libraries at the Critical Approaches to Libraries Conference 2020 (held online). I talked about what ageism was, how the COVID19 crisis has brought ageism more sharply into focus, ageism in the (library) workplace, and ageism in services to library users. These are the slides, and the references are at




Tuesday, July 16, 2019

Slides: Media and Information Literacy: creative and critical engagement across the curriculum and beyond #RBE2019

Today I delivered a workshop Media and Information Literacy: creative and critical engagement across the curriculum and beyond university life at the Research-Based Education conference at the University of Adelaide, Australia, together with Bill Johnston. These are the slides



This was the abstract: The aims of this workshop are: to unpack UNESCO’s “composite concept” of Media and Information Literacy (MIL) and its relationship to research-based learning (RBL), and to stimulate participants to reflect on how MIL could enhance learning for citizenship.
Literature already links Information Literacy (IL) and IBL/RBL e.g. Lupton (2017), McKinney (2013): Levy & Petrulis’ (2012) framework for students’ IBL can be used to scaffold development of both disciplinary understanding and IL. However, MIL adds an extra dimension to IL, enfolding concepts of intercultural awareness, social justice and critical engagement with media. These aspects are vital at a time when misinformation challenges democratic society by promoting false knowledge claims and underpinning populism and hate speech (European Commission, 2018). Johnston, MacNeil & Smyth (2018) also identify that a Freirian critical pedagogy is a necessary component of the concept of an inclusive, open, information literate, digital university. A rich discourse is developing around the MIL concept (e.g. via GAPMIL and Global MIL week), but focused primarily on schools (e.g. Wilson et al., 2011) and opportunity exists to explore MIL in the Higher Education context.
References:
Johnston, B. MacNeill, S. & Smyth, K. (2018). Conceptualising the Digital University: intersecting policy, pedagogy and practice. Palgrave Macmillan.
European Commission. (2018). A multi-dimensional approach to disinformation: Report of the independent High level Group on fake news and online disinformation. https://ec.europa.eu/digital-single-market/en/news/final-report-high-level-expert-group-fake-news-and-online-disinformation
GAPMIL: Global Alliance of Partnerships on Media and Information Literacy. http://www.unesco.org/new/en/communication-and-information/media-development/media-literacy/global-alliance-for-partnerships-on-media-and-information-literacy/
Levy, P. & Petrulis, R. (2012). How do first-year university students experience inquiry and research, and what are the implications for the practice of inquiry-based learning? Studies in Higher Education, 37(1), 85-101.
Lupton, M. (2017) Inquiry learning: A pedagogical and curriculum framework for information literacy. In D. Sales & M. Pinto. (Eds.) Pathways into information literacy and communities of practice: Teaching approaches and case studies. (pp.29-51). Chandos Publishing.
McKinney PA (2013) Information literacy and inquiry-based learning: evaluation of a 5 year programme of curriculum development. Journal of Librarianship and Information Science, 46(2), 148-166.
UNESCO. (no date). Media and Information Literacy: a composite concept. http://www.unesco.org/new/en/communication-and-information/media-development/media-literacy/mil-as-composite-concept
Wilson, C. et al. (2011). Media and Information Literacy curriculum for teachers. UNESCO. http://unesdoc.unesco.org/images/0019/001929/192971e.pdf

Monday, May 13, 2019

Mapping the state of information literacy education in primary schools: The case of Pakistan

There is early online publication for an article I co-authored with Dr Syeda Batool, based on her PhD work:
Batool, S.H. & Webber, S. (2019). Mapping the state of information literacy education in primary schools: The case of Pakistan. Library & Information Science Research. https://doi.org/10.1016/j.lisr.2019.04.006
I'm afraid it's not open access, but I will blog when there is a copy available in our repository. Syeda carried out case studies investigating information literacy in six primary schools in Lahore, Pakistan, and then carried out a situational analysis setting her findings in the broader socio-cultural context. "Highlights: Information literacy practice in Pakistan primary schools is influenced by political, economic & socio-cultural factors; School children's learning places and attitudes of teachers and librarians impact information literacy practices; Situational analysis found multiple aspects of IL practice situation and identified workable arenas in depth".
Photo by Sheila Webber: cherry blossom, April 2019

Sunday, November 18, 2018

Word clouds and questions: Slido, Tagxedo and Worditout

Today I'm mentioning two applications that I just came across and am using in teaching sessions, and one that I like but which is getting harder to use. I'll start by saying that the two things I wanted to do were: (1) Create a word cloud from a padlet on which students had posted their initial ideas about information literacy, at the start of the semester and (2) enable students in class to type in ideas for information literacy research, and then vote for the ones they thought were most important.
First of all, apps for creating word clouds using a desktop PC. My favourite for creating word clouds from web pages etc. has been Tagxedo and the illustration to this post is a Tagxedo wordcloud of this blog's home page. I like it because you can easily exclude words, change the colour scheme and fonts, and you can have the word cloud in cute shapes like this cat. However, it requires Silverlight, and even if you install Silverlight, it still won't function with a lot of common browsers: I had to use Internet Explorer to get it to work. Nevertheless, it has that good functionality, and it allows you to save the image in various formats and sizes, without trying to sell you stuff, so I will still use it when I can.
However, I thought I should track down something that worked without having to install anything. As Wordle say on their website "the Wordle web toy no longer works for most people", although you can download a desktop app. Thus I ended up with Worditout which doesn't have as much functionality, you can't download a version without saving it as a webpage, and they are keen to get you to plaster the resulting wordcloud on a tshirt/mug. However, you can change the wordcloud colours, remove words from the cloud, and also correct the words in the cloud (which was actually useful in my case, as I you can't read text from a padlet page, I had to create a pdf and copy/paste from that, and for some reason there were a couple of textual glitches).
For my second task, I remembered having been in meetings where you were asked to submit questions online, and vote for ones you most wanted answered. I think there are numerous apps that do this, but the one I came across first (thanks to this article: 19 must-have apps for better business meetings) was Slido. You can use it for free in a limited form (3 polls and 1 brainstorming session per event, and a number of features not enabled), but that was enough for my purposes. You set up an event, you get an event code, and you can (1) get people to type in free text questions (in my case, research questions or aims!) and then they can click on ones they want to upvote and (2) create polls. All you have to do is give people the Slido web address and the event code and they can go ahead and use the functions.
If you have any favourites in the above categories, do add comments to the post.

Thursday, October 04, 2018

What's my approach? Deciding on the approach to use for your research #ecil2018

This is the presentation that formed the introductory part of the workshop that Pamela McKinney and I gave at the European Conference on Information Literacy , in Oulu, Finland, on September 26 2018. The objectives of the workshop were:
"(1) To identify key characteristics of selected qualitative and mixed-methods research approaches, and to show what kinds of research questions and problems each approach is most suited to. The research approaches covered were: action research; case study; phenomenography; ethnography; autoethnography.
(2) To enable participants to understand the issues, advantages and disadvantages of different approaches, by looking at a practice-based information literacy problem, and asking participants to identify the implications of choosing one approach or another."


Thursday, September 06, 2018

My professional practice inside and outside Second Life

On 28 August I gave a presentation, My professional practice inside & outside Second Life, as part of the Virtual Worlds MOOC which ran throughout August 2018. Second Life (TM Linden Labs) is a 3D virtual world which has existed for 15 years, in which many educators both educate and discuss educational matters with fellow-educators around the world (my presentation was given in Second Life). The abstract was
"Sheila will discuss firstly, what does it mean to be a "professional"? (looking at discussion in the literature about this matter). Secondly she will examine her professional practice in Second Life (as organiser of events, currently for Virtual Worlds Education Roundtable, and as an educator and researcher). She will examine some example activities in Second Life, and consider to what extent she is drawing on her "Second Life" professionalism and skills, and to what extent she is using physical world skills and knowledge. She will draw on Practice Theory (using a framework developed by Davide Nicolini and colleagues and her ongoing autoethnography." Here's the presentation (Sheila Yoshikawa is my name in Second Life (SL):


Tuesday, July 24, 2018

Reports from the #CILIPconf2018 #cilipconf18

My department, the Information School at the University of Sheffield, UK, had an exhibition stand at the CILIP 2018 conference, and we sponsored 6 of our students: they mostly attended the conference, but they also helped out on our exhibition stand (see photo, which I took on the first day). We asked them to write conference reports to put on our blog, and here they are:
- He Liu (MSc Data Science student) http://information-studies.blogspot.com/2018/07/cilip-conference-2018-highlights-by_74.html
- Kathryn Aylward (MA Librarianship student) http://information-studies.blogspot.com/2018/07/cilip-conference-2018-highlights-by_32.html
- Xindi Jiang (MSc Information Management student) http://information-studies.blogspot.com/2018/07/cilip-conference-2018-spotlight-by.html
- Katherine Burchell (MA Library and Information Service Management (Distance Learning) student) http://information-studies.blogspot.com/2018/07/cilip-conference-2018-highlights-by_17.html
- Beth Jackson (PGDip Library and Information Services Management (Distance Learning) student) http://information-studies.blogspot.com/2018/07/cilip-conference-2018-highlights-by.html
- Catherine Hoodless (PhD student) http://information-studies.blogspot.com/2018/07/cilip-conference-2018-highlights-by-phd.html

The conference Twitter stream was at https://twitter.com/hashtag/CILIPConf2018?src=hash

Monday, April 09, 2018

Teaching the next generation of IL educators: reflection for learning #lilac18

Last week at the LILAC (UK information literacy) conference in Liverpool, UK, my colleague Pamela McKinney gave a presentation we had co-authored, focusing particularly on reflective activities that we have designed into the compulsory Information Literacy modules taken by students on our on-campus and distance learning Masters courses (MA Librarianship and MA Library and Information Services Management). In both modules the two strands are information literacy, and teaching information literacy. Below are the slides.


Thursday, June 01, 2017

Improving Library and Information Services: Phenomenographically!

There are still some priced places (£60) available on the one-day workshop on phenomenography I am running with colleagues on 13 June 2017 here in the Information School Sheffield University, UK. (all the free IL Group places are gone, I'm afraid). It is called Improving Library and Information Services: Phenomenographically! and is an introduction to phenomenography for anyone in the library/information field. The colleagues with whom I am running the workshop are: Bill Johnston, Lauren Smith, Eva Hornung and Emily Wheeler, so a stellar lineup ;-)
More information, and registration at https://www.eventbrite.co.uk/e/improving-library-and-information-services-phenomenographically-tickets-33848126658
Photo by Sheila Webber: a wall in the Sheffield Methods Institute.

Thursday, April 06, 2017

Teaching the next generation of Information Literacy educators: pedagogy and learning

I've just put on youtube a video of the presentation I co-authored with my colleague at the iSchool, Pam McKinney, Teaching the next generation of Information Literacy educators: pedagogy and learning. This introduces an action learning project that Pam and I are carrying out, looking at the "learning to teach" element in our Information literacy module (on our distance learning masters-level Library and information Services Management programme). Pam presents the video, and the talk was originally given on 2nd June 2016 at the Creating Knowledge 8 conference, Reykjavík, Iceland. We have had another presentation, updating on the project, accepted for the ECIL conference in St Malo in September.

Friday, January 13, 2017

Congratulations to graduates @InfoSchoolSheff #phdsuccess

Today is graduation day for Masters and PhD students from the Information School at the University of Sheffield. I particularly want to congratulate my PhD student Dr Joseph Essel (pictured with me today) who completed his PhD thesis on Ghanaian trainee teachers' conceptions of the information literate teacher, using the phonomenographic approach.
Photo by Prof Peter Bath