Tuesday, June 23, 2015

Members of the Scottish Parliament on Twitter: constituency champions or party animals? #i3rgu

More liveblogging from the i3 conference held this week at Robert Gordon University, Aberdeen, Scotland. Graeme Baxter, Rita Marcella and Mary O'Shea had authored the next presentation on Members of the Scottish Parliament on Twitter: constituency champions or party animals?. The presentation started by highlighting that Members of the Scottish Parliament (MSPs) have been identified as users of ICTs and specifically social media. However, studies have tended to focus on usage during election campaigns rather than during "peace time".
A previous study of voters' information needs, by the authors, had identified a gap between voters' needs and the politicians' information provision. In particular, people wanted information relating to their local constituency.
The present study was looking at MSPs Twitter use, to compare with a previous study of MSPs Twitter use during an election, and to see whether they were covering local constituency issues. The researchers looked at a 4 week period January-February 2014. It is worth noting that, although there wasn’t an election taking place shortly, this was a period when their was the long campaign leading to the Scottish independence referendum (asking voters whether Scotland should be an independent nation, which took place September 2014). Tweeting MSPs were identified, and tweets were analysed primarily manually. Each tweet was coded using a coding framework. It was then put into SPSS for quantitative analysis. The authors were drawing on a previous study of members’ use of social media by Norton (2013) who listed constituency roles including information provider and promoter of constituency interests.
81% of MSPs were identified as having a Twitter account (a small majority having adopted it since they became MSPs). In the 4 week period 10,404 tweets were sent. Number of posts varied from none, to hundreds. They had an average of 3,000 followers. In terms of the nature of the information exchange, 14.8% were primarily broadcast posts (their thoughts and opinions), 65.9% were retweets, links etc.; 12.7% were interaction with others; 6.5% were "unreciprocated engagement" e.g. following celebrities etc. and attempting to engage with them (mostly they get ignored). Thus overall most of the tweets are broadcast types (retweets etc. plus broadcast).
Comparison with their activity during an election campaign shows they are tweeting more but there is less enagagement or dialogue with others (it was 18.2% in the previous study). When looking specifically at constituency-related tweets; sports results and referendum and by-election campaigning were both excluded
However, when you excluded these, there was not much going on! They were mostly advertising their regular constituency surgeries, or commenting on local campaigns that they happen to be engaged with (e.g. bus routes; library cuts). However, they were more likely to tweet about sport, popular culture or what they were doing (e.g. soup for tea!) The 105 MSPs made 741 constituency-related secondary posting (e.g. retweeting local weather warnings; local crime appeals and warnings; new or threatened public services; human interest stories). However tweets about the referedum and Scottish-wide policies far outnumbered tweets on local issues.
Finally they did some “mystery shopper” type attempts to engage with MSPs. One was arounf the issue of the Red Road flats (which were going to be demolished) “Was safety the real reason for the Red Road u-turn” – 7 MSPs were contacted, none responded. It is felt that MSPs are reluctant to engage with sensitive issues. An insight is given by looking at the Twitter stream of MSP Kezia Dugdale who was more actively engaged, but then started getting a high volume of tweets, including some highly abusive tweets. She eventually withdrew from the free interaction.
Conclusions are that MSPs have become more frequent users of Twitter, but with an even bigger emphasis on one-way communication. However you have to acknowledge the restrictions of the 140 character tweet and the potential genuine problems facing genuine interaction. Also, although this was selected as a “peace time” period (with no immenent election) in fact the tweets showed that a lot of work was going into the campaign for the September independence referedum.
There were interesting questions at the end, for example about the extent people were following the party line on social media strategy, whether their status in the party affected how they might tweet.

Photo by Sheila Webber: Dunnottar Castle, Stonehaven, Scotland, June 2015

Assessing children’s IL skills: Findings from a multiple case study of six primary schools in Pakistan #i3rgu

Liveblogging from the i3 conference held this week at Robert Gordon University, Aberdeen, Scotland. Syeda Hina Shahid is one of my doctoral students at Sheffield University in the Information School, and is also a faculty member at the University of the Punjab, Pakistan. Her talk, which reported on some of her research findings, was Assessing children’s IL skills: Findings from a multiple case study of six primary schools in Pakistan. A large proportion of the population in Pakistan do not have education past primary level, and therefore looking at information literacy at this level is particularly important. There is also a lack of research into information literacy in Pakistani schools. Syeda has carried out six case studies, in different kinds of primary school (both public and private), investigating the information literacy of school children in her home city of Lahore, Pakistan. She interviewed teachers and (where there was one) the librarian, conducted focus groups and task-based activities with the children, and looked at documents and the physical setting of the school. It is worth noting that some of these schools had a lack of resources for students and teachers to use, but Syeda also included (for example) an elite school.
In this talk, Syeda focused on the task based activities with the children. She had devised exercises based on existing frameworks for primary schools and she gave examples of how the children had responded to activities. For example, in one activity she read out a story about a lion, and asked the children to draw a lion, house and food. There were different levels in their response, not following instructions at all (drawing something completely different) through to combining background knowledge, and using all the information from the story. She had developed a model identifying thesedifferent levels.
She finished by identifying that her research should contribute to local literature and practice, as well as contributing to the knowledge of IL more widely.
Photo by Sheila Webber: Dunnottar Castle, Stonehaven, Scotland, June 2015

The impact of community grassroots campaigns on public library closures in the UK #i3rgu

Liveblogging from the i3 conference held this week at Robert Gordon University, Aberdeen, Scotland. The next presentation is John Mowbray and Hazel Hall (Napier University) on The impact of community grassroots campaigns on public library closures in the UK. This was based on research undertaken at Strathclyde University.
The research context were the threats to libraries and actual closures of public libraries in 2014/2015. This had led to a lot of grassroots community campaigns to try and save libraries. The research aimed to discover theimpact of these campaigns. This included looking at newspaper coverage. Looking first at grassroots activism: research shows that non-violent protest gets more public approval, and lobbying and social media can have an impact of policy making. Also a previous thesis on how news sources covered library closure showed that nostalgia stories and celebrity endorsement tended to dominant press coverage. The methods for his own research was a survey questionnaire to get in contact with grassroots activists. He used a "Library Campaign" online directory and used a snowballing approach to identify any other activists. 57 groups were contacted: 68 individuals responded from 24 regional authorities. He then carried out copmparative case studies by doing content analysis of newspaper reports in Newcastle upon Tyne and Lincolnshire, covering a 6 month time period.
In the first part of the study 34% had previous experience of grassroots activism, and 53% were founding members of the campaign. In terms of why people got involved, reasons included: lack of public facilities; personal responsibility; resistence to council "bullying" and intrasigence; having experienced a benefit for libraries personally. Lobbying MPs and members, public meetings, petitioning and social media campaigning were all highly used. Barriers included: lack of people willing to commit a lot of time (with burden falling on a few); people unwilling to challenge "austerity is necessary" narrative; ignorance of local authority elected members (with councillors ignoring the public's concerns).
In terms of regional news coverage (the 2nd stage of the research) there was varied coverage between different regional newspapers with some (e.g. Lincolnshire Echo) having a larger number (58 in that case). Text analysis showed that articles were heavily weighted towards those who were against the closures. Library advocacy from grassroots was the majority (e.g. 73% of articles in the Evening Chronicle). However, a low percentage were advocacy specifically from library professionals.
In conclusion, despite this it seemed the library decision makers mostly ignored this and seemed determined to close the libraries!
Photo by Sheila Webber: Dunnottar Castle, Stonehaven, Scotland, June 2015

Challenging Information Literacies for a Democratic Society #i3rgu

I’m liveblogging from the i3 conference held this week at Robert Gordon University, Aberdeen, Scotland. The three "i"s are: Information: Interactions and Impact, and I think I've been to all of the i3 conferences, which take place every two years. The conference was opened by Peter Reid (RGU) the conference chair.
The first keynote was Olof Sundin (Lund University, Sweden) on Challenging Information Literacies for a Democratic Society. This is a long liveblog, reflecting his rich presentation, but remember this is a liveblog with my impressions captured in the moment!
He started by talking about his background and interests, for example his cultural science focus. He posed the question: How can IL research make a difference and how can it provide some answers to the big issues that contemporary society is facing. This is indeed a big question and flags up that researchers should not be afraid of these major issues, and should be prepared to be challenging and be challenged.
He went on to talk about how social, technical, and economic changes are affecting how we evaluate and perceive information. For example there are challenges to the authority of what libraries hold and what teachers say. Thus "The questions we (IL researchers) ask couldn't be more important": however information literacy researchers seem to have problems reaching outside our own field.
Sundin charted how he had reached his current position. He sees himself as someone who researches from a socio-cultural perspective: he has "an interest in new orders of knowledge that follow with the digitisation of information" - and how these reconfigure practices with information. Information literacy, for him, gives him a purpose beyond information seeking. He noted that the amount of (competing) subfields in information research could be unhelpful. More specifically, Sundin mentioned his research had been investigating "IL and source criticism in school settings" and, following on from that, looking at the construction of knowledge in particular involving key encyclopeadia sources such as Wikipedia. His third theme is trust and the role of searching, with the huge growth of use of search engines.
Sundin moved on to reflect on the nature of IL research. He mentioned the "IL bashing genre" ie that many authors have identified weaknesses in IL and IL research. Elements that have been criticised include the weakness of theory, the fragmentation of the field, and lack of funded research. He felt that we needed to pay more attention to linking and poisitioning our research field in relation to policy and related research areas (e.g. investigating different literacies, such as media literacy).
However, Sundin also identified strengths for IL research. This included: "indepth empirical understanding" of some contexts e.g. IL in formal education. There was also a broader focus for research (e.g. workplace IL). He also felt that there had been theoretical and methodological development, for example with a wide range of methods used to explore research problems. Lastly he saw a high societal relevance of IL.
Sundin felt that there were three levels of IL: institutional (as a kind of label, to indicate a particular subject area); at an empirical level (with different strands ofresearch); and at a theoretical level. Sundin emphasised that all three levels were valid; once should not dismiss the first two levels and focus only on theory (or lack of it).
Sundin turned again to his own research, and made links with new literacies research and socio-cultural approaches, amongst others. He quoted Christine Bruce (1997) in identifying that the "technologies of literacies" now had to be examined as part of literacies. This did not mean only focusing on technology, but having to include technology practices when attending to information practice.
Following on from this, Google is an "obligatory passage point" (quote from Mager, 2009) for many people today. He then quoted Van Dijck (2010) who talked about knowledge being coproduced with search engines, because we interact with them through the "black box" of their search algorithms and ranking systems. These search engines will be (so to be speak) making decisions about what is presented to us as a result of a search, in a way that is hidden to us.
It is this aspect that has made the act of searching more interesting to Sundin "a practice that defines our times" with the "searchification of everyday life". Increasingly, search has a limited number of starting points, such as Google, Facebook and Twitter. He mentioned how encyclopaedia searches start out often as Google searches (I remember there are research articles with evidence on this, people google and then find teh link to Wikipedia). This also de-contextualises the information (whereever it was published, it ends up being part of a hit list).
As the complement to "search-ification" Sundin also presented the "Everyday-ification of search" as for many people searching (e.g. via mobile) have become incorporated in to the "background places and spaces" of people's lives. Therefore they accept search engine results, possibly without criticism.
Sundin went on to talk about his current research work: Knowledege in a digital world: trust, credibility and relevance on the web. 128 people have participated in 21 gocus groups. They were asked about the role of search engines in their lives. Google was always present: mobile has been key in this "once you have it [smartphone] you can't live without it" said one participant. Search was seen as going on all the time, unless you physically couldn't access the internet. This leads to (unconscious) trust in the search engines to present the right information.
Sundin felt this meant we were "Outsourcing critical evaluation of sources to the principles of Google", and he referenced other scholars when presenting his argument that this meant we were seeing more decontextualised information, leading to more fragmented understanding. This comes round again to "Google as an obligatory passage point" - but whilst Google knows a lot about us, we don't know enough about Google and how it works.
Finally Sundin referenced a forthcoming article (by him) which analysed the Swedish curriculum documents for evidence of topics concerning information literacy and searching. He identified that the curriculum requires critical abilities in evaluating sources, but the process of searching was seen a skill to acquire, rather than something that also had to be engaged with critically. For Sundin, searching could no longer be seen as a neutral infrastructure, and the sources and searching both had to be seen critically. Part of the role of the information literacy researcher can be to open up the black box of the search engine and study it in its socio-cultural context.

Sundin closed by saying that he did information literacy research to contribute to a democratic society. "A standpoint we should not be afraid of taking". We should seek legitimacy in the professional, policy, national research and international arenas. He urged us to identify important research questions in our field, and make connections with scholars in related fields, being assertive about the contribution that information literacy researchers can make. "Let's be bold, let's be complicated and don't be afraid of taking a stand".
Photo by Sheila Webber: through a window at Dunnottar Castle, Stonehaven, Scotland, June 2015

Sunday, June 21, 2015

Global Media and Information Literacy (MIL) Week 22-28 June #milweek

The 4th annual Media and Information Literacy (MIL) Week starts tomorrow, and runs June 22-28, 2015. Events include the NAMLE (US) National Association for Media Literacy Education) Conference taking place June 26-27, 2015 in Philadelphia, USA. It includes a focus on MIL and Intercultural Dialogue (MILID) with some interesting panel sessions and presentations. As you might expect, given the organisers, the strength of the conference is more in media and digital literacy than information literacy. The website for MIL week 2015 is at http://www.unesco.org/new/en/communication-and-information/media-development/media-literacy/global-alliance-for-partnerships-on-media-and-information-literacy/global-mil-week/ and it includes the 10 Ways to Celebrate MIL Week advice sheet at http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/10_ways_mil_week.pdf
Photo by Sheila Webber: rose in my garden, June 2015

Friday, June 19, 2015

Zurkowski's book

A book containing Paul Zurkowski's seminal paper on information literacy, plus various more recent papers by him, can be obtained from the online bookseller of your choice.
Kelly, J.V. and Zurkowski, P. (2015) Zurkowski's 40 Year Information Literacy Movement Fueling the Next 40 Years of Action Literacy: Empowering "We the People" in the Information Age. All Good Literacies Press. 978-0692350775. The Amazon UK prices are £16.53 for the paperback and £3.24 for the Kindle edition.
Positively the last picture of daisies in the grass, June 2015

Threshold Concepts in the Information Literacy Classroom; and Teaching Toolkit

A priced ($250) online course is offered via Library Juice Academy: Threshold Concepts in the Information Literacy Classroom: Translating the ACRL Framework for Information Literacy into Our Teaching Practices. The course leader is Andrea Baer. "In this 6-week interactive workshop, participants will explore ways that the ACRL Framework does and can inform their teaching practices. Reflecting on the specific contexts and environments in which they work, participants will share their interpretations and applications of the Framework. In addition to engaging in readings and discussions related to the Framework, individuals will develop an instructional activity or lesson plan that relates to one or more of the ACRL Framework’s threshold concepts. In developing these instructional plans, participants will give particular attention to articulating student learning outcomes and developing activities that enable authentic assessment of learning." More information at
Dates: July 6 to August 14, 2015 http://libraryjuiceacademy.com/119-frameworks.php
Dates: August 3rd to September 13, 2015 http://libraryjuiceacademy.com/119-frameworks-Aug15.php
Also in August (3-28) there is Transforming Your Teaching Toolkit, led by Maria Accardi ($175) see http://libraryjuiceacademy.com/121-teaching-toolkit.php
Photo by Sheila Webber: yet more daisies, this time in Edinburgh, June 2015

Thursday, June 18, 2015

STEM in libraries - Translating STEM into informal education: Chat 23 June

There is a chat via Adobe Connect about STEM (Science Technology Engineering Math)in libraries - Translating STEM into informal education organised by the ACRL STS Information Literacy Chat sub-committee on 23 June at 2-3PM US Central time (which is 3-4pm US Eastern time, 8-9pm UK time). The discussion is led by Stephanie Long, Children’s Services Supervisor and STEM Lab Director at Frederick County Public Library. "To add fuel for the discussion please check out this website resource: http://www.starnetlibraries.org/stem.html STEM is a buzz word heard in many places and it has become the focus of many education platforms across the country. Like many libraries across the country, Frederick County Public Libraries in Maryland has decided to focus much of its educational efforts on STEM and is home to one of the first STEM Labs in the state. A dedicated space to STEM education for those aged preschool to 18, the STEM Lab is an ever evolving space that aims to educate kids on STEM concepts in an informal and fun way. In this discussion, STEM Lab creator and director Stephanie Long will give an overview of the Lab, how it began, where it is headed, and how the education of both librarians and patrons happens in the space. There will also be plenty of time for questions and open discussion on the STEM Lab and STEM in libraries."Use this web address http://ala.adobeconnect.com/r16y4cdb7fa/ "If you have never attended an Adobe Connect meeting before: Test your connection: http://ala.adobeconnect.com/common/help/en/support/meeting_test.htm Get a quick overview: http://www.adobe.com/products/adobeconnect.html "
Photo by Sheila Webber: Arthur's seat, Edinburgh, June 2015

Wednesday, June 17, 2015

Grassian and Baer: people of the moment

ACRL's June 2015 Teaching Librarian of the Month is Andrea Baer of Indiana University Libraries and there is an interview with her at http://acrl.ala.org/isteach/category/teaching-librarian-of-the-month/ Selected quote "I try to foster an environment in which people feel their ideas are valued and are focused on developing and sharing their own ideas, while listening and responding openly and critically to the ideas of others"
Another information literacy star is ACRL member of the week: Esther Grassian, and there is an interview with her at http://www.acrl.ala.org/acrlinsider/archives/10390 Selected quote "Academic/research librarians make a tremendous difference in the lives and success of students, staff, and faculty, helping them leap “thresholds” of all kinds"
Photo by Sheila Webber: and yet more daisies in the grass (it seems a bumper year for them!), June 2015

Tuesday, June 16, 2015

Adult Learners' Week #lovetolearn

On the same theme as the last post - this is Adult Learners' Week in the UK. If you are based in the UK, you can look for courses and events in your area. http://www.alw.org.uk/

Adult literacy and learning

ALADIN, the international Adult Learning Documentation and Information Network, "has been established to support networking and capacity building between documentation centres and libraries in the area of adult learning and literacy." http://www.unesco.org/education/aladin/?menuitem=1 They started a bulletin with links to reports and articles this year and just published the fourth one http://bit.ly/1Ay0bIy
Photo by Sheila Webber: daisies in the grass, photoshopped

Monday, June 15, 2015

Teachmeet, 24 June, last tickets!

Ponteland High School (Ponteland, UK) is hosting a Lib TeachMeet on 24 June, 1:30pm - 4pm. "A chance for librarians from the region (and beyond) to meet up, share experiences of teaching information skills, activities and library events. Even just to help each other out." Visit the Eventbrite page to book a place https://www.eventbrite.com/e/lib-teachmeet-north-east-tickets-15301928480
Photo by Sheila Webber: daisies in the grass, Sheffield, June 2015

Sunday, June 14, 2015

Journal of Information Literacy latest issue

The latest issue of the open access Journal of Information Literacy has been published (volume 9, no. 1, 2015). Articles include:
- The Amazing Library Race: tracking student engagement and learning comprehension in library orientations by Katherine Boss, Katelyn Angell, Eamon Tewell
- How much do first-year undergraduate students in Norway know about information literacy? by Ellen Nierenberg, Øyvind Gjems Fjeldbu
- The impact of library information literacy classes on first year students’ searching behaviour by Torunn Skofsrud Boger, Hanne Dybvik, Anne-Lise Eng, Else Helene Norheim
- Using an information literacy curriculum map as a means of communication and accountability for stakeholders in higher education by Leslin H Charles
- Refining the definition of information literacy: the experience of contextual knowledge creation by Marc Forster
- Evidence-based instruction: assessing student work using rubrics and citation analysis to inform instructional design by Alan Carbery, Sean Leahy
There are also conference reports and book reviews
http://ojs.lboro.ac.uk/ojs/index.php/JIL/index
Photo by Sheila Webber: wild rose, Sheffield, June 2015

Friday, June 12, 2015

Research minded: understanding, supporting, conducting research #researchminded

I'm liveblogging from the EAHIL + ICAHIS + ICLC 2015 Workshop in Edinburgh: I will be catching up with blogging the workshops at this conference over the next day or two, by the way. In the final plenary today, Dr Liz Grant (Assistant Principal, Director Global Health Academy, University of Edinburgh) talked about Research minded: understanding, supporting, conducting research. She started by quoting T.S. Elliot (the lines "We shall not cease from exploration/And the end of all our rexploring/Will be to arrive where we started/And know the place for the first time". This encapsulated some of her ideas about research and its outcomes.
Grant went on to talk about the goals of the Global Health Academy. It brought together staff, students and practitioners from different disciplines, and had 3 premises. The first was the equality of humanity (but we are born into unequal circumstances, so, you should try and make circumstances more equal for people). The 2nd premise was that many solutions are in the world already, but may be overlooked, perhaps are in unexpected places, or in different place to the one where it is needed. This obviously links to use of information. The 3rd premise was that "people in partnerships bring about change: investing in people to share knowledge across boundaries is essential": there needed to be collaborations across nations and disciplines to meet the many 21st challenges.
Grant went on to talk about the Millenium Development Goals and the extent to which, firstly they have not all been met, and secondly some statistics might be questioned. Sustainable Development Goals (SDG) are about to take over from MDGs: the 3rd of these SDGs is "Ensure healthy lives and promote wellbeing for all at all ages". This SDG3 includes, e.g., goals to do with non-communicable diseases, use of alcohol, infant mortality. However: how can these be achieved? For example "Universal Health Coverage" is seen as essential for "healthy lives for all" but is complex and difficult to achieve. Grant said that her own field was end of life care, and she had seen the cycle of poverty caused by healthcare systems that were not free.
Grant talked about three things that can help. Firstly, "Task shifting transformed to task sharing": this involved recognising the value of different types of skill or task, so there was equality in partnerships. This also involved using information differently, and crossing disciplinary/knowledge silos.
Secondly, there needed to be a "Continuity and continuum of care". She gave the example of newborn and child health, where you had to think of the continuum of support and care, not focusing on vulnerable points (e.g. birth) in a disconnected way. The third and final element was "Quality care that is compassionate": understanding that transmitting knowledge is not enough, and you needed understanding and engagement, so that there could be compassion in the approach to healthcare." You can demonstrate to researchers that using knowledge compassionately is transformative - information doesn't sit on a page"
So, coming back to the Elliot quote, Grant urged us to look in unusual palaces for solutions, to listen, to recognise resources that are there and to partner in equality. Through this, we can take what we have now, and make a change.
Photo by Sheila Webber: plaque for the Scottish writer and physician, Sir Arthur Conan Doyle (author of Sherlock Holmes), in the square by the conference venues.

Thursday, June 11, 2015

Running a journal club #researchminded

Yesterday, at the EAHIL + ICAHIS + ICLC 2015 Workshop in Edinburgh, Marshall Dozier (Edinburgh University) and I led a session on running a journal club (the picture shows the nice view out of the seminar room window). We ran a short example of a journal club at the start of the session, discussing:
Kean, E.B. (2013). Assessment and impact of a new role as an embedded librarian in nursing online journal clubs. Journal of the Medical Library Association, 101(4), 335-338. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3794692/

We gathered tips from participants and will post those up shortly. We also produced a handout with a list of relevant articles and links. I have embedded it below.

Qualitative research methods: interviewing as a way of learning and knowing #researchminded

Again I'm liveblogging a keynote from the EAHIL + ICAHIS + ICLC 2015 Workshop in Edinburgh. Johanna Rivano Eckerdal was talking about Qualitative research methods: interviewing as a way of learning and knowing.
She started by talking about how she became interested in qualitative research. This was when she was alibrarian, working with young people, and observing that they didn't seem so interested in what librarians had to offer. This made her curious about exploring issues of information literacy, and joined a PhD programme. This research was ethnographic research into young women's choices about contraception (which I've blogged before, the citation is at the end of this post).
She quoted Denzin and Lincoln, emphasising that qualitative approaches aim to uncover meaning. Eckerdal listed various kinds of approaches and data collection methods used in qualitative methods. She picked up a point made earlier by Alison Brettle, that your overall standpoint as a researcher (your view of the world and what reality and knowledge are) determines how you will talk about your research and data.
The particular focus of this presentation was interviewing. Interviews occur in context, and that is where they have key value (in helping to understanding a person in context). By interviewing we are getting to know what what people think: even if they don't say exactly what they think, communication is occurring and there can be insights.
Kvale's two metaphors for interviewing were given (interviewer as miner or traveller; seeing interviewing respectively as knowledge collection or knowledge (co)production). In the latter view, the interview is seen as a discourse, a narrative, in which both interviewer and interviewee participate.
Eckerdal gave an example from her own research, showing "understanding being created during an interview" as the interviewee talks about how she feels about contraception, finally coming up of the metaphor of "personal bodyguard". This was a metaphor, but also expressed the reality of the situation for the young women. Eckerdal also talked about the issue of the power balance between interviewer and interviewee: power is generally with the interviewer, and to encourage a meaningful discourse, the interviewer can seek to make the power balance more equal. She gave an example of asking interviewees drawing information sources horizon maps (there is an article about this here) and of their own situation. These pictures, drawn by the interviewee, could be triggers for narratives, to go deeper and get the interviewees more active in the knowledge production.
Eckerdal also talked about the importance of being transparent about the research, with the participants and with others who are reading about the research. She identified that all research has limitations: if we expect research to always give definite answers, we will be disappointed. A strong theme from her talk was research as a way of learning, and that qualitative research enables both researchers and participants to get insights into the way they engage with information in their lives.

Eckerdal, J.R. (2011). "To jointly negotiate a personal decision: a qualitative study on information literacy practices in midwifery counselling about contraceptives at youth centres in Southern Sweden" Information Research, 16(1) paper 466. http://InformationR.net/ir/16-1/paper466.html
Photo by Sheila Webber: spring herbs and flowers, June 2015

Wednesday, June 10, 2015

Incorporating a research-minded approach to professional practice #researchminded

This week I will be doing some liveblogging from the EAHIL + ICAHIS + ICLC 2015 Workshop in Edinburgh. This mainly consists of workshops, which I will blog about afterwards rather than liveblogging. However there are some interesting keynotes, and I aim to liveblog those.The hashtag is #researchminded

The opening keynote was from Professor Hazel Hall (Edinburgh Napier University) talking about: Incorporating a research-minded approach to professional practice. She started by talking about the four Edinburgh Universities (Heriot-Watt, Queen Margaret, Edinburgh Napier and Edinburgh Universities), highlighting the medical and healthcare faculties, the importance of Edinburgh medical research discoveries and her own personal connections (her father was a vet, graduating from Edinburgh!)
Turning to ther main topic of her talk, she described the work of the Library and Information Science Research Coalition, which has a website at http://lisresearch.org/ - there is a lot of information about it there, so I won't repeat it all here. Hazel was seconded part time to direct it the coalition, in particular to prepare the bids for, and implement, the RiLIES and the follow-on DREAM projects http://lisresearch.org/dream-project/. Hazel also highlighted the @LISResearch twitter feed, which I certainly find useful to follow to get news about library and information research.
The Coalition's main aims were "to facilitate a co-ordinated and strategic approach to LIS research across the UK." and specifically to: "bring together information about LIS research opportunities and results; encourage dialogue between research funders; promote LIS practitioner research and the translation of research outcomes into practice; articulate a strategic approach to LIS research;promote the development of research capacity in LIS."
Hazel identified that the Coalition was keen to enable people to make better use of exisiting research, to help improve service delivery, and use the evidence base to justify services' existence and development. It was felt that part of this could be done by improving access to research resources, and there are links and resources on the Coalition website. The website has not been updated since the project finished in 2012, but it still is getting hits and people find it useful.
The second strand was developing practitioner-led research, on the grounds that carrying out research can have benefits for the organisation, the service and the individual practitioner-researcher. Benefits for the individual can include being able to talk to academics about research, your job satisfaction and potential career progression.
Hazel moved on to talk in more detail about the DREAM project. It had a conference, 3 workshop events (where people had to commit to attend all three workshops) and another conference. These included expert sessions on a variety of research approaches (you can see details of workshops on the DREAM website, including videos and presentations), one-minute madness sessions, and participant research presentations.
Hazel finished by talking about the impact of the project (e.g. work by the "DREAMers"), and said that they were now doing an impact study (just about to be launched) which involves a questionnaire and focus groups. She then urged everyone to make the most of the research focus of the conference, for learning and networking.
Photo by Sheila Webber: Pollack Halls, where I'm staying during the conference.

Tuesday, June 09, 2015

Center for Media and Information Literacy

The US Center for Media and Information Literacy actually focuses on Media Literacy rather than MIL, but it does have some useful links to resources and events etc. http://centermil.org
Events include the NAMLE / Global MIL Conference (26-7 June) http://centermil.org/2015/02/11/2015-namle-milid-conference/
Photo by Sheila Webber, June 2012

Friday, June 05, 2015

4th Annual Indiana University Libraries Information Literacy Colloquium

Registration is open for the 2015 Annual Indiana University Libraries Information Literacy Colloquium (taking place on August 7 in Kokomo, USA), and closes on 10 July. The theme is What Does It All Mean?: Unpacking the Information Literacy Framework. Information on the programme and how to register are on the website at http://iuk.libguides.com/IULILC2015.
Photo by Sheila Webber: daisies in the grass: 1 (June 2015)

Presentations from Sheffield's Learning and Teaching Conference

The presentations from the University of Sheffield's annual Learning and Teaching Conference are available. I didn't put in a paper this year, but there are a couple of presentations about information literacy from librarians here at Sheffield, and several related to digital literacy. http://www.sheffield.ac.uk/lets/cpd/conf/2015/prog

Thursday, June 04, 2015

Reference Services Review: format; badging; learning theory; evaluation; disciplines; collaboration

The latest 2 issues of Reference Services Review (a priced publication) include the following:
Volume 43 issue 1
- Teaching “format as a process” in an era of Web-scale discovery by Kevin Patrick Seeber (pp. 19 - 30)
- Badge it!: A collaborative learning outcomes based approach to integrating information literacy badges within disciplinary curriculum by Emily Ford , Betty Izumi , Jost Lottes , Dawn Richardson (pp. 31 - 44)
- Learning information literacy through drawing by David James Brier , Vickery Kaye Lebbin (pp. 45 - 67)
- One-shot Wikipedia: an edit-sprint toward information literacy by John Thomas Oliver (pp. 81 - 97)
- Flashlight: using Bizup’s BEAM to illuminate the rhetoric of research by Kate Rubick (pp. 98 - 111)
- Leveraging adult learning theory with online tutorials by Rebecca Halpern , Chimene Tucker (pp. 112 - 124)
- Integrating the thematic approach into information literacy courses by Elizabeth Price , Rebecca Richardson (pp. 125 - 136)
- Piloting a blended model for sustainable IL programming by Jody Nelson , Joan Morrison , Lindsey Whitson (pp. 137 - 151)
Volume 44 issue 2 (at time of writing this was early publication, so no page numbers)
- Learning from Degree-Seeking Older Adult Students in a University Library by Mary C. Aagard , Marilia Y. Antunez , Jaime N. Sand
- Evaluation of Sources: A New Sustainable Approach by Sharon Radcliff , Elise Y. Wong
- Using Interviews to Improve Relationships with Library Partners: A Case Study by Bridget Farrell
- Situated Information Literacy: History Instruction at a High School Early College by Meghann Walk
- Situating Information Literacy in the Disciplines: A Practical and Systematic Approach for Academic Librarians by Robert Farrell , William Badke
Go to http://www.emeraldinsight.com/loi/rsr
Photo by Sheila Webber: St Georges Church, Sheffield University: there are 3 peregrine falcons in this picture and since the photo isn't very sharp I have put red "x"s above them (a chick in the nest platform and one just-fledged chick on the ledge above the clock, and a parent bird sitting at the side). Click photo for full size. 2 June 2015

ALAO spring workshop

The Academic Library Association of Ohio (ALAO) Instruction Interest Group has its spring workshop on 12 June 2015. Joe Salem (Penn State) will present Lifelong Partnerships for Lifelong Learning and Ann Marie Smeraldi (Cleveland State University) will present Get the Party Started: Campus Collaborations that Support Information Literacy Initiatives. More information at http://www.alaoweb.org/event-1929612

Wednesday, June 03, 2015

iConference proceedings

The proceedings of the 2015 iConference (conference for those in the iSchools network) are online. Information Literacy was not a focus, but there are, for example, some papers on information behaviour e.g.
- Seeking Information in Online Environments – Where, Who, and Why? by Shah, Chirag; Sonne, Jennifer
- "Gangnam Mom": A Qualitative Study on the Information Behaviors of Korean Helicopter Mothers by Park, SoHyun; Lim, Hyunchul; Choi, Heekyung
Go to https://www.ideals.illinois.edu/handle/2142/73276
Photo by Sheila Webber: icelandic poppy, June 2015

Tuesday, June 02, 2015

Big Picture Information Literacy Tutorials

The Primo Site of the Month for May is: Big Picture Information Literacy Tutorials. There is an interview with the producers (Anne Burke, Kim Duckett, & Andreas Orphanides, North Carolina State University, USA) at http://www.ala.org/acrl/aboutacrl/directoryofleadership/sections/is/iswebsite/projpubs/primo/site/2015may
The tutorials themselves ("videos and interactive guides") are at http://www.lib.ncsu.edu/tutorials/#bigpicture
Photo by Sheila Webber: Gilbert's pit, South London, May 2015

Registration open for 2nd annual LILi (Lifelong Information Literacy) Conference

The free LILI conference taking place 3 August 2015 in Los Angeles, USA, has the theme Collaboration for Lifelong Learning: Innovative and Effective Approaches to Information Literacy. Registration is open (deadline July 10), and there are further details about the conference at https://goo.gl/rBO8NK

Monday, June 01, 2015

cfp Virtual poster session

The ACRL Instruction Section Conference Planning Committee is calling for information on projects that have "redesigned a library classroom to better align changing pedagogy and student learning". They are having "a Virtual Poster Session that will accompany the panel taking place this summer at ALA Annual [on 27 June] entitled, Aligning Learning Spaces with Pedagogy: The Instruction Librarian’s Role in Classroom Re/Design." "In lieu of designing a formal poster, we ask that you respond to the following questions in your submission, in addition to providing photographs: Describe the finished teaching or classroom space, including any specifics about furniture or technology that was included in the design. What were the goals of the re-design or creation of the space? What strategies did you use to advocate for student learning and active learning pedagogy in the space? What lessons did you learn from this experience that you'd most like to share with someone undertaking a similar project? How have changes you made to the classroom changed your teaching? How have changes you made to the classroom changed your instruction programs?"
Photographs and responses should be emailed to Cindy Fisher at cindyf@austin.utexas.edu
The deadline for submission is 6 June 6.

Photo by Sheila Webber: wild flowers, Gilbert's pit, May 2015

Saturday, May 30, 2015

College and Research Libraries: classic commentaries; learning design

The 75th Anniversary Issue of College and Research Libraries (volume 76 no. 3) has an interesting format: reprinting some classic articles and providing a contemporary commentary on each. For example Megan Oakleaf responds to the article (first published in 2003) by George Kuh and Robert Gonyea The Role of the Academic Library in Promoting Student Engagement in Learning. http://crl.acrl.org/content/76/3.toc
The latest C and RL (volume 76 no. 4 http://crl.acrl.org/content/76/4.toc) includes
- Katy Kavanagh Webb and Jeanne Hoover Universal Design for Learning (UDL) in the Academic Library: A Methodology for Mapping Multiple Means of Representation in Library Tutorials
- Amanda Rinehart, Jennifer Sharkey, and Chad Kahl Learning Style Dimensions and Professional Characteristics of Academic Librarians
Photo by Sheila Webber: Cow parsley, Gilbert's Pit, South London, May 2015

Friday, May 29, 2015

Esther Grassian honoured

The UCLA Library & Information Studies Alumni Association's (LISAA) Distinguished Alumni Award winner this year is Esther Grassian, who has (and continues to) make a great contribution to information literacy (see e.g. here and here). More details (and a nice photo) at http://ampersand.gseis.ucla.edu/lisaa-spring-dinner-honors-distinguished-is-alumnae/

Thursday, May 28, 2015

Blog post journal club: next discussion 3rd June: Information literacy learning design #ilread

The next discussion for the blog post journal club is 3rd June 2015 at 8pm UK time (which is 3pm US Eastern time, 12 noon US Pacific time). We will be discussing:
McNicol, S., and Shields, E. (2014). Developing a new approach to information literacy learning design. Journal of Information Literacy, 8(2), 23–35. http://doi.org/10.11645/8.2.1911
Anyone can join this discussion! Participants aim to read at least some of the article in advance, then come along at 8pm GMT and join in the discussion by adding comments to the blog post which introduces the article http://infolitjournalclub.blogspot.co.uk/2015/04/next-discussion-3-june-on-information.html

You can see how this works by looking at previous discussions on the blog http://infolitjournalclub.blogspot.co.uk/
Photo by Sheila Webber: dandelion clock, photoshopped, May 2015

Wednesday, May 27, 2015

cfp for #iFutures 2015

The call for poster and paper proposalss for the 2015 iFutures conference (to be held at Sheffield University, UK, on 7 July 2015) closes on June 5 2015. The conference is run by, and for, PhD researchers in the information science field (so it is run by PhD students in my department ;-) The theme of the 2015 conference is Open Information Science: exploring new landscapes. "Openness is a key part of Information Science research, from using open source tools and big open data sets to open standards advocacy, creating open accessible environments in institutions, and opening information science to radical perspectives and exploring diverse communities. The conference will give delegates the chance to talk about how open information influences and relates to their research." Submissions can be for posters, papers, or pecha kucha presentations, and are welcomes from PhD students at any stage of their research. There are two keynote speakers: Fabio Ciravenga (Professor of Computer Science, University of Sheffield) and Helen Kennedy (Professor of Sociology, University of Sheffield). More details at http://ifutures.group.shef.ac.uk/
There is also a twitter chat today at 5pm UK time (which is e.g. 12 noon US Eastern time) using the hashtag #iFutures

cfp: Designing information literacy programming for an academic library

Cinthya Ippoliti and Rachel Gammons are producing a book to be published by ABC-CLIO/Libraries Unlimited (publication date 2016)on designing information literacy programming for an academic library. They are seeking case studies which "serve to highlight the challenges and opportunities of information literacy programming in today’s complex academic environment" and specifically ones focusing on challenges and opportunities created by "spaces". The studies can be from any type of academic library, and they are particular interested in the first year experience. They say "Please note that case-studies do not necessarily have to have a 'happy ending.' We want to hear about your challenges and the process by which you have worked through them, but we understand that sometimes the most valuable experiences are those that do not turn out as we expected!" The case studies are not very long (about 1000 words in total). Deadline is 5 June 2015 (it says 22 May on the form, but they just issued an extended call). There is a proposal form with more details at http://form.jotformpro.com/form/51123320973952?
Photo by Sheila Webber: young beech leaves, May 2015

Tuesday, May 26, 2015

Land on troublesome knowledge

Ray Land's keynote from the #LILAC2015 conference, 'There could be trouble ahead’. Threshold Concepts, Troublesome Knowledge and Information Literacy – a current debate can be viewed as a recording at https://campus.recap.ncl.ac.uk/Panopto/Pages/Viewer.aspx?id=fb2c8875-f382-4242-9e95-c4b5138fdc37
Photo by Sheila Webber: the heath, Blackheath, May 2015

Saturday, May 23, 2015

The NICE Evidence Search Student Champion Scheme

A scheme organised by NICE (National Institute for Health and Care Excellence, in the UK) selects students to be student champions, aiming "to improve the routine use of evidence-based information by future doctors, pharmacists, nursing and other healthcare professionals. ... These students receive bespoke training and support to enable them to disseminate information about NICE Evidence Search to their fellow undergraduates in structured hands-on learning sessions." The scheme launched in 2011. Another good example of making students active in information literacy! https://www.nice.org.uk/get-involved/student-champions
Photo by Sheila Webber: One of the Sheffield peregrines feeding the chicks see http://peregrine.group.shef.ac.uk/peregrines/ - at the moment the chicks seem to love huddling in the corner the camera can't see, but there is often a parent bird visible on the perch outside the nest platform

Friday, May 22, 2015

ACRL instruction recordings: collaboration and learning outcomes

Recordings of webinars recently organised by the ACRL Instruction Section Management and Leadership Committee are now available:
Char Booth: Cultivating Campus Collaboration http://ala.adobeconnect.com/p3asujae6d4/ ("For librarians who work in information literacy program development, creating and sustaining meaningful ties with a diverse range of campus stakeholders is an essential and complex task. This webinar will involve participants in a discussion about cultivating effective institutional collaborations, from identifying and engaging potential partners to curriculum mapping strategies to assessing (and sometimes ending) campus relationships.")
Sara Lowe: Developing Learning Outcomes http://ala.adobeconnect.com/p54qgg8dc4c/ ("For librarians who teach, learning outcomes are vital. Without them, it is difficult to assess learning and gauge success. This session will discuss all aspects of learning outcomes so that participants can integrate them into their teaching practice.")
Photo by Sheila Webber: spring path, Blackheath, May 2015

Teaching or Training? Academic librarians’ conceptions of their IL teaching

In my previous post I mentioned that Emily Wheeler was presenting at the LIRG AGM on 1st July. Embedded below is her presentation on the same topic given at the LILAC conference in April. Emily also blogged about LILAC at https://exlibrislinguist.wordpress.com/2015/04/13/teaching-or-training-my-lilac-presentation/ and
https://exlibrislinguist.wordpress.com/2015/04/16/another-lilac-blog-post-workshop-on-hunting-assumptions/


Thursday, May 21, 2015

#LIRG member's day: information literacy featured

The Library Information Research Group Member’s Day & AGM is taking place on 1 July, 3pm-6.30pm, in Liverpool, UK. It includes talks from LIRG prize winner (and one of my current PhD students) Jess Elmore on An exploration of the information literacy experiences of home educating families and Emily Wheeler (who was a Masters student here last year) on Teaching or training? Academic librarians’ conceptions of their IL activities. There is also a talk from Miggie Pickton on Developing a research culture in the workplace: top down and bottom up approaches
This event is free to CILIP and/or LIRG members, £21 to non-members. It says there is a limit of 15 participants, which seemes extremely small, but if this is true it is important to book at once!
Registration form at https://docs.google.com/forms/d/1amM4x0l6vIiUg4G0OpU3nZK3aDmJQyu9jIIeL4hKnEE/viewform
Jess Elmore's abstract: The presenter will discuss her dissertation, which explored the information literacy experiences of five home educating families. The research was constructivist with a grounded approach to data analysis and involved in-depth interviews with family groups (parents and children were interviewed together). The children in the study were aged between eight and seventeen. The presentation will include a summary of the context of home education in the UK and highlight the lack of information literacy research in this area. It will involve a brief discussion of the research methods and findings. The focus will be on how these findings relate to existing models of information literacy, with particular reference to the importance of reflection; the significance of communities of practice and the potential challenge to the orthodoxy of formal educational models.
Emily Wheeler's abstract: Despite much research into where and how librarians acquire their teaching skills and how much importance they place on teaching, not much is known about how they conceive of their teaching, their skills or themselves as teachers. This MA dissertation investigated the variation in conceptions of their own teaching skills among academic librarians who teach information literacy in higher education. The project used a qualitative phenomenographic interview approach with a sample of six academic librarians. This presentation will discuss the results of the research, presented as four categories of description, which vary according to interviewees’ conceptions of themselves, their teaching skills, IL, and other teachers. The research revealed how librarians conceive of themselves and their roles within the institution, as well as highlighting a lack of confidence among some participants.
Photo by Sheila Webber: horse chestnut blossom, May 2015

Tuesday, May 19, 2015

#LOEX2015 encore sessions

Online "encore" versions of some of the sessions held at LOEX 2015 (the key information literacy conference in the USA) are being run. "Each session will be one hour, will be (very likely) held in GoToMeeting or WebEx, and will allow for live interaction between presenters and attendees. These virtual sessions will utilize the material presenters have prepared for the LOEX 2015 conference and enable them to reach a wider audience of people, acting as a nice supplement to the conference."
Registration is priced per session ($15 US for those who attended the conference, more for those who didn't) and there is a limit of 40 for each.
The sessions are:
- June 11 Drinking on the Job: Integrating Workplace Information Literacy into the Curriculum, Alison Hicks (University of Colorado, Boulder)
- June 15 Two Information Literacy Threshold Concepts Walk into a Bar: Using Satirical News Sources to Promote Active Learning and Student Engagement, Stephanie Alexander (California State University East Bay)
- June 16 Reconsidering Threshold Concepts: A Critical Appraisal of the ACRL Framework for Information Literacy, Lane Wilkinson (University of Tennessee at Chattanooga)
- June 16 Distributing Your Craft: Scaling Quality Instruction, Theresa Westbrock and Felipe Castillo (New Mexico State University)
- June 17 Does It Really Take 50 Minutes? Insights from Faculty Focus Groups on Delivering Library Instruction in a General Education Program, Jackie Sipes (Temple University)
- June 18 Taste Testing Research Topics: Assessing the Scope and Feasibility of First-Year Students' Research Paper Topics, Erin Rinto and Melissa Bowles-Terry (University of Nevada, Las Vegas)
- June 18 Bias Isn't Always Bad: Teaching Students to Evaluate and Use Information Effectively, Anthony Sigismondi (St. Norbert College)
- June 22 Do You Come Here Often? Using Student Course Registration Data to Improve Your Teaching, Outreach, and Information Literacy Program, Erica Schattle (Tufts University)
More info at http://www.loexconference.org/virtual-sessions.html
Photo by Sheila Webber: white lilac, May 2015

Information literacy student awards

Penn State University (USA) has announced the winners of the 2015 University Libraries Award for Information Literacy which "recognizes students who have excelled in locating and using scholarly resources to support their research projects". The prize is focused on students participating in a poster exhibition. http://news.psu.edu/story/353692/2015/04/20/academics/students-win-cash-awards-information-literacy

Sunday, May 17, 2015

Augustana human library

I have previously mentioned an iniative at the Augustana Library, University of Alberta, Canada: the human library. This consists of events where "people who have experienced prejudice or stereotyping in life" are invited to become human books; to come into the library in a relaxed coffee-chat environment, to tell their story and help their "readers" understand their stories. This is part of the information literacy programme at Augustana. I just noticed that there is a paper on this:
Goebel, Nancy. (2011). Fags, blacks and Hutterites: Challenging Prejudice and Stereotypes with the augustana human library. In Dawn W. Mueller (Ed.) Proceedings of the 2011 Conference of the Association of College & Research Libraries. Philadelphia, PA: Association of College and Research Libraries. http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/national/2011/papers/fags_blacks.pdf
Photo by Sheila Webber: white lilac, May 2015

Saturday, May 16, 2015

Some educational links

A couple of resources just noticed:
- A "53 ideas" series on the SEDA blog. The blog is publishing Graham Gibbs’ 53 Powerful Ideas All Teachers Should Know About (Gibbs is an educationalist of many years experience) and encouraging others to contribute ideas once they've finished the 53! https://thesedablog.wordpress.com/ (SEDA is "the professional association for staff and educational developers in the UK" and has useful material for higher education teachers).
- Latest issue of the open access Journal of Educational Technology & Society http://ifets.info/issues.php?id=66
Photo by Sheila webber: spring along my path to work, May 2015

Friday, May 15, 2015

Burnout

An valuable new blog on Academic Library Instruction Burnout has been set up by Maria Accardi. Accardi opens up her own experience and is encouraging others to share their own stories of burnout and emotional labour, anonymously if they want. "I think that one way of combating the state of burnout, examining its root causes, and inspiring a culture shift in the profession is giving voice to those who are experiencing the problem." https://libraryinstructionburnout.wordpress.com/
Photo by sheila Webber: Copper beech, new leaves, May 2015

Wednesday, May 13, 2015

Resources on pedagogy in higher education

Mick Healey is a long-established educational researcher in the UK. His website is a treasure trove of resources relevant to higher education (particularly in the UK). Through searching my own blog, I realise that I highlighted his bibliographies a few years ago, but it is worth mentioning them again as he continues to update them periodically (e.g. selective bibliographies on: Active learning and learning styles; Discipline based approaches to supporting learning and teaching; Pedagogic research and development; Students as change agents; Research-based curricula in college-based higher education). He also has substantial handouts from workshops that he runs e.g. one on Refreshing the Curriculum: Approaches to Curriculum Design (updated March 2015) and another useful item is a spreadsheet with a list of links to the archives of the former Higher Education Academy subject centres (which were centres in the UK focusing on pedgagy in different subject areas e.g. psychology, history, law; they all had some useful resources such as open access journals, teaching resources, but the centres were victims of government budget cuts). http://www.mickhealey.co.uk/resources
Photo by Sheila Webber: fallen cherry blossom petals, April 2015

Tuesday, May 12, 2015

International school libraries conference: also online #IASL2015

The 44th Annual International Conference & 17th International Forum on Research in School Librarianship takes place June 28 - July 2, 2015. The main conference is in Maastricht, The Netherlands. However, I mainly want to highlight that you can view a livestream of many conference presentations. You do not get alternatives, but certainly the provisional programme provides a full stream of sessions over the length of the conference. This includes numerous ones which are relevant to information literacy e.g. "Transformation, transfer, transition: what the school librarian can do in transliteracy, the French context" "Inquiry learning: educating librarians for their educational role" "Igniting the passion: Practical ways to engage and inspire our students to learn through the school library!". There is a fee (between 75 and 125 Euros depending on which region of the world you come from) http://iasl2015.org/online-conference/
Photo by Sheila Webber: candytuft, April 2015

Monday, May 11, 2015

#WILU2015 early bird rate

The early bird rate for the Canadian information literacy conference WILU ends on May 15. The conference is June 15-17 in St John's, Newfoundland, Canada. The abstracts of papers etc. are now on the website too at https://wilu2015.wordpress.com/
Photo by Sheila webber: waystation, London Marathon day, April 2015

Saturday, May 09, 2015

Workshop zur Informationskompetenz im Netz

For German-speakers: a useful set of materials for running a workshop about information searching, evaluation of websites etc. You get teacher's materials, worksheets, powerpoint etc. It was produced by the Landesanstalt für Medien Nordrhein-Westfalen (LfM) in cooperation with the German UNESCO Commission and the Verband der Bibliotheken des Landes Nordrhein-Westfalen Bildungsinstitutionen. Go to http://www.medienkompetenzportal-nrw.de/themen/informationskompetenz/workshop.html
Photo by Sheila Webber: hawthorn, Blackheath, May 2015

Thursday, May 07, 2015

Social media/ Networking

A local-to-me event: #UKeiG and #CILIP Yorkshire & Humberside Member Network have organised a "networking event with talks on social media followed by light afternoon tea". It will be at Nabarro LLP, 1 South Victoria Quay, Victoria Quays, Sheffield, UK, on 16 July 2015 at 2pm. The speakers are:
"Laura Woods (Subject Librarian for Engineering and Allied Health at the University of Huddersfield). She has worked in information professional roles in several different sectors, including commercial law and charity. She can be found on Twitter as @woodsiegirl, and blogs at https://woodsiegirl.wordpress.com/.
"Penny Andrews is an artist, para-athlete, researcher and librarian. She'd call herself a polymath, but that would imply a greater objective level of success at these things, when she's probably better known for deconstructing popular culture and engaging in professional debate via social media. She manages not to swear on radio and TV, where she makes regular appearances. Doctor Who is one of Penny's special interests (she's autistic, so that implies a very special level of interest), but she can often be persuaded to talk about libraries, Open Access to research, social media, accessibility and other slightly less cultish topics.
"Karen Dolman began work on the Mobile and Home Library Service in a Black Country Local Authority. After many different roles in libraries, since qualifying, she now works as an Information Adviser at Sheffield Hallam University, in the Health and Wellbeing Faculty. She is really interested in how social media is used for study, and how useful it can be. She will be talking a little about her experience of engaging with social media in work and how she uses social media. She can be found @Podling on Twitter and blogs as 'Two-Wheeled Librarian' ."
Costs: UKeiG or CILIP members £6.00 (£5.00 + £1.00 VAT) Non-members £12.00 (£10 + £2.00 VAT)
To apply, email j.vodden@nabarro.com
Photo by Sheila Webber: apple blossom, Sheffield, May 2015

Wednesday, May 06, 2015

New free textbook: Teaching in a digital age

Just published on open access, Tony Bates has published Teaching in a digital age: Guidelines for designing teaching and learning for a digital age. It is available in various formats. I haven't read it yet, but it definitely looks interesting. The blurb runs "The book examines the underlying principles that guide effective teaching in an age when everyone,and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success." http://opentextbc.ca/teachinginadigitalage/
Photo by Sheila Webber: spring branch, May 2015

Tuesday, May 05, 2015

Presentations on information literacy and society

An interesting set of presentations from an event organised by the Scottish Information Literacy Community and SLIC in February 2015 e.g. on Information Literacy and the housing sector; infolit and young people; health literacy http://www.slideshare.net/SLICINFO There is also a Storify of the event: https://storify.com/SLIC1991/information-literacy-symposium
Photo by Sheila Webber: apple blossom, May 2015

Monday, May 04, 2015

#Copyright card game

A card game to help teach (UK) copyright was developed by Chris Morrison, Naomi Korn and Jane Secker for a SCONUL seminar and the material to create the card game is available on the repository JORUM under a creative commons (CC-BY-NC-SA) licence. There are instructions for tutors, a file of the cards to print and explanation for the learners. Go to http://find.jorum.ac.uk/resources/19369
Photo by Sheila Webber: "Lost item" series: lost plush big cat, April 2015 (fyi the last lost item was rescued, cleaned and adopted)

Friday, May 01, 2015

Ooer- #OERS: using free, shared, information literacy resources

On 24 June in Leeds, UK there is an event: Ooer- OERS: using free, shared, information literacy resources organised by ARLG Yorkshire and Humberside. This will look at "The what and how of using, re-writing and sharing Open Educational Resources in HE and FE library contexts. Speakers are:
Siobhan Burke, Open Educational Resources Service Manager at JISC. The information and digital literacy collection of Jorum, JISC’s learning and teaching resource sharing site.
Nancy Graham, Research Support and Academic Liaison Manager, Library Services at the LSE. Chair of CoPILOT (Community of Practice for Information Literacy Online Teaching): CoPILOT: what can we do for you? Supporting librarians to create, share and re-use information literacy resources openly.
Helen Howard, Learning Services Team Leader at the University of Leeds. Skills@Library: using and creating OERS
Sarah George, Subject Librarian at the University of Bradford (runner-up for CILIP IL Group’s Information Literacy award, 2015) OERs for people with no technical skills and no money.
£20 + VAT students/unemployed; £30 + VAT CILIP members; £40 + VAT non-CILIP members. Tea and lunch will be provided.
To book a place, please provide the following details and send to Katherine Turner at k.turner@leedsbeckett.ac.uk:
Name: Job title (if applicable): Institution (if applicable): Student/unemployed: Y/N CILIP member: Y/N If Yes, membership number: Dietary requirements: Access or support requirements: Name and address for invoicing:
Photo by Sheila Webber: Borage, April, 2015