Putting the Framework for Information Literacy into Action #acrlframework

ACRL has organised a free Webcast on March 4 2015, Putting the Framework for Information Literacy into Action: Next Steps, 1pm – 2 p.m.USA Central time (which is 7pm- 8pm UK time). "Following the ACRL Board Action at Midwinter, the Framework for Information Literacy in Higher Education is now a dynamic living document that has great potential for transforming information literacy research and practice. This webcast will provide an overview of next steps for the Framework and will highlight examples of how librarians are already incorporating it into their work. Join us to learn more about plans for creating resources and professional development opportunities to support librarians in using the Framework and contributing to its growth. Learning outcomes: Become more familiar with how the threshold concept foundation of the Framework can inform action research and curriculum design; Explore examples of how librarians are experimenting with the Framework in a variety of contexts; Hear about next steps for using the Framework and how you can contribute." the presenters are Karen Williams and Sharon Mader. Register at http://www.acrl.ala.org/acrlinsider/archives/9930
Photo by Sheila Webber: Dubrovnik, October 2014

Research 101 #acrlframework

University Libraries, University of Washington have produced a Libguides website, Research 101, based around the new ACRL Framework for Information Literacy. For each of the frames they have produced: a few learning goals, a short video explaining the concept, a brief description of a couple of classroom activities or assignments, and a short multiple choice quiz. The "Information has value" section has yet to be completed, and one name reflects previous drafts of the Framework. Note also that in a couple of cases the heading on the tab is slightly different from the wording used on the page (so "Format as a process" is "Format matters" and "Research as inquiry" becomes "Research is a process"). http://guides.lib.washington.edu/content.php?pid=575664&sid=4746384
Photo by Sheila Webber: sailing on in Dubrovnik, October 2014

Librarians as Teachers Conference: 10 June: Birmingham

There's a one-day Librarians as Teachers Conference, 10 June 2015 at the Aston Conference Centre, Birmingham, UK. Confrmed Speakers are: Jane Secker, Adam Lancaster, Michelle Jenkins, Jessica Haigh, Andrew Walsh, Sarah Pavey and Helen Ryba. More information http://www.cilip.org.uk/west-midlands/events/librarians-teachers-conference
Photo by Sheila Webber: Dubrovnik coastline, October 2014

cfp e-learning 2015 conference

There is a call for papers for the e-learning 2015 conference being held on 21-24 July 2015 in Las Palmas de Gran Canaria, Spain. The deadline for papers is 6 March 2015 (full papers are required except for workshop and poster proposals). More information at http://elearning-conf.org/call-for-papers/
Photo by Sheila Webber: Sea, Dubrovnik, October 2014: the weather is miserable at the moment so I'm going to use some photos from sunny Dubrovnik for a couple of days.

Is Gibbs' team info literate? The information literacy of #NCIS

Workplace information literacy is all the vogue, and so I offer an information literacy analysis of a team of workers who have to solve impossible information problems on a weekly basis: the NCIS (Naval Criminal Investigative Service) team headed by Special Agent Jethro Leroy Gibbs. In case you never watch NCIS, it is a hugely successful TV series in which they solve crimes involving a (dead) navy person. I will focus on the ur-team, headed by Gibbs, rather than the flibbertigibbet spinoff series. After iterative conversations with the data (i.e. I’ve watched a lot of NCIS) I am able to offer the following analysis, using the framework of the SCONUL 7 pillars of information literacy.

“Okay, let's get to work!”

Pillar 1: “Identify the information need”? Check! No sooner has a dead marine washed upon the beach/ been discovered by a courting couple/ inexplicably flumped out of the sky, than Gibbs is barking away at people demanding names, and cause and time of death. And the team keeps reviewing and identifying new information needs all the way through the episode until the perp finally breaks down under Gibbs’ merciless interrogation.

Pillar 2: “Scope “ – so that’s “Can assess current knowledge and identify gaps” (Check! the team act as one to share what they know and then scatter to do whatever it is they do best), “understands what types of information are available” (Check! do they ever stand round wondering where on earth to look next? "Heck no!"), and “Demonstrate the ability to use new tools as they become available” (Check! there is NO database or hard disk inaccessible to the combined wizardry of Abby and McGee. Even DiNozzo can manipulate a camera, laptop and wifi when circumstances dictate (vide the case of the man stabbed with a knitting needle in the airborne aircraft lavatory; pictures zoom to Abby and Ducky before you can say “so the air hostess is the hit man!”).

Pillar 3: “Plan: construct strategies for locating information and data” Check! This is most evident when the team plan how to collect physical and personal evidence, whether it’s Ducky contemplating how to get the corpse to tell him how the murder was committed, or Ziva and Gibbs deciding how to get into the suspect’s home and snag his toothbrush for a DNA test. The elegant search strategies used to extract information from the plethora of digital sources are usually taken as read. Although Abby and McGee sometimes can’t resist filling in the systematic detail, Gibbs soon reminds them that it’s only the answers he’s interested in.

Pillar 4: “Gather: locate and access the information and data they need” Check! and double check! Gibbs and his team have access to every conceivable information source known to man. They use satellites and tiny cameras, they use huge great video suites and petite mobile phones, they track all kinds of objects all around the world using amazing networky gizmos, they use news databases, and bank records, and can hack into any database after the most minimal effort, they can call on their own vast and infallible memories, they have extensive personal networks of people just dying to do them favours. If by any chance the person/object/database doesn’t happen to be in Washington DC, only a small amount of jokey posturing will see them on a flight to Iraq, or Paris, or Mexico to scoop up the info in person.
The only element lacking here is “understanding the difference between free and paid for resources”. As far as I can see, the only way Gibbs and co. ever pay for information, is, now and then, with a certain amount of personal angst (e.g. having to say “please” to the FBI).

Pillar 5: “Evaluate”. This is one where I pondered a while. Most of the information they get from official databases (fingerprints! tox screens! phone records! service records!) simply gets accepted as correct, unless there’s a plot device about falsifying something. However, the team do “Critically appraise and evaluate their own findings and those of others”, principally when gathered round the screen next to Gibbs’ desk fighting over who is going to feed him the latest juicy fact. As well as contesting each others’ findings (i.e. making snarky remarks and snatching the digital pointer), they are always subject to Gibbs’ devastating critique (notably “yer think?” and “so that’s all you got?”). After all, Gibbs’ Rule #3 is “Never believe what you are told. Double check.”
The most air time is, again, devoted to evaluating personal sources. The team itself is trustworthy (except when fighting personal vendettas, carrying out orders from Mossad, or protecting a close relative, obviously). People the team knows and trusts are mostly good information sources, although TV cliche dictates that periodically one or other of the team will be Horribly Disallusioned when it turns out their girlfriend/boyfriend/mentor/old commanding officer is liar and a cheat.
Other people can only be identified as good or bad information sources once they’ve been marched to the interview room for ritual humiliation by one of the team, whilst a random selection of  team-mates indulge in light banter behind the 2-way mirror.

Pillar 6: “Manage: Can organise information professionally and ethically”. They must be super-efficient at organising information, as the only things they lose are embarrassing personal items (leading to much humorous byplay) or files stolen by someone Up To No Good. However, this pillar seems to be the one blot on their information literate copybook. Does Gibbs’ team “Demonstrate awareness of issues relating to the rights of others including ethics, data protection, copyright, plagiarism and any other intellectual property issues”? I think not! McGee hacks into everything, the gun-toters of the team hack into people’s houses, and obviously Ducky and Mr Palmer hack into the corpses, though the latter is really just routine forensics. Now and then national security is mentioned, and sometimes someone will wonder whether all this is right. However, generally speaking ethical information behaviour isn’t allowed to stand in the way of wrapping up the case before the credits whump in.

Pillar 7: “Present: Can apply the knowledge gained: presenting the results of their research, synthesising new and old information and data to create new knowledge and disseminating it in a variety of ways”. Check! and triple check! They always solve the case: job done. How the results are disseminated will depend on the plot point. The team may end the episode soulfully watching a complete fabrication being broadcast on the ZNN news channel (e.g. the bullet-riddled demise of Director Shepard, reported as a nasty domestic accident, possibly involving blazing chip fat), or getting the warm fuzzies (e.g. watching the wife and fatally-ill son of a dead hero helicopter pilot being respectively stoic, and cute: and were it not for the investigative powers of Gibbs’ team, that hero would have been branded a coward!)

What is perhaps most awesome is the way they combine their individually awesome talents to become a mega-awesome whole. Remember, Gibbs' Rule #15 is “Always work as a team”. He is an archetypal manager in his information behaviour: he sets clear goals, provides incentives (e.g. buckets of carbonated beverage; though not being shouted at is usually enough for DiNozzo), he demands summarised intelligence and regular updates (“what yer got?”), he prefers personal communication (“speak to me Abs”), disdains unnecessary detail (“speak English!”), and combines his personal knowledge base, his gut feeling and the vast streams of information from his team to arrive at a decision (“Gibbs is always right!”).
The rest provide complimentary sets of skills, knowledge and personal contacts. Abby and Ducky are the most expert experts in the world in space and don’t have to do trivial things like read the literature to keep up to date. However, they do go to conferences (mostly for people to cluster round them and ask for autographs, I imagine) and if their gigantic brains fail to identify an appropriate solution, they always know some other expert who will come up with the goods. If an information source is trying to run away, Ziva can exercise her skills in hitting people. DiNozzo is good at putting evidence in bags and noticing quirky things that turn out to be really, really important.

So, I think that pretty well demonstrates that the NCIS team are A1 information literate (apart from that pesky ethical thing, which I’m sure Gibbs would discount with a quick whack to the back of the head). In fact they could be rechristened the Navy’s Completely Information-Literate Service.

Does anyone know Gibbs’ phone number, so I can ring up to propose it? I’m sure he’d love that. He’s always so open to unsolicited suggestions for change.

Pictures by Sheila Webber, taken in Second Life. Those with eagle eyes will have spotted that there are 2 rule 3s. This is Gibbs. He makes up the rules.

Recording of “Anyone can cook” webinar online

There is a recording, and the chatlog, from the webinar held on 17 February 2015 “Anyone can cook”: an online seminar on the implications of Radical Information Literacy at http://www.researchinfonet.org/infolit/ridls/informall-webinars/

Large numbers of teachers participating in #MOOCs

A study of 11 MOOCs offered by MIT in spring 2014 "found that one in four (28.0 percent) respondents [i.e. learners] identified as past or present teachers." "Although they represent only 4.5 percent of the nearly 250,000 enrollees, responding teachers generated 22.4 percent of all discussion forum comments." Over 70% of teachers responding to exit surveys agreed they might use the matyerial in their teaching. The authors identify the value of teachers taking MOOCs (since they appear to be very participative) and see at as a positive thing "We believe teacher participants in MOOCS are a resource to respect and value, with the potential of further enriching the MOOC experience for participants". There are also obvious implications to do with teachers' self development, and their wish to re-use material encountered in the MOOCs.

Seaton, D., Coleman, C., Daries, J. and Chuang, I. (2015, February 9) Enrollment in MITx MOOCs: Are We Educating Educators? EDUCAUSE Review. http://www.educause.edu/ero/article/enrollment-mitx-moocs-are-we-educating-educators
Photo by Sheila Webber: bunting yet again, February 2015

21st February is #OpenDataDay

21st February is International Open Data Day, a "gathering of citizens in cities around the world to write applications, liberate data, create visualizations and publish analyses using open public data to show support for and encourage the adoption open data policies by the world's local, regional and national governments." The Open data Handbook defines open data as follows "Open data is data that can be freely used, reused and redistributed by anyone - subject only, at most, to the requirement to attribute and sharealike." On 21st there are events such as hackathons, in various locations, such as Open Data Day London 2015. Some organisations are releasing data e.g. the UK's Natural History Museum "as part of International Open Data Day ... is opening up its digital collections and research data through its new Data Portal."
The Open Data Day website is here http://opendataday.org/
Logo created using the app at http://logo.odd.okfn.jp

Some recent blog posts on information literacy by other people (McGlynn, Fister, Bhimani, Whitworth)

McGlynn, L. (2015, February 10). Instruction Instruction Part 1: Why Library Teaching Training Matters. Hack Library School http://hacklibraryschool.com/2015/02/10/why-instruction-training-matters/#comments and McGlynn, L. (2015, February 19). Instruction Instruction Part 2: Become a Better Instructor http://hacklibraryschool.com/2015/02/19/become-a-better-instructor/ (hls is a blog by and for library and information school students)

Fister, B. (2015, February 15) Information Literacy In the Wild. Inside Higher Ed. https://www.insidehighered.com/blogs/library-babel-fish/information-literacy-wild
(Barbara highlights some non-library stories that have information literacy angles)

A couple of entries on the blog of the Chartered Institute for Library and Information Professionals: Why teach information literacy in an academic library? by Nazlin Bhimani http://www.cilip.org.uk/cilip/blog/why-teach-information-literacy-academic-library and Why "Radical Information Literacy"? by Andrew Whitworth http://www.cilip.org.uk/cilip/blog/why-radical-information-literacy?
Photo by Sheila Webber: more bunting, Sheffield, February 2015

Librarian co-authors correlated with higher quality reported search strategies in general internal medicine systematic reviews

The title of this paper, just published online, says it all, really:
Rethlefsen, M., Farrell, A., Osterhaus Trzasko, L. and Brigham, T. (2015) Librarian co-authors correlated with higher quality reported search strategies in general internal medicine systematic reviews. Journal of clinical epidemiology. DOI: 10.1016/j.jclinepi.2014.11.025
The aim of the study was "To determine whether librarian and information specialist authorship was associated with better reported systematic review search quality. .... Systematic reviews from high impact general internal medicine journals were reviewed for search quality characteristics and reporting quality by independent reviewers using three instruments, including a checklist of Institute of Medicine Recommended Standards for the Search Process and a scored modification of the Peer Review of Electronic Search Strategies instrument. .... Systematic reviews with librarian or information specialist co-authors are correlated with significantly higher quality reported search strategies. To minimize bias in systematic reviews, authors and editors could encourage librarian engagement in systematic reviews including authorship as a potential way to help improve documentation of the search strategy." http://www.jclinepi.com/article/S0895-4356%2815%2900057-8/abstract

Nurses’ and midwives’ information behaviour: a review of literature from 1998 to 2014

A substantial literature review (from one of the PhD students here at the iSchool):
Ebenezer, C. (2015). Nurses’ and midwives’ information behaviour: a review of literature from 1998 to 2014. New Library World, 116 (3/4), .
The findings part of the abstract says "Practitioners within nursing professions have a marked preference for interactive and human sources of information. They habitually associate information seeking with professional development rather than with clinical practice. Lack of time is the most frequently reported problem; also, they frequently lack confidence in searching and appraising the professional literature and in applying research in practice. Cultural factors may inhibit information seeking in the workplace, and access to appropriate information technology may be limited."
A priced publication, the abstract is here: http://www.emeraldinsight.com/doi/abs/10.1108/NLW-07-2014-0085
Photo by Sheila Webber: taken in Second Life, January 2015.

Second Life Infolit Journal Club 18 February 1pm SL time: Interdisciplinarity and IL

Join us in the virtual world Second Life for a one-hour discussion of an open-access article. Sheila Webber (i.e. me, Sheila Yoshikawa in Second Life) leads a discussion on:
Brunetti, K., Hofer, A. R. and Townsend, L. (2014). Interdisciplinarity and information literacy Instruction: A threshold concepts approach. In C. O’Mahoney, A. Buchanan, M. O’Rourke, & B. Higgs (Eds.), Threshold concepts: From personal practice to communities of practice, Proceedings of the National Academy's Sixth Annual Conference and the Fourth Biennial Threshold Concepts Conference (pp. 89-93), Cork, Ireland: NAIRTL. Available from http://www.nairtl.ie/documents/EPub_2012Proceedings.pdf#page=99 (go to page 99 in the pdf)

When: February 18 2015 at 1pm SL time (which is 9pm UK time, see http://tinyurl.com/lw8rwff for times elsewhere)

Where: Infolit iSchool, in the virtual world Second Life. You need a SL avatar and the Second Life browser installed on your computer. Go to http://maps.secondlife.com/secondlife/Infolit%20iSchool/134/47/22

Everyone is welcome to join the one-hour discussion.

A Sheffield iSchool Centre for Information Literacy Research event.
Photo by Sheila Webber, taken in Second Life

Integrating Information into the Engineering Design Process: book can now be downloaded

Integrating Information into the Engineering Design Process has now been made available as a free download (either as one file or chapter by chapter): the hard copy is still available to buy.

Fosmire, M. and Radcliffe, D. (Eds). (2014). Integrating Information into the Engineering Design Process. West Lafayette, IN: Purdue University Press. ISBN 9781557536495 http://docs.lib.purdue.edu/purduepress_ebooks/31/
Picture: created from the book's web page using Tagxedo (that's meant to be a steam train shape)

Latest articles in Portal: libraries and the academy

Articles in the latest issue of Portal: libraries and the academy (Volume 15, Number 1, January 2015) include
- Faculty Research and Publication Practices by Kate Zoellner, Samantha Hines, Teressa Keenan, Sue Samson
- Google vs. the Library (Part III): Assessing the Quality of Sources Found by Undergraduates by Helen Georgas
- Building a Peer-Learning Service for Students in an Academic Library by Mary O’Kelly, Julie Garrison, Brian Merry, Jennifer Torreano
- Pausing at the Threshold by Patrick K. Morgan [looking at threshold concepts]
http://muse.jhu.edu/journals/portal_libraries_and_the_academy/toc/pla.15.1.html
Photo by Sheila Webber: bunting, Sheffield, February 2015

Latest articles Journal of academic librarianship

The latest issue of the Journal of academic librarianship (volume 41 no. 1)includes
- The Student Confidence/Overconfidence in the Research Process by Valeria E. Molteni, Emily K. Chan
- Promoting Academic Library Research Through the “Faculty-Member-In-Residence” Program by Brian Detlor, Vivian Lewis
- Library Instruction and Themed Composition Courses: An Investigation of Factors that Impact Student - Learning by Erin E. Rinto, Elisa I. Cogbill-Seiders
- Relationship of Library Assessment to Student Retention by Elizabeth M. Mezick
- Finding the Right Notes: An Observational Study of Score and Recording Seeking Behaviors of Music Students by Kirstin Dougan
- The Shift of Information Literacy Towards Research 2.0 by Tibor Koltay, Sonja Špiranec, László Z. Karvalics
- Interactive Training Materials Developed by Spanish University Libraries by Marta Somoza-Fernández
For the abstracts, go to http://www.sciencedirect.com/science/journal/00991333
Photo by Sheila Webber: Durham, January 2015

New articles:school librarians; Ibero-American authors; students in India

Three new or new-ish papers from different sources:
- Khan, J. (2015). Use of information sources and need of information literacy among students in Aligarh Muslim University Aligarh. IJLIS, 7(1), 10 - 13. http://www.academicjournals.org/journal/IJLIS/article-abstract/BECB80E49967 An open-access article on IL in India.
- Pinto, M., Escalona, M.I., Pulgarín, A. and Uribe-Tirado, A. (2015). The scientific production of Ibero-American authors on information literacy (1985–2013). Scientometrics, 102 (2), 1555-1576. http://link.springer.com/article/10.1007/s11192-014-1498-x
- Tan, S., Kiran, K. and Diljit, S. (2014). Examining School librarians’ readiness for information literacy implementation. Proceedings of the 5th International Conference on Libraries, Information and Society (ICoLIS 2014), 4-5 November 2014, Kuala Lumpur, Malaysia. Can be downloaded from http://www.researchgate.net/profile/Kiran_Kaur6/publications . This is a study of Malaysian school librarians.
Photo by Sheila Webber: mist, February 2015

New issue of Liber Quarterly: one-shots, data literacies

The latest issue (volume 24 no. 3) of Liber Quarterly (the Open Access journal of the Association of European Research Libraries) has 2 articles:
- Just in case, just in time, or just don't bother? Assessment of one-shot library instruction with follow-up workshops by Hilde Terese Daland
- Developing data literacy competencies to enhance faculty collaborations by Don MacMillan
http://liber.library.uu.nl/index.php/lq/issue/view/565
Photo by Sheila Webber: fog in Sheffield, photoshopped, February 2015

cfp joint EAHIL+ICAHIS+ICLC Workshop #eahil2015

There is a call for papers from clinical & outreach librarians, on the broad theme of ‘Supporting Research' as part of the Workshop taking place 10-12 June 2015 in Edinburgh, Scotland; a collaboration between the European Association for Health Information and Libraries (EAHIL), the International Conference of Animal Health Information Specialists (ICAHIS) and the International Clinical Librarian Conference (ICLC). Details are at joint EAHIL+ICAHIS+ICLC Workshop . The format will mostly be participative workshop sessions (Bill Johnston and I are running one on phenomenographic research, and I will also be running one on journal clubs with Marshall Dozier). You have to submit a 200 word abstract on your proposal by 27 February 2015. Go to http://www.keysurvey.co.uk/votingmodule/s180/f/719458/4e4c/
Photo by Sheila Webber: winter in in the virtual world Second Life

SMIRK can be downloaded

SMIRK (the mobile version of the information skills training package SMILE) can now be downloaded from the repository Jorum. The author, Marion Kelt, says "SMIRK can be edited on a standard web editing package, we used Dreamweaver" and is happy to answer questions. http://find.jorum.ac.uk/resources/19314
Photo by Sheila Webber: snow, Sheffield, January 2015

2015 Information Literacy Summit in Illinois

Registration is open for the 2015 Information Literacy Summit: Revising, Refreshing, Reframing our Practice: Information Literacy, Threshold Concepts, and the New ACRL Framework, to be held at Moraine Valley Community College campus (Palos Hills, IL, USA) on April 10 2015. The keynote is: What’s the big idea?! Incorporating Threshold Concepts into Your Teaching Practice, from Amy R. Hofer, Silvia Lu, and Lori Townsend. Cost is $40 for attendees or $20 for presenters. Go to http://informationliteracysummit.org/registration/

New ACRL framework "filed" but Standards not to be sundowned yet #acrlrevisions

There is a brief report on the outcome from the ACRL board meeting that was making a decision on the final version of the new ACRL (Association of College and Research Libraries) Information literacy Framework. They have "filed" (which seems to mean, endorsed) this framework, but for the moment are keeping the ACRL IL Standards as well (rather than saying tha the new Framework replaces the old Standards). Given the representations towards the end of the consultation process, this does not seem surprising. Sharon Mader has been made "ACRL Visiting Program Officer for Information Literacy" and will lead an initiative to develop resources around the new Framework: this is a positive move, I think. The statement is at http://www.acrl.ala.org/acrlinsider/archives/9814
Photo by Sheila Webber: Snow last week, Sheffield, January 2015

CAPAL15: Academic Librarianship and Critical Practice #CAPAL15

On May 31-June 2 2015 the CAPAL15: Academic Librarianship and Critical Practice conference will be held in Ottawa, Ontario, Canada. It includes sessions on critical pedagogy and critical information literacy. Registration is open and the programme is now available. Earlybird rates before March 31st. You can visit the website at http://capalibrarians.org/capal-conference-2015
Photo by Sheila Webber: Firth Court and trees, Sheffield, January 2015

cfp critical pedagogy in library instruction #critlib

There's a call for chapters/ essays for a book (to be published by ACRL) on critical pedagogy in teaching information literacy. The editors write "We are seeking short chapters on using critical pedagogy in lesson design and other components of teaching to compile in a practical, accessible handbook for library instructors.... A criticism of critical theory and critical pedagogy is that the discourse is designed around those with the privilege to contemplate ideas at length, but not really helpful for the practitioner who might have fewer resources (e.g., financial resources, time) to adapt theory into practice. As a response, this book will provide practical tools and activities to integrate critical pedagogy into library instruction. Short chapters introducing key ideas will alternate with lesson plans and workbook activities where readers will reflect on their own practice or walk through the steps to alter an existing teaching activity." Proposals have to be submitted by 31 March 2015. See http://critlib.tumblr.com/CFP for more details
Photo by Sheila Webber: flower posy in the snow, January 2015.

Blog post information literacy journal club:18 February #ilread

The next blog post information literacy journal club is on 18 February 2015 at 8pm UK time, discussing the article:
MacMillan, M. 2014. Fostering the integration of information literacy and journalism practice: a long-term study of journalism students. Journal of Information Literacy, 8(2), 3-22. http://dx.doi.org/10.11645/8.2.1941

To participate you simple need to go to the following blog post and engage in discussion by posting comments on the blog entry on the journal club website (linked below). There is an introduction to this article by the author there: http://infolitjournalclub.blogspot.co.uk/2015/01/next-blog-post-journal-club-18-february.html
Photo by Sheila Webber: snow in the park last week, January 2015

Welsh Information Literacy Project Closing Conference

On 26 March 2015, Catrin Finch Centre, Glyndŵr University Wrexham, Wales, the Welsh Information Literacy Project Closing Conference will take place. Places free but limited; e-mail wilp@gllm.ac.uk by Monday 23rd February if you wish to attend. It starts at 10am with a keynote from Nancy Graham, Chair, CILIP Information Literacy Group; Andrew Eynon (WILP project manager) will give Background to the Project/Community of Practice; Anne Lewis talks about Entry Level Units in Information Literacy;
There will be case Studies, to include: Working with Jobseekers in Monmouthshire Public Libraries (Natasha Harron-Edwards), Working with Groups in the Community (Sharon Lyn Jones), Working with library volunteers at Cymmer Community Library, Neath Port Talbot (Sarah Deeley), Employability: working with employees in Gwynedd Council to deliver Entry Level Information Literacy (Aled Rees), Using Family History to teach Entry Level Information Literacy to Older People (Myfanwy Jones), Working with Young People in Information Literacy (Wendy Jefferson).
Photo by Sheila Webber: snow, Sheffield, January 2015.

Free #lilac15 place (for those in NE of England)

ARLG ( North East) is sponsoring a free place at the LILAC Conference (to be held 8-10 April in Newcastle, England) for librarians living or working in the North East of England. It includes 3 days attendance at all LILAC sessions and social events, but not include accommodation and travel. To be eligible you must be a personal member of CILIP or ARLG, be currently living, working or studying in the North East of England (i.e. Northumberland, Tyne and Wear, County Durham and the Tees valley areas) in a Further or Higher Education, or in a research library, and be a first time delegate to an LILAC conference. To apply email Helen Ashton at helen.ashton@ncl-coll.ac.uk with approximately 200 words describing how your attendance at the conference will impact on your professional development and how you plan to share your conference experience with others, including the ARLG North East community. Also include your CILIP membership number, your job title and the name of your institution. The successful applicant will have to write a short report on the conference. Application deadline is noon 27 February 2015.
Photo by Sheila Webber: Durham, January 2015

Academic integrity MOOC starting 2 February

The FutureLearn 4 week MOOC on Academic Integrity (from educators at the University of Aukland, New Zealand) is running again from next week: you can register (free) now. https://www.futurelearn.com/courses/academic-integrity
Photo by Sheila Webber: snowdrops! January 2015

Webinar on radical information literacy

On 17 February 2915 4.30-6pm UK time, there will be an online seminar Anyone can cook: an online seminar to discuss the implications of Radical Information Literacy. It will be chaired by Stéphane Goldstein of the Research Information Network and co-ordinator of the InformAll initiative, and led by Andrew Whitworth (University of Manchester, UK). There is more information, including a link to readings from Whitworth's book, at http://www.researchinfonet.org/infolit/ridls/informall-webinars/
Photo by Sheila Webber: snow, Sheffield, January 2015

Article: Information Literacy in #MOOCs

This article gives a brief introduction to MOOCs, outlines what is meant by a connectivist MOOC, maps the ACRL information literacy standards against the learning activities in cMOOCs (which are namely: aggregate, remix, repurpose, feed forward) and briefly identifies IL elements in a few specific MOOCs.
Bond, P. (2015) Information Literacy in MOOCs. Current Issues in Emerging eLearning, 2 (1). http://scholarworks.umb.edu/ciee/vol2/iss1/6
Photo by Sheila Webber: baby parsnips, January 2015

Call for chapters: Library's Role in Supporting Financial Literacy for Patrons

There is a call for chapters proposed by "U.S. and Canadian practicing academic, public, school, special librarians, LIS faculty, and other professionals sharing practical know-how": Library's Role in Supporting Financial Literacy for Patrons. The book will be published by Rowman and Little and edited by Carol Smallwood. Possible topics are: Seeking and using collaborators in the financial industry; Job hunting help; Tax preparation programs; Recognizing fraud; Workshops for Senior Citizens; Case studies on what works and what doesn't in various types of libraries and patrons; other topics on financial literacy for library patrons you've had experience. They want "Concise, how-to chapters using bullets, headings, based on experience to help colleagues; creativity, innovation highly valued. No previously published, simultaneously submitted material; One, two, or three authors per chapter; each chapter by the same author(s). Compensation: one complimentary copy per 3,000-4,000 word chapter accepted no matter how many co-authors or if one or two chapters: author discount on more copies." "Please e-mail titles of 4 topics each described in a few sentences by February 5, 2015 with brief biography sketch on each author. Please place FIN, Your Name on subject line: smallwood@tm.net"
Photo by Sheila Webber: seasonal wreaths on doors in South London, December 2014

ECAR 2014: academic experience of technology

The latest ECAR results were published last year. This is an annual survey about academic experience of technology, carried out by the; US organisation, EDUCAUSE. In 2014 the data was collected from 17,451 academics, from 13 countries and in 151 institutions, and from 75,306 undergraduate students in 213 institutions: they were all asked about their technology experience. The survey included questions about use/value of MOOCs, learning analytics, Virtual Learning Environments and mobile technologies. One of the findings that they highlight at the start of the powerpoint summary of results is that technology acceptance is actually pretty much the same with students and academics, so I hope this will help dispel that "huge teacher/learner IT gulf" myth. The report in various forms is at http://www.educause.edu/library/resources/2014-student-and-faculty-technology-research-studies
Photo by Sheila Webber: seasonal wreaths on doors in South London, December 2014

Tendencias en Alfabetización Informacional

For Spanish speakers: a 25 minutes radio interview with Felicidad Campal, Biblioteca Pública de Salamanca, in which she talks about Tendencias en Alfabetización Informacional (trends in information literacy). I am afraid that my Spanish aural comprehension is too rudimentary to tell you much more than that.
http://www.universoabierto.com/17729/tendencias-en-alfabetizacion-informacional-planeta-biblioteca-20150121/

#LILAC15 - information literacy awards and bursaries

There are several awards and bursaries on offer assocaited with the UK's information literacy conference, LILAC.
- Information Literacy Award. This recognises "an outstanding individual contribution to information literacy by a practitioner or researcher. The winner will receive £500 for personal use and £500 for their nominated charity." The criteria have changed a little from previous years, I think: they are now "Nominees must demonstrate impact, innovation, initiative and originality in one or more of the following areas: Raising the profile of information literacy within an organisation; Initiating or contributing to national, regional or local projects / initiatives which enhance information literacy skills for an identified client group(s); Undertaking original research in the field of information literacy and making a significant contribution to the literature." "Nominations will be judged upon evidence of impact within the past 3 years only." This is sponsored by the CILIP Information Literacy Group and Talis. Closing date: Friday February 27th 2015.
- Student Award. There are two sponsored places at LILAC (conference registration, travel and accommodation expenses), and students registered on a UK programme can apply. These are sponsored by the CILIP Information Literacy Group. Closing date: Friday February 13th 2015
- Credo Reference Digital Award for Information Literacy: This "rewards an innovative/high impact digital IL resource [launched in 2014] and developed by a UK-based individual or group. The winner will receive £500 for personal use and £500 for their nominated charity." This is sponsored by Credo Reference. Closing date: Friday 27th February 2015.
More info at http://www.lilacconference.com/WP/awards/

- There are also three free conference places (fees + up to £250 travel/accommodation) for librarians working in the following sectors in the UK: Schools/Further Education; Public libraries; Health (e.g. NHS). Deadline is 7 February 2015. More info at http://www.lilacconference.com/WP/bursaries/

Call for posters: CCLI 2015: Teaching and Reaching Your Students in Environments of Rapid Change

There is a call for poster proposals for CCLI (California Conference on Library Instruction) 2015: Teaching and Reaching Your Students in Environments of Rapid Change, which will be held April 17 2015 in Sonoma State University, California, USA. The deadline for proposals is 27 February 2015.
The conference will "explore new and practical ways to craft innovative experiences for learners. Think about the buzz words of today: maker, hack, design, engage, community, framework, scalable, ethical, sustainable... We’re looking for your best instruction plans, how you're adapting to new modes of learning, creative ways you're reorganizing and assessing your work, your unconventional curriculum, your quirky exercises, your strategic advocacy tactics (for these programs on your campus), and what you have learned from your failures."
Go to http://www.cclibinstruction.org/2015-poster-sessions-call-for-submissions for more information.
Photo by Sheila Webber: russet apples, Blackheath market, January 2015

Comparison study of specificity and sensitivity in three search tools for qualitative systematic reviews

For those of you interested in systematic review: a recent article:
Methley, A. et al. (2014) PICO, PICOS and SPIDER: a comparison study of specificity and sensitivity in three search tools for qualitative systematic reviews. BMC Health Services Research, 14:579. doi:10.1186/s12913-014-0579-0 There's an open access version at http://www.biomedcentral.com/1472-6963/14/579/abstract
Photo by Sheila Webber: baby carrots, Blackheath market, January 2015

Games for Libraries workshop, Dublin

Andrew Walsh is running another Games for Libraries workshop, in Dublin, Ireland, 1 May 2015. There is information about past workshops at http://gamesforlibraries.blogspot.co.uk/.
It includes lunch and is a priced event with various options. You can book at https://games4libraries-dublin2015.eventbrite.co.uk
Photo by Sheila Webber: seasonal wreaths in South London, 1, December 2014

2015 Connecticut Information Literacy Conference: cfp

There is a call for session and poster proposals for the 2015 Connecticut Information Literacy Conference, which will be held on 29 May 2014 in Central Connecticut State University, USA. The theme is: Let’s Get Real: Practical Ideas for Teaching Info Lit Today. There is a call for breakout session (45-50 minutes long with a 10-15 minute Q & A session) and poster proposals, with a deadline of 20 February 2014. Topics include: Ways to reach distance learning students; New and multiple literacies (metaliteracy); Advocacy and outreach workshops; Classroom strategies for engagement; Transitioning from “sage on the stage” to “guide on the side”; How to teach effectively when you’re given only one shot; Innovative (as well as traditional) partnerships with new programs, the community, and others; Teaching to “today’s generation” of students; Best practices in assessing teaching, learning, and program effectiveness.
Submissions should be made at http://goo.gl/forms/xO4sR9yZXL and questions regarding proposals should be directed to wilsonj@easternct.edu
Photo by Sheila Webber: Lady Dinah's cat cafe (Mue), December 2014

i3 deadline extended

The deadline for the Call for Papers for the Information: Interactions and Impact (i³) International Conference, being held in Aberdeen, Scotland, 23-26 June 2015, has been extended until 28 January 2015. "i³ focuses on the quality and effectiveness of the interaction between people and information and how this interaction can bring about change. The conference will look beyond the issues of use and accessibility of technology to questions about the way people interact with the information and knowledge content of today's systems and services, and how this might ultimately affect the impact of that information on individuals, organisations and communities. For more information, go to http://www.rgu.ac.uk/i3conference2015

Producing Effective Online Programs: Experiences and Lessons Learned: webinar

ASIS&T (Association for Information Science and Technology) is running a webinar Producing Effective Online Programs: Experiences and Lessons Learned on 21 January 2015 at 13.00 US Eastern time (which is 18.00 UK time). It is free for ASIS&T members and US $25 for non-members. "Jeremy L. McLaughlin and Marisa Martinez from SJSU ASIS&T will begin by sharing best practices for planning, hosting, and archiving online programs and webinars. Jeremy, the Chair and former Program Director, will focus on pre-event setup and promotion and ways that organizations can increase exposure and virtual attendance for their events. Marisa is currently Chapter Treasurer and has worked with the campus webinar platform as part of the iSchool Collaborate Project and as a technical moderator for Chapter events. She will review common technical issues faced by speakers and session attendees and offer solutions for working with or through technical difficulties during an event. Based on a recent archiving project, Jeremy will conclude with suggestions for extending the life of your webinars and maximizing post-event discoverability. Karen Miller will wrap up the presentation with a review of her experiences producing ASIS&T webinars for SIG ED. Building on Diane Rasmussen Pennington’s 2012 Webinar on Webinars, Karen will review the procedures for scheduling ASIS&T webinars. Drawn from her experiences during the production of seven ASIS&T webinars, Karen’s practical examples can “demystify” the process for organizations newly interested in producing webinars." You can register at https://www.asis.org/Conferences/webinars/Webinar-SIGED-1-26-2015-register.html
Photo by Sheila Webber: that is not a fig sitting in the fig tree.

MOOCs, Information Literacy and the role of the librarian (slides)

On Monday I gave a talk on MOOCs, Information Literacy and the role of the librarian at Edinburgh university on. The abstract for this was "Sheila Webber will start by briefly outlining some general characteristics of MOOCs and her own experience with them. She will go on to identify types of MOOC and the implications for MOOC pedagogy. As part of this discussion she will note some findings from an investigation into the value of learning analytics for MOOC educators (undertaken by Naomi Colhoun at Sheffield University in summer 2014). In the final part of her presentation she will reflect on the various roles that have been, or could be, adopted by librarians."

MOOCs, Information Literacy and the role of the librarian from Sheila Webber

I am repeating this talk tonight in the virtual world, Second Life.
When: 14 January 2015, at noon SL time (which is 8pm UK time, see http://tinyurl.com/mz32avg for times elsewhere)
Where: Infolit iSchool, in the virtual world, Second Life http://maps.secondlife.com/secondlife/Infolit%20iSchool/72/40/22
You need a SL avatar and the SL browser installed on your computer.
The session will start with a presentation from Sheila Webber (Sheila Yoshikawa in SL) Information School, University of Sheffield MOOCs, information literacy and the role of the librarian
This will be followed by a discussion of the paper:
Eisengraber-Papst, D. et al (2014) The academic library: a hidden stakeholder in the age of MOOCs. Paper presented at the IFLA World Library and Information Conference, 16-22 August 2014, Lyon. http://library.ifla.org/905/

The presentation will be in voice and the discussion in text chat.

A Sheffield iSchool Centre for Information Literacy Research event.

Information Literacy articles in Journal of Library and Information Services in Distance Learning

The Journal of Library and Information Services in Distance Learning is a priced journal (which I don't have access to) which often seems to include articles relevant to information literacy. Currently the latest issue is volume 8 (issues 3/4, http://www.tandfonline.com/toc/wlis20/8/3-4#.VLVrFnslSZM) which is part 1 of the Sixteenth Distance Library Services Conference Proceedings. Articles include:
- Designing LibGuides as Instructional Tools for Critical Thinking and Effective Online Learning by Ruth L. Baker
- Elevating Engagement and Community in Online Courses by William Cuthbertson and Andrea Falcone
- Faculty and Librarians Unite! How Two Librarians and One Faculty Member Developed an Information Literacy Strategy for Distance Education Students by Jennifer Easter, Sharon Bailey and Gregory Klages
- Teaching an Online Information Literacy Course: Is It Equivalent to Face-to-Face Instruction? by Catherine J. Gray and Molly Montgomery

The previous issue (http://www.tandfonline.com/toc/wlis20/8/1-2#.VLVrFXslSZM) included:
- Online Tutorials and Effective Information Literacy Instruction for Distance Learners by Brighid M. Gonzales
- Greeting You Online: Selecting Web-Based Conferencing Tools for Instruction in E-Learning Mode by Judy Li
- Students’ Preferences Regarding Four Characteristics of Information Literacy Screencasts by Ariana Baker
Photo by Sheila Webber: in Leighton House, December 2014

Readings for 2015! #ilread

The blog post infolit journal club is starting up again, and four of us have posted some planned readings for 2015 at http://infolitjournalclub.blogspot.co.uk/2015/01/ilread-in-2015-have-your-say.html Do add your own suggested information literacy readings in the comments to that post!

MOOC Research about peer interaction #Futurelearn

Steve Draper presented a paper by him and Sarah Honeychurch, MOOC Research about peer interaction at the FLAN meeting in Edinburgh which I'm liveblogging (so, again, these are my imperfect notes on what was said). He reflected on Honeychurch's experience of a MOOC where various platforms were used for peer interaction, none of which were on the official platform. This has implications for research: just looking at learning analytics from a main MOOC platform would be poor at capturing all peer interaction.
Draper identified types of platform and issues/usage of each Twitter, Blogs, Facebook, and Google docs. They can be used for different things, have different privacy issues, and also might be used in sequence, migrating between types e.g. chat in Facebook, then someone might move this to a longer piece on a blog or Google docs. Draper identified that learning is already amiguous with relation to public or private - the amount of privacy needs to vary (e.g. what students keep private, show to peers, show to tutor, show to the public). In terms of siftware/apps issues of changing privacy do not seem to be managed very well.
One way of classifying peer interaction is about roles and types of interaction e.g. collaboration on a joint project, discussion which leads to "different personal gains in understanding" or peer review/support. "Confident (life-long) learners move fluidly and fluently" between these different modes, able to undertake the different roles and seeing the benefits of engaging in each.
Draper identified that you can also classify the communication by "content type" e.g. aiming to get information, around understanding things, to vent feelings, to socialise. Sometimes this might be aimed at no specific audience (but rather to feel better) or it could be aimed at different audiences (peers, tutors etc.)
Draper then discussed the Vygotskian approach of scaffolding learning through interaction with an expert, and also about (my labeling) learning to think and practice in a discipline. In a MOOC the interaction is more likely to happen with peers; since there is a wide range of expertise, there will also probably be people above the level of a learner who could interact with him/her to progress. However, this interaction has to be designed and scaffolded.
Summing up, there was interaction by platform, by task/goal interaction and by how peer interaction supports the neo-Vygotskian learning process, and each type has different research implications.
Photo: blurry impression of Draper anwering questions, as seen over my netbook.

More-than-human analytics #Futurelearn #Moocs

Jeremy Knox (shown in a shadowy way in the picture) looked at More-than-human analytics (meaning not just looking at analytics related to students) in the FLA meeting in Edinburgh. I'm liveblogging so not capturing everything. His contention was that both the quantitative and qualitative research has been dominated by investigating the student experience and activity: profiling, grouping, mapping etc. At this point he introduced an interesting discussion about lurkers (which since I paused to listen I haven't time to reproduce here ;-)
He picked out one problem with mapping data, in that these maps (of where students come from) are based on IP data and of course don't therefore accurately reproduce where students are based. This brought in the non-human factor of national data networks (accuracy, equality, reliability etc.). Therefore "practices of categorising and locating students are already more than human". They are produced both by the students and by the technologies they use, as well as the methods of research which are used. He felt that this meant would could encourage "bigger thinking", which for Knox meant engaging with the research field of the internet of things. He gave an example of something he had devised, which sent a tweet whenever a book was put on a bookstand, which signalled the possible involvement of tangible things being involved in MOOCs. He felt it was important to breach the online/offline boundary to “give voice to the more than human complexity”.

Learning analytics and #MOOCs #Futurelearn

Dragan Gašević talked about Learning analytics and MOOCs: what we have learned so far as the next talk at the Futurelearn Academic Network meeting in Edinburgh livestreaming at http://t.co/1lkBk6SUh4. There was a lot in his talk, and this is just what I captured liveblogging.
He identified the challenge of giving personalised feedback to students and academics in massive courses. He noted that learners are not just using the main MOOC platform but their own environments (search, blogs etc.) and it is desirable to "harness the digital footprint when they are using these digital technologies". He felt that so far learning analytics (LA) has been focused on issues of attrition and performance.
He cited an article which had analysed mentions of MOOCs in the news (using the Factiva database) and identified that overall the trend is downwards, but some specific MOOC topics have grown. He also mentioned the recent article analysing various aspects of bids for MOOC research (e.g. topic, research approach) (the article is in this issue http://www.irrodl.org/index.php/irrodl/article/viewFile/2040/3120) and went on to discuss further the types of research going on. He felt that a good deal was possibly superficial, looking at hits, page views etc. which are not cntextualised. I got quite overexcited when he cited Tom Wilson's article on information behaviour models. So I think he said that the IB field emphasised that you needed to look at context (and in my excitement stopped listening properly), and then went on to recommend using a model of self-regulated learning (and cited this article http://link.springer.com/article/10.1007%2Fs11528-014-0822-x) which meant using "products of learning" (e.g. critical reflections in blogs and comments). He felt we also needed to understand how students where judging their own learning, what standards they used.
Research needed to be carried out into the process nature or learning e.g. looking at sequences of actions, and also to attend to life-long and ubiquitous learner profiles. He felt that "visualizations of learner data can be harmful" to students e.g. if the students are looking at their position within the class (they may be misleading, demotivating etc.).
He stressed that "learning activities do not happen on a single platform", so there is a challenge collecting and aggregating data from various platforms. There are privacy and ethical issues, and the practical issues of accessing the data. He felt that there needed to be "more robust methods and data sharing approaches" and that many institutions did not have policies for sharing MOOC data (unless you do, obviously you can't really track learners through life).

Good MOOC Bad MOOC #futurelearn

Continuing liveblogging from the Edinburgh FLAN meeting, Andy Wright (University of Birminham) was talking about Good MOOC Bad MOOC 2. He started by giving a report from a conference he attended in Asia and how the discussion matched the MOOC success factors he had mentioned his previous talk to FLAN (see http://information-literacy.blogspot.co.uk/2014/09/good-mooc-bad-mooc-report-1-flansoton.html). He added “Reuse” to his list of factors that could be used to judge MOOC success. He talked about these factors in relation to his own institution. As regards Recruitment as well as straightforward student recruitment there are also “try before you buy”, “recommended reading” and “prerequisite” aspects (you could charge e.g. if you were requiring a certificate for the last option). In terms of Reuse he mentioned the Good Brain/Bad Brain MOOCs, where the MOOC content can be used to enhance on campus experience, to save academics’ time, develop academic skillsets etc. Also the MOOCs are being translated into Portuguese and republished by the Brazilian MOOC platform Veduca. He also gave an example at Sheffield Hallam University where MOOCs have been integrated into a holistic healthcare CPD offering. In terms of Revenue, he mentioned small private online courses (SPOCs) and CLOCs (closed online courses). Obviously these have to differentiate themselves from the free project, and revenue could come from project funding or per student/group and obviously closed online courses are not new (i.e. the existing online degree courses).
In terms of Research, he mentioned a patient outreach research paper on liver disease treatment he was coauthoring and the subject he was researching for his Masters dissertation, analysing the impact of diversity of MOOC learner communities on the achievement of learner goals.

Might #MOOCs still be disruptive #Futurelearn

Today I am liveblogging some sessions at the Futurelearn Academic Network (FLAN) meeting in Edinburgh (the research network to do with Futurelearn, the MOOC platform). It is livestreaming at http://t.co/1lkBk6SUh4
The day started withg a a talk Might MOOCs still be disruptive given by Jeff Haywood. He noted that we have “mentally domesticated” MOOCs and they are in fact no longer seen as risky. For example, they are talked about as channels for paid student recruitment. Haywood looked at why MOOCs were thought of as disruptive, based on the idea of “disruptive innovation”, as conceptualised by Clayton Christensen (with businesses/products moving from a low to a prominent position, upsetting the market structure). Haywood transferred this concept to the higher education sector. He felt that because the “disruptive” word is being used (my word here) indiscriminately (even when things were not actually that disruptive) actual disruption might be masked. In terms of WHAT could be disrupted it includes types of recruitment (undergrad etc.) online/distance, short courses, pricing, “bundling”. In terms of WHEN he thought about sequencing e.g. postgrad might be more disrupted than undergrad education. In terms of by WHOM – this includes universities who rethink their strategies.
Haywood felt that there were interlocking features which led to stability (or sluggishness, to see it negatively) e.g. interlocked curricula, physical estate, durability of existing pedagogies, that risk of action by an individual university is high. He referenced Robert Zemsky’s Checklist for change who identified academics who think they will “sit it out” rather than opting for risking change. He also cited William Bowen complaining that technology hasn’t been used to improve productivity in higher education, but rather “gilding the lily” (improvinhg oputput).
Haywood identified that “MOOC” is used in different ways e.g. a concept (for online learning; for open learning); a political instrument; a specific educational process. Referring to the report by Bayne and Ross which did identify some disruptive features, for example “teacher as code” (i.e. things happening online without teacher presence).
Originally MOOCs were very North American, but now 45% of Coursera partners are non-US, Futurelearn (now a year old) has 18% non UK and 82% UK, China is investing in MOOCs (Chinese language) etc. so there is significant imapct worldwide.
Looking at higher education trends, Haywood noted the increasing number of part time undergraduates in the UK (23%), although there are not figures for the % distance learners. In the USA there is a larger % (sorry, didn’t catch the details) and potential changes in legislation which could make less traditional forms of education easier to credit. In the USA and UK there is a lot of discussion and some action around competence based education, so more focus on skills (including higher order ones) and on more flexibility in the time, pace and place of learning and assessment.
Haywood moved on to discuss the quest for “globally recognised metrics of graduate learning” and its political interest. He concluded by summarising key points which my fingers weren't quick enough to capture – they are listed on the slide at the start of this blog entry (click it to see a bigger size).

Debate on teaching role of librarians

There is a debate This House believes that the role of librarian should be that of teacher being held at the Library of Birmingham, UK, 10 February 2015 at 2pm. It is free and organised by the CILIP Information Literacy Group. It is chaired by Jane Secker, and the debaters are Darren Smart, Geoff Walton and Emma Coonan. Booking at https://www.eventbrite.co.uk/e/cilip-debate-the-role-of-the-librarian-should-be-that-of-teacher-tickets-15048997958
Photo by Sheila Webber: Leighton House, December 2014

Booking open for the #LILAC15 conference

Booking is open for the UK's information literacy conference, LILAC. This is being held in Newcastle University, 8-10 April 2015. Go to http://www.lilacconference.com/WP/register/
Photo by Sheila Webber: sofa fabric, Leighton House, December 2014

Association of College and Research Libraries, New England Chapter awards

If you are a member of the (US) Association of College and Research Libraries, New England Chapter you can apply for various awards, including the Christine Drew Scholarship (ACRL Immersion) (the immersion develops skills in teaching information literacy): if you are a member who plans to attend a track of ACRL Immersion this year or attended ACRL Immersion in the past year, you can apply. "This scholarship has been increased this year and includes up to $2000 registration/travel stipend to attend the ACRL Immersion program and complimentary registration/travel stipend to attend the ACRL/NEC Annual Conference held the year the recipient was awarded the Christine Drew Scholarship." Deadline is 31 January 2015. More information at http://www.acrlnec.org/content/scholarships-awards
Photo by Sheila Webber: spot the peacock, tower, Holland park, London, December 2014

New issue: IFLA Journal: infolit in Zanzibar; Information evaluation

The latest issue of the open access journal IFLA Journal (volume 40 issue 4, 2014) has been published. Articles include:
- Information literacy in Zanzibar universities: Current situation and the way forward by Abbas Mohamed Omar, Haji Ali Haji and Khamis Hamad Mwitumbe
- Information evaluation and the individual’s cognitive state: Some insights from a study of British teenaged users by Andrew K. Shenton, Alison J. Pickard and Andrew Johnson
http://www.ifla.org/node/9290
Photo by Sheila Webber: Lizzie in Lady Dinah's Cat Emporium, December 2014

New issue: Communications in Information Literacy

Volume 8, issue 2 (2014) of the open-access journal Communications in Information Literacy has been published. Articles include:
Teaching Matters: The Information Literacy Implications of the Bohannon Sting by Rudy Leon (the Bohannon Sting was a bogus article being accepted by a large number of journals).
- Engaging Beyond the First College Year: Exploring the Needs of Second-year Students by Elizabeth L. Black
- Peer Review of Teaching: Best Practices for a Non-Programmatic Approach by Jaena Alabi, William H. Weare, Jr.
- Pedagogies of Possibility Within the Disciplines: Critical Information Literacy and Literatures in English by Heidi L.M. Jacobs
- How We Got Here: A Historical Look at the Academic Teaching Library and the Role of the Teaching Librarian by Susan Andriette Ariew
- Information Literacy and the Flipped Classroom: Examining the Impact of a One-Shot Flipped Class on Student Learning and Perceptions by Andrea Wilcox Brooks
Go to: http://www.comminfolit.org/index.php?journal=cil&page=issue&op=view&path[]=16
Photo by Sheila Webber: 'Annunciation' by Andrew Burton, Holland park, December 2014

MOOCs, information literacy and the role of the librarian

I am giving a talk MOOCs, information literacy and the role of the librarian at Edinburgh University, Scotland on 12 January 2014, 13:30-14:30. I will start by briefly outlining some general characteristics of MOOCs and my own experience with them. I will go on to identify types of MOOC (network-based, task-based and content-based) and the implications for MOOC pedagogy. As part of this discussion I will note some findings from an investigation into the value of learning analytics for MOOC educators (undertaken by Naomi Colhoun at Sheffield University in summer 2014). In the final part of her presentation I will reflect on the various roles that have been, or could be, adopted by librarians, and the implications for librarian education and development. You can book at http://www.eventbrite.com/e/sheila-webber-moocs-information-literacy-and-the-role-of-the-librarian-tickets-14905382400
Photo by Sheila Webber: Romeo, Lady Dinah's cat emporium, December 2014

Conspiring to Educate: Working together for transitioning students

An article giving examples of collaboration on information between sectors to help students transition.
Peet, L. (2014, 3 December) Conspiring to Educate: Working together for transitioning students. Library Journal. http://lj.libraryjournal.com/2014/12/library-services/conspiring-to-educate-working-together-for-transitioning-students/#_
And - Happy 2015!
Photo by Sheila Webber: All Saints Church, Sherbourne December 2014