Recent articles: Asynchronous assignments; Source assessment; Learning outcomes; Connecting online

Articles from some recent issues of the open access College & Research Libraries News: 

- Aldred, B. (2020). Asynchronizing with the Framework: Reflections on the process of creating an asynchronous library assignment for a first-year writing class. College & Research Libraries News, 81(11), 530. doi:https://doi.org/10.5860/crln.81.11.530
- Hammons, J. (2021). No need to go big: Teaching Framework concepts with small teaching. College & Research Libraries News, 82(1), 20. doi:https://doi.org/10.5860/crln.82.1.20
- Liu, G. (2021). Moving up the ladder of source assessment: Expanding the CRAAP test with critical thinking and metacognition. College & Research Libraries News, 82(2), 75. doi:https://doi.org/10.5860/crln.82.2.75
- McCartin, L., Markowski, B., & Evers, S. (2021). Developing an assessment plan for information literacy learning outcomes: Process and planning. College & Research Libraries News, 82(1), 32. doi:https://doi.org/10.5860/crln.82.1.32
- Strasz, M. (2021). Best practices for embedded librarian service: Connecting with students online. College & Research Libraries News, 82(2), 85. doi:https://doi.org/10.5860/crln.82.2.85

Photo by Sheila Webber: little daffodils, February 2021

UK's #worldbookday

Today was World Book Day in the UK and Ireland (most of the rest of the world celebrates it on 23 April). The website is here https://www.worldbookday.com/ and includes various resources including free audio books.

Podcast: #LibrariansGuidetoTeaching

Amanda Piekart (Director of Research and Instructional Services at Berkeley College, USA) and Jessica Kiebler (Instructional Services Librarian at Pace University, USA) have run their podcast The Librarian's Guide to Teaching since October 2019, and have now reached episode 34 (23 February 2021, Tech tools roundup "Amanda and Jessica review some tech tools that can be used by library professionals in the classroom"). Episode 33 was on Teaching about algorithms, episodes 31 & 32 covered 21 instruction tips for 2021. The website for the podcast is here https://librariansguidetoteaching.weebly.com/

Photo by Sheila Webber: lost item series, glasses on a wall, February 2021

California Conference on Library Instruction registration open #ccli2021

The California Conference on Library Instruction (CCLI) takes place free online on 21 May, 2021, with the theme: Same, but different: How 2020 stretched our teaching capabilities and strengthened our commitment to diversity, equity, and inclusion. "In 2021, the California Conference on Library Instruction (CCLI) seeks to focus more deeply on our professional commitment to diversity, equity, and inclusion (DEI) in light of the rapid move to online instruction due to the pandemic. The extraordinary events of 2020 turned online instruction, sometimes viewed with skepticism, into the only viable way to reach our students. In the process of converting teaching and allied services from in-person to online, DEI issues have continued to disproportionately affect our most vulnerable populations of students. CCLI 2021 will provide a venue to reflect on the various ways we have responded to these very unique challenges." Keynote Speakers are Nisha Mody, M. Wynn Tranfield, and Doug Worsham. N.B. Remember that the times on the programme will be in US Pacific time (which is 8 hours behind UK time). Programme at https://www.cclibinstruction.org/2021-conference/, Registration at https://www.eventbrite.com/e/california-conference-on-library-instruction-2021-registration-136708776631

Photo by Sheila Webber: Broom, February 2021

Webinars: media literacy in Greece, Ireland

There is a series of webinars, each focusing on media literacy in a particular country. The next two are:

 - Webinar on Media Literacy in Europe: Greece at 10 Mar 2021, 15:00 – 16:00 (CET, which is, e.g., 2pm UK time), register at https://media-and-learning.eu/event/webinar-on-media-literacy-in-europe-greece/ 

- Webinar on Media Literacy in Europe: Ireland at 14 Apr 2021, 15:00 – 16:00 (CET), register at https://media-and-learning.eu/event/webinar-on-media-literacy-in-europe-ireland/  

There are videos of the previous webinars: go to https://media-and-learning.eu/series/wednesday-webinars-on-media-literacy-in-europe/ and click on the past webinars tab (webinars on Poland, croatia, Baltic States, Belgium). The webinars are organised by "The Media & Learning Association (MLA) .... an international, not-for-profit association set up in 2012 under Belgian law to promote and stimulate the use of media as a way to enhance innovation and creativity in teaching and learning across all levels of education in Europe."

Cyber Resilience and Internet Safety (CRIS)

Cyber Resilience and Internet Safety (CRIS) is an initiative from Education Scotland. They have produced some videos and other resources, and are running some challenges for Scottish children to do with cyber security and staying safe online. Go to https://blogs.glowscotland.org.uk/glowblogs/digilearn/remote/cyber-resilience-and-internet-safety/

eTwinning focuses on media literacy and disinformation

The European-funded eTwinning ongoing project (operating for numerous years) to virtually "twin" schools in different European countries "offers a platform for staff (teachers, head teachers, librarians, etc.), working in a school in one of the European countries involved, to communicate, collaborate, develop projects, share and, in short, feel and be part of the most exciting learning community in Europe." This year's focus for projects and activities is media literacy and fighting misinformation. There is a "group" page here that will be a focus for the projects, and there will be a launch in a couple of days, on March 1st 2021: https://groups.etwinning.net/151326/home . Sadly I don't think the UK can join these projects post-Brexit, but librarians in other European countrie should see opportunities here.
Photo by Sheila Webber: blood and ordinary oranges, February 2021

Webinars: Informed governments , citizens and societies

Two upcoming IFLA webinars: Strengthening Recovery and Accelerating Development through Informed Governments and Societies on 12 March 2021 at 12.15 CET (which is, e.g., 11.15 UK time). "This side-event of the UNECE Regional Forum on Sustainable Development will make the case for viewing information, including both access to it and the skills to use it, as a driver of recovery in the short term, and an accelerator towards UN 2030 Agenda success. It will draw on the experience of libraries and others working to improve access, hearing about their work in providing this service during COVID, and how more can be done to realise the potential of information." Speakers: Francisco Pisano (Director, UN Library, Geneva, Switzerland); Paolo Lantieri (World Intellectual Property Organization, Geneva, Switzerland); Raphaelle Bats (University of Bordeaux, France); Franziska Baetke (Komision Biblio2030, Switzerland). Organised by the IFLA Policy and Advocacy Team as a Side-Event of the UNECE Regional Forum on Sustainable Development 2021. Registration Link: https://zoom.us/webinar/register/WN_8Cn2rRpKQlCPEQX9Kkf3wg  

Informed Citizens, Societies and Governments for Sustainable and Resilient Recovery on 23 March at 02:15-03:45 CET/UTC+1 (which is, e.g., 11.15am -1.15pm in Sydney, 1.15am to 3.45am UK time) "Governments, communities and individuals across the Asia-Pacific region will have many tough decisions to make if we are to achieve sustainable and resilient recovery from COVID-19. A precondition for doing this well will be to be well-informed. . This side event, held at the time of the 8th Asia-Pacific Forum for Sustainable Development, will draw on experience from civil society, government and the research field to explore the case for a holistic approach to promoting meaningful and equitable access to information, and the challenges to overcome. It will look, in particular, at the role that libraries of all types can play in helping the region, and the world, to build back better." Organised by the IFLA Policy and Advocacy Team as a Side-Event of the 8th Asia-Pacific Forum for Sustainable Development. Registration Link: https://zoom.us/webinar/register/WN_KZYgSQGgRVKTotG4VCufUQ
Photo by Sheila Webber: winter dusk, February 2021

Recent articles: IL of Slovakian students; Information overload; information behaviour; fact-checking

The latest issue of the priced Journal of Documentation, Volume 77 Issue 2, includes:
- Modelling the information seeking and searching behaviour of users with impairments: are existing models applicable? by Gerd Berget, Andrew MacFarlane, Nils Pharo
- Information experiences of Bangladeshi immigrants in Canada by Nafiz Zaman Shuva
- Tag analysis as a tool for investigating information behaviour: comparing fan-tagging on Tumblr, Archive of Our Own and Etsy by Ludi Price, Lyn Robinson
- An emerging genre of contemporary fact-checking by Amalia Juneström
- Information cultures and strategies for coping with information overload: case of Estonian higher education institutions by Liia Lauri, Sirje Virkus, Mati Heidmets
- Social aspects of personal information organization by Kyong Eun Oh
Go to https://www.emerald.com/insight/publication/issn/0022-0418/vol/77/iss/2

The previous issue (vol 77 issue 1) included:
- Technologies, knowledge and truth: the three dimensions of information literacy of university students in Slovakia by Jakub Fázik, Jela Steinerová
- Searching, sharing and singing: understanding the information behaviors of choral directors by Christine Fena
- Affordances for information practices: theorizing engagement among people, technology, and sociocultural environments by Yuxiang Chris Zhao, Yan Zhang, Jian Tang, Shijie Song Go to https://www.emerald.com/insight/publication/issn/0022-0418/vol/77/iss/1  

Photo by Sheila Webber: goslings! February 2021

Articles on Information, Diversity, & Inclusion

The open access International Journal of Information, Diversity, & Inclusion (IJIDI) "presents wide­ ranging and multidisciplinary perspectives on the intersection of equity, social justice, and information."
Taking up the theme from my blog post 2 days ago, volume 4 no 2 (2020) included:
- Mind the Five Card Game Participatory Games to Strengthen Information Practices and Privacy Protections of Migrants by Ricardo Gomez, Bryce C Newell, Sara Vannini (Sara is a colleague of mine in the Information School ;-)
- Situational Information Behaviour Exploring the Complexity of Refugee Integration by Olubukola Oduntan, Ian Ruthven
Volume 4 issue 3/4 includes:
- Facts, Truth and Post-truth Access to Cognitively and Socially Just Information by Rachel Fischer, Erin Klazar
- How the Botswana International University of Science and Technology Library Engages its Stakeholders in Connecting Information Resources, Services, and Space by Ayanda Agnes Lebele
- Bridging Information Worlds Talking to Northern Students and Southern Scholars About Global Inequities in Scholarly Communication by Laurie Kutner
The latest issue is Vol 5 No 1 (2021), a Special Issue on Diversity, Recordkeeping, and Archivy

Photo by Sheila Webber: winter dusk, February 2021 

Registration open for Georgia International Conference on Information Literacy

The Georgia International Conference on Information Literacy (online, 26 March 2021 - that's Georgia, USA) is open for registration. It costs US $50 til March 1st and US$55 til March 26 2021. Register here https://academics.georgiasouthern.edu/ce/conferences/infolit/registration/. The programme was not available when I looked today. Judging from the 2020 programme, it should be interesting, I think. The 2020 conference programme with many presentation materials available is here https://digitalcommons.georgiasouthern.edu/gaintlit/2020/

Mind the five

An interesting initiative to protect the data privacy of the vulnerable is Mind the Five. It lays out five principles that should be learned and understood by those dealing with vulnerable people, notably migrants "it is easy to overlook the additional vulnerabilities and unintended risks that the careless collection, storage, and use of personal information about migrants can cause. The use of information and communication technologies also involves data- and privacy-related risks, as electronic data can be subject to security breakages, leaks, hacks, inadvertent disclosure, and disclosure through legal processes ..." The 5 principles are:
"1. Exercise prudence. Limit the collection of personal information; include only information that is necessary.
"2. Protect and secure information from and about migrants. Pay attention to mitigating risks from both technological and human factors.
"3. Provide training. Ensure that volunteers and staff are aware and trained regarding privacy- and security-related protocols. Empower migrants to be more privacy aware.
"4. Share-alike. Work with collaborators and partners to improve privacy and security practices, based on ongoing evaluation and refinement.
"5. Practice non-discrimination. Provide humanitarian services to everybody, including those who prefer not to share their personal information."
There are materials (flyer, poster, leaflet and card game) licensed under a Creative Commons Attribution, Non-commercial license. Go to https://sites.uw.edu/rgomez/mind-the-five/

The Connection

The Library Collective has organised a CPD event in March 2021, The Connection, - with events programmed throughout the month. There's an interesting variety of events, many asynchronous and some synchronous (they are in US EST. 1st-13th and 28th-31st March this is 5 hours behind UK time, 14th-27th March it is only 4 hours behind, because the USA and the UK go over to summertime on different dates, sigh) You register here https://www.thelibrarycollective.org/register and the schedule is here https://docs.google.com/spreadsheets/d/1BwSTQtTpNfLeMCAnsU_MHJj3WzWiTh7et461igvuQ70/edit#gid=0. It costs US $90 for Regular Registration (full access to 30 days of events and content + 30-day access post-event to all asynchronous content and recordings) and US $60 discounted Registration for members of the League of Awesome Librarians

Students' information literacy; Escape room for infolit

Recently published is the French language priced journal Documentation et bibliothèques, Volume 66, Number 3 (2020) which has a couple of interesting articles if you read French and have access:
- Portrait des compétences informationnelles des étudiants du réseau de l’Université du Québec - Résultats d’enquête [An Overview of the Information Literacy profile of the Université du Québec system students - Survey results] by Michel Courcelles, Dominique Papin, Catherine Séguin, Félix Langevin Harnois and Eve-Lyne Rondeau ("Three quarters of the questions were successfully answered by less than 50% of respondents. Overall, the respondents use strategies that engage their information literacy skills. However, they would benefit from using more precise and effective strategies, which seem unknown or poorly contained.") (
- Un jeu d’évasion pour développer les compétences informationnelles [An Escape Room to Develop Information Literacy Skills] by Mylène Pinard ("Eighty (80) McGill University students tested an escape room game created specifically to cater to their needs. The game design, as well as the obtained results, are described in this article, which explains how an escape room can benefit replacing a more traditional information literacy training to develop the [information literacy] skills of users.")
The abstracts (free) and articles (priced) are at https://www.erudit.org/en/journals/documentation/2020-v66-n3-documentation05468/
Photo by Sheila Webber: willow leaves, December 2020

ACRL: New: Research Agenda for Library Instruction & Information Literacy

ACRL has released a revised Research Agenda for Library Instruction & Information Literacy. I think it may be open for consultation but I have only managed to locate the pdf (and not a linking story) which was circulated via a discussion list. From a quick read, the agenda looks a bit more wide ranging than the previous version, and has divided the agenda into sections called Ways of thinking and knowing, Ways of teaching, Ways of Growing (assessment), Ways of engaging, and Ways of collaborating. The document says that in drawing up the agenda "the committee reviewed and synthesized the following materials: meta-analyses of information literacy trends, recent Instruction Section Needs and Interest Group Surveys, and San Jose State’s MLIS Skills at Work reports. The committee also distributed a survey to editors of library and information science journals asking for trends they are seeing or types of research they wished to see." Since this is the US Association of College and Research Libraries, it is logical that there is a focus on higher education, practice, and the North American context, but I think it still a pity that they don't seem to look beyond to research that has already taken place outside that region. The pdf is at http://www.ala.org/acrl/sites/ala.org.acrl/files/content/acrlsections/is/research_agenda_IL_2021.pdf and I will add any further links as I find them.

Photo by Sheila Webber: mimosa tree, February 2021

Onine courses: Critical Information Literacy ; Addressing Misinformation

Online courses coming up in April from Library Juice Academy:

- Critical Information Literacy (Cost US $250.00) runs from April 5 - May 16, 2021 "This course is for folks who are interested in developing instruction sessions through the lens of critical information literacy. Usually we only get one-shot at engaging students with research and oftentimes evaluation, knowledge production, and privilege in publishing simply do not get addressed. Together, we will discuss how information institutions such as libraries and library systems perpetuate systemic oppression and biases, and we will learn how to navigate these systems as librarians and educators." Go to https://libraryjuiceacademy.com/shop/course/234-critical-information-literacy/ 

- Addressing Misinformation and Fake News: Resources and Strategies (cost US $175.00) runs from April 5 - May 2, 2021 "This course introduces librarians to the topic of misinformation and provides them with resources, definitions, approaches, and strategies they can employ in their institutions to address the topic of misinformation with patrons. Each section of this online course provides participants with resources, tools, studies, and readings they can explore, opportunities for hands-on exploration, and chances to apply what they learn about misinformation to their home institutions and programs." Go to https://libraryjuiceacademy.com/shop/course/190-addressing-misinformation-fake-news/

Webinar: Supporting wellbeing through inclusive use of technology and inclusive digital pedagogy

On 2 March 2021 at 11.30-12.30 UK time (GMT) there is a free webinar Supporting wellbeing through inclusive use of technology and inclusive digital pedagogy organised by JISC (the agency that supports use of technology in United Kingdom higher education). "In this webinar we’ll be sharing effective practice and hearing real example from across the sector regarding how relevant digital skills can: Enable differentiated teaching and assessment and personalised learning: providing choice, enhancing engagement, designing and delivering flexible curriculum; Increase awareness and use of customisation options, assistive technology and productivity tools that help remove barriers, increase independence and improve access for everyone; Contribute directly to digital confidence, independence, employability, and efficiency and have a positive impact on digital wellbeing. The speakers are: Julia Taylor (subject specialist: strategy (access and engagement), Jisc); Kate Lister (lecturer in education studies faculty of wellbeing, education and language studies, Open University); Charlotte Judd (digital coach and practitioner, faculty of inclusive practice, Weston College); Vikki Liogier (national head of edtech and digital skills, ETF). To register go to https://www.jisc.ac.uk/events/supporting-wellbeing-through-inclusive-use-of-technology-and-inclusive-digital-pedagogy-02-mar-2021#
Photo by Sheila Webber: snow, birch twigs last week, February 2021

Webinar: Setting the path to student online communities in COVID-19

The OneHE Information, Digital and Media Literacy Mindsets online community (led by Dr Konstantina Martzoukou) has moved on to the new OneHE platform (for those in higher/further education), which has some free access (including Mindsets) as well as subscription options. To join that, go to http://www.onehe.org/ and follow 'register for the beta' by clicking the ‘Beta – Sign Up’ option in the menu.
The first Mindsets event under this new regime will be free on Zoom and is Setting the path to student online communities in COVID-19 with emphasis on the student voice on 25 February 2021 at 3-4pm UK time (GMT). "This live session aims to explore the concept of online learning communities from a student perspective, focusing on the sudden shift to an online learning reality caused by COVID-19 restrictions. The session will follow the format of a 'fireside chat' with a panel of students exploring opportunities, challenges and approaches to connecting online, with a focal point on the students' voice." It will address questions such as "What key digital and media literacies do you require to effectively learn online in the current environment? How can we address any digital inequalities on the basis of these skills? How can students co-learn effectively in the online environment? Does online teamworking work? Is the lecture approach dead or alive and thriving in the online learning environment? Does the idea of virtual placements or projects work for you? What are the challenges and the opportunities?"
To register go to https://lnkd.in/dMZVPfz

Photo by Sheila Webber: Mimosa tree, February 2021

Call for proposals: Book on Transliteracy in Libraries

There is a call for chapter proposals for a book, provisionally entitled Planning and Implementing Transliteracy in Libraries for Lifelong Learning, to be published as part of the IFLA Publications Series by De Gruyter Saur. The editors are Prudence W. Dalrymple, Alessia Zanin-Yost, and Heather Todd. Deadline for submission of proposals is March 31, 2021, and draft chapters due July 12, 2021. 

"Transliteracy is the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks. (Thomas et al. 2007).... The proposed book will highlight case studies and collaborative endeavours with peers, other professionals, and communities focusing on transliteracy. The chapters will be diverse in terms of content, geography, experiences, and practices; however, the primary focus will be on how transliteracy was planned and integrated and how it supports the concept of lifelong learning for the population or community the library serves... Topics may include but are not limited to: Teaching and learning to enhance lifelong competencies; Developing experiences that engage people to become informed consumers and producers of information; Offering equitable opportunity and access to information through various media; Practising transliteracy by teaching students how to find, evaluate, use, and create information in various formats; Programmes provided in-person and virtually; Use of technology, makerspaces, or laboratories to enhance transliteracy; Collaborative projects or programmes on the diffusion, implementation, and creation of material or tools relevant to transliteracy" 

Submit an abstract no longer than 200 words, double spaced, written in UK English. Include the title of the proposed submission, name(s) of the author(s), institutional affiliation and contact information with mailing address and email address, as well as a short biography of the main author. Final chapters should be 7,000-10,000 word long. Send proposals to Alessia Zanin-Yost, alessia.zanin-yost@sru.edu
Photo by Sheila Webber: snowed daffodils, February 2021

My data and privacy online: a toolkit for young people

A set of videos etc. were published by a UK project (information here) and I don't think I've highlighted them before "We developed this online toolkit to promote children’s understanding of the digital environment and support them to make good decisions about privacy online. The toolkit is aimed at children of secondary school age, parents and educators, and was developed with the participation of a mix of children in Years 8 and 10. It includes information and resources on: why privacy online is important, how online data is generated and used, children’s rights, privacy-related risks and protective strategies, where to seek support, suggestions and recommendations from children, and fun resources to watch and play... A list of selected resources were presented to three child juries in March 2019 where 18 children were given the opportunity to assess the selected resources and help design the online toolkit." https://www.lse.ac.uk/my-privacy-uk
Photo by Sheila Webber: one of the first daffodils, February 2021 

Recent articles: disinformation, infodemics and COVID19; reporters' information practices; information encountering

First a few from the priced publication Online Information Review:
(Early online publication) Information sources, practices and barriers: a situated and context-bound model of Pakistani electronic media reporters by Tauseef Hussain, Syeda Hina Batool, Amara Malik, Syed Waqas Hussain, Khalid Mahmood https://doi.org/10.1108/OIR-07-2020-0308
(Early online publication) A cross-national diagnosis of infodemics: comparing the topical and temporal features of misinformation around COVID-19 in China, India, the US, Germany and France by Jing Zeng, Chung-hong Chan https://doi.org/10.1108/OIR-09-2020-0417
In the most recent "published" issue Online Information Review, Volume 45 Issue 1
- Research information encountering and keeping behaviour of post-graduate students of social sciences in an online environment by Waqar Ahmad Awan, Kanwal Ameen, Saira Hanif Soroya
- User motivation in fake news sharing during the COVID-19 pandemic: an application of the uses and gratification theory by Oberiri Destiny Apuke, Bahiyah Omar

In the open access journal Indonesian Journal of Science and Technology (vol. 5 issue 2): Students’ Intention to Share Information Via Social Media: A Case Study of Covid-19 Pandemic by Suhaizal Hashim, Alias Masek, Nurhanim Saadah Abdullah, Aini Nazura Paimin, Wan Hanim Nadrah Wan Muda https://ejournal.upi.edu/index.php/ijost/article/view/24586

Photo by Sheila Webber: broom in flower, February 2021

Civic data literacy

The Civic Switchboard Data Literacy project is an (US) IMLS-funded project, part of the larger Civic Switchboard project. "This project will build on the  project’s exploration of civic data roles for libraries and will develop instructional materials to prepare MLIS students and current library workers for civic data work." As part of this they have a short survey "that will help us to better the civic data knowledge and needs of librarians and the extent to which civic data services are implemented in your workplaces."  This survey is available here: https://pitt.co1.qualtrics.com/jfe/form/SV_5gmyO3Yh4d2SkGF

The Civic Switchboard Guide ("a living document designed to help libraries become more engaged in their local civic data ecosystems") is here https://civic-switchboard.gitbook.io/guide/  . It has sections on library roles, engaging partners etc. and some examples from US academic and public libraries.

Photo by Sheila Webber: birch twigs and snowy pavement, February 2021

Crisis Situations and Information Science

A special issue of Polish open-access journal ZIN (vol. 58 no. 2A(116A) focuses on Crisis Situations and Information Science. It includes:
- The Impact of COVID-19 on the Information Literacy of Business Sharing Group Users by Dorota Rak
- The Use of Information and Communication Technologies in Academic Libraries in a Crisis Situation: Experiences of the University of Warsaw Library by Anna Kamińska, Anna Książczak-Gronowska, Zuzanna Wiorogórska
- Information Behavior in Crisis Situations by Monika Krakowska
In Polish and English. Click on the UK flag, top right, to get the English version: http://ojs.sbp.pl/index.php/zin/issue/view/75

Learning Analytics Toolkit

The ACRL Value of Academic Libraries Committee has produced a Learning Analytics Toolkit "In addition to providing foundational knowledge about learning analytics, the Toolkit provides users with up-to-date publications about privacy and ethics, student success, potential outcomes, sources of data, and examples of libraries’ contributions to learning analytics. ... It is meant to assist academic librarians as they consider responsibly engaging with campus learning analytics at their respective institutions." They state that the toolkit "relies heavily on the comprehensive work of the 2018 LIILA Report." Go to https://acrl.libguides.com/c.php?g=1007204&p=7296751
Photo by Sheila Webber: squirrel camouflaged in tree, January 2021

19th Annual Information Literacy Summit

The 19th Annual Information Literacy Summit is free and online, 29-30 April 2021. The theme is Challenging the status quo: Rethinking information literacy theories and practices "with a special focus on responding to the concerns of 2020", and it is organised by College of DuPage Library, DePaul University Library, and Moraine Valley Community College (USA). The keynote speakers are Dr. Laura Saunders (Associate Professor, Simmons University School of Library and Information Science), Fobazi Ettarh (Undergraduate Success Librarian, Rutgers Newark) and Lisa Janicke Hinchliffe (Professor/Coordinator for Information Literacy Services and Instruction in the University Library at the University of Illinois at Urbana-Champaign). The website is at https://informationliteracysummit.org/ and registration at https://libcal.cod.edu/event/7499422 with the link sent to registrants.
Photo by Sheila Webber: winter shadows, January 2021

New book: The Academic Teaching Librarian's Handbook

The Academic Teaching Librarian's Handbook is a new book by Claire McGuinness (information literacy expert and faculty member at University College Dublin), published by Facet (ISBN 9781783304622). The main sections are: Part 1 Constructing the academic teaching librarian (subsections: Shaping the academic teaching librarian; Defining the academic teaching librarian; Becoming an academic teaching librarian) Part 2 Excelling as an academic teaching librarian (subsections: Technology and the academic teaching librarian; Leading and co-ordinating for the academic teaching librarian; Advocacy and the academic teaching librarian. Cost is £55, with discount to CILIP members. More details at https://www.facetpublishing.co.uk/page/detail/the-academic-teaching-librarian/?k=9781783304622

Photo by Sheila Webber: winter reflections, January 2021

Webinar: La voie à suivre: le développement de la littératie numérique au Canada

An interesting French-language webinar: La voie à suivre: le développement de la littératie numérique au Canada, [developing digital literacy in Canada] on 10 February 2021, 4.00-5.00 pm UK time. The panel consists of Prof Davina Frau-Meigs (Université Sorbonne Nouvelle), Marc Ladouceur (Media Smarts/Habilo Media), and Rudy Reichstadt (Conspiracy Watch), moderated by Agnès Gruda. It will be streamed to Facebook and Youtube and is part of the Canadian Coalition to Counter COVID Digital Disinformation (which is obviously a bingual French/English initiative). "Lors de la cinquième session de notre série d'évènement sur la COVID-19 et la désinformation, nous parlerons des acteurs principaux, des thèmes clés, et du développement de la littératie numérique au sein de la population canadienne. Nous regarderons ce qui se fait déjà ici et ailleurs alors que nous faisons encore face à la pandémie." Register here (the link will then be sent to particpants in advance) https://www.eventbrite.ca/e/la-voie-a-suivre-le-developpement-de-la-litteratie-numerique-au-canada-tickets-136308194479

Photo by Sheila Webber, taken in Second Life: in Second Life I need no mask for shopping, and the digital tools used for the photo were a Firestorm virtual worlds browser, and the GIMP photo editor.

5000th blog post on the Information Literacy Weblog

Today I'm celebrating 5000 blog posts on this Information Literacy Weblog. The first blog post, on 5th September 2005, started "This is a temporary blog"(note 1) - my predictive powers were obviously pretty poor that day. In the blog's early days Stuart Boon also blogged here and latterly the blog has gained from conference blogposts from my colleague Dr Pam McKinney, but otherwise the posts are by me. At time of writing this post, the Blogger counter records 2,695,807 page views (note 2).

I have dithered about how to mark this milestone (that's why I haven't blogged for a few days!) but I've decided to have a series of reflective posts, thinking about was going on, and what I was posting, then and now. I have started by identifying a few then-and-now facts, below. There are advances in information literacy in 2021 (for example more journal articles, more accessible webinars, conferences and specialist groups, and in more countries - not so focused on the West). However, there are other changes: for example, much less IL activity in Australia (which led in IL research and practice at the start of the millennium, I think) and the disappearance or stagnation of some specialist groups (such as ENIL and the SCONUL group). 

Bill Johnston and I reflected on the development of information literacy in Webber & Johnston (2017) so I won't go over that ground again, but in future posts I'll do a bit more analysis of themes and events, then and now. Of course, what is on this blog reflects my own preferences, conceptions, biases etc. as well as pragmatic decisions I make on how much time to spend on the blog!

In 2005 there were not: (1) Any journals dedicated to information literacy (Journal of Information Literacy and Communications in Information Literacy both started in 2007 and NORIL in 2009);
(2) Online conferences and webinars about information literacy;
(3) The IFLA Information Literacy Section (the first Standing Committee meeting was in 2009).
(4) As many journal articles about information literacy (see e.g. Pinto, Escalona-Fernandez & Pulgarin, 2013)

In 2005 there were: (1) Lots of information literacy conferences: The LILAC conference (the first one was in 2005), WILU, LOEX plus various other conferences in Australia, Sweden, Canada, the UK and so on - there were also calls for papers for the 2006 Lifelong Learning conference in Australia, the 2006 Creating Knowledge conference in Denmark and Les Rencontres FORMIST in France.
(2) Proclamations from UNESCO on Information Literacy - the initiative really kickstarted with the Prague Declaration in 2003, and in November 2005 the Alexandria Proclamation was produced.
(3) Specialist groups and networks, including the European Network on Information Literacy (ENIL) (which launched its 2nd international survey that year and had in 2003 published Information Literacy in Europe: a first insight into the state of the art of Information Literacy in the European Union) and the SCONUL Working Group on Information Literacy
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References: Pinto, M., Escalona-Fernandez, M.I. & Pulgarin, A. (2013). Information Literacy in social sciences and health sciences: a bibliometric study (1974-2011). Scientometrics, 95, 1071-1094. https://doi.org/10.1007/s11192-012-0899-y 

Webber, S., & Johnston, B. (2017). Information literacy: conceptions, context and the formation of a discipline. Journal of Information Literacy, 11(1), 156-183. https://ojs.lboro.ac.uk/JIL/article/view/PRA-V11-I1-9

Note 1. This blog was a continuation of one of the same name, started in 2003 and hosted on a unix machine at Sheffield University, which closed for technical reasons (i.e. the person who did unix left), and the earliest post on this blog is a repost from there (on the pedagogy of Harry Potter)

Note 2. To be honest, this 2,695,807 is likely to include a chunk of denial-of-service spam views. However, I think a reasonable percentage are hits from actual human beings.

Fake News for Dummies/ Open your eyes project

The Open Your Eyes project "targets specifically adult learners and educators and seeks to improve their digital skills by providing them with tools to identify fake news and fight the spread of disinformation online" (see https://openyoureyes.info/en/about). Partners included EU Disinfo LAB and the European Digital Learning Network. One output was a database which can be filtered by country and type of resource which aimed to be "a collection of useful tools and initiatives to learn about online disinformation" (it says it will be updated, but it wasn't clear whether that was happening) and a multi-module handbook for adult educators which focuses on teaching adult educators to develop media literacy. From a very superficial evaluation it seemed to me that the American Library Association materials were more immediately useful for librarians, but the material here is also worth investigating, giving a different set of activities and also having a more international scope.

Recent articles: tutorials, curriculum mapping; AR game; conspiracy theories; transition; design for serendipity; COVID response

The latest issue of the Journal of Academic Librarianship (Volume 47 issue 1) includes (priced publication - though note a couple of articles, marked below, are open access) : 

- Redesigning an online information literacy tutorial for first-year undergraduate instruction by Kimberly Y. Franklin, Kendall Faulkner, Tiffanie Ford-Baxter, Sheree Fu (open access)
- Practicing information literacy: Practicum students negotiating information practice in workplace settings by Sara Sharun
- Using curriculum mapping to scaffold and equitably distribute information literacy instruction for graduate professional studies programs by Ladislava Khailova
- Comparative analysis of academic scientists, social scientists and humanists' scholarly information seeking habits by Alia Arshad, Kanwal Ameen
- Scaffolded research assignment analysis for a required first year course by Jennifer Saulnier, Corey M. Johnson, Kathleen Whalen
- Help first-year college students to learn their library through an augmented reality game by Yingqi Tang
- A call to action for librarians: Countering conspiracy theories in the age of QAnon by Stephanie Beene, Katie Greer
- The higher education environment driving academic library strategy: A political, economic, social and technological (PEST) analysis by John Cox (open access)
- Successes, challenges, and next steps in implementing outcome-based assessment: The case of Istanbul Bilgi University Library by Fatma Didin Sonmez, Sami Cuhadar, Mustafa Kerem Kahvecioglu
- Improv(is)ing research: Instructional design for serendipity in archival exploration by Jason Ezell, Lucy
- Uncovering the information literacy skills of first-generation and provisionally admitted students by Stephanie J. Graves, Sarah LeMire, Kathy Christie Anders
- Transitioning to college: Impact of high school librarians by Lesley S.J. Farmer, Skyler Phamle (open access)
- University libraries response to COVID-19 pandemic: A developing country perspective by Muhammad Rafiq, Syeda Hina Batool, Amna Farzand Ali, Midrar Ullah 

Go to https://www.sciencedirect.com/journal/the-journal-of-academic-librarianship/vol/47/issue/1

Photo by Sheila Webber: vivid winter sky, January 2021

Call for chapters: Practicing privacy literacy in academic libraries

There is a call for chapter proposals for Practicing privacy literacy in academic libraries (working title) to be published by the Association of College and Research Libraries. The deadline is March 5 2021. "We welcome chapter proposals on all aspects of privacy literacy work in academic libraries ... Chapters will be organized into four sections: What is privacy literacy?, Protecting privacy, Educating about privacy, and Advocating for privacy. Topics might include, but are not limited to: instruction, student engagement, faculty outreach, collection development and resource description, library systems administration, library assessment, learning analytics, and institutional research, and other aspects of library administration, professional development, professional ethics, institutional service, and scholarly communication."

More information at https://drive.google.com/file/d/1OMZjP0QOtYD2DB-GvlAeeoo5l_YHoa8F/view. Submit proposals at https://psu.libwizard.com/f/ACRLPrivLitProposal .

Photo by Sheila Webber: winter reflections, January 2021

Indigenous information literacy: recording and resources

There is a recording of the webinar from Rachel Chong (Kwantlen Polytechnic University, Canada), delivered on 22nd January 2021, on Indigenous information literacy at https://media.kpu.ca/media/Indigenous+Information+Literacy+-+Background/0_r9ac5esu. The first 25 minutes is her presentation about developing videos and then there is about 30 minutes of interesting questions and comments. You can also access the videos she made, embedded in an Indigenous Studies Libguide here https://libguides.kpu.ca/indigenous/indigenousinformationliteracy and in their own video channel at https://media.kpu.ca/playlist/dedicated/133875/0_3vccum6n/0_pd2m69be. The videos include: source evaluation; Finding Indigenous Voices; Elders and respectful research; TCPS2 and Indigenous Research (TCPS2 is the Canadian guideline on ethical research); How to cite elders in various different bibliographical styles (APA etc.).

Photo by Sheila Webber: in winter, looking forward to spring (this hopeful mimosa tree is in flower...), January 2021

Infolit for U MOOC still available

I mentioned previously in 2018 a MOOC developed by universities in Hong Kong, aimed at undergraduates, Infolit for U. It is still available via EdX and they added new material after my previous blog post. The registration/home page for the MOOC is at https://edx.keep.edu.hk/courses/course-v1:UGCULibs+IL1001+2017_01/about
and their Youtube is at https://www.youtube.com/channel/UCtGUWVpBbHrewqZK3G4v91A/videos Anyone can sign up for the MOOC (I tested again that this works).

Guide and webinars on media literacy

The American Library Association published a guide to support librarians in developing media literacy outside formal education (e.g. in public libraries) and also deliver free one hour webinars on the topic.  The guide is Media Literacy in the Library: A Guide for Library Practitioners and is free to download. The webinars are as follows and are all at 1 p.m. US CT (which is, e.g., 7pm UK time) :

Media Literacy for Adults: Misinformation and Disinformation February 10, 2021 "Nicole Cooke of the University of South Carolina School of Information Science will discuss how libraries and information organizations are in prime positions to assist their students and patrons with disputing misinformation, disinformation, and malinformation."
Media Literacy for Adults: Architecture of the Internet, February 24, 2021 "Natasha Casey of Blackburn College will discuss cookies, algorithms, and a variety of other parts of the internet that track your online presence. How can we talk about these things with library patrons?"
Media Literacy for Adults: Civics, March 10, 2021 "Join Laura Saunders of Simmons University School of Library and Information Science for a webinar on the important role libraries play in the civic life of their patrons and how that role is shaped."
Media Literacy for Adults: Media Landscape and Economics at 1 p.m. CT "Michael Spikes of Northwestern University School of Education and Social Policy will discuss how this mix of [professionally produced and user-generated] content leads to a “blurring of the lines” between various types of content making it difficult to tell what is trustworthy and what is not.
Media Literacy for Adults: Media Engagement and Creation, April 14, 2021

For all these (including the guide), go to https://programminglibrarian.org/articles/media-literacy-adults-free-practitioners-guide-and-webinars?

Media Literacy for Adults: Meeting Patrons Where They Are, the first webinar, was held on January 12, 2021 and this page has links to the recording, powerpoint and resource list 

Photo by Sheila Webber: ex-Xmas trees of South London, January 2021

New online community for teaching librarians

Andrew Walsh has launched a new online network for anyone interested in teaching or training in library settings, Library Instruction. It will include some content, but is mainly focused on enabling people to exchange experience, advice and support and to collaborate e.g. on events. You can join for free or pay get a premium service ($14.99, to cover hosting costs) "There will be additional content in a private section of the network for premium members (initially a PDF of “The Mini Book of Teaching Tips for Librarians" [by Andrew Walsh]..., but most things will be available for free to all."
To join, go to https://library-instruction.mn.co

Photo by Sheila Webber: Ex-Xmas trees of South London, January 2021

Webinar: Indigenous Information Literacy project

On 22 January 2021 at 10-11 US MT (which is, e.g., 17.00-18.00 UK time) there is a webinar Indigenous Information Literacy project (40 min presentation, 20 min q and a). "The United Nations Declaration on the Rights of Indigenous Peoples and the Truth and Reconciliation Calls to Action both demand improved recognition regarding Indigenous Peoples information rights. In response to these documents and to support local Kwantlen Polytechnic University commitments to decolonize and Indigenize, a series of instructional videos were created to encourage faculty to include Indigenous Information Literacy training in their virtual courses. This presentation will outline how the Indigenous Information Literacy project came into being, the process involved in creating the videos, an overview of the content, as well as a discussion on sharing and implementation." It is presented by Rachel Chong, Indigenous Engagement and Subject Liaison Librarian at Kwantlen Polytechnic University, Canada, on the unceded traditional and ancestral lands of the Kwantlen, Musqueam, Katzie, Semiahmoo, Tsawwassen, Qayqayt, and Kwikwetlem Peoples. Chong is Métis through her maternal grandfather’s lineage. 

Registration link: https://forms.gle/8TaXASpBE3xts2vi6

Photo by Sheila Webber: ex-Xmas trees of South London ( 2-tree household), January 2021

Webinar: Open and Inclusive Pedagogies from and Beyond Your Living Room

A limited number (300) can register for the free ACRL online webinar SLILC Midwinter Virtual Discussion: Open and Inclusive Pedagogies from and Beyond Your Living Room, on February 10 2021, at 3-4pm CST (which is, e.g., 9pm-10pm UK time)

"Facing the challenges of a global pandemic and confronting the harsh realities of racial and social injustice over this past year, teaching librarians have become increasingly attuned to the value of open and inclusive pedagogies. This is reflected in growing conversations about open educational practices (OEP), which extend beyond the mere use of open educational resources to include “collaborative, pedagogical practices employing social and participatory technologies for interaction, peer-learning, knowledge creation and sharing, and empowerment of learners” (see Catherine Cronin & Iain MacLaren’s “Conceptualizing OEP”). Open educational practices are intended to remove barriers to meaningful learning and to invite students to be active agents in their learning. This “Ask the Room” discussion-based event will be an opportunity for fellow librarians to share opportunities, challenges, and questions related to open educational practices in their everyday work now and in the foreseeable future. The event organizers (the ACRL SLILC Committee Open Educational Practices team) will use participants’ ideas and feedback to inform future professional development offerings and resources. " All are welcome. No ALA membership or conference registration required.

Register at https://ala-events.zoom.us/meeting/register/tJcud-mtpj8oGNBQ8EYOIv1BHN8pzR7yENCA

Photo by Sheila Webber: ex-Xmas trees of South London, January 2021

2nd call for papers: Critical Approaches to Libraries Conference (CALC) #CALC2021

There is a 2nd call for proposals for the Critical Approaches to Libraries Conference (CALC) conference taking place online, 5-6 May 2021. The deadline for proposals is 14 February 2021. This call is open to all. The scope of the conference is as follows "Our aim in this conference is to provide a space to share and range of ideas and practices in all areas of critical library practice, including (but not limited to) decolonisation, critical information literacy and critical pedagogy, equality, diversity and inclusion library work and services and representation of marginalised groups in society, academia and collections. Similarly we are interested in sharing experiences and practices from all areas (collections, liaison, teaching and learning etc.) and sectors of library work (HE, FE, health, public, school and special libraries and special collections). If you work in or with the library sector and are interested in challenging the dominant “historical, cultural, social, economic, political and other forces that affect information” (Gregory and Higgins 2013) then we would love you to attend this conference." (source here) 

For more information, go to http://calc.coventry.domains/participate/call-for-papers/

Call for chapter proposals: Instructional Identities and Information Literacy

There is a call for chapter proposals for Instructional Identities and Information Literacy: Transforming Our Profession, Our Institutions, Our Programs, and Ourselves, a forthcoming book to be published by ACRL. The deadline for proposals is 31 March 2021. This "seeks to emphasize real-world examples from an array of librarians to explore how teaching-centric perspective transformation can happen in diverse environments, for librarians with diverse needs, around diverse instructional issues (e.g. teaching with technology, considering critical pedagogy, integrating the Framework into instruction, finding nexus with other literacies). In this book, we’ll use transformative learning theory, and the diverse ways to consider this approach to adult learning, to more fully explore how these ideas may be put into action for libraries and librarians looking to reconsider their instructional identities and teaching practices." The proposed sections are: 

"- Instructional Identities: Have you had personal experience in exploring, critically reflecting on, and/or redefining your own identity as an educator in the wake of social, political, or cultural events? Did you lead or engage in a shared professional learning opportunity for a group of librarians (journal clubs, learning communities, etc.) that focused on transforming or reshaping teaching identities?

"- Program Identities: Has your library unit worked in systematic, intentional ways to reshape how your library offers information literacy instruction? How has transformation played a role in such work? 

"- Institutional Identities: Have you and your colleagues spearheaded efforts to connect information literacy instruction to student success initiatives, high-impact practices, or other institution-wide efforts? Have you had a strong voice on your campus in redefining information literacy broadly or for specific disciplines, especially since the release of the Framework for Information Literacy for Higher Education? 

"- Professional Identities: Do you have a distinct perspective on how we, in librarianship, might transform our instructional work to be more anti-racist, inclusive, or critical?"

More details at https://sites.google.com/oakland.edu/instructional-identities

Photo by Sheila Webber: Ex-Xmas trees of South London, January 2021

New articles: reflecting on IL instruction; librarians as teachers; flipped classroom; copyright; learner confidence; data literacy; IL design

There is a new issue of the open-access Journal of Information Literacy (volume 15 issue 1). The articles and project reports are: 

- Critical discourse analysis as a reflection tool for information literacy instruction by Devina Dandar, Sajni Lacey
- Librarians’ development as teachers by Andrea Baer
- Copyright Dough by Hannah Pyman, Katrine Sundsbø
- A flipped classroom approach to teaching search techniques for systematic reviews to encourage active learning by Karen Poole
- Teaching a one-credit course on data literacy and data visualisation by Tatiana Usova, Robert Laws
- Evaluating confidence in information literacy by David Bedford
- Information-Wise by Jaro Pichel, Barend Last, Julie de Ronde, Alicja Garbaciak, Henrietta Hazen, Stefan Jongen
Go to https://ojs.lboro.ac.uk/JIL/issue/view/223   

Photo by Sheila Webber: ex-Xmas trees of South London, January 2021

Webinar: Media Literacy for Librarians

There is a priced webinar from Amigos Library Services (fee between US $70 and $155) on 21 January 2021 at 2pm-4pm CST (which is, e.g. 8pm-10pm UK time): Media Literacy for Librarians. "Media literacy focuses on analyzing media content and the effect of media on society, while information literacy is the ability to identify, find, evaluate, and use information effectively. In this course, designed for librarians and staff, you will learn how to interpret media messages and their effect on individuals and society by applying media literacy theory and practices. You will also learn how to pass this knowledge on to your patrons and colleagues to help them better evaluate media." More info at https://www.amigos.org/node/4317
Photo by Sheila Webber: ex-Xmas trees of South London, January 2021

New collection of Age-friendly images #AFMIL @Ageing_Better

The Centre for Ageing Better has created a small library of freely-usable (under CC) photos which show more realistic and positive images of older people. Avoiding ageist stereotyping in images of older people is one of the aspects of Age-Friendly Media and Information Literacy #AFMIL that Bill Johnston and I have identified. As the Centre for Ageing Better notes "images of wrinkly hands clasped together in consternation is an all too common sight" and they also urge people to avoid images that emphasise frailty "sad eyes, beige sofas etc.". (This is what you get, for example, if you search "elderly" on Unsplash .... https://unsplash.com/s/photos/elderly.) 

This is a good project that hopefully will be added to (e.g. I'd find it useful to have more pictures of older people using online devices). There is information at https://www.ageing-better.org.uk/news/age-positive-image-library-launched, the library is at https://ageingbetter.resourcespace.com/pages/search.php and they have a short guide to creating age-positive images https://www.ageing-better.org.uk/sites/default/files/2021-01/Age-positive-image-library.pdf 

Thanks to Pam McKinney for drawing this to my attention

Photo by P. Kindersley used under a CCO attribution no-derivatives license downloaded from the Centre for Ageing Better library at https://ageingbetter.resourcespace.com/?r=8373&k=963f01d79b

SEDA: call for papers and webinars on wellbeing

SEDA is a professional association for staff and educational developers in the UK "promoting innovation and good practice in higher education". Firstly, it has a call for proposals for its (online, 6-7 May 2021) spring conference Brighter Future - Opportunities for Educational Change, with a proposal deadline of 29th January 2021. The three themes are: (1) What have we learned from over a year of the ‘new abnormal’ in optimising the student experience (e.g. through course design, student support); (2) How are we applying what we have learned in these, and other areas of educational change, to the design of the University Experience for the future? (3) Reimagining how we engage in educational change to ensure the most positive student experience. More info at https://www.seda.ac.uk/spr-con-2021

Secondly, SEDA is running 3 wellbeing workshops, one (on 11 February 2021) focusing on learners' wellbeing, one (on 9 March 2021) on staff (which in the UK is a term which includes faculty), and (on 21 April 2021) one on wellbeing of educational developers. They cost £35 each for non members, less for SEDA members. You can register for all 3 here https://www.eventbrite.co.uk/e/establishing-a-wellbeing-equilibrium-x-3-workshops-registration-133064723169 and for the educational developers' one (which I think should also be of interest to librarians) individual registration is here https://www.eventbrite.co.uk/e/establishing-a-wellbeing-equilibrium-education-developer-wellbeing-registration-133210782035  

Photo by Sheila Webber: the last in my "wreaths of South London" series (December 2020): next up - discarded Xmas trees of South London.

Webinar: Intercultural perspectives on information literacy

An online conference takes place January 30 2021 9.00-15.15 CET (which is, e.g., 8.00-14.15 UK time) on the transnational project Intercultural perspectives on information literacy on January 30, 2021, with [particular input from collaborative Indian-German groups. The project involves the University of Hildesheim and the Symbiosis College of Arts and Commerce in Pune and its website is here https://ipil.blog.uni-hildesheim.de The programme includes 

Information behaviour in Corona times (Student session 1: Information behaviour) 
'What I believe is surely true.' How to correct cognitive errors to promote an open mind." (Student session 1: Information behaviour) 
The Role of Metaliteracy in Designing Open Learning Initiatives Thomas P. Mackey & Trudi E. Jacobson, State University of New York, USA 
Impact of pandemic on education sector (Student session 2: Education) 
How to cultivate information literacy in rural environments (Student session 2: Education)
Workshop: Cultural aspects of information literacy 

To participate, e-mail theresia.woltermann (at) uni-hildesheim.de by January 23, 2021. More information at http://ipil.blog.uni-hildesheim.de/registration

Photo by Sheila Webber: wreaths of South London, December 2020 

Webinar: Critical Media Literacy vs Information Disorder: School Library as Third Space

On 10 February 2020 at 3:30-4:30pm UK time, cost £24, there is a webinar organised by the UK's School Library Association Critical Media Literacy vs Information Disorder: School Library as Third Space. It is run by media literacy expert Julian McDougall. "This webinar will explore how the concept of ‘third space’ in education applies to what happens in school libraries and how they might offer a ‘third space’ intersection for critical media literacy in the era of ‘information disorder’. Using ‘fake news’ as a case study, we will think about how the school library can offer a critical thinking space that combines school subject knowledge with students’ media experiences." Register at https://www.sla.org.uk/ticket/critical-media-literacy-vs-information-disorder-school-library-as-third-space/10048  

Photo by Sheila Webber: wreaths of south London, December 2020

Printed educational materials: effects on professional practice and healthcare outcomes

Starting the year with evidence! There is a Cochrane Collaboration systematic review: Printed educational materials: effects on professional practice and healthcare outcomes. The methods are, of course, given in detail and the findings of the review explained clearly. They reviewed 84 research studies. To quote from the plain English summary 

"The aim of this review was to find out whether printed educational material distributed to healthcare professionals can improve their practice and in turn improve patient health. 

"Key messages: The results of this review indicate that printed educational materials probably improve the practice of healthcare professionals and probably make little or no difference to patient health. The results also suggest that computerised versions may make little or no difference to healthcare professionals' practice compared to printed versions of the same printed educational material. Further research with rigorous methodology is likely to have an important impact on our confidence in these estimates of effect, and may change the estimate." The review is open access at https://doi.org/10.1002/14651858.CD004398.pub4  

Photo by Sheila Webber: doorway, December 2020