Wednesday, June 28, 2017

Jessica Elmore receives Mark Hepworth memorial award #i3RGU

Jessica Elmore, whose PhD I co-supervise with Dr Peter Stordy at the Information School, University of Sheffield, was today the recipient of the inaugural Mark Hepworth Memorial Award. She received it for the best abstract submitted to the i3 conference. The award is in memory of Professor Mark Hepworth (1955-2016) who was a valued information behaviour researcher and educator. Jess is shown here with i3 Chair Professor Peter Reid and Professor Graham Matthews, from Loughborough University, where Mark was a faculty member.

Tuesday, June 27, 2017

Job search information behaviours #i3rgu

I continue liveblogging from the i3 conference at RGU in Aberdeen. The second talk this afternoon that I've attended was authored by John Mowbray, Professor Hazel Hall, Professor Robert Raeside and Dr Peter Robertson (presented by Mowbray, based on his PhD work): Job search information behaviours: an ego-net study of networking and social media use amongst young jobseekers. This research was sponsored by the ESRC, and Mowbray was also exploring issues with Skills Development Scotland. He started with some statistics e.g. 61% people use social media during job search; 31% find jobs through people they know.
Previous research has suggested that it is important (for job searching) to have strong social networks, and tap into wider "weak" social ties too. Social capital is also an issue: developing social capital, and using those in your network who have social capital. Mowbray said there was a gap in terms of rigourous studies of job searching network. Mowbray's research questions were concerned with: what are the key offline networking behaviours employed by young jobseekers during the job search process, and how do social media tools engage with those behaviours.
This presentation focused on the initial, qualitative, stage of the research. There were 7 interviewees (17-24 years, 2 females, based in various locations in Scotland) Tom Wilson's 1981 information seeking behaviour model was used as a framework for the interviews (so gathering data on the person in context, barriers to job seeking, and on actual information seeking). Ego-net data was gathered by a "name generator approach" (asking them literally to name the people/organisations that had given them help; then asking questions about the help given). This was analysed using content analysis and also quantified to create ego-net visuals.
Mowbray then gave more findings relating to specific interviewees. "Ross" wanted an internship in the software industry, he did job search daily. His network included family (Mum and Dad), friends, tutors, classmates and various connections to gaming contacts either via games forums or via Twitter. This included forums hosted by companies that Ross wanted to work with: there was sometimes information about the skills needed in games developers posted in these forums and Ross could be active in the forum. Ross got 4 types of information: on practical skills needed; industry and job roles; contacts and leads and job opportunities.
A second interviewee "Steve" was doing less frequent job serach, with a much smaller network, and he was a less active networker (the information was being pushed to him, rather than him seeking it). There was passive information seeking, notably coming across job related information on Facebook. There was also a lot less information being acquired about skills, job roles and job opportunities.
The barriers to job search were typically: social (not knowing people to ask etc.), intrapersonal barriers (e.g. not thinking about using social media); situational barriers (e.g. lack of access to the internet). Conclusions at the moment include: situational context directing networking behaviours, and therefore "social capital accessed is largely ascribed in nature (e.g. family contacts)". It was also notable how "sporadic and unplanned" the information behaviour was (it being opportunistic etc.) Where social media WAS used it could have "potentially profound information impact" and could "provide access to higher level of (informational) social capital".
Photos by Sheila Webber: Mowbray presenting "Ross"

Exploring Youth Information-Seeking Behaviour @netchildren #i3rgu

I'm liveblogging from the i3 conference at RGU in Aberdeen. The first session this afternoon was authored by Dr Leanne Bowler, Professor Heidi Julien and Dr Leslie Haddon (presented by Bowler and Julien): Exploring Youth Information-Seeking Behaviour and Mobile Technologies Through a Secondary Analysis of Qualitative Data: Methodological Approaches.
They were exploring methodological issues to do with using secondary data, and implications for information behaviour research. They were reusing data gathered for the project http://netchildrengomobile.eu
They started by defining secondary analysis: i.e. that it is data collected for another project and being reused to address different research questions. There is increasing interest in making more use of data collected with public money etc., so there is more pressure to share data, and growth of repositories.
The data set they were using was funded 2011-2014, and was a sister project to UK Kids Online (which I've blogged about before). The goal of Net Children Go Mobile, was not exploring information behaviour, but rather issues of online risk. The qualitative data, which was used for the project covered in this presentation, is not openly available online, but was made available after the researchers had asked whether it could be reused (permission of the EU project partners had to be sought).
They had 24 transcripts of interviews and focus groups with 34 children. (Also there were transcripts from 5 parents and 17 youth workers etc., not related to this presentation).
In this reanalysis they were seeking evidence of information behaviour, in order to understand how mobile technologies may be changing the way that young people seek and use. They used an inductive approach: two aspects they focused on were evidence of new aspects of info seeking; evidence of confirmation of existing info seeking models.
They found that the data did support some existing models of information seeking online e.g. that speed of access was important to young people; that there was an intersection between social media and information seeking, as shown in previous studies (with info seeking not seen as a separate activity, but part of using social media). In terms of technology affordances in relation to information seeking: there was notable co-searching. For example, information seeking could be a family activity. Serious information seeking was not usually done on a small-screen mobile device, but on larger devices such as laptops and PCs. Visual media (e.g. videos) were used for information. Also, the data plan used by the young person shaped data use and therefore information use. The speaker noted that this raised social equity issues (i.e. for those who couldn't afford aplan with lots of data). Finally "attitudes towards information credibility focused on security issues" e.g. if the site didn't have malware of viruses, they might trust the actual information on the website.
Then the speakers moved on to the challenges of data reuse. It was essential to ensure that ethical permission for re-use has already been granted. The reliability and reputation of the new researchers also should be investigated. It is important that there is a correspondance between the data set and the new research questions (and it may be necessary to explore the data before it is evident what ARE valid research questions that can be answered by the data).
Then there are challenges - or frustrations - to do with the protocols (e.g. wishing they had reworded a question a little; not being able to probe questions with participants). The separation between researchers and participants, which is not usual for qualititative research, means that the research and its participants is more difficult to contextualise. In this situation, there was not a huge gulf between the situation in the country where the data was gathered and the country of those doing the analysis, but it would be more problematic if the setting and population were more distant from those reusing the data.
The presentation was followed by some interesting comments and questions, including the ethical and access issues (concerned with re-use)
Photo by Sheila Webber: St Nicholar Kirkyard, Aberdeen, June 2017

Library TeachMeet in Plymouth

On 6 September 2017 there is a free Library TeachMeet in Plymouth. This event is organised by CILIP ARLG South West and CILIP South West Members Network. "This Teachmeet is an opportunity to boost your creativity just in time for the new term. It’s an informal flexible day led by the participants. Your input is invaluable! We’re looking to hear about your teaching experiences in any type of library or information setting. It could be a new teaching activity, or even an old one that really works well. Perhaps you’ve done some research or gathered some useful feedback about your teaching. Or you’ve started a new venture and have lessons to share." People can present in 15 minute sessions or 40 minute workshops, and there are also places for non-presenters. Register at https://www.eventbrite.co.uk/e/library-teachmeet-tickets-35538482558
Photo by Sheila Webber: spot the cone, by the River Ness, June 2017

Thursday, June 22, 2017

Our wicked problem: educating for digital literacy

Fortuitously, this evening an very interesting talk was given at the University of Strathclyde, Glasgow. Since this is just an hour from Edinburgh, I travelled through to hear it after the seminar I attended at Napier University in Edinburgh. Professor Heidi Julien gave an invited talk on Our wicked problem: educating for digital literacy. She started by identifying that digital literacy wasn’t the “solvable” problem that some claimed. Julien then went on to talk about some of the issues associated with fake news: e.g. the extent to which right or left wing media might have more false news. She saw the fake news phenomenon (and associated filter bubbles) as “the making of a crisis for democracy, for good governance, for health and wellbeing” .
Julien identified the increasing resistence to experts by various constituencies (dismissing them as elites, biased etc.): she recommended Nichols (2017) book, The death of expertise: the campaign against established knowledge and why it matters. She encouraged people to engage: be active, expressing views publically, educating government representatives, and advocating for digital literacy.
Julien mentioned the #librariestransform campaign, #librariesresist, posters etc. created by the Association, IFLA etc. and various guides such as http://snopes.com http://bsdetector.tech http://www.thenewsliteracyproject.org. She identified challenges to digital literacy education including that people may overestimate their digital literacy skills, that information practices are complex, information seeking is a dynamic process, that people favour habitual practices and convenient solutions. She also noted that "people are irrational" e.g. that we tend to persevere with an opinion once it is formed, so there is confirmation bias. In particular "resistance to changing our beliefs is especially strong when those beliefs are central to our identity". he mentioned the "backfire effect" - that people confronted with evidence contrary to their beliefs might be even more strongly convinced of their own belief in reation. There were numerous other challenges to digital literacy - for example, that social conformity affected decision making (so if extreme views are the norm, there is pressure to adopt them).
Julien proposed that it is necessary for educators to engage with the issues in classrtoom discussion, and teach people to teach digital literacy - including teaching library and information professionals. She listed various essentials (such as being taught about learning theory, online learning, assessement - I will just put in an advertisement here for the Information Literacy module I teach at Sheffield University iSchool which includes learning about teaching and covers some of this ;-)
There was an interesting discussion afterwards that touched on topics such as: librarians and neutrality; access and awareness; how filter bubbles may create an illusion of digital fluence (that because you can navigate your filter bubble well, you don't realise what you are missing and your lack of competence outside your bubble).
Thanks to the Department of Computer and Information Sciences at Strathclyde for organising this.

Connecting People Connecting Ideas and digital ways #CPCINapier

Today I’m at a seminar at Napier University, Scotland, organised by Professor Hazel Hall and Frances Ryan. It’s called Connecting People Connecting Ideas, and is focused on sharing ideas for research and identifying priorities.
Most of the day is about discussing the ideas, but it is starting with a talk from Simeon Yates, on Ways of being in a digital age. This is the title of an ESRC-funded research project https://waysofbeingdigital.com/ (which I see included someone from University of Sheffield, which demonstrates again that academics don’t know what’s going on in their own university, or that academics keep their research to themselves (or both ;-). The project has produced a report, but the ESRC (Economic and Social Research Council, a major funding body in the UK) is still mulling it over (it commissioned it in order to steer its research priorities), so he was just able to indicate some themes.
He started by going back to Marshall McLuhan, with the idea that we would become connected, and Yates showed graphs indicating the growth in the numbers of communication media from prehistory to the present (obviously, with huge growth recently). He talked about the need for (and challenge of) interdisciplinary work. For example, the power of bringing together artists with people in information science and medicine, to look at a medical issue from a new perspective. He also emphasised the constants of culture and human interaction (e.g. gender differences in how peopel interact via txt msg is certainly not just to do with technology).
One of the foci for the project was probing the naure of digital inequality. He emphasised that some things that are associated with age/generation are actually cohort factors (e.g. young people may consume more digital media, but they also consume all sorts of other media, and it could be more to do with older people generally consuming less media because they have other things to do in their lives). He showed some interesting cluster analysis using Ofcom data, which e.g. showed the correlation with social class.
Another project he mentioned as I'd hide you (in which performers with webcams went round cities and tried to spot each other with enagagement from the public online: Yates mentioned a moment when the social/digital divide emerged starkly when a performer went to a good spot to hide and there were homeless people using that "hiding place" as a place to stay. That was an encounter between the digitally superserved and underserved. Yates was also referring to an Ofcom research project/report I have mentioned before on this bloog, which showed that although people with less money were apparently online, their dependence on what they could do on a mobile phone limited their options (e.g. they needed a better computer to fill in job seeker forms) and also didn't develop some useful skills.
He also looked at the various studies (again including a Pew study that I think I blogged here) that showed that people with different poltical opinions consumed and shared different media, with not a huge overlap. Finally he showed evidence that, whilst previous industrial changes had created different types of jobs, technological change did actually seem to meaqn reduction in jobs.
Photo by Sheila Webber: view out the window from the seminar!

Tuesday, June 20, 2017

How can we all best use scientific evidence?

There was a lot of news coverage today of a report produced by the (UK) Academy of Medical Sciences, reporting on an inquiry into "how the generation, trustworthiness and communication of scientific evidence can be enhanced to strengthen its role in decisions by patients, carers, healthcare professionals and others about the benefits and harms of medicines." The key statistics that caught my attention were that "In a survey of 2,041 British adults, commissioned to inform the project, only about a third (37%) of the public said they trusted evidence from medical research, compared to approximately two-thirds (65%) who trusted the experiences of their friends and family." [extract from the summary report] I was trying to find more detail on this study on the AMS website, but have failed so far. Everyone seemed to be rather surprised by this finding, but in fact I think it chimes in with results of a good deal of Information Behaviour research which shows that people rely on advice from trusted personal sources.
The report focuses on making recommendations about how the evidence base could be improved and how the various stakeholders (including patients) could contribute to better health decisions. It includes (for example) messages for communicators "We believe researchers, research funders, universities and press officers should work together to help make sure that evidence about medicines is communicated accurately. We also believe that journalists should be aware of the potential impact on the public of the way they report health stories. Journalists could be better supported to report the results from research more accurately by clear markers – such as a traffic light system - on health press releases. Training for journalists and their editors could also help, and good practice guidelines for scientists, press officers and journalists should be drawn up or better followed where they already exist."
The website with reports, "case studies" (detailed examinations of examples including statins, and the MMR vaccine) and short videos is at http://acmedsci.ac.uk/policy/how-can-we-all-best-use-evidence
Photo by Sheila Webber: heron, Amsterdam, May 2017

Monday, June 19, 2017

#ACRLFramework for Information Literacy Toolkit launched

The ACRL Framework Advisory Board (FAB) has launched of the ACRL Framework for Information Literacy Toolkit. It takes the form of a free LibGuide and is focused around four "modules": Finding Time to Engage the Framework, The Framework’s Structure, Foundations of the Framework, and Strategies for Using the Framework. They say that "A fifth module, Collaboration and Conversations with the Framework, is currently in development." Each of these sections has: Guided Reading Activity, Discussion Prompts, Activities, Key Concepts, Key Readings, and some also have Handouts. They say that "Librarians can use the ACRL Framework Toolkit resources in a variety of ways: for their individual professional development needs; to form a community of practice with their colleagues around the Framework and information literacy; and to develop workshops and professional development opportunities in their libraries and also for local, regional, and state-level events and conferences." Go to
http://acrl.libguides.com/framework/toolkit
Photo by Sheila Webber: bowl and jewellery, June 2017

Saturday, June 17, 2017

Christine Bruce: Building information and learning experiences through partnerships

The AMICAL Consortium held its 2017 annual meeting and conference on 17–20 May at the American College of Thessaloniki, Greece with the theme of Centering on learning: Partnerships and professional development among librarians, faculty and technologists. There are videos and presentations available, and in particular I will highlight the keynote from Christine Bruce: Building information and learning experiences through partnerships (embedded below). Another talk very relevant to this blog was Interdisciplinarity, co-teaching, and information literacy from Elena Berg, Antonio Lopez, Linda Martz and Michael Stoepel
Links at https://www.amicalnet.org/conference/2017/schedule

Thursday, June 15, 2017

Recent articles: STEM infolit; data literacy; digital literacy; information behaviour of farmers and beggars

(open access) Harris, S.Y. (2017). Undergraduates’ assessment of Science, Technology, Engineering and Mathematics (STEM) information literacy instruction. IFLA Journal, 43(2), 171-186. http://www.ifla.org/files/assets/hq/publications/ifla-journal/ifla-journal-43-2_2017.pdf (this is a pdf of the whole issue)

(priced) articles from the Journal of Librarianship and Information science (volume 49, issue 1)
- Data literacy for researchers and data librarians by Tibor Koltay, pp. 3–14
- A study on the effect of digital literacy on information use behavior by Younghee Noh, pp. 26–56
- Information sources preference of poultry farmers in selected rural areas of Tanzania by Grace E.P. Msoffe, Patrick Ngulube, pp. 82–90
- An explanatory study into the information seeking-behaviour of Egyptian beggars by Essam Mansour, pp. 91–106
http://journals.sagepub.com/toc/lisb/49/1
Photo by Sheila Webber: wild strawberries, June 2017

Tuesday, June 13, 2017

Backward Design for Information Literacy Instruction

A priced online course is: Backward Design for Information Literacy Instruction, a Library Juice Academy course taught by Andrea Baer. It runs July 3 2017- August 11th 2017 and the cost is US$250
"As librarians look increasingly to integrated models of information literacy (IL) instruction that reach far beyond the one-shot and the mechanics of searching, it is becoming ever more essential that we design instruction that foregrounds learning as an incremental and ongoing process. Backward design – which is an iterative process that begins with considering learning goals, then determining acceptable evidence of learning, and addressing those outcomes through sequenced activities - offers powerful ways to develop IL instruction that fosters critical thinking and habits of mind like inquisitiveness and reflection.
"In this 6-week course, participants will focus on three essential pieces of backward design – learning outcomes, assessment, and sequencing – and their applications for IL instruction. Throughout the course, students will dissect how these elements of backward design function in various activities and assignments, while simultaneously developing and refining their own activity, assignment, or lesson plan. Through weekly discussions and assignments, participants will reflect on course readings and instruction examples, share teaching experiences and ideas, and exchange constructive feedback on one another’s developing instruction plans."
More info at http://libraryjuiceacademy.com/110-backward-design.php
Photo by Sheila Webber: sage flowers in the garden, June 2017


Friday, June 09, 2017

Hepworth Festschrift: Information behaviour/Literacy, HIV/AIDS, Dementia, Mobile phones

The latest issue of the Aslib Journal of Information Management (priced publication) is a Festschrift in honour of Professor Mark Hepworth, who died last in December 2016. As it says in the introduction to the issue he "for many years pushed forward the boundaries in studies of people’s information behaviour and their information experience" ". In his last post he was Chair in People’s Information Behaviour at Loughborough University, UK. There is an obituary here. The picture is one I took of him presenting at the i3 conference in 2013.
The issue includes an article based on part of the findings from one of my graduated PhD students, Kondwani Wella, and coauthored with me and Professor Phillipa Levy:
Wella, K., Webber, S. and Levy, P. (2017). Myths about HIV and AIDS among serodiscordant couples in Malawi. Aslib Journal of Information Management, 69 (3),278 - 293.
The other articles are:
- Harland, J., Bath, P., Wainwright, A. and Seymour, J. (2017). Making sense of dementia: A phenomenographic study of the information behaviours of people diagnosed with dementia Aslib Journal of Information Management, 69 (3),261 - 277)
- Cibangu, S., Hepworth,M., and Champion, D. (2017) Mobile phones for development: An information case study of mobile phone kiosk vendors in the Congo Aslib Journal of Information Management, 69 (3),294 - 315.
- Kelechukwu Ibenne, S., Simeonova,B., Harrison, J and Hepworth M. An integrated model highlighting information literacy and knowledge formation in information behaviour Aslib Journal of Information Management, 69 (3), 316 - 334
- Foos, S., Majid, S. and Chang, Y.K. Assessing information literacy skills among young information age students in Singapore. Aslib Journal of Information Management, 69 (3), 335 - 353
- Taylor, L. and Willett, P. (2017). Comparison of US and UK rankings of LIS journals. Aslib Journal of Information Management, 69 (3), 354 - 367
Contents page at http://www.emeraldinsight.com/toc/ajim/69/3

Thursday, June 08, 2017

Webinar recordings: Community College/ infolit; living with the Framework

Recordings of two ACRL Student Learning Information Literacy Committee sponsored webinars are available:
- ACRL SLILC Framework for Information Literacy: A Community College Showcase (Recording from April 12, 2017: 3 panelists talk about how they are using the Framework): https://youtu.be/hTuerD9NA5M
- ACRL SLILC: Framework Freak-out: How to Stop Worrying and Learn to Live With the Framework (Recording of the June 1, 2017: talk by Meredith Farkas): https://youtu.be/sC66KgSBrd4
Photo by Sheila Webber: working in the park, Sheffield, June 2017

Two Paths Converge: Designing Educational Opportunities on the Intersections of Scholarly Communication and Information Literacy

There is an ACRL Roadshow taking place in the Albert B. Alkek Library at Texas State University, USA, on July 14, 2017: Two Paths Converge: Designing Educational Opportunities on the Intersections of Scholarly Communication and Information Literacy. "This is a full day workshop and attendees will gain a better understanding of the intersections of scholarly communication and information literacy and obtain the expertise to develop education and outreach initiatives that address the aspirations and needs of scholars, students, and researchers at their institutions." More info at http://bit.ly/ACRLIntersectionsRoadshow

Wednesday, June 07, 2017

New #openaccess articles:@JInfoLit anniversary issue: information literacy theory, discipline, learning and more!

The tenth anniversary of the open access journal Journal of Information Literacy has been celebrated with a bumper issue (volume 11 issue 1) of articles by information literacy experts from around the world.
The articles can all be accessed from the contents page at http://ojs.lboro.ac.uk/ojs/index.php/JIL/issue/view/185
They are:
- Information literacy: conceptions, context and the formation of a discipline by Sheila Webber, Bill Johnston (this is my blog so I'm highlighting the article by me ;-)
- Information literacy and informed learning: conceptual innovations for IL research and practice futures by Christine Susan Bruce, Andrew Demasson, Hilary Hughes, Mandy Lupton, Elham Sayyad Abdi, Clarence Maybee, Mary M Somerville, Anita Mirijamdotter
- Crossing the threshold: reflective practice in information literacy development by Sheila Corrall
- Lessons from Forty Years as a Literacy Educator: An Information Literacy Narrative by James Elmborg
- The Warp and Weft of Information Literacy: Changing Contexts, Enduring Challenges by Barbara Fister
- Posing the million dollar question: What happens after graduation? by Alison J. Head
- Information literacy and literacies of information: a mid-range theory and model by Annemaree Lloyd
- How can you tell if it’s working? Recent developments in impact evaluation and their implications for information literacy practice by Sharon Markless, David Streatfield
- Information Literacy: Agendas for a Sustainable Future by Ross J. Todd
- Information literacy is a subversive activity: developing a research-based theory of information discernment by Geoff Walton
Photo by Sheila Webber: rose "Sheila", June 2017

Monday, June 05, 2017

Random sample video from @pewresearch #researchmethods

The Pew Research Center conducts good quality research into aspects of (US) American life, and I have highlighted numerous of their reports about Americans' use of the internet, social media etc. They seem to have started a series about research methods, and the first is a short (2 mins 25 second) video about random samples. Obviously they can't cram a complete description of sampling into under 3 minutes, but it is a nice introduction. When teaching research methods, I find that the fact that "random" can mean "any old thing" in ordinary language can prevent people from realising that random samples are definitely not composed of whatever sample happens to come along. The introduction and video are at http://www.pewresearch.org/fact-tank/2017/05/12/methods-101-random-sampling/ and I have also embedded it below



Saturday, June 03, 2017

Qualifikationsprofil des Teaching Librarian

On the same theme as yesterday: from the German Library Conference tweets I picked up a link to:
Scholle, U. (2016). Qualifikationsprofil des Teaching Librarian: Positionspapier der Gemeinsamen Kommission Informationskompetenz von VDB und dbv. o-bib, 3(1). https://www.o-bib.de/article/view/2016H1S71-73 [in German] [open access]
This roughly translates to: qualification profile of a teaching librarian: position paper from the VDB and dbv's [German library/information associations] joint commission on information literacy. It is intended to address formal learning and continuing professional development. The tables at the end list subject knowledge and personal competencies that are seen as required. They propose differentiating the competencies, depending on the type of library and level of study (in information/library school: in Germany many qualifications still vary, I think, according to the library or information sector being targeted).
Photo by Sheila Webber: rhododendron, May 2017

Friday, June 02, 2017

Roles and Strengths of Teaching Librarians

A month ago (apologies for missing it) ACRL published Roles and Strengths of Teaching Librarians, "a revision of the 2007 ACRL Standards for Proficiencies for Instruction Librarians and Coordinators". The roles are: advocate, coordinator, instructional designer, lifelong learner, leader, teacher, and teaching partner. "The purpose of the roles is to conceptualize and describe the broad nature and variety of the work that teaching librarians undertake as well as the related characteristics which enable librarians to thrive within those roles. These seven roles, which can and do overlap, are intended to help librarians situate our individual work experiences within the broader work of academic libraries and within academic communities, as well as suggest creative new areas for expansion."
The document could be useful for discussion about current and futures roles (training, goals etc.), and I think I will also use it next year in educating about teaching information literacy, as a complement to the Wheeler and McKinney (2015) article which outlines four conceptions of the role of the librarian in teaching.
I think I would have brought together the Teacher and Instructional Designer roles (either under Teacher or under Educator) though this may partly be an issue of UK vs. US educational terminology (I think in the UK we use the word teacher more broadly and we avoid the "instruction" word).
Go to http://www.ala.org/acrl/standards/teachinglibrarians
Reference: Wheeler, E., and Mckinney, P. (2015). Are librarians teachers? Investigating academic librarians’ perceptions of their own teaching roles. Journal of Information Literacy, 9(2), 111–128. http://doi.org/10.11645/9.2.1985
Diagram copyright ACRL

Thursday, June 01, 2017

Improving Library and Information Services: Phenomenographically!

There are still some priced places (£60) available on the one-day workshop on phenomenography I am running with colleagues on 13 June 2017 here in the Information School Sheffield University, UK. (all the free IL Group places are gone, I'm afraid). It is called Improving Library and Information Services: Phenomenographically! and is an introduction to phenomenography for anyone in the library/information field. The colleagues with whom I am running the workshop are: Bill Johnston, Lauren Smith, Eva Hornung and Emily Wheeler, so a stellar lineup ;-)
More information, and registration at https://www.eventbrite.co.uk/e/improving-library-and-information-services-phenomenographically-tickets-33848126658
Photo by Sheila Webber: a wall in the Sheffield Methods Institute.

Wednesday, May 31, 2017

Digital Citizenship conversation & resources #digciz

DigCiz "is a conversation [carried out using the #digciz hashtag] centered around questions of persons, environments, and shared experience as they relate to ideas of Digital Citizenship". There are organised conversations going on throughout June, with a different focus every week. This week activities are making a #4wordstory about digital citizenship and posting to the #digciz hashtag on twitter and participating in a live Open Hangout on June 1st at 3pm US Eastern time, which is 8pm UK time. More info on this at http://worldliterate.miazamoraphd.com/digciz/digciz-summer-2017-conversations-starting-this-week-join-us/
It's also worth checking out the website for its list of digital citizenship resources etc.
The website is at http://digciz.org/
The programme for the conversations is at http://digciz.org/uncategorized/digciz-june-2017-is-here/
Photo by Sheila Webber: goose, Amsterdam, May 2017, captured by the digital

Libraries Transforming the Student Experience Through Service Learning

Registration is open for a conference: Bridging Campus and Community: Libraries Transforming the Student Experience Through Service Learning, to be held at
Santa Clara University, Santa Clara, USA, August 7-8, 2017. There are interesting-looking sessions. The registration Cost is US$125. More information at http://scholarcommons.scu.edu/libraries-and-service-learning/2017/Sessions/
Photo by Sheila Webber: Rhododendron, May 2017

Beyond Worksheets

Beyond Worksheets: Using Instructional Technologies for Authentic Assessment of Student Learning is a priced webinar from ACRL on 1 June 2017 at 2pm US Eastern time (7pm UK time). Prices include: ACRL member: $50; Nonmember: $90. The presenter is Melissa Mallon, Director of Peabody Library/Director of Liaison and Instruction Services, Vanderbilt University. More info at http://www.ala.org/acrl/beyondworksheetswebcast

Tuesday, May 30, 2017

Fake News Friday

I missed these whilst they were being broadcast ... but the Open University Library did a series of "Fake News Friday" live Facebook sessions, which are now available as videos. Lasting 3-5 minutes, they went out every Friday http://www.open.ac.uk/library/training-and-events/facebook-live-events. Each broadcast focused on two of the elements from the IFLA "How To Spot Fake News" infographic https://www.ifla.org/publications/node/11174, so all 8 arer covered in the end.

Monday, May 29, 2017

Information Literacy for Demographic Engagement

Reports are available for a project funded by the UK's Information Literacy Group: Information Literacy for Demographic Engagement (IL-DEM). "The project was completed by a team from the Centre for Social Informatics at Edinburgh Napier University. This comprised Professor Hazel Hall, Peter Cruickshank and Dr Bruce Ryan. The focus of the project was information literacy amongst those involved in hyperlocal democracy in Scotland as community councillors (the equivalent of parish councillors in England)." In order to carry out the research "In late 2016 the project team interviewed a sample of community councillors representing different types of communities (ranging from rural to urban, and from deprived to wealthy). Another set of community councillors completed an online survey, and some additional data was also obtained from public officials and librarians. Finally, desk research was undertaken into local authority policies about library support for community councils"
Conclusions include that "although community councillors are practised in obtaining and publishing information, the levels of information literacy that they exhibit indicate that their democratic roles could be strengthened with (further) training and development."
There is a stakeholder report here: https://communityknectdotnet.files.wordpress.com/2017/02/il-dem-stakeholder-report-january-2017.pdf
A summary of the findings is here: http://www.informationliteracy.org.uk/wp-content/uploads/2016/10/ILG-IL-DEM-website-summary.pdf
Photo by Sheila Webber: Heron, Amsterdam, May 2017

Friday, May 26, 2017

Collaborative Instructional Design

A recording of the ACRL DLS Instruction Committee Spring Forum event Collaborative Instructional Design delivered by Joelle Pitts is available (embedded below).
There is also a recording of the ACRL Instruction Section Management & Leadership Committee's event Developing an Effective Mentoring Program at https://youtu.be/sK74pZpEJTk

Thursday, May 25, 2017

Statistics literacy

A short article on the Royal Statistical Society's Statslife site by Hetan Shah (RSS Executive Ditector) a few days ago asserts that: Critical thinking and stats literacy are the answers to a post-truth age. It finishes by saying that "We should explore new ways of promoting critical thinking, statistical literacy and a curious mindset among people young and old. As is so often the case, technical and policy fixes can only take us so far; education is the only sustainable answer to this major societal issue."
Shah, H. (2017, May 17). Critical thinking and stats literacy are the answers to a post-truth age https://www.statslife.org.uk/features/3460-critical-thinking-stats-literacy-are-the-answers-to-a-post-truth-age
The RSS site is worth exploring further, especially the Resources section, where the section "for journalists" could be equally useful for students: it includes exercises, presentations etc. https://www.statslife.org.uk/
Photo by Sheila Webber: rabbit and spotted creature enjoy a long weekend in Amsterdam, May 2017

Wednesday, May 24, 2017

WILU conference: keynotes streamed: Librarians, wâhkôhtowin, and information literacy instruction #wilu2017

The WILU (Canadian information literacy) conference is on now (23-25 May in Edmonton, Canada), and you can follow it at https://twitter.com/hashtag/WILU2017?src=hash
They streamed the opening keynote, and the closing keynote (from Jessie Loyer; Librarians, wâhkôhtowin, and information literacy instruction: building kinship in research relationships) will also be streamed on Thursday 25 - see https://wilu2017.library.ualberta.ca/program/keynote-speakers/

Tuesday, May 23, 2017

New articles: librarians and research/ publication; adult learners

Volume 78 issue 4 of the open access journal College and Research Libraries includes the following:
- Research in the Real World: Improving Adult Learners Web Search and Evaluation Skills through Motivational Design and Problem-Based Learning by Lindsay Roberts ("How can we better engage adult learners during information literacy sessions? How do we increase students’ perception of the relevance and importance of information literacy skills for academic work and life in the real world? To explore these questions, the ARCS Model of Motivational Design and Problem-Based Learning were used to develop activities for a library instruction workshop")
- Academic Librarians’ Changing Perceptions of Faculty Status and Tenure by Elise Silva, Quinn Galbraith, Michael Groesbeck
- Publication Patterns of U.S. Academic Librarians and Libraries from 2003 to 2012 by Deborah D. Blecic, Stephen E. Wiberley Jr., Sandra L. De Groote, John Cullars, Mary Shultz, Vivian Chan
- Journey Mapping the User Experience by Sue Samson, Kim Granath, Adrienne Alger ("Journey mapping plots a process or service to produce a visual representation of a library transaction—from the point at which the student accesses a service to its final resolution. Service scenarios are identified, and maps are produced that reflect the journey from the student’s point of view. The student map is then compared to an “ideal” journey, and the differences are used to explore changes that would improve the service experience.")
- Developing Online Communities for Librarian Researchers: A Case Study by Lili Luo, Marie Kennedy, Kristine Brancolini, Michael Stephens
The home page for this issue is at http://crl.acrl.org/index.php/crl/issue/view/1074/showToc
There seems to be a new publishing format for this publication: the archive list of copies is at http://crl.acrl.org/index.php/crl/issue/archive
Photo by Sheila Webber: Amsterdam, May 2017 (note the heron perched in the tree on the left)

Friday, May 19, 2017

New articles: transition, transfer students

Reference Services Review volume 45 issue 2 2017 (priced publication) includes:
- Thinking critically about information by Eleanor Mitchell , Sarah Barbara Watstein
- Getting Out the Truth: The Role of Libraries in the Fight against Fake News by Oliver Batchelor
- Exploring Motivation: Integrating the ARCS Model with Instruction by Krista M. Reynolds , Lindsay Michelle Roberts , Janet Hauck
- Using Information Literacy to Support Teaching Practicum Students by Sara Maurice Whitver
- Digital Research Notebook: A Simple Tool for Reflective Learning by Julia A Glassman, Douglas M Worsham
- Ready-to-Go Assessment: The Implementation and Design of a General Assessment Tool by Cara Berg
- Teaching Research Skills Through Embedded Librarianship by Nadine Hoffman , Susan Beatty , Patrick Feng , Jennifer Lee
- Adult Transitional Theory and Transfer Shock in Higher Education: Practices from the Literature by Tammy Ivins , Kimberly Copenhaver , Alyssa Koclanes
- International Students and Information Literacy: A Systematic Review by Meggan Houlihan , Claire Walker Wiley , Amanda B. Click
- Information Literacy Needs of Community College Students in Transition: a Literature Review by Elizabeth Nelson
- Are transfer students lagging behind in information literacy? by Min Tong , Carrie Moran
- Understanding the Transfer Student Experience Using Design Thinking by Linda Whang , Christine Tawatao , John Danneker , Jackie Belanger , Stephen Edward Weber , Linda Garcia , Amelia Klaus
- Agoge: An Information Literacy Game for Transfer Students by Andrew Kearns , Breanne A. Kirsch , Virginia Cononie

Contents page at http://www.emeraldinsight.com/toc/rsr/45/2
Photo by Sheila Webber: white lilac, April 2017

Thursday, May 18, 2017

Technology use by older people

Another new report by the Pew Internet research centre investigates the use of technology by seniors in the USA. It identifies that use is increasing, including use of social media and of broadband at home, but there are variations by demographic, in particular better educated seniors with higher incomes have increased their use more, and younger seniors use technology more than older seniors.
Snippets from the news page about the report (which is available in complete text): "Four-in-ten seniors now own smartphones, more than double the share that did so in 2013" "Younger seniors use the internet and subscribe to home broadband at rates that are comparable to the overall population. Fully 82% of 65- to 69-year-olds are internet users, and two-thirds say they have broadband internet connections at home. (Internet use and broadband adoption rates for the overall population are 90% and 73%, respectively). On the other hand, fewer than half of seniors ages 80 and up (44%) report using the internet and just 28% say they have home broadband service. Adoption rates for seniors in their 70s fall in between these two groups. Internet and broadband adoption rates also differ considerably by household income and educational attainment. Around nine-in-ten seniors whose annual household income is $75,000 or more say they go online (94%) or have high-speed internet at home (87%). Those shares drop to 46% and 27%, respectively, among older adults living in households earning less than $30,000 a year. College graduates are far more likely than those with high school educations or less to say they use the internet (92% vs. 49%) or have home broadband service (82% vs. 30%)."
Go to http://www.pewinternet.org/2017/05/17/technology-use-among-seniors/
Photo by sheila Webber: my strawberry flowers, May 2017

Wednesday, May 17, 2017

Academic Library Impact on Student Learning and Success #acrlaia

A new report has been published by ACRL: Academic Library Impact on Student Learning and Success: Findings from Assessment in Action Team Projects. "The report focuses on projects completed during the third and final year as part of the program Assessment in Action: Academic Libraries and Student Success (AiA) from April 2015 to June 2016. Teams from more than 50 campuses completed assessment projects and reported on them individually (fully searchable online), and this synthesis builds on past findings from an additional 150 projects completed during the first and second years of the AiA program as context."
Info at http://www.acrl.ala.org/acrlinsider/archives/13779?
Report at http://www.ala.org/acrl/files/issues/value/findings_y3.pdf
Project website at http://www.ala.org/acrl/AiA
Searchable project reports https://apply.ala.org/aia/public
Photo by Sheila Webber: icelandic poppies, May 2017

Tuesday, May 16, 2017

23 Framework Things #acrlframework

The latest 23 Things initiative covers 23 Things around the ACRL Information Literacy Framework! The Instruction Round Table of the Minnesota Library Association (MLA) "invites all interested librarians to delve deeper into the ACRL Framework for Information Literacy for Higher Education" by participating in 23 Framework Things online, which runs from now until October 5 2017.
They suggest" 1. Read through the 23 prompts (“things”) surrounding four varied aspects of the Framework (Pedagogy, Frame Focus, Assessment, At Your Institution); 2. Think about each prompt, doing additional reading and research as needed; 3. Act by posting your thoughts in the comments or completing the activity described in the prompt"
There are also prizes! (the physical ones are only for Minnesota librarians, which seems fair enough since they have organised it) "Earn badges, buttons, and get entered into a drawing to win prizes for reaching different milestones (e.g. 1st thing completed, 2 tracks completed, all things completed)."
Go here to start: https://23frameworkthings.wordpress.com/
Photo by Sheila Webber: bluebells, May 2017

Friday, May 12, 2017

Fake news: the role of libraries and staff in supporting information literacy #uklibchat

The next #uklibchat takes place on 6 June 18.30-20.30 UK time (which is 1.30-3.30pm US Eastern time) and the topic is Fake news: the role of libraries and staff in supporting information literacy The open agenda is here https://docs.google.com/document/d/14kec5ncPNus4jOb37tpbsQvgFVXDVtoyYQvsKbfJBIU/edit?usp=sharing and you can add further questions
Otherwise just start tweeting using the hashtag #uklibchat at 18.30 on the 6th! The #uklibchat website is at https://uklibchat.wordpress.com/2017/05/10/uklibchat-6th-june-18-30-20-30-fake-news-the-role-of-libraries-and-staff-in-supporting-information-literacy/

Innovation in Science Literacy Award (ISLA) 2017

The Innovation in Science Literacy Award (ISLA 2017) has been launched. "As an outcome from the Landscape Survey in Science Literacy report, ISLA will reward creative ways in which international development programmes or individual projects have succeeded in addressing a local challenge in a disadvantaged community with a measurable and sustainable increase in science literacy. The recipient of ISLA 2017 will receive £5,000 (five thousand pounds sterling). Closing date: 30 June 2017"
More info: http://www.nida-net.org/en-gb/activities/connectwithscience/science-literacy/isla-2017

Thursday, May 11, 2017

Pew report "Americans’ Attitudes About the News Media Deeply Divided Along Partisan Lines" @pewresearch

A new report from the Pew Internet Center investigates Americans' (in the USA) attitudes to news media. "Democrats and Republicans, who already tend to place their trust in different news sources and rely on different outlets for political news, now disagree more than ever on a fundamental issue of the news media’s role in society: whether news organizations’ criticism of political leaders primarily keeps them from doing things they shouldn’t – or keeps them from doing their job." "Pew Research Center has asked this question since 1985. While Republicans have been more likely to support a watchdog role during Democratic presidencies and vice versa, the distance between the parties has never approached the 47-point gap that exists today. The widest gap up to now occurred during the George W. Bush administration, when Democrats were 28 points more likely than Republicans to support a watchdog role."
Other trends are increasing use of mobile for news and that "Fifteen percent of Americans have a lot of trust in news that comes to them from friends and family (slightly lower than the trust levels for local and national news organizations), and 16% of online news consumers often get news there from people close to them (about a third as many as do so from news organizations)."
There is also interesting data on what criteria people use to judge trustworthiness of news stories "About half of U.S. adults say the sources the story cites (51%) and the story’s publisher (48%) have “a large impact” on trust. Three-in-ten say their gut instinct about the story has a large impact, while about a quarter (26%) say they look to the person who shared the story as a major factor in determining whether they trust it."
Pew have a "nationally representative panel of randomly selected U.S. adults who participate via monthly self-administered web surveys" Data for this survey was gethered in March 2017 from 4,151 respondents. Information and the full report at
http://www.journalism.org/2017/05/10/americans-attitudes-about-the-news-media-deeply-divided-along-partisan-lines/
Photo by Sheila Webber: celemtis, may 2017

Wednesday, May 10, 2017

Media and Information Literacy (MIL) Doctoral Summer School 2017

The Media and Information Literacy (MIL) Summer School 2017, taking place July 5-7 at the Universitat Autònoma de Barcelona (UAB), is seeking proposals from doctoral students for articles and communications for roundtable sessions and workshops. Submission deadline is 20 May 2017, and only 20 places are available. "The main themes under which the topics fall are: reforming and transforming education; innovation in journalism; communication research; new competences and social media; and news literacy and political participation ... The goal of the MIL Summer School is to bring together researchers in academia and industry from all over the world attempting to address the important challenges in the evolving world of media and information literacy, while simultaneously bolstering the potential and talent of researchers in the first stage of their careers." You can present a poster or paper, or attend round tables and events. There is more information at https://doctoralsummerschool.wordpress.com/english-version/

Models for Copyright Education in Information Literacy Programs #wlic2017

Registration is open for the IFLA 2017 WLIC offsite session Models for Copyright Education in Information Literacy Programs, jointly organized by the IFLA Committee on Copyright and Other Legal Matters and the IFLA Information Literacy Section. The event is an offsite event for the World Library and Information Conference (WLIC, also known as the IFLA conference) and will be on 23 August 2017 8.30am-3.30pm. It will be at the University of Lower Silesia, Wrocław, Poland. "The purpose of this day-long event is to discuss models for education on copyright, licensing, and other legal matters within the scope of information literacy programs. This offsite session will be devoted to methodologies for providing a comprehensive knowledge of the legal landscape for copyright, licensing, and related legal and policy matters in libraries and universities." "Registration will be open on the session website until 15 July 2017, or until the session is full." You have to be already be a WLIC/ IFLA delegate to attend (you don't have to have registered for the main conference before registering for this, but you won't be able to get into the event without an IFLA delegate badge for that day). The programme and registration form (free to IFLA delegates) are at https://uwm.edu/informationstudies/research/partnerships/models-for-copyright-education/
Logo copyright IFLA 2017 http://2017.ifla.org/

Tuesday, May 09, 2017

Teachmeet: Librarians Supporting the Research Lifecycle / Llyfrgellwyr yn Cefnogi'r Broses Ymchwil, 10 May

There is a Teachmeet (a WHELF Research Group event, sponsored by the Information Literacy Group) on 10 May 1-4pm at Bangor University, Wales: Librarians Supporting the Research Lifecycle / Llyfrgellwyr yn Cefnogi'r Broses Ymchwil "Please join us to hear researchers at Bangor University and Natural Resources Wales describe their research lifecycle, pressure points and support they find useful from the library service. We also have guest speaker Dr Penny Dowdney who will share her expertise on supporting researcher development at Bangor University and via Vitae, the UK organisation championing the personal and professional development of research students and staff in higher education institutions and research institutes. This will be a networking event for all librarians working in, or interested in, research support, where we will discuss our current support for researchers, and examine how we can raise awareness and market our services to researchers specifically." Contact Chris Roberts c.a.roberts@bangor.ac.uk if you wish to attend / Cysylltwch â Chris Roberts c.a.roberts@bangor.ac.uk i roi gwybod i ni os byddwch yn mynychu'r digwyddiad.
Photo by Sheila Webber: mist in Greenwich Park, December 2016

Information Literacy Group research day 5 June, London @infolitgroup

The UK's Information Literacy Group is holding an event on 5 June 2017 in London, UK. "This event will be led by Dr Emma Coonan (Editor Journal of information literacy) and Dr Geoff Walton (Chair of the Information Literacy Group's Research Bursaries Panel) and will offer accessible and practical advice on putting together a research bid, with time for you to work on developing your own research proposal and bid." This is free to CILIP ILG members and £40 for non-members. More info and registration at https://www.eventbrite.co.uk/e/ilgs-research-day-tickets-34314595880
Photo by Sheila Webber: more clemetis, May 2017

Monday, May 08, 2017

Online journal club discussion: 11 May: school libraries, political information and information literacy provision #ILread

Join us on 11 May 2017 at at 8pm UK time (3pm US EST) for a blog-post online discussion of:
Smith, L. (2016). School libraries, political information and information literacy provision: findings from a Scottish study. Journal of Information Literacy, 10(2), 3-25. http://dx.doi.org/10.11645/10.2.2097 (open access article)
It takes place as comments to this lead post from the author, Lauren Smith: http://infolitjournalclub.blogspot.co.uk/2017/05/school-libraries-political-information.html
She provides an introduction to the article and poses some questions for discussion: she will be present during the discussion as well.
How does this discussion work?
Anyone can join in! Participants aim to read at least some of the article in advance, then come along at 8pm UK time and join in the discussion by adding comments to the blog post. You can see how this works by looking at previous discussions on http://infolitjournalclub.blogspot.co.uk/
Photo by Sheila Webber: clematis, May 2017

Friday, May 05, 2017

Using Interdisciplinary Faculty Learning Communities to Facilitate Real Talk about Information Literacy

Interesting short paper about a successful initaitive to get faculty involved in ongoing discussion about information literacy, triggered by the new ACRL Framework for IL:
Vance, J., Lanfear, A.K. and Richey, P. (2017). Info Lit Squad Goals: Using Interdisciplinary Faculty Learning Communities to Facilitate Real Talk about Information Literacy. ACRL 2017 proceedings.
"This paper describes one institution’s efforts to create a forum for [...] faculty-librarian conversations about information literacy using a year-long topic-based Faculty Learning Community model. A Faculty Learning Community (FLC) is a “group of interdisciplinary faculty who engage in an active, collaborative, year-long program” in order to focus on “researching and testing a scholarly and pedagogical topic that is important to the larger academic community.” This newly created Information Literacy FLC discussed an early draft of the ACRL Framework, provided feedback to ACRL from a non-library perspective, and discussed other information literacy concepts and issues during its one year term. As a result, the FLC’s work continues to promote more broad-based campus conversations about how information literacy is integrated into the university’s curriculum." http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2017/InfoLitSquadGoals.pdf
Also I cannot resist mentioning first-author Jason Vance's wonderful blog about the lives and deaths of library staplers: http://deadstaplers.tumblr.com/

The ACRL 2017 conference proceedings (at http://www.ala.org/acrl/conferences/acrl2017/papers) include numerous other information literacy papers (in pdf form) e.g.

- Information Literacy’s Influence on Undergraduates’ Learning and Development: Results from a Large Multi-institutional Study by Kevin Fosnacht

- What Counts as Knowledge? Concrete Examples of an Abstract Concept from the ACRL Framework for Information Literacy by Nancy E. Adams, Maureen A. Gaffney, and Valerie A. Lynn

- Shifting the Discourse: Information Literacy as an Opportunity to Address Intellectual Virtues by Andrea Brooks

- Show Me the Learning: Navigating Information Literacy through Multiple Life Perspectives by Alice B. Ruleman, Laura Horne-Popp, and Robert Hallis
Photo by Sheila Webber: yet more crab apple, April 2017

Thursday, May 04, 2017

Infolit tutorial of the month: Y Search

The latest PRIMO site of the month is Y Search, produced by Elise Silva and Leanna Fry-Balci. Y Search is "a website produced by library instructors at Brigham Young University for use in blended learning instruction with First-Year Writing (FYW) classes.... Y Search currently has four modules: background research, topic development, search strategies, and source evaluation. As the need for more instruction increases, librarians hope to expand Y Search to include other modules like critical reading strategies and synthesizing information." There is an interview with the authors at http://acrl.ala.org/IS/instruction-tools-resources-2/pedagogy/primo-peer-reviewed-instruction-materials-online/primo-site-of-the-month/may-2017-site-of-the-month/
Photo by Sheila Webber: crab apple blossom, April 2017

Wednesday, May 03, 2017

Webinar recording: Improve Your Instruction with Classroom Assessment Techniques

The recording is available of the ACRL IS Teaching Methods session held on 25 April 2017, Improve Your Instruction with Classroom Assessment Techniques: A Conversation with Melissa Bowles-Terry and Cassandra Kvenild. "Melissa and Cassandra discussed how they integrate assessment into their instruction and gave practical tips on how to adjust and customize assessment for specific situations." The recording is at https://youtu.be/UCUH7wGPLoc and the slides and chat transcript are at http://acrl.ala.org/IS/acrl-istm-virtual-event/
Photo by Sheila Webber: my apple blossom, April 2017

Tuesday, May 02, 2017

Presentations from #LILAC17

The very efficient LILAC people have links to presentations and posters from LILAC (The UK's information literacy conference held in April) all on one page - something there for everyone! There are also videos of the three keynote talks from Barbara Allan, Josie Fraser and Alan Carbery. Go to
http://www.lilacconference.com/lilac-archive/lilac-2017-1
Photo by Sheila Webber: crab apple, April 2017 (PS poster edges effect)

Monday, May 01, 2017

Webinar: Critical Reflection to Improve and Grow As Librarians Who Teach

Another free webinar from the ACRL IS Management & Leadership Committee is on June 2 2017, 11am-12 noon US Central time (which is 5-6pm UK time): Critical Reflection to Improve and Grow As Librarians Who Teach. "Reflection is a practice that helps instruction librarians and coordinators focus on various aspects of their teaching in order to grow and improve as teachers. This presentation will begin by defining reflection and reflexivity while describing when, how and why it is used, as well as outlining benefits, challenges and examples of the practice." Presenters are Maria Accardi (Coordinator of Instruction at Indiana University Southeast) and Michelle Reale (Faculty Librarian for English and Music at Arcadia University). Register on this page
Photo by Sheila Webber: Hawthorn blossom, April 2017

Friday, April 28, 2017

Teachmeet: Supporting online learners, what works?

There is a Teachmeet in Birmingham, UK (at Aston University), on 12 July 2017 1-4pm: Supporting online learners, what works? A discussion of innovative methods in providing distance learners with information literacy and library skills. It is a free event and is sponsored by the CILIP Information Literacy Group.
"Different modes of study are becoming increasingly common in education and at Aston University we are about to launch several online learning courses. This, coupled with the busy schedules of full time on-campus students, means that we may never encounter some students in the library. As librarians we are looking at how we provide these students with essential information literacy and library skills and to ensure their experience is of a similar quality. This teachmeet is an opportunity to discuss what an ‘online learner’ is and what they want from a library.It will also aim to instigate discussion of the challenges in provision of information literacy support to online learners and gain an overview of the potential methods and good practice involved. We are looking for a number of presenters to deliver 10 minute talks on a variety of issues relevant to the day’s theme, perhaps covering; case studies, demos of a new resource and its application, discussion of how online learning has affected the role of a traditional librarian and so on. We would also welcome enthusiastic audience members that are willing to contribute to the afternoon’s discussions."
More information at https://www.eventbrite.co.uk/e/supporting-online-learners-what-works-a-discussion-of-innovative-methods-in-providing-distance-tickets-33991143425?aff=estw
Photo by Sheila Webber: Spring branches, April 2017

Thursday, April 27, 2017

Tips and Trends: Accessibility and Universal Design

The ACRL Instruction Section, Instructional Technologies Committee, has published the latest in their series, Tips and Trends: Accessibility and Universal Design. The four page document was written by Bonnie Fong, Elizabeth Johns, and Becka Rich and is at http://bit.ly/tipsandtrendsw17.
Photo by Sheila Webber: daffodils in York, April 2017

Wednesday, April 26, 2017

The critical role of the librarian in the development of a critical skills community of practice

A video of a presentation at the Academic & Special Libraries Conference, held 16-17- February 2017 in Dublin, Ireland: The critical role of the librarian in the development of a critical skills community of practice by Lorna Dodd (Maynooth University). "This paper describes how librarians at Maynooth University (MU) used the opportunity presented by a new curriculum to develop close working relationships with staff in MU’s Centre for Teaching & Learning (CTL), academic departments and other key student supports to create a new ‘community of practice’."

Tuesday, April 25, 2017

New German articles on information literacy

The latest issue of the German-language open-access journal o-bib (volume 4 number 1) features information literacy. Apart from the 2nd and 3rd last items (which are in English) the articles are all in German. Apologies for any mistakes in my translation of the German titles. I couldn't decide whether to use "delivery" or "facilitation" for "Vermittlung" and I've used the former, as I think which would be appropriate depends on the context and I'm afraid I haven't read all of these articles [yet]
- Die Förderung von Informationskompetenz ist Kernaufgabe von Bibliotheken – und nicht nur der Senf zur Bratwurst! by Fabian Franke [Development of information literacy is a core mission for the library, not just the mustard on the sausage (i.e. an accompanying garnish)]
- Information Literacy Threshold Concepts and the Association of College and Research Libraries' Framework for Information Literacy for Higher Education by Gayle Schaub, Hazel McClure
- Threshold-Konzepte, das ANCIL-Curriculum und die Metaliteracy – Überlegungen zu Konsequenzen für die Förderung von Informationskompetenz in deutschen Hochschulen by Wilfried Sühl-Strohmenger [Threshold concepts, the ANCIL curriculum and metaliteracy: reflections on the consequences of development of IL in German higher education institutions]
- Threshold Concepts in deutschen Bibliotheken - eine Utopie? by Carolin Ahnert [Threshold concepts in German libraries - a utopia?]
- Fit für die Vermittlung von Informationskompetenz? Anforderungen an die Qualifikation von Teaching Librarians in bibliothekarischen Studiengängen und Ausbildungseinrichtungen by Inka Tappenbeck, Anke Wittich, Maria Gäde [Fit to deliver IL? Requirements for German teaching librarians' qualifications]
- Lehre in Zeiten von Framework und Qualifikationsprofil vor dem Hintergrund der HRK-Empfehlung: Überlegungen zu einer möglichen Umsetzung des „shifts from teaching to learning“ im IK-Unterricht am Fachbereich Archiv- und Bibliothekswesen der Hochschule für den öffentlichen Dienst in Bayern by Naoka Werr [Teaching in the time of the Framework and qualifications profile against the background of the HRK recommendations: Reflections on a possible implementation of "shifts from teaching to learning" in IL teaching in the field of archive and library science at the Hochschule für den öffentlichen Dienst in Bavaria]
- Die Strategie der Kultusministerkonferenz „Bildung in der digitalen Welt“ und der „Referenzrahmen Informationskompetenz“ des Deutschen Bibliotheksverbandes by Andreas Klingenberg [The strategy of the ministerial conference "Education in a digital world" and the "guidelines on IL" from the German Library Association]
- Teaching Libraries zwischen Vermittlung fachwissenschaftlicher Informationskompetenz und der Unterstützung einer Propädeutik für die Digital Humanities by Marcus Schröter [Teaching libraries between delivering IL in the disciplines and the support of a induction for digital humanities]
- Information Literacy an der Pädagogischen Hochschule Thurgau – ein spannendes Experiment zwischen Bibliothek, MDZ und dem Fachbereich Wissenschaft und Forschung by Verena Maria Muheim [IL at the Pädagogischen Hochschule Thurgau – an exciting experiment involving the library, MDZ [I think this means the Medien-und Didaktikzentrums' (MDZ) library] and scholarship and research]
- Kein Königsweg - die Vermittlung von Forschungsdatenkompetenz auf allen universitären Ebenen by Kerstin Helbig, Pamela Aust [No easy way - the delivery of research data literacy at all university levels]
- Quantitative information literacy: Designing an online course at the interface between information literacy and statistical literacy by Christina Kläre
- Die Generation Y – Ein Plädoyer für die Analyse einer „vernetzten Generation“ zur Weiterentwicklung der Bibliotheksdidaktik by Kim Farah Giuliani [Generation Y: a plea for analysis of a "networked generation" for further development of library pedagogy]
- Kooperative Informationskompetenzvermittlung im Fach Architektur: Lehrveranstaltungsreflexion eines Blended-Learning-Workshops mithilfe der Theorie des constructive alignments by Simone Kibler [Cooperative delivery of IL in the discipline of architecture: reflection on learning design of a blended learning workshop, using constructive alignment]
https://www.o-bib.de/issue/view/2017H1/showToc
Thanks to Thomas Hapke for tweeting this
Photo by Sheila Webber: St Georges , Sheffield University, April 2017

Monday, April 24, 2017

PRIMO Site of the Month: Scholarship Is a Conversation

The PRIMO Site of the Month for April 2017 is Scholarship Is a Conversation, produced by Julie Hartwell, Geoff Iverson, Sara Kearns, Kate Otto, Ashley Stark, and Rachel Vukas (New Literacies Alliance). "The New Literacies Alliance is an inter-institutional consortium of academic libraries aimed at building ACRL Framework-based online information literacy lessons. The lessons can be embedded in websites and LibGuides, synced with most learning management systems, or hosted in the cloud for students to review. All lessons are institution-, vendor-, and technology-agnostic—meaning that they can be used by any institution. The lessons are also licensed through Creative Commons, so individual branding and other modifications can be made. This lesson is mapped to the Scholarship as Conversation Frame and introduces the concept of scholarly conversations developing over time, and how to follow a scholarly conversation." The resource itself is at https://www.softchalkcloud.com/lesson/serve/puLXxFYUW8EKkH/html and the interview with the authors is at http://acrl.ala.org/IS/instruction-tools-resources-2/pedagogy/primo-peer-reviewed-instruction-materials-online/primo-site-of-the-month/april-2017-site-of-the-month/
Photo by Sheila Webber: bees and blossom, April 2017

Friday, April 21, 2017

Badke's Research Strategies

There is a new edition (the 6th) of William Badke's Research Strategies: Finding your Way Through the Information Fog. As well as a general update, the new edition has a new chapter "What is this Thing Called 'Scholarship' and Why Does it Matter? incorporating a clear explanation of the main features from the ACRL Framework for Information Literacy in Higher Education" and "Interaction with concepts from the Framework for Information Literacy throughout the book". "At this point only print is available, but various e-formats are coming soon." For more information go to http://williambadke.com/textbook.htm
- Badke, W. (2017). Research Strategies: Finding your Way Through the Information Fog. iUniverse. ISBN-13: 978-1532018039 (note that, when I looked, the links on the Amazon site to the kindle and hardback versions were for the previous edition, it is just the paperback version which is the new edition)
Photo by Sheila Webber: cherry blossom, April 2017