New articles: News literacy; Media literacy; Fact checking; Disinformation

The latest issue of the open-access Journal of Media Literacy Education (volume 18 no.1) comprises:
- Building resilience: The influence of the format on the effectiveness of news literacy messages by Patrick F. A. van Erkel, Peter Van Aelst, David N. Hopmann, Claes H. de Vreese, and Joren Van Nieuwenborgh
- Promoting News Literacy with epistemological beliefs, IFLA checklist and AI: Insights from a teacher training program in Italy by Flavio Manganello
- Don’t tell me how to fact-check; show me, and let me try! A media literacy intervention with sixth-graders by Thomas Nygren and Carl-Anton Werner Axelsson
- Productive Disruptions: An equity oriented framework for civic media literacy in the digital era by Carlos Jimenez, Lynn Schofield Clark, and Johnny Ramirez
- The Creative Participation pedagogical approach to media literacy education by Amanda Levido
- Teacher reflections on media and information literacy in Vietnamese K-12 schools: Current practices, challenges, and pathways for improvement by Tinh T.T Le, Minh Tran, Anh Dương, Huong T. Pham, Vy Tran, and Daniel Jackson
- From Y to Z: A cross-generational examination of new media literacy and online information searching strategy by Taibe Kulaksız, Ali Geriş, and Sena Özşirin
- From consumers to creators: Social media information literacy of university students by Thuy Thanh Bui, Quyen Trang Mai Nguyen, Tu Thi Thanh Nguyen, and Minh Cao Luu
- Leveraging critical social media literacy to safeguard youth against violent radicalization and extremism by Muhammad Akram, Adeela Arshad-Ayaz, and Muhammad Ayaz Naseem
- Didactic aspects of education of primary teachers with a focus on strengthening their media literacy and fighting disinformation. Experience from the Czech Republic by Kamil Kopecký and Veronika Krejčí
Go to https://digitalcommons.uri.edu/jmle/vol18/iss1/
Photo by Sheila Webber: border at the botanics, June 2026

New articles: AI and information literacy; Norwegian network; Strategic partnership

The latest IFLA Information Literacy Section Newsletter (Winter 2024) is available. It includes short articles from contributors in USA, Switzerland, Vietnam, Malaysia and Norway, all of which are interesting. Several of them discuss initiatives to do with AI e.g. Coffee Lecture: Critical Evaluation of AI-generated Information by Lukas Tschopp.
Also there is an article about NANUB: The National Network for Information Literacy Instruction in Academic Libraries in Norway (that website is in Norwegian, obviously).
Go here for the newsletter https://repository.ifla.org/handle/20.500.14598/3636
Photo by Sheila Webber: autumn, reflected, October 2024

New articles: Information behaviour of farmers; Health Literacy; AI and information; Personal Information Management; Information & visual disability

The latest issue of IFLA Journal (Volume 48, No. 4, 2022) is published open access at https://repository.ifla.org/handle/123456789/2317 There are lots of interesting articles, covering library issues in many different countries, but picking out ones more relevant to this blog:
- An assessment of health information literacy among women in rural Lake Zone, Tanzania by Mohamed Kassim and Faraja Ndumbaro
- Knowledge mapping and visualization of personal information management literature, 1988–2020 by Williams Ezinwa Nwagwu and Chidiebube Blossom Williams
- A model of access to information among Nigerian rice farmers by Ugonna Benedette Fidelugwuowo
- Information needs and delivery channels: Experimental evidence from Cambodian smallholders by Selina Bruns, Oliver Mußhoff and Pascal Ströhlein
- Factors influencing the use of agricultural information by Vietnamese farmers by Hung Gia Hoang, Duc Van Nguyen and Douglas Drysdale
- Framework for the provision of information to the visually impaired in academic libraries in compliance with the Marrakesh Treaty by Samuel Macharia Were, Japhet N. Otike and Emily K. Bosire
Photo by Sheila Webber: lovely autumn beech tree, November 2022

Part 2 of - News literacy session #WLIC2022

This is part 2 of my notes from the WLIC session on News Literacy: Fighting Mis/Disinformation at Your Library this morning (part 1 is here).
The next speaker was Ebele Nkiru Anyaoku, University of Abuja, Nigeria and the paper was coauthored by Ngozi P. Osuchukwu, Nnamdi Azikiwe University, Nigeria. The paper was Librarians use of information literacy strategic tools for teaching students in Nigerian universities to combat fake news and information. The speaker outlined the problem of information disorders and its impact on wellbeing: fake news spreads fear and panic and can be literally fatal if people believe health myths and false health information. Young people are certainly at risk since they access online information through social media through the day, and may not be able to identify fake news. People need a critical mindset, search skills and knowledge about quality information sources and finally the ability to evaluate information. There is an officially approved information literacy course which is used by people in Nigerian universities called GST 121 Use of Library and Study Skills. Therefore they carried out a research study to investigate whether the material being used to teach it were meeting the course's aims. They carried out document analysis and analysed websites. The review showed there was no module on fake news. They did discover media and informatiteracy modules and analysed the content. The percentage (about 11%) of material on evaluation was not sufficient, with more material on search etc. Also the library websites more broadly did not have material countering, and warning against, fake news. They recommend that e.g. fact checking, evaluating, spotting fake news should be included in modules, with revision of the GST121 course, and also the library websites should be upgraded. The paper for this talk is at https://repository.ifla.org/handle/123456789/1961 

The next talk was Fighting Against Fake News: a Study of Central University Libraries in India presented by Mahender Pratap Singh, Babasaheb Bhimrao Ambedkar University, India. As with other speakers, he emphasised the role of librarians in combatting misinformation. The speaker presented research (a questionnaire survey carried out during the pandemic) into the role of librarians and their strategies in combatting fake news. The participants were from Central Universitiy libraries, and more than half the libraries responded. The respondents identified fake news as harmful. They did identify roles for librarians in identifying fake news and fact checking, and said there were offering information literacy training. A major problem was lack of support from their institution. Suggestions made by the presenter ranged from those aimed at librarians up to those aimed at government. They included institutions taking disciplinary action against those spreading fake news, and also government policies to raise awareness and control fake news. The paper is here https://repository.ifla.org/handle/123456789/1965 

Finally we had a presentation on Vietnam academic libraries and fake news on social networks: revealing the truth and solving the problem by Lan Nguyen Thi Kim, University of Social Sciences and Humanities, Vietnam National University Hanoi, Vietnam. She presented some general statistics about the population and their use of internet and socal media. They had carried out a survey about how university librarians were dealing with fake news. There were 505 valid responses to the survey that they conducted. They found that those with former training and better education were better at discerning the truth and more careful when shring information. The paper is here https://repository.ifla.org/handle/123456789/1963

New articles: Engineering students; Cognitive authority; E-learning adoption; Entrepreneurs in China; EFL students

Priced journal Libri has published Volume 72 Issue 1 which includes:
- Fostering Knowledge Sharing Behavior Among Pakistani Engineering Students: Role of Individual and Classroom Related Factors by Muhammad Safdar, Syeda Hina Batool, Khalid Mahmood
- Cognitive Authority as an Instance of Informational and Expert Power by Reijo Savolainen
- Technological Readiness and Computer Self-efficacy as Predictors of E-learning Adoption by LIS Students in Nigeria by Omorodion Okuonghae, Magnus Osahon Igbinovia, John Oluwaseye Adebayo
- Information Inequality among Entrepreneurs in Rural China by Zhenjia Fan, Pnina Fichman
- Digital Literacy of EFL Students: An Empirical Study in Vietnamese Universities by Lan Anh Thuy Nguyen, Anita Habók
Go to https://www.degruyter.com/journal/key/libr/72/1/html

Photo by Sheila Webber: walk in the woods, Chapelgarth, March 2022

#WLIC2021 LIS Education and Information Literacy in The Developing Country

My final liveblog from the online IFLA World Library and Information Congress will be the session on LIS Education and Information Literacy in The Developing Country. (I intend to catch up in blogging a couple of the other sessions afterwards) 

Firstly Lan Nguyen ( Faculty of Library and Information Science, University of Social Sciences and Humanities, Vietnam National University Hanoi) talked about Integration of information literacy into undergraduate studies curriculum: A case study of the University of Social Sciences and Humanities Hanoi (Vietnam), reporting on a survey that she had done with 300 respondents. This compared responses of students who had and hadn't taken an information literacy course, and in the part that asked students to rate various aspects of their information literacy, there were slightly higher scores for those who had taken the course on each element. There was also an improvement in higher years of study. The course was based on the UNESCO definition of IL and the ACRL IL Standards. Future plans include emphasising critical thinking and Collaborative problem solving/ Content learning as outcomes of learning. Using realistic examples was also important.

Marta Bustillo, Paige Pope and Crystal Fulton (University College Dublin, Ireland) presented on University College Dublin's Research Accelerator for the Social Sciences Online Module: Information literacy to develop core research skills at undergraduate level. It was a cross-departmental partnership involving the School of Information & Communication Studies, School of Psychology & UCD Library. The key goal was Bring information literacy, specifically digital literacy skills, to the undergraduate research curriculum at UCD. The module had 6 units related to identifying a research topic, searching for literature, critical academic literacy, research ethics and research data management. The module was online and included reflection on each unit, and there was a focus on using the virtual learning environment as an interactive space. Other points that were made included: the importance of universal design for learning; sustainability of digital materials produced; the importance of planning; the value of collaboration and how it could be continued further. Someone in chat also mentioned these open information literacy materials (OERs) for business and economics students:https://www.econbiz.de/eb/en/research-skills/ 

Finally Andréa Doyle (PPGCI IBICT/UFRJ - RJ, Brazil) talked about Critical Information Literacy in Brazil: origins, state of the art and prospects, presenting on the topic of her PhD work. She started by talking briefly about developments in IL in Brazil, and then specifically Critical Information Literacy as manifested in Brazilian LIS literature. The first mention was in 2000, and the number has grown from there. From a search in Brapci (Brazilian Information Science Database) and BDTD (Brazilian Database of Dissertations and Thesis) Doyle found 23 papers and 3 master’s dissertations, which are mostly theoretical, influenced by the Frankfurt and Paulo Freire's work. This differs from developments in North America, where Critical Information Literacy tended to be developed and written about by librarians. Doyle saw both advantages (bringing critical theories into discussion) and disadvantages (mainly a deparation from library practice). She finished by defining Critical Information Literacy thus "Critical information/media/digital literacy is the continuous development of a critical relationship with the convergent and connected information environment. Critical = to question and deconstruct systems of oppression"

Collaboration: curriculum design; faculty-librarian

Two items relating to librarian collaboration in teaching:
(1) Materials by Cara B. Stone, Erin Thomas and Kris Stacy-Bates for the Illinois Information Literacy Summit 2021: Playing the Long Game: Collaborating in IL Curriculum Design. It includes links to their slides and to resources and tools they recommend, plus bulet points from the session discussion. https://docs.google.com/document/d/1wq19tmzzRrOaSai1W9YghNTVQtNVyXonHw6zh4WZI0M/ - also their Information Literacy open textbook is here https://iastate.pressbooks.pub/lib160/
(2) A newly published article, in the latest IFLA journal (open access):
Nguyen, T.L. & Tuamsuk, K. (2021). Faculty–librarian administrative structure and collaborative activities supporting teaching and research at Vietnamese universities: A qualitative study. IFLA journal, 47(2), 236-249. "This article reports on the administrative structure and collaborative activities of faculty and librarians within Vietnamese universities to evaluate their impact on teaching and research, as well as their collaborative benefits, advantages and disadvantages. The authors ... conducted 29 in-depth interviews with key participants at Vietnamese universities. The findings indicated that such collaboration was often based on the collaborators’ personal circumstances and that librarian liaison partnerships primarily related to the faculty’s profession, personality and attitudes at different units. Further, universities focused on collaborative activities to support teaching and research – designing syllabi, research support activities and collection development."
Link to whole issue: https://www.ifla.org/files/assets/hq/publications/ifla-journal/ifla-journal-47-2_2021.pdf  This issue also includes: Channels used to deliver agricultural information and knowledge to smallholder farmers by Kelefa Mwantimwa & Faraja Ndumbaro.

Photo by Sheila Webber: pink roses, July 2021

New articles: health literacy; workplace information literacy; international students; information users

The new issue of open-access journal Information Research (vol. 23, issue 4) has been published. It includes:
- Margaret S. Zimmerman: Information horizons mapping to assess the health literacy of refugee and immigrant women in the USA
- Hanseul Stephanie Lee: A comparative study on the health information needs, seeking and source preferences among mothers of young healthy children: American mothers compared to recent immigrant Korean mothers
- Sarah Bukhari, Suraya Hamid, Sri Devi Ravana and Mohamad Taha Ijab Modelling the information-seeking behaviour of international students in their use of social media in Malaysia
Go to: http://www.informationr.net/ir/23-4/infres234.html
There is also a Special supplement: Proceedings of ISIC: the information behaviour conference, Krakow, Poland, 9-11 October, 2018: Part 1
- Farhan Ahmad and Gunilla Widén, Information literacy at workplace: the organizational leadership perspective
- Tim Gorichanaz, Perspective in information behaviour research
- Heidi Julien, Lynne McKechnie, Sarah Polkinghorne and Roger Chabot, The "user turn" in practice: information behaviour researchers’ constructions of information users
- Waseem Afzal, Weaving an affective framework for information behaviour research: a consideration of ‘trilogy of mind’ and ‘flow’
- Jela Steinerova, Perceptions of the information environment by researchers: a qualitative study
- Hue Thi Pham and Kirsty Williamson, A two-way street: collaboration and information sharing in academia. A theoretically-based, comparative Australian/Vietnamese study
Go to: http://www.informationr.net/ir/23-4/isic2018/isic2018.html
Photo by Sheila Webber: Indside the Diamond Building, University of Sheffield.

Papers from #wlic2018 : Green literacy; social networking; Refugees; infolit for rural communities

I won't be attending the World Library and Information Conference (WLIC, the IFLA conference) this year, but as usual I, and everyone else, can make use of the valuable library of full-text papers from the conference. Also as usual, most of them are already uploaded and available. The conference covers a huge range of librarianship and information subjects, from around the world. I will present links to the full text papers related to information literacy and information behaviour in two blog posts: here are the first items. If you are going to WLIC - 24 to 30 August 2018 - you will of course be able to attend the talks themselves.
- WIOROGÓRSKA, Zuzanna (2018) Information literacy of undergraduate Vietnamese students viewed from the perspective of cultural context. Paper presented at: IFLA WLIC 2018 – Kuala Lumpur, Malaysia – Transform Libraries, Transform Societies in Session 116 - Library Theory and Research with Information Literacy. http://library.ifla.org/id/eprint/2153
- HAUKE, Petra (2018) From Information Literacy to Green Literacy: Training Librarians as Trainers for Sustainability Literacy. Paper presented at: IFLA WLIC 2018 – Kuala Lumpur, Malaysia – Transform Libraries, Transform Societies in Session 116 - Library Theory and Research with Information Literacy. http://library.ifla.org/id/eprint/2147
- OBODORUKU, Benedicta (2018) Refugees’ Information Seeking in Nyarugusu Camp, Tanzania. Paper presented at: IFLA WLIC 2018 – Kuala Lumpur, Malaysia – Transform Libraries, Transform Societies in Session 137 - Africa. http://library.ifla.org/id/eprint/2139
- IBRAHIM, Yazid and AB. RASHID, Zuliana (2018) Making This World A Better Place through Information Literacy: In4skill Campaign for Rural Communities. Paper presented at: IFLA WLIC 2018 – Kuala Lumpur, Malaysia – Transform Libraries, Transform Societies in Session 116 - Library Theory and Research with Information Literacy. http://library.ifla.org/id/eprint/2148
- FADELINA, Raisa (2018) Instagram as a media to get information: a case study at Grhatama Pustaka Special Region of Yogyakarta. Paper presented at: IFLA WLIC 2018 – Kuala Lumpur, Malaysia – Transform Libraries, Transform Societies in Session 126 - Joint Division I and Division IV. http://library.ifla.org/id/eprint/2119
- MUNSHI, Shamim Aktar (2018) Social Networking Sites, the Lifeline among the Students and Librarians: Information Needs, Marketing and Promotion. Paper presented at: IFLA WLIC 2018 – Kuala Lumpur, Malaysia – Transform Libraries, Transform Societies in Session 126 - Joint Division I and Division IV. http://library.ifla.org/id/eprint/2125
- WALSH, Benjamin (2018) Public library and private space: Homeless queer youth navigating information access and identity in Toronto. Paper presented at: IFLA WLIC 2018 – Kuala Lumpur, Malaysia – Transform Libraries, Transform Societies in Session 114 - Metropolitan Libraries. http://library.ifla.org/id/eprint/2144
Photo by Sheila Webber: Palace Pier, Brighton, July 2018

Vitenamese immigrants; international workshops; Street lighting industry; Open access book on infolit in Portuguese: Sheila blogs from #ecil2017

This morning I presented on behalf of Dr Batool, a former PhD student, in a pecha kucha session at the European Conference on Information Literacy in Saint-Malo, France. I will blog this separately, but are some notes on other presentations in the session (the slide is from the first talk):

Dominant Traits of the Information Behavior of Vietnamese Immigrants in the Czech Republic: Influences on Building Their Information Landscapes – Preliminary Paper from Petra Cernohlavkova (presenter) and Helena Lipková
Vietnamese have migrated for various reasons to many countries, and in the Czech republic they are concentrated particularly in cities. The extent of integration (contact) depends on the age of both Vietnamese and Czechs (e.g. older people mostly encounter in shops as seller/customer). Because incoming Vietnamese may have low literacy and Czech language skills, and need to earn money, they are liable to exploitation. Collective coping strategies are important to them. Vietnamese will use personal networks rather than social media etc. which they have not used in Vietnam (see slide), and they don't use libraries, and distrust services provided for free (as they might have had poor experiences with NGOs). She recommended a closer cooperation between libraries and NGOs to help introduce the Vietnamese to the new information landscape.

Information Literacy for Scientific Organizations: Progress by International Co-operation from Paul Nieuwenhuysen
"Scientific organisations" included, here, universities: the main focus is on international cooperation (between the host country here, Belgium, and other countries). They aim to bring together experts from different (mainly developing) countries. They aim to confront the experts witheach others' views to surface problems, challenges, hopes and expectations. There have been training programmes of a few months, hosted at Belgian universities, with the target group young information professionals mainly from Africa, Asia and Latin America. There are also workshops so far in India and the Philippines. There is some material from the author e.g. here and here

Information Literacy in Portuguese University Context: a Necessary Intervention by Carlos Lopes, Tatiana Sanches (presenter), Maria da Luz Antunes, Isabel Andrade, Julio Alonso Arevalo
They had noted that not everyone had access to the new forms of creation and publishing (so had difficulty building digital identities); also the large flow of information; and the need to adapt to new ways of interacting, knowing and thinking. Library professionals in Portugal had posed themselves the question of how to address these issues. They identified two goals: reaffirming the importance of IL/transversal competencies amongst university colleagues, and the second developing librarian skills. They have responded by developing a book: chapters include an infolit self-evaluation framework, a smmary of existing models, best practice examples, material relatting to intergration of IL in the curriculum, and current and future trends/issues. This is the first open access book on information literacy in Portuguese. The book is at http://repositorio.ispa.pt/handle/10400.12/5067

Information Literacy in Street Lighting Industry: Content curation with Scoop.it by Gilbert Charles Faure
This was characterised as a niche industry with a major global impact. There are tech innovations, but also e.g. environmental concerns. Knowledge management and infolit is rather poor in these companies. Informal communications, product and industry publications etc. are important. Scoop.it is being used here as a curation tool for knowledge management. Content hubs have been created related to the Lighting industry and curated for four years. There can be a watch on technical aspects (e.g. LEDs, solar power) and societal aspects (e.g. light pollution, effect on ecology). The speaker also highlighted the topic of lighting in art - that lighting may be installed as an art work (so serving a dual purpose). He noted that he collaborated with others to share resources, both companies and agencies.

Information literacy instruction in four Vietnamese university libraries

An article I came across recently: Diep, K.C. and Nahl, D. (2011) "Information literacy instruction in four Vietnamese university libraries." The International Information and Library Review, 43 (4), 198-206.
"This case study explored the perceptions of academic stakeholders about the development and delivery of information literacy (IL) programs in four universities, and identified elements necessary to establishing IL credit courses in Vietnamese higher education. The following research questions framed this study: 1) How do library administrators, instruction librarians, and faculty perceive the current implementation of information literacy instruction (ILI) programs for undergraduates studies in universities libraries in Vietnam? 2) What are the challenges to including IL as a credit course in the curriculum as perceived by library administrators, instruction librarians, and faculty? Respondents were purposefully recruited from four universities, including library administrators, instruction librarians, and faculty. Three online surveys were distributed to 537 individuals through Survey Monkey with 149 replies and a final receipt of 133 completed surveys. Interview and focus group data collection included 23 face-to-face interviews and nine focus groups. Findings showed IL is considered the domain of librarians and has not influenced Vietnamese campus culture. IL activities at four university libraries take the form of lectures, workshops, and basic IL skills modules. Few ILI activities are subject discipline-related. Respondents reported challenges to an ILI credit course revolve around the lasting impact of teacher-centered instruction and rote learning, misperceptions about the effect of IL on student learning outcomes, degree of support of IL by academic stakeholders, degree of faculty-librarian collaboration, and scarcity of resources. Recommendations are given for academic librarians in Vietnam implementing ILI programs and considering developing IL credit courses."
Photo by Sheila Webber: Pattern of new leaves, May 2012

Information Literacy in an African contex

A report on a seminar held in Gaborone, Botswana, December 2010 has been published: Strengthening Information Literacy Interventions: Creative approaches to teaching and learning SCECSAL Pre-Conference Seminar Report. "This workshop, organised by the Institute of Development Studies (IDS) and Information Training and Outreach Centre for Africa (ITOCA), discussed some of the latest innovations and approaches being used to develop information literacy across Southern Africa, and made recommendations on how to strengthen information literacy initiatives in the future." The free pdf includes summaries of presentations and round table discussions. http://blds.ids.ac.uk/global_projects/BLDS%20Botswana%20Report.pdf
Photo by Sheila Webber: Botanic Gardens, Sheffield, July 2011

IFLA Report: Delivering information literacy programmes in the context of network society and cross-cultural perspectives

This report on a talk by Huy Nghiem continues blog posts from the 76th IFLA General Conference and Assembly, held 10-15 August 2010, in Gothenburg, Sweden. The conference site is at http://www.ifla.org/en/ifla76. There is a podcast of this talk here, courtesy of Niels Damgaard. The full paper is:
Huy Nghiem (College of Social Sciences and Humanities, Vietnam National University, Hanoi, Vietnam) Delivering information literacy programmes in the context of network society and cross-cultural perspectives
http://www.ifla.org/files/hq/papers/ifla76/74-nghiem-en.pdf
Huy started by briefly indicating recent trends. He noted that there are many theories and frameworks on IL (e.g. SCONUL, Big 6). There is a new information lanscape, with social networking tools, and the way we use these digital tools has changed our information landscape and also opportunities for cross-cultural communication.
Nuy presented a diagram (shown in the full text paper) that illustrated that individuals on the one hand are receiving information from many channels, often passively (with channels that cannot be controlled or customised), but also with opportunities for sharing and communicating. Also individuals are retrieving material (e.g. from wikis, paper based surces) to learn or make meaning, education, social inclusion or employability. Information literacy is important in helping to achieve this.
In terms of the network society, so much is powered by networks and technology nowadays. What is important is the principle of inclusion. The network society can have an impact that is related to culture, country etc.
Huy quoted Spiranec and Zorica (2009) “IL [IL] has its root in the activities of particular groups and communities; it evolves in disciplinary and other contexts and is practiced by communities using their corresponding technologies”, emphasising that is social as well as technical issue.
Huy presented a table which identied the current context and next context for some core elements of IL.
For example: if the core element is "information concerns"; the current context is personal information needs and the new context involves communities concerns, communicating and living in different cultural and social environments. Another example is that if the core element is "information evaluation", the current context is based on formal knowledge and learning and the future context is based on the judgement of the community. A further example in the Vietnamese context is that if the core element is "learning", then the current context is passive learning and the impact of Confucianism (e.g. face saving), and the new context is flexible space, community based learning, cross cultural perspectives and rich resources.
Huy proposed Flexible Learning Communities as the ideal way of developing IL. This requires social and technological conditions for people to develop their IL in community, with their own leraning goals and using whatever technology is suitable. Huy saw librarians as nodes, with the role of libraries including building & developing learning communities and using social networking tools.

Reference: Spiranec S, Zorica M, 2009, ‘Information Literacy 2.0: hype or discourse refinement’, Journal of Documentation, vol. 66, no. 1, pp. 140-153
Photo by Sheila Webber: Exhibition

IFLA papers online relevant to information literacy

The World Library and Information Conference (or IFLA conference) takes place 10-15 August, and most of the papers are already online. These are full text papers, some of them available in more than one language. I will spread the links over a few posts. I have picked out ones particularly relevant to information literacy and information behaviour.
- Huy Nghiem (College of Social Sciences and Humanities, Vietnam National University, Hanoi, Vietnam) Delivering information literacy programmes in the context of network society and cross-cultural perspectives
http://www.ifla.org/files/hq/papers/ifla76/74-nghiem-en.pdf
- Christopher Coward (University of Washington Information School) and Karen Fisher Measuring Indirect Access: Indicators of the Impacts of Lay Information Mediary Behavior
http://www.ifla.org/files/hq/papers/ifla76/72-coward-en.pdf
- Sheila Corrall (University of Sheffield) Developing inclusive models of reference and instruction to create information literate communities
http://www.ifla.org/files/hq/papers/ifla76/74-corrall-en.pdf
- Vicki McDonald (Library Services, Queensland University of Technology, Queensland, Australia) Get the edge, get ahead: Queensland University of Technology Library's approach to learning support
http://www.ifla.org/files/hq/papers/ifla76/74-mcdonald-en.pdf
- Kaijsa Calkins and Cassandra Kvenild (University of Wyoming, Laramie, WY, USA) Embedding in the 21st Century Academy: crossing curriculum and geography
http://www.ifla.org/files/hq/papers/ifla76/74-calkins-en.pdf
- Raul Aguilera et al (Universidad Carlos III de Madrid, Madrid, Spain) Training undergraduate students to search and use statistical information: a cooperation between professors and librarians
http://www.ifla.org/files/hq/papers/ifla76/86-aguilera-en.pdf
- Harrison Dekker (UC Berkeley Libraries, Berkeley, California, USA) Using web-based software to promote data literacy in a large enrollment undergraduate course
http://www.ifla.org/files/hq/papers/ifla76/86-dekker-en.pdf
Photo by Sheila Webber: Kelvingrove Museum, installation, Glasgow, July 2010