Curating information literacy stories from around the world since 2005 - - - Stories identified, chosen and written by humans!
Tuesday, June 13, 2023
New articles: Sustainability; Misinformation; User education
- ‘‘Libraries model sustainability’’: The results of an OCLC survey on library contributions to the Sustainable Development Goals by Lynn Silipigni Connaway, Brooke Doyle, Christopher Cyr, Peggy Gallagher and Joanne Cantrell
- Online information seeking during the COVID-19 pandemic: A cross-country analysis by Mahmood Khosrowjerdi, Cecilia Black Fylking and Neda Zeraatkar
- Spread of misinformation during COVID-19: The case of Mauritius by Ambareen Beebeejaun
- Students’ perceptions of the user education programmes at a South African university by Katlego Petrus Chiya, Omwoyo Bosire Onyancha and Ifeanyi J Ezema
Download the whole issue at https://repository.ifla.org/handle/123456789/2635
Photo by Sheila Webber: Bluebells and buttercups, May 2023
Monday, June 12, 2023
Short online course: #Infodemic Management: Addressing health #misinformation
A free online course offered by the World Health Organization is Infodemic Management: Addressing health misinformation. They estimate it will take 3 hours to work through and "A Record of Achievement will be available to participants who score at least 80% of the total points available in the final assessment."
"Public health authorities have a duty to share health information with the population so that people can adopt adequate behaviours to protect their health and the health of others. However, in our modern information ecosystem this objective can be challenged by the overflow of information of varying quality that surges across digital and physical environments during acute public health event.
"Understanding how this infodemic, including mis- and disinformation, links to people's intent and behaviour in different communities online and offline, and how to manage it, has become critical for effective preparedness and prevention of health threats. This course introduces the learners to the concept of health misinformation in an infodemic management context, what harms it can cause, how it spreads, and how to prevent and manage it."
It is at https://openwho.org/courses/im-health-misinformation
There are also 2 other similar courses on infodemics that you can take:
Infodemic management: Developing an infodemic insights report and
Infodemic management 101
Photo by Sheila Webber: hydrangea, May 2023
Sunday, June 11, 2023
#FanLIS recordings
An example presentation is: The Library Wants to Kill You: Places of Information as Battleground and Sanctum in Halo from Mackenzie Streissguth.
The recordings are at https://blogs.city.ac.uk/fanlis/fanlis-symposia/fanlis-2023/fanlis-2023-recordings/
Image produced by Sheila Webber using Midjourney using the prompt: The Library Wants to Kill You Places of Information as Battleground and Sanctum in Halo
Friday, June 09, 2023
New articles: Critical Information Literacy
The open access Journal of Information Literacy has moved to https://journals.cilip.org.uk/jil/index. If you want to be alerted to new issues etc. then you need to register with this new site. There is also a new issue available (vol 17 no. 1):
- Taking stock of critical information literacy (Editorial) by Lauren Smith & Alison Hicks
- Transnational Chinese students’ online information literacies during the COVID-19 pandemic by Huan Gao, Angela Kohnen
- Sharing in the echo chamber: Examining Instagram users’ engagement with infographics through the frame of digital literacy by Ella Burrows
- Information literacy and its link to evidence-informed policymaking in Zimbabwe by Ronald Munatsi
- Information literacy curriculum mapping in the health sciences: A scoping review by Devon Olson, Sandi L. Bates, Shannon Yarborough, Sara Westall, Megan Keely Carroll Denis, Montanna Barnett
- Approaches to information literacy conceptualisation in primary, secondary, and higher education contexts: A review of current scholarly literature by Caitlin Taylor, Daniela DiGiacomo
- Personalised learning paths for information literacy using Canvas MasteryPaths by Neil Dixon, Andrea Packwood
- What role can affect and emotion play in academic and research information literacy practices? by Alex Hewitt
- Critical workplace information literacy: Laying the groundwork for a new construct by Dijana Šobota
- ‘They burn so bright whilst you can only wonder why’: Stories at the intersection of social class, capital and critical information literacy — a collaborative autoethnography by Darren Flynn, Teresa Crew, Rosie Hare, Krishna Maroo, Andrew Preater
- The critical information literacy of social workers: Information literacy as interpersonal practice by Sara Sharun
- Information literacy in the age of internet conspiracism by Matthew Hannah
- Dialectical roots and praxis routes: A contribution to critical information literacy from Hegel, Marx and Bloch by Marco Schneider, Arthur Coelho Bezerra
Thursday, June 08, 2023
My award for virtual worlds education @vwbpe
Earlier in the year I was honoured to be given the 2023 Thinkerer award, given annually to
"an individual whose deeds and actions have shown consistent selfless service towards the promotion of learning, community, educational practices, and who exemplifies the spirit of cooperative development within immersive environments."
I am the first European to get the award, and in particular it was for my leadership of the weekly international discussion group, Virtual Worlds Education Roundtable.
The virtual award was presented in the virtual worlds Second Life at the Virtual Worlds Best Practices in Education conference (a huge virtual statue - I'm standing next to it (in my ball gown) in the 2nd photo, taken at the award ceremony). The physical award took a bit longer to arrive through the post from the USA: in the first photo I'm holding it (thanks to Sophie Rutter for the photo). The award has gone to some awesome educators so it was inspiring to receive it.
The news announcement is here https://www.vwbpe.org/vwbpe-news/vwbpe-announces-2023-thinkerer
There is a video of Dr Becky Adams (University of New Mexico) reading out my citation, and my acceptance speech here https://youtu.be/8etiP7Up12k This was my speech (btw in Second Life you choose your name - where I mention 2 names in my speech, below, the first one is the SL name, mine is Sheila Yoshikawa)
"I was both humbled and proud, and so delighted, when I found out I had been given this award. In my mind nothing is worth more than an award from your peers, people who have worked with you and know you. Thank you so much for this.
Of course I now have to thank OTHER people, who have shaped my journey in virtual worlds. I am already going to have to talk really fast to fit in the names, and there are others I ought to have named and haven’t! Apologies to them!
"From my earlier days I want to thank:
The British JISC initiative that supported British educators and gave my work a home in my first months in SL, and the CILASS project that funded Infolit iSchool island in its early years. Professor Jackie Marsh and Dr Julia Davies in the University of Sheffield’s Education School shared the island and also drew me generously into their projects.
Ishbel Hartmann (Vickie Cormie outside SL) and Maggie Kohime (Lyn Parker) are librarians who co-taught my students in SL, and collaborated on workshops for librarians inside and outside the virtual world. I mustn’t forget my students in the Information Literacy and Educational Informatics classes, whose creations are still on Infolit iSchool for everyone to enjoy.
"Then there was the transformational Educators Coop, with its leaders Bluewave Ogee – the late Dr Leslie Jarmon – and North Lamar (Dr Joe Sanchez). I learned so much through working with the Coop, and will never forget Bluewave’s last words to the Coop “Tell them it’s been REAL”.
"Moving on from the early years I would like to thank Pancha Enzyme (Dr Marshall Dozier), an inspirational co-worker, and the researcher Professor Diane Nahl, particularly for their work in the Information Literacy Journal club. I have also valued working with Brielle (Elisabeth Jacobsen Marrapodi) and Pi Illios (Rossana I. Barrios) on presentations and installations.
I would like to thank the folks at NonProfit Commons, and conference organisers, in particular the organisers of the annual wonder that is Virtual Worlds Best Practices in Education.
"More recently, being a small part of the development of the Virtual Worlds Education Consortium has been a privilege. Maggie, Elli, Zinnia, Lyr, Rhiannon, Kavon, Phelan, Lorivonne and Buffy are just some of the people to thank for all these things.
"Finally, over the last years I have been devoting professional educator energy to Virtual Worlds Education Roundtable. VWER IS the people who come to VWER, there would literally be nothing if no one turned up to create the discussion. I would like to thank AJ who created VWER, my predecessor VWER leaders and in particular Kali (Dr Evelyn McElhinney), and VWER regulars – currently including Thinkerer himself (Dr Selby Evans), Liss/Wisdomseeker (Lynne Berrett), Jamie Jordan, Stranger, Pi, the life-enhancing Marly Milena, Shiloh, Breila, Sue and Serenity.
"And finally - the rest of the VWER organisers.
Dr Shailey Minocha, and previously Camie Rembrandt.
Valibrarian (Dr Valerie Hill) who has become part of the team in the last year and applies her habitual energy and flair.
And Beth Ghostraven (Beth O'Connell) – Beth, I do not know what VWER and I would do without you! You are a treasure.
"I have to confess that still whenever I boot up the Second Life browser and see the message – connecting to region - loading world – I still feel that thrill of excitement, that anticipation about the wonders that can unfold. And Bluewave’s words come back to me – remember – IT IS REAL."
Wednesday, June 07, 2023
Call for proposals: ASIS&T @siguse Symposium: The Evolving Nature of the Human Side of Information Research
"As technology and society continue to evolve, it is becoming increasingly important to consider the human aspects of information research - human information practice, innovative approaches, and interaction and ethical challenges. It will consist of panel discussions, extended abstract presentations, breakout group discussion sessions, short lightning talks, and Awards presentations. It is intended for students, faculty, researchers, and information professionals who are interested in information behavior and practices research and in the translation of findings from this research area into professional practice."
Topics include: Human Information Practices; Innovation and Change; Interaction and Ethical Challenges Submission Categories for "completed research and research-in-progress, and that showcase empirical, conceptual, theoretical, and methodological findings or rich practice cases and demonstrations" are extended abstracts (1,000-2,000 words) or lightning talk abstracts (500 words)
More details at https://www.asist.org/sig/siguse/sig-use-annual-symposium/
Submissions at https://vuw.qualtrics.com/jfe/form/SV_3jDV151WjM4P2R0
Photo by Sheila Webber: Botanical Gardens, May 2023
Tuesday, June 06, 2023
Call for papers: Text and Data Mining Literacy for Librarians
Chapter proposals are sought for a book Text and Data Mining Literacy for Librarians, to be published by ACRL. The deadline for proposals is 15 July 2023. The book "will provide librarians with a broad overview of the TDM-specific data literacy skills needed to support researchers. It will include case studies of library-supported TDM projects in a variety of disciplines, from the digital humanities to the social sciences and beyond. This volume will help librarians of all experience levels learn to support researchers utilizing TDM across disciplines and even conduct TDM research of their own.". There are 3 sections:
- Section 1: Essentials of Text Data Literacy
"This section will provide a basic understanding of contemporary
research topics and skills necessary for librarians to adequately
support faculty and students who are conducting TDM research."
- Section
2: Education, Training, and Logistics. "This section will cover the
many core mechanics of TDM, including data sources, licensing and legal
aspects, collections management, vendor products, and administrative
perspectives."
- Section 3: Practical Applications and Case Studies.
"This section will provide case studies of library-supported TDM
projects in a variety of disciplines in order to help readers understand
practical applications for TDM skills in the library."
Proposals should be submitted at
https://docs.google.com/forms/d/e/1FAIpQLSeKGKIbukaLj4mzHUZZkLzdRU_ohwkBcH6QRGRP0KJ4qzMHNA/viewform Email Whitney Kramer at wbk39@cornell.edu with any questions.
Photo by Sheila Webber: wild rose, May 2023
Monday, June 05, 2023
New book: Information Literacy and the Digitalisation of the Workplace
Widen, G. & Teixeira, J. (2023). Information Literacy and the Digitalisation of the Workplace. Facet Publishing. ISBN:
9781783305797. "The book includes lessons learned from investigating workplace information literacy across very different empirical domains (e.g. a nuclear power plant, an open-source software community, and a university among others). It outlines methodological and conceptual developments for anyone investigating information literacy across the modern workplace undergoing digitalisation, extending the debate on the impact of digitalisation on individuals and organisations. "
For table of contents and the introductory chapter go to: https://facetpublishing.co.uk/page/detail/information-literacy-and-the-digitalisation-of-the-workplace/?k=9781783305797
Saturday, June 03, 2023
Webinar: Strategies to inform library work with adult learners
The ALA's Library Instruction Round Table (LIRT) Adult Learners Committee has organised a free webinar on 6 June 2023 at 13.00 US Eastern time (which is, e.g. 18.00 UK time): From theory to practice: Strategies to inform library work with adult learners
"In this interactive webinar from the , we will introduce adult learners as a major library demographic. We will also provide a brief overview of key adult learning theories that inform current library practice and discuss three examples of various libraries serving adult learners. Attendees will have an opportunity to share both their own experiences as adult learners and their experiences as information professionals working with adult learners."
Register at https://niu-edu.zoom.us/meeting/register/tZIqdOiqrDIpGdKo1F9n3Rn2XHK5d118T50h
Photo by Sheila Webber: a moment of rest, spring branches, May 2023
Friday, June 02, 2023
New articles: ChatGPT & libraries
The latest issue (vol 84 issue 6, 2023) of the open-access College & Research Libraries news includes:
- ChatGPT conundrums: Probing plagiarism and parroting problems in higher education practices by Zoë (Abbie) Teel, Ting Wang, Brady Lund
- My new favorite research partner is an AI: What roles can librarians play in the future? by Leo S. Lo
Go to: https://crln.acrl.org/index.php/crlnews/issue/view/1639/showToc
Image by Sheila Webber using Midjourney, with the prompt ChatGPT conundrums: Probing plagiarism and parroting problems in higher education practices (i.e. the first article's title) - since it's Midjourney the text in the pages is unreadable, which seems appropriate to the subject. Not too sure what that thing top right is - the scroll of knowledge disintegrating under the post-it notes of AI?
Thursday, June 01, 2023
LIS Student Research Showcase: recording
On 27 Apr 2023 OneHEmindsets and the Scottish Academic Libraries Cooperative Training Group (SALCTG) hosted an online research showcase with current and recently graduated students of Library and Information Science (LIS), or related programmes. The recording is now at https://youtu.be/1eE39mX_z_Q It starts with introductions to CILIP Scotland, SALCTG and the Scottish new professionals group. Then there are 4 presentations
- Exploring scholarly mental models and information behaviour in disciplinary contexts: Hye Lim Nam, Glasgow University
- LoveLibraries-Hashtags and folksonomies in public library Instagram accounts: Chloe Hartley, Robert Gordon University
- Facing the challenge of embedding digital ethics in organisational culture: Tricia White, Napier University).
- Creating Zinemaking resources for Scottish librarians working with young people: Fiona Johnston, Robert Gordon University (this was prerecorded)
Wednesday, May 31, 2023
Webinar recording: Learning effectiveness; misinformation; integration of IL Framework
There is a recording of the ACRL Education and Behavioral Sciences Section (EBSS) Virtual Research Forum, held on 3 May 2023. The 5 presentations include 3 directly relevant to information literacy:
- Paving the Way or Still Charting a Path: How Are We Measuring the Learning Effectiveness of Library Research Guides?;
- Librarians as Disinformation Experts: Is that Fake News?
- Writing Instructors’ Intentional Integration of the Information Literacy Framework.
Go to https://youtu.be/hn_HdoOEPfw
Tuesday, May 30, 2023
#ChatGPT: Articles and links for educators; How to cite and use #generativeAI
A few generative AI links that I've been meaning to post: Firstly, a very useful categorised list of links to documents of interest to educators, which is still being added to, AI Text Generators: Sources to Stimulate Discussion Among Teachers, compiled by Anna Mills: https://docs.google.com/document/d/1V1drRG1XlWTBrEwgGqd-cCySUB12JrcoamB5i16-Ezw/edit#
Secondly, the University of Queensland's Libguide: ChatGPT and other generative AI tools: How to cite or acknowledge generative AI tools in your assignments and publications. How to cite ChapGPT and other generative AI in your assignments https://guides.library.uq.edu.au/referencing/chatgpt-and-generative-ai-tools
Finally, an article from April (which now seems so long ago, in generative AI terms....)
Pelley, S. (2023, April 16). Is artificial intelligence advancing too quickly? What AI leaders at Google say. CBS News.
https://www.cbsnews.com/news/google-artificial-intelligence-future-60-minutes-transcript-2023-04-16/
Photo by Sheila Webber: cherry blossom on a car bonnet, April 2023
Monday, May 29, 2023
New book: Managing Infodemics in the 21st Century
A new open access book is
Purnat, T., Nguyen, T. & Briand, S. (Eds.) (2023). Managing Infodemics in the 21st Century: Addressing New Public Health Challenges in the Information Ecosystem. Springer. ISBN: 978-3-031-27791-7 https://doi.org/10.1007/978-3-031-27789-4
The chapters are
- Infodemic Management in the Twenty-First Century
- Key Concepts and Definitions in Infodemic Management
- People’s Experience of Information Overload and Its Impact on Infodemic Harms
- The Information Environment and Its Influence on Misinformation Effects
- Fighting the Fallacies: The ‘Infodemic’ and the European Commission
- Smart Health! Expanding the Need for New Literacies
- To Debunk or Not to Debunk? Correcting (Mis)Information
- Prebunking Against Misinformation in the Modern Digital Age
- Addressing Mis- and Disinformation on Social Media
- Partnering with Communities for Effective Management of Health Emergencies: Four Case Studies
Friday, May 26, 2023
Continuing Professional Development for teaching information literacy & digital literacy #JornadasCRAI_UA
Today I gave a keynote presentation, Continuing Professional Development for teaching information literacy & digital literacy, for the conference XVIII Jornadas CRAI, taking place in Alicante, Spain.
Many thanks to organisers for the invitation! This was my abstract:
The questions I address are: (1) What is it important to learn about and develop, in order to be able to develop students’ information literacy (and other literacies)? And (2) What are some ways librarians can learn and develop their ability to teach and support teaching – focusing on Continuing Professional Development?
Firstly I talk about pedagogic approaches and beliefs from two aspects (1) four different ways that librarians see their teaching role (teacher-librarian, librarians who teaches, learning support, trainer) (2) What you see teaching being about – for example transmitting nformation, interacting, challenging students.
I advocate self-auditing, reflecting on where you are now and what identity and approach you aspire to. I conclude by suggesting some ways of developing your ideas about teaching and your teaching identity
I then mention needing to develop your conception of information literacy y(or whatever literacy you are teaching) I propose considering what it means to you; to your employer; to academics and students in different disciplines (that you are expected to support); to other librarians. You need to update yourself on all of these and I suggest a few ways.
Moving on to design for learning, I explain that by this I mean Identifying the outcomes for learning and assessment (if any) then going back to think what students will need to learn, and what the steps are in their learning, and only then thinking about tools and techniques. I give 3 examples – Backwards Design; Universal Design for Learning; and looking at exisiting Curricula for ideas. I also give an example of designing a strategy to try and make best use of limited face to face time with students.
Since there are so many examples of using particular tools and techniques for teaching, I do not give examples, but more straight to talking about options for learning and development for learning design and using different tools and techniques for learning
Finally, I suggest three aspects that are useful for now and the future: Familiarising yourself with new tools & techniques – but then choosing the best approach & tool for the learning need; Covering IL of visual media (how to be information literate with YouTube, Instagram, charts etc.) ; Learning about generative AI.
Here are the slides. The accompanying references etc. are at https://tinyurl.com/jornadasCRAI
Thursday, May 25, 2023
Five Ps of Learning Development; Literature search and literature review
Firstly, an article which outlines a framework which I think could also be used to identify information literacy needs. It "proposes a practical model, the Five Ps of Learning Development [LD], which integrates multiple perspectives with longitudinal, cross-sectional and socio-cultural factors
into a holistic shared understanding of the Learning Development need." The 5 Ps are: Presenting problem; Pertinent factors; perception of task; Process; Product
Webster, H. (2023). The five Ps of LD: Using formulation in Learning Development work for a student-
centred approach to ‘study skills’.
Journal of University Teaching & Learning Practice, 20(4).
https://doi.org/10.53761/1.20.4.07
Secondly a focus on carrying out literature searches and doing literature reviews on the Scholarship of Teaching and Learning (SoTL) (thanks to Nicky Williams who posted about these articles). This is interesting reading more generally as an example of scholars developing a framework for literature search/review in their field
and critically engaging with the process
Healey, M. & Healey, R. L. (2023) Searching the Literature on Scholarship of Teaching and Learning (SoTL): An Academic Literacies Perspective Part 1 . Teaching & Learning Inquiry 11. https://journalhosting.ucalgary.ca/index.php/TLI/article/view/75079
Healey, M. & Healey, R. L.(2023) Reviewing the Literature on Scholarship of Teaching and Learning (SoTL): An Academic Literacies Perspective Part 2 . Teaching & Learning Inquiry 11. https://journalhosting.ucalgary.ca/index.php/TLI/article/view/75823/
There is a blog post about the articles at https://issotl.com/2023/01/27/searching-and-reviewing-the-literature-on-scholarship-of-teaching-and-learning-sotl-an-academic-literacies-perspective-parts-1-2/
Wednesday, May 24, 2023
Recent articles: Librarians as teachers; Information Ecosystem; Impact of IL
LeMire, S., Graves, S.J., & Anders, K.C. (2023). Librarians as Teachers: Effecting Change in Composition Instruction. portal: Libraries and the Academy 23(2), 293-312. https://doi.org/10.1353/pla.2023.0011 It is a proced publication, but there is a preprint here
Kuehn, E. (2023). The information ecosystem concept in information literacy: A theoretical approach and definition. Journal of the Association for Information Science and Technology, 74(4), 434-443. https://doi.org/10.1002/asi.24733 (priced)
Li, H., Zhu, S., Wu, D. et al. (2023). Impact of information literacy, self-directed learning skills, and academic emotions on high school students’ online learning engagement: A structural equation modeling analysis. Education and Information Technologies. [early online publication] https://doi.org/10.1007/s10639-023-11760-2
Photo by Sheila Webber: red white and blue, May 2023
Tuesday, May 23, 2023
Latest episode of Chatting Info Lit
Image - Pedagodzilla logo
Monday, May 22, 2023
New articles on information behaviour
There is a valuable special issue of the open access journal Informatio (vol.28 no.1, 2023) focusing on information behaviour research, reviewing IB in specific countries or regions, plus trends in IB research.Note that when you click through to the cotents page you will see all the titles in Spanish, I have put the titles into the language of the paper. All but one paper have abstracts in Spanish, English and Portuguese. Thanks to Tom Wilson for alerting me to this.
- Thomas Daniel Wilson: building a pathway in Information Science moving towards creating and accessing inclusive information and knowledge growth by Sabelli, Martha
- Research and teaching in the 30 years in Uruguay: 1993-2023 by Sabelli, Martha
-
The Past and Future of Information Behaviour Research, Through a Wilsonian Lens by Case, Donald Owen
- Information Behavior Research in the twenty-first century: The journey so far by Agarwal, Nare
- Information behavior research in Africa: past, potential and a “cry” for impactful research by Fourie, Ina
- Information behaviour research in North America by Julien, Heidi
- Os estudos de usuários da informação na América Latina by Ávila Araújo, Carlos Alberto
- European research on information behaviour in the 21st century by González-Teruel, Aurora
-
Information behaviour research in Eastern Europe in 2013-2022 by Maceviciute, Elena
- Information behaviour research in Japan by Matsubayashi, Mamiko; Sakai, Yukiko
- Revisiting metagames and metagaming: theoretical and methodological considerations by Huvila, Isto
- Investigación sobre usuarios de la información: un recorrido desde sus inicios hasta la actualidad en México a partir del Seminario de Investigación sobre Usuarios de la Información by
González, Juan José Calva
- Docencia de Pregrado y Posgrado en Estudios de Usuario/Investigación y Docencia del Comportamiento Informacional en Uruguay (1993-2023), Producción Estudiantil by
Pérez Giffoni, María Cristina
- Producción de proyectos finales de grado y posgrado 2009-2022 centrados en comportamiento informativo en Uruguay by
Sabelli, Martha
- Pobreza de información y small worlds en usuarias del Plan Ibirapitá, hacia estrategias de información y comunicación inclusivas by Guilleminot, Carol
Go to http://www.scielo.edu.uy/scielo.php?script=sci_issuetoc&pid=2301-137820230001&lng=es&nrm=iso
Photo by Sheila Webber: cherry blossom on car windsceen, April 2023
Saturday, May 20, 2023
Extra image info on Google
Dunton, C. (2023, 10 May). Get helpful context with About this image [blog post]. https://blog.google/products/search/about-this-image-google-search/
Photo by Sheila Webber: apple blossom, May 2023
Wednesday, May 17, 2023
New articles: Citation; punk strategies; practicums
The latest issue (vol 84 issue 5, 2023) of the open-access College & Research Libraries news includes:
- Building community: DIY punk strategies for the library classroom by Edward Gloor, Kevin Adams
- Virtual LIS practicums: Student and supervisor experiences during COVID-19, part 1 by Tina Griffin, Holly Beverley
- Teaching the politics of citation: Challenging students’ perceptions by Liz Chenevey
Go to https://crln.acrl.org/index.php/crlnews/issue/view/1638/showToc
Photo by Sheila Webber: cherry blossom, April 2023
Monday, May 15, 2023
ChatGPT & #AI in search
A couple of interesting reads, related to AI and information literacy:
1) Fister. BB & Head, A. (2023, 4 May). Getting a Grip on ChatGPT:
Considering what academia got wrong about Wikipedia helps to crystallize the questions we should be asking about ChatGPT and our knowledge environments. Inside Higher Ed. https://www.insidehighered.com/opinion/views/2023/05/04/getting-grip-chatgpt
2) Bradley, P. (2023, 11 May).
Latest AI advances of interest to librarians. lis-infoliteracy [email discussion list] https://www.jiscmail.ac.uk/cgi-bin/wa-jisc.exe?A2=ind2305&L=LIS-INFOLITERACY&O=D&P=13368
Photo by Sheila Webber: blossom on the grass, April 2023
Friday, May 12, 2023
Searching with AI #Promptengineering
An interesting (though, unfortunately, priced) article:
Lo, S. (2023). The CLEAR path: A framework for enhancing information literacy through prompt engineering. The Journal of Academic Librarianship, 49(4), 102720. https://doi.org/10.1016/j.acalib.2023.102720
The CLEAR framework for searching using tools such as ChatGPT Is:
Concise: brevity and clarity in prompts
Logical: structured and coherent prompts
Explicit: clear output specifications
Adaptive: flexibility and customization in prompts
Reflective: continuous evaluation and improvement of prompts
Photo by Sheila Webber: apple blossom, May 2023
Thursday, May 11, 2023
Conference: Everyone a Researcher
Photo by Sheila Webber: fritillaries, May 2023
Wednesday, May 10, 2023
Media and Information Literacy @dw_akademie
Photo by Sheila Webber: blossom on the wall, May 2023
Tuesday, May 09, 2023
Impact of Scholarship of Teaching and Learning #SoTL
Minocha, Shailey & Collins, Trevor (2023). Impact of Scholarship of Teaching and Learning: A guide for educators. The Open University. https://doi.org/10.21954/ou.ro.000155c1
"The initiative has involved applying an Impact Evaluation Framework (IEF) to assess impact of 16 Scholarship of Teaching and Learning (SoTL) projects. The ‘guide’ details the analyses of the impact of the case studies, and provides a toolkit for planning, evaluating, and communicating impact of SoTL. Along with the guide, there are two ‘workbooks’ as supplementary resources ... The ‘Planning for SoTL impact workbook’ has been designed around the ‘Theory of Change’ to guide the educator to systematically plan a SoTL project for possible impact. The ‘SoTL impact evaluation workbook’ is designed around the IEF to conduct impact evaluation of SoTL projects."
You can also download An Executive Summary’ and A compendium of case studies
Photo by Sheila Webber: apple blossom, May 2023
Monday, May 08, 2023
Images & learning; Creativity; Usability; Architecture students; #REF21
The latest issue (vol 84 issue 3, 2023) of the open-access College & Research Libraries includes:
- The Impact of Decorative Images on Student Performance: A Two-Year Study of Online Library Modules by Alexander Deeke, Naomi Binnie
- Toward a Framework for Information Creativity by Mark Dahlquist ("Recognizing the importance of information literacy in defining the primary focus of library instruction, this paper suggests the potential utility of a complementary principle of information creativity.")
- Carrots and Sticks: A Qualitative Study of Library Responses to the UK’s Research Excellence Framework (REF) 2021 Open Access Policy by Dan DeSanto
Go to https://crl.acrl.org/index.php/crl/issue/view/1637/showToc
The previous issue (vol 84 issue 2, 2023) of College & Research Libraries includes:
- The Library Is My Canvas: Art and Experiential Learning in an Academic Library by Gerald R. Natal, David Remaklus
- More than a Decade Later: Library Web Usability Practices at ARL Academic Libraries in 2007 and 2020 by Yu-Hui Chen, Carol Anne Germain, Abebe Rorissa
- Digital Shred: Case Study of a Remote Privacy Literacy Collaboration by Sarah Hartman-Caverly, Alexandria Chisholm, Alexandrea Glenn
- Breaking Barriers: How Libraries Can Better Support Female Architecture Students for Professional Success by Cathryn Copper, Sara Jamal Eddin
Go to https://crl.acrl.org/index.php/crl/issue/view/1634/showToc
Photo by Sheila Webber: cherry blossom, April 2023
Friday, May 05, 2023
Inquiring teachers - online courses
Two upcoming online courses from Andrea Baer's Inquiring Teachers are:
- The ACRL Framework for Information Literacy: Reframing Teaching Practices. US $285 (10 July - 22 August 2023) http://inquiringteachers.com/courses/acrl-framework/
- Information Literacy in Politically Polarized Times. US $200. (16 October - 14 November 2023) http://inquiringteachers.com/courses/il-polarized-times/
Photo by Sheila Webber: cherry blossom in Cambridge, April 2023
Thursday, May 04, 2023
Information evaluation; Health literacy; Media literacy research
The latest issue of open-access Journal of Media Literacy Education ( Vol. 15, Issue 1, 2023) includes the following:
- Critical Online Information Evaluation (COIE): A comprehensive model for curriculum and assessment design by Lauren Weisberg, Xiaoman Wang, Christine Wusylko, and Angela Kohnen
- Exploring critical media health literacy (CMHL) in the online classroom by Laura Squires, Adrienne Peters, and Linda Rohr
- Evolving trend of media literacy research: A bibliometric analysis by Nese Kutlu-Abu and Rumiye Arslan
Go to https://digitalcommons.uri.edu/jmle/vol15/iss1/
Photo by Sheila Webber: blossom on the wall, April 2023
Wednesday, May 03, 2023
Media and Information Literacy curriculum in more languages #MILCLICKS penser de manière critique, hacer clic sabiamente
You can download all versions at https://unesdoc.unesco.org/ark:/48223/pf0000377068
Photo by Sheila Webber: cherry blossom, April 2023.
Tuesday, May 02, 2023
Registration open for #ECIL2023
Monday, May 01, 2023
Visual Methods Round-Up @asist_org
Advance notice that I'm one of a team delivering a workshop on visual methods as part of the ASIS&T (Association for Information Science and Technology) Annual Meeting.It is likely to be on 27th or 28th October 2023, and it will be in-person in London.
The other team members are: Iulian Vamanu (University of Iowa, USA), Judith H. Van Alstyne (University of Rochester, USA), Jenna Hartel (University of Toronto, Canada), Rongqian Ma (Indiana University Bloomington, USA), Sophie Rutter (University of Sheffield, UK)
The abstract is "Visual research centers upon images, not words or numbers. Over the past century, visual research has proliferated across the social sciences and today there are innumerable variations. This in-person Workshop “rounds-up” students, scholars, and practitioners engaged in Visual Research across Information Science. Our goals are: 1) To fortify a shared understanding of fundamental concepts associated with visual methods; 2) To showcase the diversity of image-based projects across Information Science, while offering constructive commentary and seeding friendships; and 3) To brainstorm a compelling Research Agenda that maximizes our effort and unifies our community into the future. We hope this workshop will not only deepen everyone’s understanding of visual methods, but also foster a supportive community that encourages productive collaborations among researchers focused on visual media and methodologies."
The image is by Jenna Hartel.
Sunday, April 30, 2023
Open Education
Photo by Sheila Webber: fallen blossom, April 2023
Friday, April 28, 2023
Webinar: Learning Transfer @LISPedagogyChat
Free webinar today 28 April 2023 at 14.00 US Eastern time (which is, e.g., 19.00 UK time) in the LIS Pedagogy Chat series: Learning Transfer
"Many library workers, like other educators, may find it difficult to teach users everything they need to know during both synchronous and asynchronous learning experiences no matter the length. Join Kaneisha Gaston, Engagement Librarian, in an introduction to learning transfer and its relevance in library instruction. Participants will review the concept, explore examples of learning transfer and discuss its impact on student learning outcomes."
Register on this page (scroll down to find this specific event)
https://www.lispedagogychat.org/schedule-registration
Photo by Sheila Webber: spring branches, April 2023
Thursday, April 27, 2023
Winners of Ross Todd Outstanding Research Paper and Outstanding Research Project awards
The award for the Outstanding Research Paper goes to Frankie Marsh (University of Cambridge, UK) for Unsettling information literacy: Exploring critical approaches with academic researchers for decolonising the university (copyedited by Sae Matsuno).
The award for Outstanding Research Project goes to Sarah Wolfenden (Brunel University, UK), for Using coaching techniques to teach information literacy to first year English undergraduates (copyedited by Harriet David).
The award was informed by a public nomination process and judged by Professor Annemaree Lloyd, Dr Lauren Smith and Amber Edwards. This is a biannual award and will next be awarded in Spring 2025.
Wednesday, April 26, 2023
Virtual Poster Session
The ACRL Distance and Online Learning Section Instruction Committee is holding their free 5th annual asynchronous Virtual Poster Session from now until 28 April 2023. "During this week, 15 posters about online teaching and learning practices are available to view and comment on, and presenters are available to answer questions."
There are numerous posters relevant to information literacy e.g.
- User Testing While Under Construction: Incorporating Student Feedback During the Development of Asynchronous Tutorials
- Be your own library instruction DJ: Locating, remixing, and collaborating on instructional objects
Posters take the form of short videos, infographics etc.
Go to https://acrl.ala.org/dols/events/distance-and-online-learning-virtual-poster-session/
Photo by Sheila Webber: cherry blossom, April 2023
Tuesday, April 25, 2023
#CALC23 registration open
The critical librarianship CALC23 conference is online 24-25 May 2023. Tickets are £15.00. Sessions are as follows (abstracts are at https://sites.google.com/view/calcconference/calc2023?pli=1
together with links to the registration form)
- The Gap in critical librarian scholarship and library 'decolonisation' initiatives: technology (Naomi Smith)
- Multilingualism in the library: the importance of physical and metaphorical space for linguistic diversity (Dr Sabine Little)
- Using the Homosaurus in a public library consortium: a case study (Rachel Fischer)
- eBook accessibility: design for accessibility, inaccessible by design (Siobhan Haimé)
- At the intersection: IFLA LRM*, Queer Theory, and Marxism for conceptualising gender variance in the bibliographic universe (Kris Massengale)
- An Investigation of best practices for decolonising academic library collections (Jess Jordan)
- Collaborative cataloguing ethics: a code for all seasons (Jane Daniels, Karen Snow, Beth Shoemaker, Diane Pennington, May Chan & Sarah Furger)
- Critical Race Theory as a framework for decolonisation: the pursuit of equity in information practice, scholarship and education (Grace O'Driscoll)
- 'They burn so bright whilst you can only wonder why': stories at the intersection of social class, capital and critical information literacy (Andrew Preater, Rosie Hare, Teresa Crew, Krishna Maroo & Darren Flynn)
- Being a neurodivergent librarian (Maria King, Caroline Ball and Andy Walsh)
- Extending the impact of library teaching interventions through reflective practice (Karen Poole, Nick Whitfield & Jane Pothecary)
- Dimensions of diversity: approaches to operationalising reading list 'diversity' (Siobhan Haimé)
There are bursary places available. "Bursary places are therefore offered to specific groups/communities in the first instance. Eligible groups/communities include: POC/BAME/Global Ethnic Majority attendees; Those for whom English is an additional language; LGBTIQA+ attendees;
Disabled attendees; Deaf attendees; Neurodivergent attendees; Attendees from working class backgrounds. Bursary places are offered via a lottery. Closing date 12 May 2023.
Photo by Sheila Webber: fallen blossom, April 2023
Monday, April 24, 2023
Call for proposals: Digital Pedagogy Institute
The 9th annual Digital Pedagogy Institute conference (taking place virtually on August 16-17, 2023) is seeking proposals, deadline 10 May 2023.
Full call for papers at https://uwaterloo.ca/digital-pedagogy-institute/call-proposals and the proposal form is here It is a partnership between Brock University, Toronto Metropolitan University , the University of Toronto Scarborough Library and the University of Waterloo (all in Canada). There are 2 keynotes: Machinations: Artificial Intelligence, Ethics of Care, and the Future(s) of EdTech
(
Dr. Brenna Clarke Gray
Coordinator, Educational Technologies at Thompson Rivers University) and Embracing vulnerability: Interrogating colonialism as a team (Kim Carson, Bobby Glushko, Dan Sich, Christi Sich, Heather Campbell; Western Libraries)
Conference themes include:
a. Critical ideologies and digital pedagogy:
b. Digital (de)colonialism:
c. Inclusivity, accessibility, and digital pedagogy:
e. Digital pedagogy and the post-truth society
Formats available are: Presentations; or Tool demos/workshops
Sunday, April 23, 2023
#WorldBookDay 2023: Indigenous Languages
Today is the global World Book and Copyright Day with the theme of Indigenous Languages. IFLA has a post on this https://www.ifla.org/news/ifla-celebrates-world-book-day-with-a-spotlight-on-indigenous-languages/ highlighting the IFLA Statement on Indigenous Traditional Knowledge.
Given the theme, I will highlight the open access book by Rachel Chong - Indigenous Information Literacy, which "outlines best principles for working with Indigenous print and oral sources in academic research": https://kpu.pressbooks.pub/indigenousinformationliteracy/
23rd April was chosen by UNESCO as World Book Day as it is the date on which William Shakespeare, Miguel de Cervantes and Inca Garcilaso de la Vega all died.
As a final link, my Twitter my eye was caught by a post by Visit Norway with some facts about Norwegian, books authors and readers - nice to see a tourist agency highlighting books and reading!
Saturday, April 22, 2023
Speakman wins IL award
Friday, April 21, 2023
Building critical thinking skills by fostering inquiry-based and dialogue learning in research consultations #LILAC23
Pam McKinney liveblogging: Meredith Knoff and Margaret McLaughlin spoke about their project to develop research consultations using two pedagogies, inquiry based learning and dialogic learning. Often research consultations become very transactional, focusing on retrieving a specific resource, rather than focusing on developing approaches to research. Learning-centred pedagogies, that position the librarian as a collaborator can help address this. Inquiry based learning is all about developing curiosity, generating questions, and is linked to the ACRL information literacy framework. Dialogic learning is about collaborative interaction between teacher and student, ideas are created through this interaction, and encourages critical thinking. Teachers encourage questioning, argument, reasoning, and is developed through the 1-2-1 research consultation.
The learning commons research desk is the primary support point for students. The student sits next to the staff member, and they support brainstorming sessions, they help in developing research strategies, selecting material and evaluating it. The original consultation model relied on assumptions of student needs that were transactional, the new model begins with a dialog about the students needs, the student and librarian collaboratively identify research strategies and sources. This model encourages the development of transferable skills, so the student can replicate the process in future research tasks.
This approach helps students build skills that are prized by employers in critical thinking, self directed learning and collaborative interaction. It helps students make links between their information literacy practices in daily life to ones they use in their academic lives.
Photo by Pam McKinney: conference venue
#LILAC23 information practices of the homeless
Pam McKinney liveblogs: This session reported on a collaborative study by Andy Lacey with the Spires homeless centre in London. There are 270,000 homeless people in the UK, but there are many types of homeless people and lots of stereotypes. Discussion took place with Spires to work out what an information focused project could look like, and how the charity could support information use. Some information needs are not different from the main community, but needs may be more acute. There has been limited research on information practices of the homeless, and much is based in the US and is over 10 years old.
The research objectives for the study were to explore how the lived reality of homelessness shapes information practices, how embodied information practices factor, and the role of the Spires charity in this space. For many people problem centred information seeking involves easy to find information sources. Trusted social sources are preferred over the internet or books for homeless people. Homeless people have less access to recognised information sources, and a reduced pool of social information sources. There’s been little research into how homeless people share information with each other. Homeless support services are not recognised as information providers in the research literatur, even though they play a significant role in giving useful information to homeless people.
This was a small scale study, but the data was very rich. Interviews were recorded and transcribed, and a thematic analysis took place. There were multiple ways that participants found information. Sharing information socially was really important, particularly for the rough sleepers. Accessing information through conversation was important, and friends and family were trusted to provide accurate information. Participants would use different strategies to manage information, for example drawing information maps and pictures to help them remember key information. Information was posted on a fridge door to help with remembering it.
Embodied knowledge is a little ambiguous, but means information gathered from the body, or shared through the body. Rough sleepers gathered and shared embodied information. Presenting oneself as a dangerous or aggressive was an important self-protective practice. Observing others being attacked was an important lesson in how to behave. The Spires centre acted as an information provider, and signpost toward more information, and staff would support the development of people's information practices. Many users had negative experiences with statutory services such as the police meant they lacked trust. A process of resilience building helps establish a relationship, and then staff could more easily support information giving.
Lifelong learning for very socially deprived people or those with complex needs through the public library is not always appropriate. Spires staff have specialist information knowledge, but basic human needs for food and warmth have to be met before information needs can be addressed. Trust was an important aspect of the study, both with the social circle and with support services in terms of how well homeless people could interact with information. Homeless people expended huge amounts of energy: they have to share very personal information about themselves in order to receive basic support. In this landscape, posters and leaflets are important sources of information and libraries are good places to host this information. Relationship building is very important and has to take place before information can be provided.
Photo by Pam McKinney: one of the miniature doors, Cambridge
#LILAC23 Pivot pondering: musings about one library’s role in supporting tech-enhanced learning
Pam McKinney live blogging from the final day of the #LILAC23 conference in Cambridge. This is the keynote session led by Regina Everitt who is the director of library services at the university of east London. The university of East London is 120 years old, with a focus on the career development of students. There are 155 different nationalities amongst the students, and they are seeing increasing numbers of international students. There are about 40 staff members in the library. When Regina joined the university it was moving towards active learning as the core pedagogy, which focuses on solving problems, analysing and discussing case studies.
Moodle is the VLE at the university, and they made lots of use of Microsoft teams and share point to allow staff to collaborate. The usual challenges were raised around lecture capture, and the adoption of technology to support learning and teaching. Regina was keen to implement social learning spaces in the library, which are standard practice now in library learning spaces. Digital proficiency is a core competency for the delivery of the university’s vision for technology supported learning. Regina used 3 models of professional capabilities (from JISC, CILIP and Microsoft) to inform the development of digital skills for staff. She built a comprehensive programme of development based on staff needs, which built confidence to develop more online content for self directed student learning.
In 2020, when the lockdown started, institutions had been engaging in scanario planning and were confident they could continue to deliver services. Although they felt confident, there were still lots of challenges. Devices had to be delivered to staff and students so they could work at home, but the investment in staff capabilities really paid off. When campus services began to open again, the new challenge was to operate dual delivery, with a combination of online and on campus learning. Microsoft teams was used for online synchronous learning. For a lot of students dual delivery meant they didn’t attend in person, but there was a need to develop new ways of working. Students would rather use online chat to get support in the library rather than go to an information point in person. Students still struggle with finding and using electronic resources. So they did some UX work to try to find out what problems students were facing.
In 2021 the Uk government wanted all universities to fullly reopen on campus services, however they had got very used to working in a hybrid way. Thee were more face to face activities complemented with the use of technology based learning. The new challenge is how to make AI work for the library. There is a significant role for librarians in helping students think critically about the way that AI works and what it can be used for. Students are enjoying immersive learning environments.
The UK's Office for Students has now published a blended learning review in June 2022 which defines how blended learning should be used in universities. Blended learning involves learning that combines in person delivery with digital delivery of teaching. It’s important to reflect on the right tools for blended learning. Library spaces need to accommodate the listening of online lectures, e.g. a little booth for online learning, but it’s really tricky to adapt the library building in this way. It’s important to communicate the reasons for the adoption of a particular learning approach to students, and the library needs to be part of this. It’s important to consider equality and diversity, and provide assistive technology for the students who need it.
Academic staff need to be confident in their digital literacy so they can model appropriate use of technology for students. Engagement is important, but many students engage with the library online. It is important to monitor student’s engagement with online library resources to contribute to a picture of student engagement as a whole. The office for students wants universities to have a clear rationale for the use of any technology, and to communicate this to students. Students should have a high quality academic experience, with appropriate resources, support and student engagement. Resources should be up to date, and staff need to be qualified to deliver services and support. Under consumer law, what universities say they will deliver on their website must be the reality. Libraries can support compliance with these new conditions, but could also be a reason why institutions are not compliant.
Photo by Pam McKinney: Cambridge Zoology museum















