Wednesday, January 18, 2017

Did Media Literacy Backfire?

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

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

Monday, January 16, 2017

Wikipedia and #1lib1ref

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

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

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

Friday, January 13, 2017

New articles about online learning and #MOOCs

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

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

Congratulations to graduates @InfoSchoolSheff #phdsuccess

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

Thursday, January 12, 2017

Growing up digital

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




cpd25: learning technologies; academic liaison

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

Tuesday, January 10, 2017

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

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

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

Monday, January 09, 2017

Filmmaking and Animation in the Classroom

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

Friday, January 06, 2017

The Mini Book of Teaching Tips for Librarians

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

Post-truth?

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

Thursday, January 05, 2017

Call for nominations for awards at #LILAC17

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

Wednesday, January 04, 2017

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

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

Tuesday, January 03, 2017

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

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

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

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

Friday, December 30, 2016

New articles; embedding; citations; mobile; research and practice

The latest issue (volume 42, no. 6) of The Journal of Academic Librarianship (priced publication) includes:
- The Constraints of Practice, or We Work in Libraries, That's Why We Can't Do Research by Elizabeth Blakesley
- Systematic Literature Review Informing LIS Professionals on Embedding Librarianship Roles by A. Abrizah, Samaila Inuwa, N. Afiqah-Izzati
- Measuring the Importance of Library User Education: A Comparative Study Between Fudan University and the National Taiwan Normal University by Qianxiu Liu, Patrick Lo, Hiroshi Itsumura
- Assessing Graduate Level Information Literacy Instruction With Critical Incident Questionnaires by Laura Saunders, Jenny Severyn, Shanti Freundlich, Vivienne Piroli, Jeremy Shaw-Munderback
- Why read it on your mobile device? Change in reading habit of electronic magazines for university students by Peng Wang, Dickson K.W. Chiu, Kevin K.W. Ho, Patrick Lo
- Effects of Information Literacy Skills on Student Writing and Course Performance by Xiaorong Shao, Geraldine Purpur
- Rethinking Mobile Learning in Light of Current Theories and Studies by Claudia Jennifer Dold
- User Acceptance of Mobile Library Applications in Academic Libraries: An Application of the Technology Acceptance Model by Hye-Young Yoon
- Providing Enhanced Information Skills Support to Students From Disadvantaged Backgrounds: Western Sydney University Library Outreach Program by Judy Reading
- Information Literacy in the Active Learning Classroom by Clarence Maybee, Tomalee Doan, Michael Flierl
- Citation Generators, OWL, and the Persistence of Error-Ridden References: An Assessment for Learning Approach to Citation Errors by Christy R. Stevens
- Finding and Reading Reports of Research: How Academic Librarians Can Help Students Be More Successful by Dian Walster, Deborah H. Charbonneau, Kafi Kumasi
- Patience, Persistence, and Process: Embedding a Campus-wide Information Literacy Program across the Curriculum by Glenn Johnson-Grau, Susan Gardner Archambault, Elisa Slater Acosta, Lindsey McLean
Abstracts at http://www.sciencedirect.com/science/journal/00991333/42/6
Photo by Sheila Webber: Xmas wreaths of Sussex, 40: December 2016

Thursday, December 29, 2016

Fake news: Forbes and American Libraries

There's been a clutch of articles worrying about "fake news". Here's one by a non-librarian and one from the library press.
- Leetaru, K. (2016, December 11). How data and information literacy could end fake news. Forbes. http://www.forbes.com/sites/kalevleetaru/2016/12/11/how-data-and-information-literacy-could-end-fake-news/#525291db3335 This concludes that "Suggestions like requiring programming and data science courses in school would certainly create more technically-literate citizens, but this is not the same as data literacy and the kind of critical and devil’s advocate thinking it requires. Technology is also not a panacea here, as there is no simple magic algorithm that can eliminate false and misleading news. Instead, to truly solve the issue of “fake news” we must blend technological assistance with teaching our citizens to be data literate consumers of the world around them."
- Banks, M. (2016, December 27). Fighting Fake News: How libraries can lead the way on media literacy. American Libraries. https://americanlibrariesmagazine.org/2016/12/27/fighting-fake-news/
Photo by Sheila Webber: Xmas wreaths of South London, 26: DEcember 2016

Sunday, December 25, 2016

Merry Christmas from the Information Literacy Weblog

Merry Christmas to all readers of the Information Literacy weblog. Pictured is the Christmas wreath I made this year (as usual, from offcuts from the tree)