#ACRL Intersections of Scholarly Communication and Information Literacy Webinars

The UK's CILIP Information Literacy Group (ILG) has scheduled the ACRL Intersections of Scholarly Communication and Information Literacy Webcast Series. Each is one hour and includes time for questions and discussion. They are on: March 3 2017 (Crossing Paths: An Introduction to the Intersections); April 4 2017 (Creating Learning Experiences at the Intersections of Scholarly Communication and Information Literacy) and May 5 2017 (Talking Points: Strategies for Building Collaborative Partnerships at the Intersections). They are all at 3pm UK time, 10am US Eastern time. They are free to ILG members, and to others cost £25 per webcast or £50 the 3. The speakers are Emma Molls, Publishing Services Librarian at University of Minnesota and Michelle Reed, Open Education Librarian at the University of Texas at Arlington. This is part of an ongoing initiative, for which the website is here: http://acrl.ala.org/intersections/
"In recent years the Information Literacy Group (ILG) has seen a rise in dedicated library support for researchers, as well as increasing support from other areas of universites, to support publication and Scholarly Communication. This overlap between general research support, library specific research support, and general academic liaison work has resulted in some interesting opportunities and duplications in work. The ILG sees Scholarly Communication as a key part of Information Literacy, so is pleased to explore these overlaps in these series of webinars, with the help of our presenters from the ACRL. This series of webinars will suit any higher education librarians particular those involved in teaching and learning, academic liaison, or research support."
Register at https://www.eventbrite.co.uk/e/intersections-of-scholarly-communication-and-information-literacy-tickets-31316034101?aff=eac2
The blurb for the first one (March 3) says "Following the 2013 publication of ACRL’s white paper on the intersections of scholarly communication and information literacy, interest in the connection between these two critical areas of librarianship has grown tremendously. The first webcast in this three-part series explores common definitions of the two topics; analyzes the intersections and objectives presented in the white paper and in subsequent publications; offers practical examples of librarianship at the intersections; and discusses partnerships that advance outreach and education initiatives. This webcast provides participants with a shared theoretical foundation on which the rest of the series is built."
Photo by Sheila webber: Intersecting branches, January 2017

Librarians’ Role in Encouraging Exploration

Interesting article about helping students to select meaningful topics for their essays:
Deitering, A-M. and Rempel, H. (2017, 22 February). Sparking Curiosity – Librarians’ Role in Encouraging Exploration. In the Library with the Lead Pipe. http://www.inthelibrarywiththeleadpipe.org/2017/sparking-curiosity/
"Students often struggle to approach research in an open-minded, exploratory way and instead rely on safe topics and strategies. Traditional research assignments often emphasize and reward information-seeking behaviors that are highly prescribed and grounded in disciplinary practices new college students don’t yet have the skills to navigate. Librarians understand that the barriers to research are multidimensional and usually involve affective, cognitive, and technical concerns. In this article we discuss how a deeper understanding of curiosity can inspire instructional strategies and classroom-based activities that provide learners with a new view of the research process. We share strategies we have implemented at Oregon State University, and we propose that working with teaching faculty and instructors to advocate for different approaches to helping students solve information problems is a crucial role for librarians to embrace."
Photo by Sheila Webber: Trees in Greenwich park, December 2016

Online chat #critlib in business, professional, medical, health, & STEM programs

On February 27 2017 from 7pm UK time, 11am US pacific time, 2pm US Eastern time, there will be a Twitter chat as part of the regular #critlib series. The topic is critlib in business, professional, medical, health, and STEM programs, moderated by @librarianilana @kennygarciamlis @CaitlanMaxwell and @JessicaJerrit The discussion questions are: Q1. What program or discipline do you work with? What unique challenges do you see in your discipline? Q2. How are you using critical pedagogy or critical information literacy in your instruction? Q3. Why have you adopted #critlib? How has using or reflection on #critlib affected your work?
"Participating in #critlib chats requires a free Twitter account. Follow #critlib on Twitter during the time of the chat by searching for “#critlib” in the search field, then clicking on the “live” tab to see the most recent tweets. You’ll need to refresh your search periodically to see the most recent tweets pop up. ... When the chat is over, all tweets with the #critlib hashtag will be gathered together in a Storify, which provides a digital archive of the conversation." More info at http://critlib.org/twitter-chats/
Photo by Sheila Webber: boats on the Thames, December 2017

Awards for Pagowsky, McElroy, Archambault and McClean

Congratulations to Nicole Pagowsky, Associate Librarian and Instruction Coordinator, Research and Learning Department, University of Arizona, USA, and Kelly McElroy, Student Engagement and Community Outreach Librarian, Oregon State University who have been awarded the Ilene F. Rockman Publication of the Year Award for the Critical Library Pedagogy Handbook. (which they edited). See http://www.ala.org/news/member-news/2017/02/mcelroy-and-pagowsky-receive-2017-acrl-instruction-section-ilene-f-rockman

Congratulations also to Susan Gardner Archambault, Head of Reference & Instruction, Loyola Marymount University, and Lindsey McClean, Clinical Training Associate III – Instructional Designer, AbbVie, Inc. who have been awarded the ACRL Instruction Section Innovation Award for Project CORA: Community of Online Research Assignments. See http://www.ala.org/news/member-news/2017/02/archambault-and-mclean-win-2017-acrl-innovation-award

New articles: Pedagogical practice; Coordination; Curriculum support; Student learning

SCONUL Focus issue 68 (2017) has been published. This is an open access journal with short practice-based articles. This issue includes:
- Editorial: Playing a positive role in enhancing teaching and learning: How do libraries demonstrate their own excellence? Steve Rose, Birmingham City University
- Library as third place: A strategic framework. Diane Bruxvoort, University of Aberdeen
- Developing a teaching and learning programme for librarians at UAL Library Services. Elizabeth Staddon and Leo Appleton, University of the Arts, London
- Personal learning networks: Collective intelligence and knowledge communities in the digital age. Donald Maclean, University of the Highlands and Islands
- Embedding information literacy through critical skills, collaboration and a new curriculum. Lorna Dodd, Maynooth University
- Developing a new co-ordinated approach to information literacy at the University of Chester. Jon Hardisty, Charlotte Gleeson, Paul Verlander, University of Chester
- Evolving pedagogical practice at Middlesex University: The state of our art. J. Adam Edwards, Middlesex University
- Is it possible to teach and learn collaborative skills while still having fun? Using an on-campus scavenger hunt to answer the question. Jane Burns, Royal College of Surgeons in Ireland & University College Dublin
- Transforming student learning through ResourceLists@Bham. Ann-Marie James, Polly Harper, University of Birmingham
- Development of an Academic Integrity LibGuide: Experiences at University College Dublin. Maolsheachlann O’Ceallaigh, Jenny Collery,
Nessa Collinge, University College Dublin Library
- The university archive as teaching resource: From Corporate Service to Curriculum Support. Anna McNally, University of Westminster
- Embedding unique and distinctive collections into the curriculum: Experiences at Maynooth University Library. Barbara McCormack, Maynooth University Library
- Supporting teaching in the Henry Grunfeld Library. Gerry Power, The London Institute of Banking & Finance
https://www.sconul.ac.uk/page/focus-68
Photoby Sheila Webber: cable car, Greenwich, December 2016

Webinar: Global Perspectives on Information Literacy

On 28 February at 11am US Eastern time (which is 4pm UK time) there will be an online forum with Merinda Kaye Hensley and Dr. Emma Coonan, which is the first in a series of events related to a forthcoming report, Global Perspectives on Information Literacy: Fostering a dialogue for international understanding. Edited by the ACRL Student Learning and Information Literacy Committee, the report has thirteen chapters written by authors from Africa, Canada, Europe, Oceania, Asia, Latin America, and the Middle East. It will be published in March 2017. The foreword to the report is already available here: https://drive.google.com/file/d/0BzT2sL8tu8HDNFRpbzZJNWNGUGc/view "Hensley and Coonan will outline the genesis of the white paper, as well as introduce the themes and highlights emerging from the work. Future programming and opportunities to engage with the authors, including a ACRL 2017 Conference panel and discussion, will be outlined." Register at https://goo.gl/forms/u1HG6JENgqoKc8Oa2

#DayofFacts

Friday 17 February was designated #dayofFacts, with library and museum staff tweeting facts, as a resistance to "alternative facts". The website is here https://dayoffacts.wordpress.com/, the twitterstream is at https://twitter.com/hashtag/DayofFacts?src=hash , here's an example of a Storify https://storify.com/NatureMuseum/day-of-facts and some thoughtful commentary from Barbara Fister at https://www.insidehighered.com/blogs/library-babel-fish/matter-facts
It was also picked up e.g. by the Washington Post
Kaplan, S. (2017, February 17). Museums and libraries fight ‘alternative facts’ with a #DayofFacts. Washington Post. https://www.washingtonpost.com/news/speaking-of-science/wp/2017/02/17/museums-and-libraries-fight-alternative-facts-with-a-dayoffacts/?utm_term=.da4809bcb033
Logo from #dayoffacts website

Science Literacy in Developing Countries: new report

Just published is: Davies, R. and Priestley, C. (2017). Science Literacy in Developing Countries: Landscape Survey. Hardie Wren Development Initiatives and Network for Information and Digital Access (NIDA).
The main sections are: What Is Science Literacy? (Terms applied to public science activity in the developed world; Science and the public; Public Appreciation of Science; Science Literacy; Health Literacy; Citizen Science). Science Literacy In Developing Countries (Formal education; Basic literacy; Access; Gender; International policies; The link to innovation; National policies; Science in developing countries). Science Literacy: Major Areas Of Impact Opportunity (Climate change; Biodiversity, environmental degradation and conservation; Maternal health, reproduction and birth practices).
Some key information literacy organisations are mentioned (though unfortunately with slight garbling of the names!) and there is a passing reference to information literacy when discussing literacies.
The website is at http://www.nida-net.org/en-gb/activites/information-literacy/science-literacy/landscape-study-science-literacy/ and also has links to examples of initiatives. The report is published with a Creative Commons licence

Call for items for the ACRL Instruction Section newsletter

The editors of the ACRL Instruction Section newsletter seek items for the newsletter. Submissions can be "Short articles of 250-500 words on any aspect of instruction or information literacy; Annotated bibliography or recommended reading list of 250-500 words on any instruction or info lit issue; 140 character length (tweet length) reflections, suggestions, best practices, worst practices on all things instruction or info lit". Contact the co-editors: Angelica Delgado, Head of Public Services, Concordia University Texas Library, angelica.delgado@concordia.edu and Kelly LeMeur, Librarian, Community College of Rhode Island & Roger Williams University, kellylemeur@gmail.com​
Copies of the newsletter from 2010 are at http://acrl.ala.org/IS/about-is-2/who-we-are/instruction-section-newsletters/, earlier copies are here http://www.ala.org/acrl/aboutacrl/directoryofleadership/sections/is/iswebsite/projpubs/newsletter (the links could be a bit easierto find on their blog IMHO ;-)
Photo by Sheila Webber: Russell Square, London, February 2017

Digital Labs

There is a new Tips and Trends article from the ACRL Instruction Section, Instructional Technologies Committee. Digital Labs is a 5 page article including readings, links and examples of "digital labs" (which are spaces with tech tools of various kinds, to support teaching, learning, collaboration etc.)
Julian, S. and McPherson, P. (2017). Digital Labs. http://bit.ly/tipsandtrendsfa16
They also encourage people to contribute digital labs photos to the album at https://goo.gl/photos/gPcFYCCJhP4N6u5CA
Photo by Sheila webber: city of London, February 2017

cfp #ECIL2017 conference extended to March 1st

The call for proposals for the 2017 European Conference on Information Literacy (to be held in St Malo, France, 18-21 September) has been extended to March 1st 2017 (n.b. it still says 15 February on the "submissions" page but it definitely has been extended) http://ecil2017.ilconf.org/abstract-submission/

Free chapter of: Practical Tips for Facilitating Research

A substantial chapter can be downloaded from the publisher's website:
Bent, M. (2016). Practical Tips for Facilitating Research. London, England: Facet. ISBN 9781783300174
The chapter is "Chapter 8: Specific interventions in the research process or lifecycle" including: Identifying opportunities in research workflows; Make early contact with the research community;  Attend research group meetings; Communicate your message effectively; Contribute to research proposals; Charge for literature searches; Systematic reviews – get involved in the planning process; (and lots more)
http://www.facetpublishing.co.uk/title.php?id=300174
Photo by Sheila Webber: remembering past spring, taken a few years ago

Media and Information Literacy Education Intern

For anyone looking for an intern position in New York, USA, ... Media and Information Literacy Education Intern, for the United Nations (UN) Alliance of Civilizations, working to the UNAOC Media and Information Literacy Project Manager
Closing date is 22 February 2017. http://www.unaoc.org/2017/01/vacancy-announcement-media-and-information-literacy-education-intern/

Free books on social media research (in England; China; Internationally) @UCL

University College London has a book series, with books available as free pdfs as well as proced publications. The series (which is ongoing) focuses on research into use of social media in different parts of the world. They have published one book which has an overview looking worldwide, one book on England and two on China. Others are scheduled to follow.
- Miller, D. et al. (2016). How The World Changed Social Media. London, England: University College London. (Published February 2016 ISBN: 978-1-910634-49-3) "How the World Changed Social Media is the first book in Why We Post, a book series that investigates the findings of anthropologists who each spent 15 months living in communities across the world. This book offers a comparative analysis summarising the results of the research and explores the impact of social media on politics and gender, education and commerce." https://www.ucl.ac.uk/ucl-press/browse-books/how-world-changed-social-media
- Miller, D. (2016). Social Media in an English Village. London, England: University College London. (February 2016, ISBN: 978-1-910634-44-8) "Daniel Miller spent 18 months undertaking an ethnographic study with the residents of an English village, tracking their use of the different social media platforms. Following his study, he argues that a focus on platforms such as Facebook, Twitter and Instagram does little to explain what we post on social media. Instead, the key to understanding how people in an English village use social media is to appreciate just how ‘English’ their usage has become. He introduces the ‘Goldilocks Strategy’: how villagers use social media to calibrate precise levels of interaction ensuring that each relationship is neither too cold nor too hot, but ‘just right’. He explores the consequences of social media for groups ranging from schoolchildren through to the patients of a hospice, and he compares these connections to more traditional forms of association such as the church and the neighbourhood. Above all, Miller finds an extraordinary clash between new social media that bridges the private and the public domains, and an English sensibility that is all about keeping these two domains separate." https://www.ucl.ac.uk/ucl-press/browse-books/social-media-in-an-english-village
- Wang, X. (2016). Social Media in Industrial China. London, England: University College London. (September 2016, ISBN: 978-1-910634-64-6) "Described as the biggest migration in human history, an estimated 250 million Chinese people have left their villages in recent decades to live and work in urban areas. Xinyuan Wang spent 15 months living among a community of these migrants in a small factory town in southeast China to track their use of social media. It was here she witnessed a second migration taking place: a movement from offline to online" https://www.ucl.ac.uk/ucl-press/browse-books/social-media-in-industrial-china
- McDonald, T. (2016). Social Media in Rural China. London, England: University College London.  (September 2016, ISBN: 978-1-910634-69-1) "Tom McDonald spent 15 months living in a small rural Chinese community researching how the residents use social media in their daily lives. His ethnographic findings suggest that, far from being left behind, social media is already deeply integrated into the everyday experience of many rural Chinese people." http://www.ucl.ac.uk/ucl-press/browse-books/social-media-in-rural-china
Photo taken by Sheila Webber in the 3D VW Second Life in China Town

Conversations With Blended Librarians

On March 2nd at 3pm US Eastern time (8pm UK time) there is a free webinar Conversations With Blended Librarians. All four of the blended ones are involved in information literacy and learning (see below). "This session explores the role of Blended Librarians by discussing with our panel how they developed their skills, how they obtained their positions, what their work is like, what their challenges are and what they enjoy about being a Blended Librarian." The panellists are
"Francesca Marineo, instructional design librarian at Nevada State College. She received her MLIS from the University of California, Los Angeles, where she discovered her profound passion for information literacy instruction. Currently pursuing a Master in Educational Psychology, she focuses on improving teaching and learning in higher education through innovative pedagogy and data-driven design.
"Kristin Woodward, Online Programs and Instructional Design Coordinator at UWM Libraries. In this role Kristin consults with faculty and teaching staff to build information competencies and library resources into the framework of online, hybrid and competency based courses. Kristin also serves as the campus lead for the student-funded Open Textbook and OER Project as well as the library team lead for Scholarly Communication.
"Julie Hartwell is an Instructional Design Librarian at the University of Missouri-Kansas City’s Miller Nichols Library. She serves as liaison to the Sociology, Criminal Justice, and Instructional Design departments. She contributes to the creation of library learning objects and instruction for the library’s Research Essentials program. She is a content creator and instructional designer for the New Literacies Alliance, an inter-institutional information literacy consortium.
"Amanda Clossen has been working as the Learning Design Librarian at Penn State University Libraries for the past five years. In this position, she has worked on projects spanning the micro to macro aspects of learning design. She has created award-winning videos, overseen Penn State’s transition from an in-house guide product to LibGuides, and was deeply involved in integrating the Libraries in the new LMS, Canvas. Her research interests include accessibility, video usability, and concept based teaching"
Register at http://blendedlibrarian.learningtimes.net/conversations-with-bl-feb2017/#.WKOI86Jlx6C

Webinar: Thinking Critically About Badges

On February 16, 2017 at 12 noon US Central time (which is 6pm UK time) there is a free webinar organised by the ACRL Digital Badges Interest Group, Thinking Critically About Badges. This will be "a lively discussion on the topic of using digital badges for learning in libraries. Our two featured speakers are Emily Ford, Urban & Public Affairs Librarian and Scholarly Communication Coordinator at Portland State University Library and recent author of the College and Research Library News article, “To Badge or Not to Badge: From Yes To Never Again” http://crln.acrl.org/content/78/1/20.full , and Victoria Raish Ph.D., Online Learning Librarian at the Penn State University Libraries." Go to https://acrl.webex.com/acrl/onstage/g.php?MTID=e2f12336abffc754db601c99ae955b596
Badge created hastily with https://www.openbadges.me/

Code-Dependent: Pros and Cons of the Algorithm Age

Another interesting report from Pew. "Pew Research Center and Elon University’s Imagining the Internet Center conducted a large-scale canvassing of technology experts, scholars, corporate practitioners and government leaders. Some 1,302 responded to this question about what will happen in the next decade: Will the net overall effect of algorithms be positive for individuals and society or negative for individuals and society?
The non-scientific canvassing found that 38% of these particular respondents predicted that the positive impacts of algorithms will outweigh negatives for individuals and society in general, while 37% said negatives will outweigh positives; 25% said the overall impact of algorithms will be about 50-50, positive-negative." As they stress in the quote, this isn't a robust piece of research, but nevertheless it uncovers an interesting range of views. In amongst them is a call for "Algorithmic literacy"



Rainie, L. and Anderson, J. (2017, February 8). Code-Dependent: Pros and Cons of the Algorithm Age. Pew Research Center. http://www.pewinternet.org/2017/02/08/code-dependent-pros-and-cons-of-the-algorithm-age/
The list of themes is embedded from http://www.pewinternet.org/2017/02/08/code-dependent-pros-and-cons-of-the-algorithm-age/pi_2017-02-08_algorithms_0-01/

Webiner: Research Methods in Library and Information Science

On February 16, 2017, 11am US Eastern time (which is 4pm UK time) there is a webinar in which Lynn Silipigni Connaway and Marie L. Radford, authors of the new (6th) edition of Research Methods in Library and Information Science "review top trends and tips for LIS research, to highlight some of the book’s comprehensive coverage of what is new and exciting for beginning scholars as well as those wishing to learn about current trends." The webinar is free to members of the association of Information Science and Technology (ASIS&T) and costs US $15 to non-Members. More information at https://www.asist.org/events/meet-the-author-series/meet-the-authors-top-trends-and-tips-in-lis-research/
Photo by Sheila Webber: Turnips, February 2017

Handbook for information literacy teaching

A recent discussion post reminded people that Cardiff University's Handbook for information literacy teaching was revised towards the end of last year (its 4th edition). It includes "new introductory chapters, on the strategic context of information literacy and advocating IL, to equip our librarians to open discussions with their academic colleagues on integrating information literacy into the taught curriculum. This new 2016 edition of HILT also brings a whole new chapter covering the understanding of approaches to learning, to help librarians to design effective learning activities which appeal to students who may prefer to learn in a variety of different ways.We also address emerging issues around the sustainability of IL teaching, such as achieving economies of scale through means such as collaborative teaching and moving some of our provision, such as library induction, into online formats. New technologies for creating online materials are introduced, along with case studies and examples reflecting some of the good practice which is happening at Cardiff in the creation of open and shareable resources." A few aspects are tailored to the context of Cardiff University (Wales), but mostly it is relevant to any academic library context.
http://sites.cardiff.ac.uk/ilrb/handbook/
Photo by Sheila Webber: frosted, Sheffield, February 2017

cfp Models for #Copyright Education in Information Literacy Programs #WLIC2017

There is a call for presentations for the one-day event Models for Copyright Education in Information Literacy Programs. This will be held 23 August 2017 at the University of Lower Silesia, Wrocław,Poland, as part of the World Library and Information Congress which is the annual conference of the International Federation of Library Associations and Institutions (IFLA). It is organised by the IFLA Copyright and other Legal Matters Advisory Committee and the IFLA Information Literacy Section. The deadline for proposals is 15 March 2017.
"The purpose of this day-long event is to discuss models for education on copyright, licensing, and other legal matters within the scope of information literacy programs. We encourage proposals to share views and implementations on copyright education in libraries and in universities aimed at introducing instructors, students, and librarians to the history, current laws, and application of copyright law. The session will focus on effective teaching methods of the full range of copyright and licensing issues for libraries, research and publication, and education: exclusive rights, copyright duration, limitations and exceptions, digital copyright, licensing in the digital environment, applications of the law nationally, the international copyright system, and the legal framework for open access licensing.
"The offsite session will be devoted to methodologies for providing a comprehensive knowledge of the legal landscape for copyright, licensing, and related legal and policy matters in libraries and universities. Due to time constraints, presentations focused on advocacy or to promotion of particular views on copyright reform are beyond the scope of the session."
More details at http://2017.ifla.org/cfp-calls/copyright-and-other-legal-matters-advisory-committee-joint-with-information-literacy-section and the online proposal form is at https://illinois.edu/fb/sec/8200675

Information Literacy #uklibchat storified

There's a storify of the #uklibchat twitter discussion of Information Literacy at https://storify.com/uklibchat/uklibchat-7th-february-2017? - some interesting points and links! This Google Doc gives the questions that were used to prompt discussion

cfp Valuing the Visual in Literacy Research

There is a call for papers for a conference to be held in Sheffield, UK, 4-5 July 2017, Valuing the Visual in Literacy Research, organised by the University of Sheffield's Centre for the Study of Literacies. "How do we understand the relationship between literacy and the visual? This conference seeks to explore the many intersections between written and spoken language and the visual. Making sense of the visual in relation to literacy important in an age of social media and rapid change in representational practices. This has key implications for literacy education. By valuing the visual we are acknowledging the lived experience of children young people and adults in homes, communities and schools. This conference will explore the intersections between the visual, everyday life, representational practices and literacy. We welcome research that looks at graphic novels; film; images; maker spaces; multimodality; virtual spaces; social network sites; animation; gamers; Art; design (im)materiality, mulitilingualism and the post human." Deadline for proposals is 17 April 2017. More information at https://shef.ac.uk/education/research/csnl/conf
Photo by Sheila Webber, taken at the Penumbra installation in the 3D world Second Life, January 2017

Safer Internet Day 2017 #saferinternetday #SID2017

Today is Safer Internet Day. The main site is at https://www.saferinternetday.org/ (with a link to national sites, links to resources in different languages, a map of activities etc.) , the UK website is at https://www.saferinternet.org.uk/safer-internet-day/2017 and the International Federation of Library Associations and Institutions (IFLA) has produced a page at http://www.ifla.org/node/11197 with "examples of what libraries are doing"

cfp Western Balkan Information Literacy Conference

There is a call for papers for the Western Balkan Information Literacy Conference, which will take place June 6-9 2017 in Bihać, Bosnia and Herzegovina. The theme is Generation Z: Fake News and Information Literacy, the New Horizon. Proposals are welcomed in many different aspects of information literacy - se the conference website for more details http://www.wbilc2017.com/en/ Deadline for proposals is April 24 2017
Photo by Sheila Webber: London Plane in Russell Square, London (where I am today for a phenomenography seminar)

Researching digital literacy

A useful presentation from Rhona Sharpe (Head of the Oxford Centre for Staff and Learning Development at Oxford Brookes University), whose research and reviews I find useful in my teaching. This one is on Researching digital literacy within an institutional context and was presented today at the Enhancing Higher Education Through Research conference. She identifies key findings and models from previous studies and goes into detail about the research they are doing at Oxford Brookes University. These are just teh slides, but there is a good deal of information in them.

Researching digital literacy from Rhona Sharpe

The Innovative Library Classroom - presentations

Following up from my last post, there are presentations from previous (2014, 2015, 2016) Innovative Library Classroom conferences ("a day-long event dedicated to the exploration of innovative practices related to teaching and learning in libraries") on their website. Just as a taster, the first half of the presentations are the following (there are also posters and the ketnote presentations)
Balance Through Mindfulness: The Art of Now in the Library Classroom Maryke Barber | Hollins University
Scale-up Strategies for Selfie Scavengering Katelyn Tucker Burton & Alyssa Archer | Radford University
Reframing a General Education Course: A Case Study of the ACRL Framework in Action Jenny Dale & Lynda Kellam | University of North Carolina – Greensboro
​Building a Balanced Portfolio: Investing in TAs and Other Contingent Faculty Julia Feerrar & Rebecca K. Miller | Virginia Tech & Penn State University
Chasing the White WHALE: iPad-Based Library Instruction Alex Harrington & Garrison Libby | Tidewater Community College
Finding a Balance: Using Qualitative Data to Identify Student Learning Barriers and Alleviate Instructor Burnout in an Online Information Literacy Course Holly Mabry & Natalie Bishop | Gardner-Webb University
Flipped and Floundering? Strategies for Facilitating Authentic Learner-Centered Inquiry in the Active Library Classroom Jill Markgraf | University of Wisconsin – Eau Claire
at http://theinnovativelibraryclassroom.weebly.com/presentations-and-handouts.html
Photo by Sheila Webber: innovative teacher, created by me out of lego during our departmental awayday in January (she is flexible, can move in all directions, scaffolds learning (with the stairs) and encourages creativity to bloom ;-)

Innovative Library Classroom conference grant

The Innovative Library Classroom (TILC) has announced a conference grant to attend the 2017 conference (in Radford, USA, May 10-11 2017). "The grant will help someone from an underrepresented and/or marginalized group attend the conference by providing funding for registration or accommodations at a nearby hotel. Multiple applicants may be awarded the grant. To be eligible to apply for the travel grant you must: (1) ​Be working in librarianship (professional or paraprofessional), pursing a job in librarianship, or enrolled in an ALA accredited post-graduate program, and (2) ​Identify as a member of a racial or ethnic minority in the United States, the LGBTQ+ community, or as a person with a disability. Underrepresented and/or marginalized groups are identified in accordance with the ALA’s Office of Diversity recruitment resources."
Deadline for applications is February 27, 2017. For more details and to apply, visit: https://goo.gl/forms/GX5Iep8S7N2IVPOm2
The deadline for registrations for the conference, generally, is March 13 2017​
Photo by Sheila Webber: my room, January 2017

Information Literacy @ #uklibchat 7 February

The next #uklibchat (a regular 2 hour Twitter discussion) is on Information Literacy: state of the art, challenges and opportunities on 7 February 2017, 6.30pm –8.30pm UK time, which is 1.30-3.30pm US Eastern time, 10.30am-12.30 US Pacific time. To join in, all you have to do is follow and the the hashtag #uklibchat on Twitter
The introductory post is at https://uklibchat.wordpress.com/2017/01/24/feature-post-41-information-literacy-why-should-you-care/ and the chat agenda (questions to be discussed) is at https://docs.google.com/document/d/1IIGDjO6Z-jeYih2GKMq6aEHKv1IF43a2oV5iw0O7pmA/edit

Blog post journal club 2 February: redesigning a research assignment handout #ILread

The next discussion of the information literacy blog post journal club is on 2nd February at 8pm-9pm UK time (3-4pm US Eastern time, 9-10pm Swedish time). The article that will be discussed is:

Hicks, A. (2016). Student perspectives: redesigning a research assignment handout through the academic literacies model. Journal of Information Literacy, 10(1) 30-43 http://dx.doi.org/10.11645/10.1.2049

Anyone can join this discussion! Participants aim to read at least some of the article in advance, then come along at start and join in the discussion by adding comments to a blog post of the journal club site. You can see how this works by looking at previous discussions (just scroll down the blog for previous posts).
Alison Hicks (pictured) has written an introduction to the discscussion and posed some questions! These can be found at http://infolitjournalclub.blogspot.co.uk/2017/01/student-perspectives-redesigning.html which is where the discussion will take place.

Life Literacy in Canada

The 27 January was Canada's Family Literacy Day, and the resources about that are part of the ABC Life Literacy website: "ABC Life Literacy Canada® is a non-profit organization that inspires Canadians to increase their literacy skills". There are sections on Health-, Financial, Civic-, Family-, Workplace and Digial Literacies. http://abclifeliteracy.ca/

cfp Georgia International Conference on Information Literacy

Proposals are invited for the 2017 Georgia International Conference on Information Literacy in Savannah, GA, USA, in September 15-16, 2017. "The conference invites proposals from across disciplines for workshops and presentations that will consider, extend, or otherwise address information literacy in K-20 [i.e. tertiary education] settings. Types of Presentation include: Individual paper/presentation (20-minute presentation); Panel (1 hour and 15 minutes presentation for two or more presenters); Workshop (1 hour and 15 minutes interactive session); Poster Session (45 minutes). Topics include: Defining information literacy in a digital age; effective means of developing information literacy skills in learners; partnerships between librarians and classroom teachers to teach students research skills; information literacy across the disciplines; assessment of information literacy initiatives; intellectual property, copyright, and plagiarism in the digital age." Submission Deadline is March 1, 2017. Conference Website is at http://academics.georgiasouthern.edu/ce/conferences/infolit/
Photo by Sheila Webber: conference memory, January 2017

#LILAC17 awards nominations webinar

The CILIP Information Literacy Group is offering a webinar aimed at those who are thinking of nominatinf themselves or a colleague for one of the LILAC awards which will be awarded at the LILAC (information literacy) conference. It is on Monday 6 February 13.30-14.30 UK time. "Ever considered nominating colleagues or yourself for one of the 3 prestigious information literacy (IL) awards presented annually at the LILAC conference? If so, this informal webinar is for you! This year’s awards are open for business and we invite nominations for the IL Award, the Digital IL Award and Sponsored Student Place award. The webinar will aim to demystify the nomination process. We will hear from past winners and judges and get to the heart of what exactly we will be looking for in our 2017 nominees. The webinar will cover all three awards and offer plenty of handy hints and practical application tips. You will also find out exactly what will happen to your nomination after it has been submitted. This webinar will be presented by Nigel Morgan (University of Cardiff) with contributions from Rosie Jones (Open University) and Anna Theis (University of Manchester)."

To book a place on this free webinar, go to https://docs.google.com/forms/d/e/1FAIpQLSeiS4wtsvpKu5uhpcePdfLEN9EvFDeEKeEcNC5ySqCGAuliZw/viewform Information on the awards is at http://www.lilacconference.com/lilac-2017/awards

New articles: Law students' infolit skills; Gender difference in health information evaluation; Active vs. passive learning

Rowley, J., Johnson, F. and Sbaffi, L. (2017). Gender as an influencer of online health information-seeking and evaluation behavior. Journal of the Association of Information Science and Technology, 68(1), 36–47. doi:10.1002/asi.23597 (Priced publication) Open access preprint at http://e-space.mmu.ac.uk/616978/1/TrustGender05052015%20AAM.pdf "through the lens of trust judgments, it demonstrates that gender is a determinant of the information evaluation process. A questionnaire-based survey collected data from adults regarding the factors that influence their judgment of the trustworthiness of online health information. Both men and women identified credibility, recommendation, ease of use, and brand as being of importance in their trust judgments. However, women also take into account style, while men eschew this for familiarity. In addition, men appear to be more concerned with the comprehensiveness and accuracy of the information, the ease with which they can access it, and its familiarity, whereas women demonstrate greater interest in cognition, such as the ease with which they can read and understand the information. These gender differences are consistent with the demographic data, which suggest that: women consult more types of sources than men; men are more likely to be searching with respect to a long-standing health complaint; and, women are more likely than men to use tablets in their health information seeking."

Johnson, H. and Barrett, L. (2017). Your teaching strategy matters: how engagement impacts application in health information literacy instruction. Journal of the Medical Library Association, 105(1), 44–48. doi: 10.5195/jmla.2017.8 Open access at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5234460/ "The purpose of this study was to compare two pedagogical methods, active learning and passive instruction, to determine which is more useful in helping students to achieve the learning outcomes in a one-hour research skills instructional session.... We found that the active learning group scored more favorably in four assessment categories."

Balog, K.P. and Siber, L. (2016). Law Students’ Information Literacy Skills and Attitudes Towards Environmental Protection and Environmental Legislation. Libri,66(3), 201–212. (Priced publication) Issue contents page at https://www.degruyter.com/view/j/libr.2016.66.issue-3/issue-files/libr.2016.66.issue-3.xml
"The aim of the research was to ascertain the [Croatian] law students’ attitudes towards environmental protection and the level of their information literacy skills regarding e-environmental laws and regulations. The survey was conducted in March 2015 on a sample of 110 students. The results show that students are fairly concerned about the protection of the environment but do not feel adequately informed about the issue. Students also believe that Croatia has poor environmental laws and should improve the environmental legislation within the European legal framework."
Photo by Sheila Webber: police tape of Weston Park, January 2017

Media and Information Literacy Clearinghouse

The Media and Information Literacy Clearinghouse (UNESCO sponsored) lists a selection of events, organisations etc. You can register to add new ones, and at the moment there is a media literacy bias, so do get registering events and organisations that are relevant! http://milunesco.unaoc.org/
Photo by Sheila Webber: mist over Blackheath, January 2017

Learning Media for Digital Citizenship

The conference Learning Media for Digital Citizenship takes place April 6-7 2017 in Brussels, Belgium. "Media & Learning 2017 is all about inspiring, informing and sharing great ideas on what it means to be a digital citizen and how media fits into this process. Students nowadays are expected to play an active role online rather than simply being passive consumers of content, but what does it take to really instill them with the skills and competences to be effective, responsible and creative online? What’s the best way to ensure that students can be in the vanguard of taking back the Internet and using it as a tool for growth, harmony and positive development? How can our educational structures and players be part of such a development?"
Website at http://www.media-and-learning.eu/
Photo by Sheila Webber: Jiji watches an experimental film, January 2017

New articles: badges; #ACRLFramework ; Yik Yak

College and Research Libraries News (open access, short articles) for january 2017 (vol 78, no ) includes:
- Emily Ford: To badge or not to badge?: From “yes” to “never again”. Coll. res. libr. news January 2017 78:20-21
She tried badges and felt they weren't necessarily helping with learning and critical thinking "Moreover, the majority of students seemed to miss the point that the badges curriculum aspired to help them develop critical thinking, rather than presenting hoops through which they needed to jump in order to get a good grade in their class, and to move them toward graduation and getting a job. We thought badges would help students aspire to our goals, but they were more concerned with doing everything they needed to get a good letter grade, rather than developing critical thinking skills."
- Troy Swanson: Sharing the ACRL Framework with faculty: Opening campus conversations. Coll. res. libr. news January 2017 78:12-48
- Elizabeth Price and Rebecca Richardson: Eavesdropping on the user experience: Learning how students perceive the library through Yik Yak. Coll. res. libr. news January 2017 78:16-19
Contents page at http://crln.acrl.org/content/78/1.toc
Photo by Sheila Webber: Monkey king and vintage books about searching, January 2017

#Librarians and #Wikipedians

Two papers about libraries work with Wikipedia have been published on the IFLA (International Federation of Library Associations and Institutions) website. One focuses on public libraries and the other on academic libraries. "The papers focus on Academic and Research Libraries and on Public Libraries and are an introduction to the many facets of interaction between libraries and the reference website. They encourage librarians world-wide to engage more with Wikipedia, guided by the examples outlined. But they are also a starting point for further IFLA work on the practical and policy issues raised by the rise in the number of people generating their own content online, not least through Wikipedia."
Opportunities for Academic and Research Libraries and Wikipedia and Opportunities for Public Libraries and Wikipedia can be downloaded here: http://www.ifla.org/node/11131
Wikipedia logo trademark Wikipedia

Webinar: information literacy training for incarcerated students

The Texas State Library and Archives Commission has organised a free webinar, February 14 2017 at 10am Central US time (which is 4pm UK time), on integrating information literacy training to incarcerated students without access to the internet: No Internet, No Problem – Leveraging Offline Technology to Prepare Inmates for Success Outside the Walls. "Computer and information literacy are essential life skills that are difficult to teach in situations without access to computers, much less without the Internet. Until recently this was exactly the experience of the incarcerated students at Lee College Huntsville Center. Using grant funds, Jeannie Colson, Lee College Huntsville Center Librarian, was able to acquire Corrections Off-line Educational Platform (COEP) developed by WiderNet and provide an internet-like experience for her students to conduct independent research. In this webinar, Jeannie will discuss how she implemented the technology, the challenges she encountered (and overcame) along the way, what she envisions for the future and, most importantly, how she has integrated the technology into her teaching to provide information literacy and technology skills to her students." Register at https://attendee.gotowebinar.com/register/869012588299659778
Photo by Sheila Webber: Moon and tree, January 2017

Did Media Literacy Backfire?

This is the title of a blog post by danah boyd earlier this month. The nub of it, that she highlights at the end is that "Media literacy asks people to raise questions and be wary of information that they’re receiving. People are. Unfortunately, that’s exactly why we’re talking past one another." Before that she talks, specifically in the context of the USA, of people having decreasing trust in doctors, the media, politicians, and experts, and preferring to believe friends, family and the "research" (usually a quick google) that they do themselves. Therefore "Addressing so-called fake news is going to require a lot more than labeling. It’s going to require a cultural change about how we make sense of information, whom we trust, and how we understand our own role in grappling with information."
She's talking about "media literacy" (and now I know more media literacy people I know it's not exactly the same as information literacy). However, I think on this topic, points she makes about media literacy education could also apply to some ways in which information literacy is taught. Indeed you still see librarians proposing labelling of sources as a counter to the "fake news" problem. I think that is in fact where a more holistic information literacy approach is more helpful, in that it should not be just focused on "media" sources but getting people to reflect on the full range of information that they use in their lives. "Other people" always emerge as key sources and informants in studies of everyday information behaviour and information literacy, and I think it's important to acknowledge this and bring them into the information literacy discussion. However, as boyd says, there are deeper cultural (and political, religious and social) issues at play. Engaging with these issues is challenging even for people who have more power over the whole curriculum than (normally) do librarians.

boyd, d. (2017, January 5). Did Media Literacy Backfire? https://points.datasociety.net/did-media-literacy-backfire-7418c084d88d
By the way, the site, Points, says it is "an experimental collection of pieces from the Data & Society community: occasional extracts and essays — provocations — to manifest, complicate, and re-frame the relations between data, technology, and society" and is worth bookmarking.
Photo by Sheila webber: bags of lego at the iSchool's awayday yesterday

Wikipedia and #1lib1ref

Wikipedia is once more inviting librarians to participate in its #1lib1ref campaign. The idea is that you use your wizard librarianship skills to add references to Wikipedia that need them: however, if you have a class of students who you want to learn about evidencing information, citation practice etc. then this is also a reminder of how you can use Wikipedia for that.
Wikipedia says (and more information about these steps is given here: https://meta.wikimedia.org/wiki/The_Wikipedia_Library/1Lib1Ref/Participate#Cite_a_source_from_your_collection_or_research)

"1. Find an article that needs a citation. There are many ways to do this. Here are some strategies.
· Filling a "Citation Needed" using Citation Hunt
· Finding an article with sourcing problems
· Select an article while browsing
· Cite a source from your collection or research
"2. Find a reliable source that can support that article
"3. Add a citation using Wikipedia Style.
"4. Add the project hashtag #1Lib1Ref in the Wikipedia Edit Summary"
Step 5 is telling all your friends and acquaintancies via social media ;-)

There is a blog post about the initiative here: https://blog.wikimedia.org/2017/01/15/1lib1ref-2017/
Photo by Sheila Webber: Freddy, January 2017

New articles about online learning and #MOOCs

The open-access peer-reviewed journal JIME launched a collection of articles on MOOC research at the end of last year:
- Editorial: Developing a Strategic Approach to MOOCs: Rebecca Ferguson, Eileen Scanlon, Lisa Harris
- Accessibility of MOOCs: Understanding the Provider Perspective: Francisco Iniesto, Patrick McAndrew, Shailey Minocha, Tim Coughlan
- Adapting a MOOC for Research: Lessons Learned from the First Presentation of Literature and Mental Health: Reading for Wellbeing: Rachael Hodge
- Professional Development Through MOOCs in Higher Education Institutions: Challenges and Opportunities for PhD Students Working as Mentors: Manuel León Urrutia, Sarah Fielding, Su White
- Learning Designers in the ‘Third Space’: The Socio-Technical Construction of MOOCs and Their Relationship to Educator and Learning Designer Roles in HE: Steven White, Su White
http://www-jime.open.ac.uk/collections/special/researching-moocs76850/

The open access journal Online Learning has also published a new issue (volume 20 no. 4) at https://olj.onlinelearningconsortium.org/index.php/olj/issue/view/51/showToc. It includes, for example:
- Relationships Between Minority Students Online Learning Experiences and Academic Performance: Alex Kumi Yeboah, Patriann Smith
- Students' Perceptions of Learner-Learner Interactions that Weaken a Sense of Community in an Online Learning Environment: Krystle Phirange
Photo by Sheila Webber: spot the cat, January 2017

Congratulations to graduates @InfoSchoolSheff #phdsuccess

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

Growing up digital

Published on 4 January was: Children's Commisioner for England. (2017). Growing up Digital: A report from the Children's Commissioner's Growing Up Digital Taskforce. London: Children's Commisioner for England. http://www.childrenscommissioner.gov.uk/publications/growing-digital
This short (23 page) report proposes 3 innovations: "creation of a digital citizenship programme, to be compulsory in every school [age] 4-14"; simplifying the Terms and Conditions that service providers present to children (there is an example of such a simplification of the Instagram T&C - 17 pages is boiled down to 1 dense page); and the introduction of a Children's Digital Ombudsman. There is no mention of information literacy.
Photo by Sheila Webber: Eliza, January 2017

cpd25: learning technologies; academic liaison

cpd25 (the professional development part of the M25 Consortium of libraries in the SE of England - for non-Brits the M25 is a major road encircling Greater London) has an ongoing programme of events. Forthcoming ones (priced, discounts for CPD25 members) include:
- Librarians and Learning Technologies, 10 May 2017 afternoon, City Business Library, London (UK): http://www.cpd25.ac.uk/events/librarians-learning-technologies-event-ref-tg1aspects/
- Current Trends in Academic Liaison, 28 February 2017 afternoon, De Morgan House, The London Mathematical Society (UK) http://www.cpd25.ac.uk/events/current-trends-academic-liaison-event-ref-tg1aspects/
The calendar is at http://www.cpd25.ac.uk/events/
Photo by Sheila Webber: Xmas wreaths of Sussex; December 2016

New articles: Gender and IL; Student Creativity; Information needs of survivors; PRIMO

The open-access journal College and Research Libraries (January 2017 vol 78 no 1) includes the following items:

- Arthur Taylor and Heather A. Dalal: Gender and Information Literacy: Evaluation of Gender Differences in a Student Survey of Information Sources (pp90-113; doi:10.5860/crl.78.1.90)
- Julia Skinner and Melissa Gross: The ISSAS Model: Understanding the Information Needs of Sexual Assault Survivors on College Campuses (pp23-34; doi:10.5860/crl.78.1.23)
- Mark Bieraugel and Stern Neill: Ascending Bloom’s Pyramid: Fostering Student Creativity and Innovation in Academic Library Spaces (pp35-52; doi:10.5860/crl.78.1.35)
- Wendi Kaspar, Jodie Borgerding, Megan Hodge, and Bill Marino: PRIMO: Peer-Reviewed Instructional Materials Online (pp2-7; doi:10.5860/crl.78.1.2) [This is explaining how they are in the process of revising criteria for inclusion in PRIMO]
http://crl.acrl.org/content/78/1.toc
Photo by Sheila Webber: Xmas wreaths of South London, 33; December 2016

Filmmaking and Animation in the Classroom

A 3 week MOOC (free online course), Filmmaking and Animation in the Classroom, is taught by people from Into Film and delivered by Futurelearn. It starts 23 January 2016 "Learn how to use simple filmmaking and animation to bring learning to life, and aid cross-curricular attainment and assessment." There is also a MOOC Teaching Literacy Through Film, starting 20 February. https://www.futurelearn.com/courses/filmmaking-animation-classroom
Carrie Bradshaw's closet: created and taken in Second Life by Sheila Webber, December 2016

The Mini Book of Teaching Tips for Librarians

Newly published by Andy Walsh is:
Walsh, A. (2017). The Mini Book of Teaching Tips for Librarians ISBN 978-1-911500-00-1, £9.95. This is "a small (A6) sized, spiral bound book, printed on a heavy paper stock. It contains over 50 teaching tips and teaching ideas for librarians" and can be purchased at
http://innovativelibraries.org.uk/press/thebooks/ There is a bit more about it here http://gamesforlibraries.blogspot.co.uk/2017/01/expbooks.html
(cover art from publisher website)

Post-truth?

A BBC Radio 4 broadcast last week was Nothing but the truth, which discussed the meaning of "post-truth" and whether it really was a new thing. I have pasted the summary below. The podcast is at http://www.bbc.co.uk/programmes/p04m7zrs (43 minutes) and I think as it's radio it is available internationally. It (or extracts from it) would make good triggers for discussion about "truth", fake news etc. It is part of an interesting Radio 4 series The New World (the series is at http://www.bbc.co.uk/programmes/p04m77lm/episodes/downloads).
Blurb for the Nothing but the truth episode: "Are we really living in a post-truth world? It has been an extraordinary year for the concept of veracity. Brexit. Trump. Experts have taken a beating, facts have apparently taken second place to emotion and feeling. And what about truth? It seems like fewer and fewer people, whether voters or politicians, care what’s true anymore. Step forward the Oxford English Dictionary’s word of 2016: "post-truth". Is this just shorthand to help liberals make sense of a world they don't like? Or does it mark something more meaningful? Are we really no longer interested in truth or is our toxic political climate clouding our ability to agree on what the facts are? In a series of special programmes as 2017 begins, Radio 4 examines inflection points in the world around us. In the first programme, Jo Fidgen explores how our brains process facts when they become polluted by politics."
In a post-truth world perhaps I will just withdraw and cultivate my virtual garden (though I think a conclusion from the broadcast was that "post truth" was a modish label for longtime human behaviour): photo taken in the 3D virtual world Second Life

Call for nominations for awards at #LILAC17

Nominations are sought for awards relating to the LILAC (UK information literacy) conference (which takes place at Swansea University, Wales, 10-12 April 2017). The 3 categories are:
- Information Literacy Award http://www.lilacconference.com/lilac-2017/awards/information-literacy-award (open to those in the UK, deadline March 3 2017)
- Credo Digital Award http://www.lilacconference.com/lilac-2017/awards/credo-digital-award (for a UK-based individual or group who develop the best new digital educational resource for promoting Information Literacy; deadline March 3 2017)
- Student Sponsored Places http://www.lilacconference.com/lilac-2017/awards/student-sponsored-places (open to students studying in the UK; deadline February 17 2017)
Photo by Sheila Webber: lilac

New articles: Infiltrating faculty; ADDIE model; Health sciences; Threshold concepts of Writing Studies; and more

The latest issue (vol 10 no 2) of the open-access journal Communications in Information Literacy has been published. It contains the following articles, plus book reviews and an editorial celebrating 10 years of CIL.
- Beyond the Hyperbole: Information Literacy Reconsidered by Heidi Julien
- Accommodating Faculty Requests and Staying True to Your Pedagogical Ideals in the 1-Shot Information Literacy Session by Rachel Elizabeth Scott
- Don’t Use a Hammer When You Need a Screwdriver: How to Use the Right Tools to Create Assessment That Matters by Dominique Turnbow, Annie Zeidman-Karpinski
- Changing Our Aim: Infiltrating Faculty with Information Literacy by Sandra Cowan, Nicole C. Eva
- Reading for Integration, Identifying Complementary Threshold Concepts: The ACRL Framework in Conversation with Naming What We Know: Threshold Concepts of Writing Studies by Brittney Johnson, I. Moriah McCracken
- Do People Overestimate Their Information Literacy Skills? A Systematic Review of Empirical Evidence on the Dunning-Kruger Effect by Khalid Mahmood
- Information Literacy Integration as Quality Enhancement of Undergraduate Curriculum by Philip A. Smith
- Merging Information Literacy and Evidence-Based Practice in an Undergraduate Health Sciences Curriculum Map by Susan Franzen, Colleen Bannon
- Designing for Engagement: Using the ADDIE Model to Integrate High-Impact Practices into an Online Information Literacy Course by Amanda Nichols Hess, Katie Greer
Issue page at http://www.comminfolit.org/index.php?journal=cil&page=issue&op=view&path%5B%5D=20&path%5B%5D=showToc

New Year reading: refugees; data literacy; inquiry based learning

Lloyd, A. (2017). Researching fractured (information) landscapes: Implications for library and information science researchers undertaking research with refugees and forced migration studies. Journal of Documentation, 73(1), 35-47. Priced article, abstract at http://dx.doi.org/10.1108/JD-03-2016-0032

Wolff, A., Gooch, D., Cavero Montaner, J., Rashid, U. and Kortuem, G. (2017). Creating an Understanding of Data Literacy for a Data-driven Society. Journal of Community Informatics, 12(3) (In press). "This paper explores the different perspectives currently offered on both data and statistical literacy and then critically examines to what extent these address the data literacy needs of citizens in today’s society. We survey existing approaches to teaching data literacy in schools, to identify how data literacy is interpreted in practice. Based on these analyses, we propose a definition of data literacy that is focused on employing an inquiry-based approach to using data to understand real world phenomena. " Open access preprint at http://oro.open.ac.uk/47779/

and another expensive book from Springer:
Chu, s. etal. (2017). 21st Century Skills Development Through Inquiry-Based Learning: from theory to practice. Springer. ISBN: 978-981-10-2479-5 (Print) 978-981-10-2481-8 (Online) Table of contents and preview http://link.springer.com/book/10.1007/978-981-10-2481-8
Photo by Sheila Webber: Xmas wreaths of South London, 29; December 2016