tag:blogger.com,1999:blog-153288312019-01-16T00:40:13.282+00:00Information Literacy WeblogCurating information literacy stories from around the world since 2005Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.comBlogger4391125tag:blogger.com,1999:blog-15328831.post-33981298837262574362019-01-15T23:30:00.000+00:002019-01-16T00:40:13.243+00:00Call for papers: Western Balkans Information & Media Literacy Conference<div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-XJbB63A1XIs/XBxif_iJYuI/AAAAAAAAPIk/dOTg9V2F06cueY6QIX7Gm9cVkD3G6MpgwCLcBGAs/s1600/29-11-18%2Bvwer_006.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="856" data-original-width="1600" height="107" src="https://3.bp.blogspot.com/-XJbB63A1XIs/XBxif_iJYuI/AAAAAAAAPIk/dOTg9V2F06cueY6QIX7Gm9cVkD3G6MpgwCLcBGAs/s200/29-11-18%2Bvwer_006.jpg" width="200" /></a></div>There is a call for papers for the<b> Western Balkans Information and Media Literacy Conference</b>, to be held June 20th – 21st 2019, at the Hotel Opal, Bihac, Bosnia and Herzegovina. The theme is Freedom, Accuracy and Truth. There are numerous themes and topics to do with IL and MIL. Keynote speakers are Ismail Serageldin (Emeritus Librarian of Alexandria and the Founding Director of the Bibliotheca Alexandrina) and Professor Tefko Saracevic. The deadline for abstracts is 10 April 2019, and for full papers the deadline is 10 May 2019. Full information is at <a href="http://www.wbimlc.org/" target="_blank">http://www.wbimlc.org</a><br /><i>Photo taken by Sheila Webber in Second Life</i>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-75102436738223934412019-01-12T11:49:00.003+00:002019-01-12T11:49:47.525+00:00Nominations invited for the 2019 Information Literacy awards<div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-EoFyWC77CUc/XDnUKFUefBI/AAAAAAAAPK0/i0F5a9jtRAkPJNpCE_e6gPnK37RgnnjeQCLcBGAs/s1600/lewes.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://3.bp.blogspot.com/-EoFyWC77CUc/XDnUKFUefBI/AAAAAAAAPK0/i0F5a9jtRAkPJNpCE_e6gPnK37RgnnjeQCLcBGAs/s200/lewes.JPG" width="200" /></a></div>The CILIP Information Literacy Group invites nominations for the <b>2019 Information Literacy awards.</b> The deadline is March 1st 2019. The results are announced at the LILAC conference in Nottingham, UK, in April 2019. There are two awards: The <b>IL Award </b>honours an individual or team whose work has made a significant contribution to IL over the past 3 years (this is " open to all practitioners, researchers and academics working in the IL field within the United Kingdom"). The<b> Digital Award</b> rewards the best online educational resource supporting IL in 2018 (this is also restricted to those in the UK). You can nominate others or self-nominate. Go to <a href="https://www.lilacconference.com/awards" target="_blank">https://www.lilacconference.com/awards</a> for more details. <br /><i>Photo by Sheila Webber: Lewes, January 2019</i>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-57072781230665920402019-01-10T21:59:00.004+00:002019-01-10T21:59:31.763+00:00Call for papers #ASIST2019<div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-_wtzNYz9eE0/XDfACm8koOI/AAAAAAAAPKo/7RpXeipWtWUm-4aDS-TNTPphqZsWov0vgCLcBGAs/s1600/beach%2Bbirds%2Bonly.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://4.bp.blogspot.com/-_wtzNYz9eE0/XDfACm8koOI/AAAAAAAAPKo/7RpXeipWtWUm-4aDS-TNTPphqZsWov0vgCLcBGAs/s200/beach%2Bbirds%2Bonly.JPG" width="200" /></a></div>There is a call for papers for the 82nd<b> ASIS&amp;T (Association for Information Science and Technology) </b>Annual Meeting, which will be held on&nbsp; 19-23 October 2019 in Melbourne, Australia. Full papers have to be submitted by 10 April 2019.<br />"We invite original submissions to the ASIS&amp;T Annual Meeting that will shed light on any aspect of information production, organization, discovery, analysis, storage, representation, retrieval, visualization, manipulation, dissemination, use, evaluation, management, and consumption. With a long tradition spanning more than 80 years, the ASIS&amp;T community draws from and contributes to a wide variety of methods, theories, and approaches and we encourage authors to employ the best approach to address their information-centric research questions. Submissions that emphasise how the place, time, and the way in which information is delivered can galvanize or disenfranchise communities are particularly encouraged. Submissions can take the form of a paper, panel, workshop, tutorial or poster/visual presentation, and this year we will introduce an alternative event category."<br />Go to <a href="https://www.asist.org/am19/proposals/" target="_blank">https://www.asist.org/am19/proposals/</a><br /><i>Photo by Sheila webber: birds on Thames beach, by the O2, December 2018</i>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-90950036615233889252019-01-09T15:48:00.005+00:002019-01-09T15:48:51.664+00:00Recent articles: Digital media and learning<div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-aEiYhBaCq3g/XDYXYgp7GyI/AAAAAAAAPKc/bQJesSdvUGYS_AIrM69NEXz9Ftt6Ee7LQCLcBGAs/s1600/park%2Bsun%2B2.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1180" data-original-width="1600" height="148" src="https://3.bp.blogspot.com/-aEiYhBaCq3g/XDYXYgp7GyI/AAAAAAAAPKc/bQJesSdvUGYS_AIrM69NEXz9Ftt6Ee7LQCLcBGAs/s200/park%2Bsun%2B2.JPG" width="200" /></a></div>The latest issue of open access journal, <b>Comunicar</b> has just been published with the theme <b>Digital media and learning: Emergent forms of participation and social transformation</b>. It is Vol. 27, no. 58, January 2019. All articles are available in both Spanish and English language version - if you follow the HTML link you will see the links to both pdfs. This issue includes:<br /><br />- <i>Designing for deep learning in the context of digital and social media</i> by James-Paul Gee, Tempe (United States) &amp; Moisés Esteban-Guitart, Girona (Spain) <a href="https://doi.org/10.3916/C58-2019-01" target="_blank">https://doi.org/10.3916/C58-2019-01</a>&nbsp; "Deep learning and change are hard, and people will avoid them unless they are highly motivated to take on the challenge. The very basis of effective deep learning design is to attract and hold (some) people in space/site/activity through an emotionally-charged socially-shared “affinity” for a cause, idea, or endeavor and with the sorts of people who pursue that idea, endeavor, or cause. However, to truly motivate humans, that affinity needs “legs”, it must offer to take them to better places, to transport them on a journey with others with whom they feel valued and vice-versa."<br /><br />- <i>Google or Gutenberg Generation: Chilean university students’ reading habits and reading purposes</i> by Giovanni Parodi, Valparaíso (Chile), Tomás Moreno-de-León, Valparaíso (Chile), Cristóbal Julio, Valparaíso (Chile) &amp; Gina Burdiles, Concepción (Chile).&nbsp;<a href="https://doi.org/10.3916/C58-2019-08">https://doi.org/10.3916/C58-2019-08</a><br />- <i>Connected learning ecologies as an emerging opportunity through Cosplay</i> by Sophia Bender, Bloomington (United States) &amp; Kylie Peppler, Irvine (United States). <a href="https://doi.org/10.3916/C58-2019-03" target="_blank">https://doi.org/10.3916/C58-2019-03</a><br />- <i>Young people learning from digital media outside of school: The informal meets the formal </i>by Sara Pereira, Braga (Portugal), Joana Fillol, Braga (Portugal) &amp; Pedro Moura, Braga (Portugal). <a href="https://doi.org/10.3916/C58-2019-04" target="_blank">https://doi.org/10.3916/C58-2019-04</a><br />- <i>Distributed digital contexts and learning: Personal empowerment and social transformation in marginalized populations </i>by Arul Chib, Nanyang (Singapore), Caitlin Bentley, Canberra (Australia) &amp; Reidinar-Juliane Wardoyo, Nanyang (Singapore). <a href="https://doi.org/10.3916/C58-2019-05" target="_blank">https://doi.org/10.3916/C58-2019-05</a><br />- <i>Exploring the influence of the teacher: Social participation on Twitter and academic perception </i>by Sonia Santoveña-Casal, Madrid (Spain) &amp; César Bernal-Bravo, Madrid (Spain). <a href="https://doi.org/10.3916/C58-2019-07" target="_blank">https://doi.org/10.3916/C58-2019-07</a><br />- <i>Multiple intelligences and video games: Assessment and intervention with TOI software</i> by Pablo Garmen, Oviedo (Spain), Celestino Rodríguez, Oviedo (Spain), Patricia García-Redondo, Oviedo (Spain) &amp; Juan-Carlos San-Pedro-Veledo, Oviedo (Spain). <a href="https://doi.org/10.3916/C58-2019-09" target="_blank">https://doi.org/10.3916/C58-2019-09</a><br /><br />Contents page at <a href="https://www.revistacomunicar.com/index.php?contenido=revista&amp;numero=58&amp;idioma=en" target="_blank">https://www.revistacomunicar.com/index.php?contenido=revista&amp;numero=58&amp;idioma=en</a><br /><i>Photo by Sheila Webber: Maryon Park, December 2018</i>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-77075037384650037582019-01-08T17:32:00.004+00:002019-01-08T17:32:47.937+00:00Social justice in library instruction: call for proposals<div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-vvbyLaYXNWQ/XDTekFKJnjI/AAAAAAAAPKQ/qsvu6AU9YYMuXEYfFTC4tPposC1crF-2QCLcBGAs/s1600/canary%2Bwharf%2Bmist.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1461" data-original-width="1600" height="183" src="https://4.bp.blogspot.com/-vvbyLaYXNWQ/XDTekFKJnjI/AAAAAAAAPKQ/qsvu6AU9YYMuXEYfFTC4tPposC1crF-2QCLcBGAs/s200/canary%2Bwharf%2Bmist.JPG" width="200" /></a></div>The <b>ACRL Instruction Section </b>Conference Program Planning Committee is calling for proposals to talk on <b>social justice in library instruction</b>, for a virtual program in "late spring 2019". "We invite proposals from diverse voices and institutions that demonstrate engaging and practical applications of the the successful integration of social justice in library instruction. Proposals should specify how attendees can utilize these approaches and could include lesson plans, classroom activities, demonstrations, or course syllabi. We will ask you to share an artifact or document of your lesson plans, activities, demonstrations, or syllabi with the audience for practical application and adaptation. Each panelist will have 10-15 minutes to showcase their approach (e.g. a lesson plan, classroom activity, demonstration, course syllabi, etc.). There will be a Q&amp;A period following all presenters." The <b>deadline for proposals is 1 February 2019</b>, and the form is here: <a href="http://goo.gl/WGoQCV" target="_blank">http://goo.gl/WGoQCV</a><br /><i>Photo by Sheila Webber: Canary Wharf in the mist, December 2018</i>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-19009138721393006102019-01-07T09:30:00.000+00:002019-01-07T09:30:17.847+00:00New articles: pharmacy students; evaluation of teen #healthliteracy projects<div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-N8TorP0ttyI/XDD5U0MNPrI/AAAAAAAAPJ4/qna7qJBd4aE7zf84IbfbvcJRh2RY-Au0wCLcBGAs/s1600/marmite.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="873" data-original-width="1600" height="109" src="https://2.bp.blogspot.com/-N8TorP0ttyI/XDD5U0MNPrI/AAAAAAAAPJ4/qna7qJBd4aE7zf84IbfbvcJRh2RY-Au0wCLcBGAs/s200/marmite.JPG" width="200" /></a></div>- Conlogue, B.C. (2019). Information literacy instruction for pharmacy students: a pharmacy librarian reflects on a year of teaching. <b>Journal of the Medical Library Association</b>, 107(1), 98–102. <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6300225/" target="_blank">https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6300225/</a> "Librarians have ever-expanding teaching responsibilities in many academic disciplines. Assessment of learning outcomes requires longitudinal evaluation to measure true retention of skills and knowledge. This is especially important in the health sciences, including pharmacy, where librarians take an active role in teaching students to help prepare them for a profession in which solid information literacy skills are required to safely and effectively provide evidence-based care to patients. In this commentary, I reflect on a year of teaching in a pharmacy program and consider the outcomes of my instruction, areas for improvement, student retention of learning, assessment challenges, faculty-librarian collaboration, and continued support for library instruction in the pharmacy curriculum."<br />- Keselman, A., Chase, R. A., Rewolinski, J., Dutton, Y. C., &amp; Kelly, J. E. (2019). Lessons learned from multisite implementation and evaluation of Project SHARE, a teen health information literacy, empowerment, and leadership program.<b> Journal of the Medical Library Association</b>, 107(1), 72-79. <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6300228/" target="_blank">https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6300228/</a> "Teens at six sites across the country participated in a multi-week curriculum that focused on various aspects of health literacy, information literacy, and leadership. Lesson topics addressed personal health, social determinants of health, information quality, and communication and advocacy skills. Program evaluation included both quantitative and qualitative components and focused on multiple knowledge and skills outcome variables. Results suggested that while teens at all sites showed improvement, particularly with respect to engagement and interest in the topics, the degree of gains in knowledge and information literacy measures varied significantly from site to site. On-site implementation planning, cohesive integration of added activities, and emphasis on retention can contribute to implementation and evaluation effectiveness. This work also underscores the limitation of a purely quantitative approach to capturing the impact of health information and stresses the importance of supplementing numerical scores and statistics with qualitative data."<br /><i>Photo by Sheila Webber: Marmite jar collection, December 2018</i>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-16094377246869286772019-01-06T10:30:00.000+00:002019-01-06T10:30:12.236+00:00Booking opens for #LILAC19Booking for the UK information literacy conference<b> LILAC </b>(taking place in Nottingham, UK, 24-26 April 2019) has started (though the programme isn't up yet). Go to <a href="https://www.lilacconference.com/lilac-2019/book-your-place" target="_blank">https://www.lilacconference.com/lilac-2019/book-your-place</a>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-43469866466515705602019-01-05T18:55:00.001+00:002019-01-05T18:55:01.725+00:00Pew Research report on USA consumption of news<div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-D4ibjb67rVs/XDD9HqIpc0I/AAAAAAAAPKE/iMVNZAVrkxswMOiGsts1d5NdK_3H8f6FwCLcBGAs/s1600/doors.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="200" src="https://1.bp.blogspot.com/-D4ibjb67rVs/XDD9HqIpc0I/AAAAAAAAPKE/iMVNZAVrkxswMOiGsts1d5NdK_3H8f6FwCLcBGAs/s200/doors.JPG" width="150" /></a></div>In December 2018 <b>Pew Research Center</b> published a report with results of research into the preferred mode of consuming news (of people in the USA). "Overall, 47% of Americans prefer watching the news rather than reading or listening to it. That is unchanged from 46% in 2016 and outpaces the 34% who prefer to read the news and 19% who prefer to listen to it – both of which also remain on par with 2016 figures." "Television continues to rank first as the preferred platform. Just over four-in-ten U.S. adults (44%) prefer TV, compared with about a third (34%) who prefer the web, 14% who prefer radio and 7% who prefer print. The only meaningful shifts since 2016 are a small increase in online and decrease in print news consumption." "Adults younger than 50 are more likely than those ages 50 and older to prefer the internet as the platform for getting news, regardless of which format (reading, watching or listening) they enjoy most." Full information at <a href="http://www.journalism.org/2018/12/03/americans-still-prefer-watching-to-reading-the-news-and-mostly-still-through-television/" target="_blank">http://www.journalism.org/2018/12/03/americans-still-prefer-watching-to-reading-the-news-and-mostly-still-through-television/</a><br /><i>Photo by Sheila Webber: festive/non-festive doors of South London, December 2018</i>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-59888701217271263642019-01-04T10:39:00.002+00:002019-01-04T10:39:14.505+00:00Re-theorizing #Literacy Practices<div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-Ur4tw1tzL9o/XC83b423vxI/AAAAAAAAPJs/GNMsmBQqkMsRlEwfCgoMIHUzdZlckDu6ACLcBGAs/s1600/canary%2Bwharf.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://4.bp.blogspot.com/-Ur4tw1tzL9o/XC83b423vxI/AAAAAAAAPJs/GNMsmBQqkMsRlEwfCgoMIHUzdZlckDu6ACLcBGAs/s200/canary%2Bwharf.jpg" width="200" /></a></div>An interesting book published right at the end of 2018: Bloome, D., Castanheira, M.L., Leung, C., &amp; Rowsell, J. (Eds). (2018). <b>Re-theorizing Literacy Practices: Complex Social and Cultural Contexts</b>. Routledge. <a href="https://www.routledge.com/Re-theorizing-Literacy-Practices-Complex-Social-and-Cultural-Contexts/Bloome-Castanheira-Leung-Rowsell/p/book/9780815368632">information here</a> (or rather interesting-<i>looking</i> book: unfortunately, like all academic looks, it is not cheap, so I'm not sure yet whether I'll buy it and the library doesn't have it yet). <br />It focuses on literacy as a social practice: for me this connects, or should connect, with the work which looks at <i>information </i>literacy as a social practice (but I don't think the authors make that connection). The book is a tribute to the work of <b>Brian V. Street</b>, author of, for example, <b>Social Literacies: Critical Approaches to Literacy in Development, Ethnography and Education</b> (1995, Routledge) (<a href="https://www.routledge.com/Social-Literacies-Critical-Approaches-to-Literacy-in-Development-Ethnography/Street/p/book/9780582102217">information here</a>). <br /><i>Photo by Sheila Webber: Canary Wharf from the O2, December 2018</i>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-81358813590365103522019-01-03T11:51:00.002+00:002019-01-03T11:51:49.914+00:00Books and their reviews: Threshold concepts, Google Scholar; Undergraduate research<div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-aGj9EDoWOn8/XC327cYu8-I/AAAAAAAAPJg/UOERb-VIEKECnZLD9pnTENmbPbYiFF27wCLcBGAs/s1600/brunswich%2Bsquare.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://1.bp.blogspot.com/-aGj9EDoWOn8/XC327cYu8-I/AAAAAAAAPJg/UOERb-VIEKECnZLD9pnTENmbPbYiFF27wCLcBGAs/s200/brunswich%2Bsquare.JPG" width="200" /></a></div>I don't usually include the book reviews when I list new journal articles, so I thought for a change I would pick out three of the books reviewed in the issue of<i> Journal of Academic Librarianship</i> (<i>JAL</i>) that <a href="http://information-literacy.blogspot.com/2019/01/recent-articles-collage-effect.html" target="_blank">I posted yesterday</a>. Since <i>JAL</i> is a priced publication, I set myself the challenge of finding an open access review for each book as well. Here they are.<br />- Francis, M. (2017). <b>The fun of motivation: Crossing the threshold concepts</b>. Association of College and Research Libraries, Chicago, IL (2017), 168 pp. $48.00. ISBN 978-8389-8933-3. Information available<a href="https://www.alastore.ala.org/content/fun-motivation-crossing-threshold-concepts-publications-librarianship-71" target="_blank"> here</a>.&nbsp;&nbsp;<b><i>Reviews of the book: </i></b><a href="https://www.sciencedirect.com/science/article/pii/S0099133318303446" target="_blank"><i>JAL</i> review</a> (priced article); <a href="https://crl.acrl.org/index.php/crl/article/view/17411/19198" target="_blank"><i>C&amp;RL</i> review </a>(open access)<br />- Alfonzo, P. (2016).&nbsp;<b>Teaching Google Scholar: A practical guide for librarians</b>. Rowman &amp; Littlefield, Lanham, MD, 188 pp. $65.00. ISBN 978-1-4422-4358-3. The site with information on the <i>Practical Guides</i> series is <a href="https://rowman.com/Action/SERIES/RL/RLPGL/The-Practical-Guides-for-Librarians" target="_blank">here</a>.&nbsp;&nbsp;<b><i>Reviews of the book: </i></b><a href="https://www.sciencedirect.com/science/article/pii/S0099133318303409" target="_blank"><i>JAL</i> review</a> (priced article); <a href="https://www.journals.uchicago.edu/doi/full/10.1086/694873" target="_blank">Library Quarterly review</a> (priced, but the first page free); Journal of Electronic Resources Librarianship review (open access version <a href="https://digitalcommons.montclair.edu/spraguelib-facpubs/17/" target="_blank">here</a>)<br />-&nbsp; Hensley, M. &amp; Davis-Kahl, S. (2017).&nbsp;<b>Undergraduate research and the academic librarian.&nbsp;</b>Association of College and Research Libraries, Chicago, IL, (348 pp. $65.00. ISBN 978-0-8389-8908-1). Available <a href="https://www.alastore.ala.org/content/undergraduate-research-and-academic-librarian-case-studies-and-best-practices" target="_blank">here </a>and as an<a href="http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/booksanddigitalresources/digital/9780838989098.pdf" target="_blank"> open access edition.</a> <b><i>Reviews of the book: </i></b><a href="https://www.sciencedirect.com/science/article/pii/S0099133318303410" target="_blank"><i>JAL</i> review</a> (priced article);<a href="https://crl.acrl.org/index.php/crl/article/view/16959/18678" target="_blank"> <i>C&amp;RL</i> review</a> (open access)<br /><i>Photo by Sheila Webber: winter branches, Brunswick Square, December 2018.</i>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-55010803926905315642019-01-02T19:52:00.002+00:002019-01-02T19:52:20.296+00:00Recent articles: Collage effect; Engineering IL; International students; LibGuides; Embedded librarians<div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-ZXJpavXuxgU/XCpeyv3H_vI/AAAAAAAAPJU/JzacJ2zcDi8p2Nc2bEXXx0DiH71Uyw0pQCLcBGAs/s1600/spoutstalks.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://1.bp.blogspot.com/-ZXJpavXuxgU/XCpeyv3H_vI/AAAAAAAAPJU/JzacJ2zcDi8p2Nc2bEXXx0DiH71Uyw0pQCLcBGAs/s200/spoutstalks.JPG" width="200" /></a></div>Volume 44 issue 6 of the priced <b>Journal of Academic Librarianship</b> includes the following articles: <br />- <i>Effective Engineering Information Literacy Instruction: A Systematic Literature Review</i> by Margaret Phillips, Amy Van Epps, Nastasha Johnson, Dave Zwicky<br />- <i>How Are We the Same or Different: Information Needs and Barriers of Domestic and International Students </i>by Sei-Ching Joanna Sin, Kyung-Sun Kim<br />- <i>Lessons Learned From a Failed Research Project: An Informal Examination of LibGuide Design and Use Became a Professional Growth Opportunity</i> by Doris Van Kampen-Breit, Renée H. Gould<br />- <i>The “Collage Effect” – Against Filter Bubbles: Interdisciplinary Approaches to Combating the Pitfalls of Information Technology</i> by Péter Kiszl, János Fodor. "Based on our experiences we believe that current and future readers can be reached through intriguing collages of credible information. The use of collages can compensate for the effects of filter bubbles, and librarians may become the masters of creating digital information collages."<br />- <i>Embedded Librarianship in Research in Nigerian Universities: Practices and Sources of Practice Knowledge</i> by Samaila Inuwa, A. Abrizah. "Six themes that emerged from the embedding practices are (a) doing research and publishing papers; (b) being editor of a national journal/reviewing manuscripts of publication; (c) managing the life cycle of data; (d) disseminating research output; (e) providing scholarly publication service and bibliometrics analysis; and (f) conducting research method course."<br />Go to <a href="https://www.sciencedirect.com/journal/the-journal-of-academic-librarianship/vol/44/issue/6" target="_blank">https://www.sciencedirect.com/journal/the-journal-of-academic-librarianship/vol/44/issue/6</a><br /><i>Photo by Sheila Webber: sprout stalks, December 2018</i>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-64780905912211881472018-12-31T18:23:00.003+00:002018-12-31T18:23:46.284+00:00New Book: Transforming Information Literacy Instruction<div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-sytuqB20yzk/XCpefA7ljKI/AAAAAAAAPJM/qZoWPLlHhigTW3xSYKtlDX0cYGpryzsVwCLcBGAs/s1600/wreaths%2Bof%2BSE3%2B1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="857" height="200" src="https://3.bp.blogspot.com/-sytuqB20yzk/XCpefA7ljKI/AAAAAAAAPJM/qZoWPLlHhigTW3xSYKtlDX0cYGpryzsVwCLcBGAs/s200/wreaths%2Bof%2BSE3%2B1.jpg" width="107" /></a></div>A recent publication from Libraries Unlimited is T<b>ransforming Information Literacy Instruction: Threshold Concepts in Theory and Practice </b>by Amy R. Hofer, Silvia Lin Hanick, and Lori Townsend. ISBN 978-1-4408-4166-8 (pbk) and 978-1-4408-4167-5 (ebook) and price US $65.00. It is drawing on their own research into academics librarians' conceptions of threshold concepts for teaching information literacy. <a href="https://www.abc-clio.com/LibrariesUnlimited/product.aspx?pc=A4947P" target="_blank">https://www.abc-clio.com/LibrariesUnlimited/product.aspx?pc=A4947P</a><br /><i>Photo by Sheila Webber: wreaths of South East London, December 2018</i>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-74979378348690092862018-12-27T10:00:00.000+00:002018-12-27T10:00:15.556+00:00(Mis)informed podcast #misinformationTwo more podcasts have been published by the Poynter Institute in their series <b>(Mis)informed</b> "a podcast about fake news, fact-checking".<br />The 2nd episode, published on 19th December was <b>Debunking vs. amplification</b> "It's our job to fact check the news. But what is the line between correcting misinformation and amplifying it? In this episode, we'll talk to Ben Collins about how he reports on online extremism for NBC News. Then, we'll speak with Whitney Phillips of Syracuse University about her guidelines for journalists covering misinformation."<br />The 3rd episode is <b>Is fact-checking the antidote to misinformation?</b> "It's way easier to post fake news on social media and get a ton of clicks than it is to publish a fact check. So is fact-checking always the best way to fight misinformation? In this episode, we'll talk to Giovanni Luca Ciampaglia at the University of South Florida about how hoaxes and fact checks spread online. Then, we'll learn how Maldito Bulo founder Clara Jiménez Cruz is copying the format of misinformation to get more reach." They are at <a href="https://radiopublic.com/misinformed-GABqNj" target="_blank">https://radiopublic.com/misinformed-GABqNj</a> and the 3rd one is embedded below.<br /><br /><iframe frameborder="0" height="185" sandbox="allow-same-origin allow-scripts allow-top-navigation allow-popups" scrolling="no" src="https://embed.radiopublic.com/e?if=misinformed-GABqNj&amp;ge=s1!c9644db27ec559da41f2d42b153b1b858bf0c3e8" width="100%"></iframe>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-577443331062805852018-12-26T18:54:00.004+00:002018-12-26T18:54:53.066+00:00Autoethnography in the IL classroom; IL assessment<div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-ybBAdv0L2-0/XCPOFTumStI/AAAAAAAAPJA/1fd-IhszPhcoZpkNXLlSMV6zpICZJAVJwCLcBGAs/s1600/winter%2Bbaranches.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="200" src="https://4.bp.blogspot.com/-ybBAdv0L2-0/XCPOFTumStI/AAAAAAAAPJA/1fd-IhszPhcoZpkNXLlSMV6zpICZJAVJwCLcBGAs/s200/winter%2Bbaranches.JPG" width="150" /></a></div>A couple of items I spotted recently|: <br />- Smith, K.L.M. (2018). <b>Counter-story as Curriculum: Autoethnography, Critical Race Theory, and Informed Assets in the Information Literacy Classroom</b>. PhD Thesis, Queensland University of Technology. "Through a collaborative, co-constructed curriculum, drawn from the researcher's and students' lived and shared experiences, this auto-ethnographic work introduces an asset-based information literacy pedagogy. This research was conducted in a community college with primarily first generation students of color. The work intersects critical race theory, decolonizing theory and methods, and informed learning, with a Hip-Hop aesthetic of counter-stories to displace the pervasive deficit narrative with a cultural asset frame." <a href="https://eprints.qut.edu.au/122308/" target="_blank">https://eprints.qut.edu.au/122308/</a><br />- Buell, J and Kvinnesland, L. (2018). Exploring information literacy assessment: Content analysis of student prefocus essays. <i>College and Research Libraries News</i>, 79(11). "This article chronicles our initial foray into content analysis, a fairly labor-intensive methodology, but one which allowed us to examine student approaches to the research process as narrated in their own words in the form of a prefocus essay. Our goal was to gather data that would help to inform our university library’s information literacy curriculum. What follows documents our process, methodology, results, and lessons learned in order to aid those at other institutions in their assessment planning." <a href="https://crln.acrl.org/index.php/crlnews/article/view/17467" target="_blank">https://crln.acrl.org/index.php/crlnews/article/view/17467</a><br /><i>Photo by Sheila Webber: winter branches, December 2018</i>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-63176411734267801042018-12-25T14:27:00.002+00:002018-12-25T14:27:29.048+00:00Merry Christmas to all!<div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-_FKs358P7z0/XCI9-rkpOOI/AAAAAAAAPI0/TFo6x7rt9ccRh8t9GR1bf_gesc_rzisYQCLcBGAs/s1600/xmas%2Bwreath%2B2018.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="200" src="https://2.bp.blogspot.com/-_FKs358P7z0/XCI9-rkpOOI/AAAAAAAAPI0/TFo6x7rt9ccRh8t9GR1bf_gesc_rzisYQCLcBGAs/s200/xmas%2Bwreath%2B2018.jpg" width="150" /></a></div>A merry and information literate Christmas to all followers of the Information Literacy Weblog!<br /><i>Photo by Sheila Webber: The wreath I made this year (as usual, from branches cut off our Christmas tree).</i>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-69602546093511487292018-12-24T09:00:00.000+00:002018-12-24T09:01:39.301+00:00cfp Shaping the Future of Libraries with Instructional Design #library2019 #libraryid<div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-lULsBVx6rpM/XBxa54wYGEI/AAAAAAAAPIE/pgYwNKrUTYIVvkGPVLxPMcyN_H04mnzCwCLcBGAs/s1600/berries.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://2.bp.blogspot.com/-lULsBVx6rpM/XBxa54wYGEI/AAAAAAAAPIE/pgYwNKrUTYIVvkGPVLxPMcyN_H04mnzCwCLcBGAs/s200/berries.jpg" width="200" height="109" data-original-width="1600" data-original-height="870" /></a></div>There is a call for proposals for the free virtual <b>Library 2.019</b> mini-conference: <b>Shaping the Future of Libraries with Instructional Design</b> which will be held on March 13 2019 from 12:00 - 3:00 pm US-Pacific Time (which is 8pm-11pm UK time). "This is a conference for librarians, instructional designers and educators to share their work and challenges, as well as for those who believe in the value of integrating instructional design into their practice to help them innovate and evolve library services for the future." You have 25 minutes for a talk plus questions, using Blackboard Collaborate. In order to propose a session, you have to register with the Library 2.0 Ning community and post your proposal to a discussion board. The Library 2.... series is an initiative of San Jose State University. Further information on the call is here: <a href="https://www.library20.com/page/call-for-proposals" target="_blank">https://www.library20.com/page/call-for-proposals</a> and registration for the event is here <a href="https://www.eventbrite.com/e/library-2019-shaping-the-future-of-libraries-with-instructional-design-registration-53358935011" target="_blank">https://www.eventbrite.com/e/library-2019-shaping-the-future-of-libraries-with-instructional-design-registration-53358935011</a><br /><i>Photo by Sheila Webber: Winter berries, December 2018</i>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-19846403514212007952018-12-21T09:30:00.000+00:002018-12-21T09:30:07.798+00:00Call for posters and lightning talks for #LOEX2019<div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-_cuXjaK1ep8/W8j_WAG-OeI/AAAAAAAAO9E/c4PWCsvqoFcvwM1X4LYQbTaO-zXR-Kt5ACLcBGAs/s1600/loexlogo2019.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1589" data-original-width="1600" height="199" src="https://1.bp.blogspot.com/-_cuXjaK1ep8/W8j_WAG-OeI/AAAAAAAAO9E/c4PWCsvqoFcvwM1X4LYQbTaO-zXR-Kt5ACLcBGAs/s200/loexlogo2019.png" width="200" /></a></div>There is a call for posters and lightning sessions for the US information literacy conference, <b>LOEX</b>, which takes place May 9-11, 2019 in Minneapolis, USA.<br /><b>Posters</b> can only be submitted by "1) graduate students in library and information science programs and 2) library fellows and residents". The deadline is January 28, 2019. There is more information at <a href="http://www.loexconference.org/posterproposals.html" target="_blank">http://www.loexconference.org/posterproposals.html</a><br />Anyone can propose <b>Lightning talks</b>. The talks will be 7 minutes long, and the deadline for proposals is January 18, 2019. More information at <a href="http://loexconference.org/lightningproposals.html" target="_blank">http://loexconference.org/lightningproposals.html</a>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-43806456828160611832018-12-19T09:30:00.000+00:002018-12-19T09:30:03.445+00:0011th congress of French teacher librarians / 11e Congrès des Professeur.e.s Documentalistes de l'Education Nationale<div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-bbex9CUrgP0/XBjriwXXqYI/AAAAAAAAPH4/frr0bZdKYj4XL9ijjYjr0p5_mYMOSUwRACLcBGAs/s1600/dry%2Bleaves.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="200" src="https://1.bp.blogspot.com/-bbex9CUrgP0/XBjriwXXqYI/AAAAAAAAPH4/frr0bZdKYj4XL9ijjYjr0p5_mYMOSUwRACLcBGAs/s200/dry%2Bleaves.JPG" width="150" /></a></div>The <b>11th congress of French teacher librarians </b>(professeurs documentalistes) of secondary schools will be held 22 - 24 March 2019 in Grenoble, France (obviously, in the French language) in partnership with the Grenoble Spring book fair. The theme is <b>online publication</b> (subtitle <b>Un objet pédagogique et didactique pour les professeur.e.s documentalistes</b>.) and it considers both students and professionals. For example, sessions include "La publication : une pratique professionnelle des professeur.e.s documentalistes?" and "La participation des élèves à Wikipédia : à la recherche de conditions favorisant les apprentissages informationnels." For registration go to <a href="http://congres2019.apden.org/" target="_blank">http://congres2019.apden.org/</a><br /><i>Photo by Sheila Webber: dead leaves, November 2018</i>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-74464155494240936262018-12-18T11:14:00.002+00:002018-12-18T11:14:23.269+00:00New articles: health literacy; workplace information literacy; international students; information users<div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-0D3zCiczqRA/XBjV2MhndhI/AAAAAAAAPHs/0yrhV4F_zEoVHIucNxfS_cuZr48FNpE0ACLcBGAs/s1600/in%2Bthe%2Bdiamond.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://2.bp.blogspot.com/-0D3zCiczqRA/XBjV2MhndhI/AAAAAAAAPHs/0yrhV4F_zEoVHIucNxfS_cuZr48FNpE0ACLcBGAs/s200/in%2Bthe%2Bdiamond.JPG" width="200" /></a></div>The new issue of open-access journal <b>Information Research</b> (vol. 23, issue 4) has been published. It includes: <br />- Margaret S. Zimmerman:<i> Information horizons mapping to assess the health literacy of refugee and immigrant women in the USA</i><br />- Hanseul Stephanie Lee:<i> A comparative study on the health information needs, seeking and source preferences among mothers of young healthy children: American mothers compared to recent immigrant Korean mothers</i><br />- Sarah Bukhari, Suraya Hamid, Sri Devi Ravana and Mohamad Taha Ijab <i>Modelling the information-seeking behaviour of international students in their use of social media in Malaysia</i><br />Go to: <a href="http://www.informationr.net/ir/23-4/infres234.html" target="_blank">http://www.informationr.net/ir/23-4/infres234.html</a><br />There is also a Special supplement: <b>Proceedings of ISIC: the information behaviour conference, Krakow, Poland, 9-11 October, 2018: Part 1</b><br />- Farhan Ahmad and Gunilla Widén, <i>Information literacy at workplace: the organizational leadership perspective</i><br />- Tim Gorichanaz,<i> Perspective in information behaviour research</i><br />- Heidi Julien, Lynne McKechnie, Sarah Polkinghorne and Roger Chabot, <i>The "user turn" in practice: information behaviour researchers’ constructions of information users</i><br />- Waseem Afzal, <i>Weaving an affective framework for information behaviour research: a consideration of ‘trilogy of mind’ and ‘flow’</i><br />- Jela Steinerova, <i>Perceptions of the information environment by researchers: a qualitative study</i><br />- Hue Thi Pham and Kirsty Williamson, <i>A two-way street: collaboration and information sharing in academia. A theoretically-based, comparative Australian/Vietnamese study</i><br />Go to: <a href="http://www.informationr.net/ir/23-4/isic2018/isic2018.html" target="_blank">http://www.informationr.net/ir/23-4/isic2018/isic2018.html</a><br /><i>Photo by Sheila Webber: Indside the Diamond Building, University of Sheffield.</i>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-32835693993931868462018-12-17T09:30:00.000+00:002018-12-17T09:30:06.181+00:00A practical vision for a health literate world #healthliteracy<div class="separator" style="clear: both; text-align: center;"><a href="https://2.bp.blogspot.com/-OUDDCpRTIXs/XBaFMfViw_I/AAAAAAAAPHg/yaoTm6cQKDEWhi8xRlrpn0z4sE023ZeUACLcBGAs/s1600/pampas%2Bgrass%2B2.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1028" height="200" src="https://2.bp.blogspot.com/-OUDDCpRTIXs/XBaFMfViw_I/AAAAAAAAPHg/yaoTm6cQKDEWhi8xRlrpn0z4sE023ZeUACLcBGAs/s200/pampas%2Bgrass%2B2.JPG" width="129" /></a></div>The <i>IUHPE</i> <b>Position statement on health literacy. A practical vision for a health literate world</b> has been published. It was written by the <i>The International Union for Health Promotion and Education (IUHPE) Global Working Group on Health Literacy</i> and will be officially presented in early 2019. The pdf is at <a href="http://www.iuhpe.org/images/IUHPE/Advocacy/IUHPEHealth_Literacy_2018.pdf" target="_blank">http://www.iuhpe.org/images/IUHPE/Advocacy/IUHPEHealth_Literacy_2018.pdf</a> and the page that announced it is&nbsp;<a href="https://www.iuhpe.org/index.php/en/iuhpe-at-a-glance/iuhpe-official-statements">here</a>.<br />IUHPE also highlight a special issue of the journal <b>Global Health Promotion</b> (Volume 25 Issue 4, December 2018) focusing on health literacy. At first I was confused, since the editors for this special issue are exactly the same as for a special issue of another journal, that I <a href="https://information-literacy.blogspot.com/2018/12/health-literacy-special-issue.html">blogged earlier this month</a>. However, this does appear to be a different set of articles. It includes<br />- <i>Cultural health literacy: the experiences of Māori in palliative care</i> by Jacquie Kidd, Stella Black, Rawiri Blundell, Tamati Peni<br />- <i>Development and testing of a framework for analysing health literacy in public policy documents</i> by Anita Trezona, Sarity Dodson, Paulina Mech, Richard H. Osborne<br />- <i>Health literacy practices in social virtual worlds and the influence on health behaviour </i>by Evelyn McElhinney, Lisa Kidd, Francine M. Cheater<br />- <i>Challenges and opportunities in building critical health literacy </i>by Susie Sykes, Jane Wills<br />Go to <a href="https://journals.sagepub.com/toc/pedb/25/4" target="_blank">https://journals.sagepub.com/toc/pedb/25/4</a><br /><i>Photo by Sheila Webber: pampas grass, December 2018</i>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-13868309111505792862018-12-15T16:38:00.002+00:002018-12-15T16:38:53.128+00:00Impact of government and corporate surveillance on writersAn interesting new report produced for Scottish PEN, <b>Scottish chilling: impact of government and corporate surveillance on writers.</b> It is authored by Nik Williams, David McMenemy and Lauren Smith. The findings are based on 118 responses from an online survey and 8 interviews in 2016/7. They found that there is widespread concern among writers about government surveillance, about tech companies working with government. Writers reported changes in behaviour including self-censrship when they were writing or speaking. They also might avoid using search engines, email and other online communication in case they were monitored. The report ends with recommendations for the UK government.&nbsp;<a href="https://strathprints.strath.ac.uk/66291/" target="_blank">https://strathprints.strath.ac.uk/66291/</a>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-26395956044196956972018-12-14T18:35:00.001+00:002018-12-14T18:35:03.037+00:00Heartfelt Library Moments @HL_Moments<div class="separator" style="clear: both; text-align: center;"><a href="https://3.bp.blogspot.com/-ivY6qEuwg2k/XBP3pqb8_OI/AAAAAAAAPHU/7Zhw3FBbI3I4wdJFOjN22nDxGAQww0oBwCLcBGAs/s1600/apples%2Bmarket%2B18.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://3.bp.blogspot.com/-ivY6qEuwg2k/XBP3pqb8_OI/AAAAAAAAPHU/7Zhw3FBbI3I4wdJFOjN22nDxGAQww0oBwCLcBGAs/s200/apples%2Bmarket%2B18.JPG" width="200" /></a></div>Deborah, Emily, Rhiannon and Elle (who are also studying here in my department, the Information School at the University of Sheffield) are looking for contributors to their new blog, <b>Heartfelt Library Moments</b>, which takes a&nbsp; positive narrative approach. "We hope to create a space where we can share and collect experiences from a library/information setting that have made you feel proud, happy, confident, hopeful – when you have seen something wonderful or felt you have made a difference."<br />Of course this won’t be a 100% accurate representation of all the work librarians and other information professionals do. They encounter many difficult times and challenges. Instead, this will be one corner of the internet where we can share, celebrate and take pride in the powerful and beautiful things that libraries make happen."<br />The blog is at <a href="https://heartfeltlibrarymoments.home.blog/" target="_blank">https://heartfeltlibrarymoments.home.blog/</a> and you can submit your story here <a href="https://heartfeltlibrarymoments.home.blog/submit/" target="_blank">https://heartfeltlibrarymoments.home.blog/submit/</a> or tweet to @HL_Moments<br /><i>Photo by Sheila Webber: apples at the farmer's market, December 2018</i>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-40210697875802965802018-12-13T16:35:00.001+00:002018-12-13T16:35:54.843+00:00Who is fact checking for?The <b>Poynter Institute</b> in the USA has a short series of podcasts about misinformation and fact-checking. The first full podcast <b>Who is fact checking for?&nbsp;</b>(18 minutes) was released yesterday. "Amy Sippitt talks about who reads stories from Full Fact, a fact-checking project in the United Kingdom (Spoiler: It's mostly men!) Then, Brendan Nyhan from the University of Michigan gives us the lowdown on which audience needs fact-checking the most." (They found out that "it was really people who were the most politically engaged, the most politically interested and knowledgeable, people that had the highest sense of political efficacy, people who tended to be more educated" that use fact-checking most.)<br />I found the podcast it on <a href="https://radiopublic.com/misinformed-GABqNj" target="_blank">https://radiopublic.com/misinformed-GABqNj</a>&nbsp;(embedded below) but it is also available through other channels. The transcript of the podcast is at <a href="https://www.poynter.org/fact-checking/2018/misinformed-podcast-who-is-fact-checking-actually-for/" target="_blank">https://www.poynter.org/fact-checking/2018/misinformed-podcast-who-is-fact-checking-actually-for/</a>. Poynter is aggregating all the posts about these podcasts at&nbsp;<a href="https://www.poynter.org/misinformed/" target="_blank">https://www.poynter.org/misinformed/</a><br /><br /><iframe frameborder="0" height="185" sandbox="allow-same-origin allow-scripts allow-top-navigation allow-popups" scrolling="no" src="https://embed.radiopublic.com/e?if=misinformed-GABqNj&amp;ge=s1!9d7e828f0ef94c114227cf23a171ae8f46016424" width="100%"></iframe>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-42518986678259796512018-12-12T09:30:00.000+00:002018-12-12T09:30:01.502+00:00Call for papers: News, Media and Disinformation<div class="separator" style="clear: both; text-align: center;"><a href="https://4.bp.blogspot.com/-lKmtMuv5shQ/XBBUKdR7PuI/AAAAAAAAPGY/bHWMJRUwGwsiaEzxrrsE3t6kgNrJ-FMdQCLcBGAs/s1600/mosaic%2B2%2Bcrop.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1135" data-original-width="1600" height="142" src="https://4.bp.blogspot.com/-lKmtMuv5shQ/XBBUKdR7PuI/AAAAAAAAPGY/bHWMJRUwGwsiaEzxrrsE3t6kgNrJ-FMdQCLcBGAs/s200/mosaic%2B2%2Bcrop.jpg" width="200" /></a></div>There is a call for papers for the <b>18th Annual Information Literacy Summit,</b> with the theme <b>News, Media and Disinformation: Making Sense in Today’s Information Landscape</b>, to be held on April 5, 2019, organised by DePaul University Library and Moraine Valley Community College Library, and held at Moraine Valley Community College campus. The keynote speaker is Dr. Nicole A. Cooke, Associate Professor and MS/LIS Program Director, School of Information Studies, University of Illinois at Urbana-Champaign. Deadline to submit proposals for breakout sessions and panels is<b>&nbsp;January 11, 2019</b>. There is more information here: <a href="http://informationliteracysummit.org/" target="_blank">http://informationliteracysummit.org/</a><br />There is also a pull down menu on the site to see information on previous summits, and some of the presentations are available e.g. at <a href="http://informationliteracysummit.org/about/2018-information-literacy-summit/" target="_blank">http://informationliteracysummit.org/about/2018-information-literacy-summit/ </a><br /><i>Photo by Sheila Webber: another shot of a Sheffield mosaic water feature (Howard Street Rill by Emma Biggs).</i>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0tag:blogger.com,1999:blog-15328831.post-6643096911803611542018-12-11T16:44:00.002+00:002018-12-11T16:44:31.590+00:00Information Problem Solving model<div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-aUQkcinkmck/XA_pQUToCoI/AAAAAAAAPGA/-_73oqoMTck6Z3Z77_lNt2w_kT2riNUZACLcBGAs/s1600/richard%2Broberts.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1325" data-original-width="1600" height="166" src="https://1.bp.blogspot.com/-aUQkcinkmck/XA_pQUToCoI/AAAAAAAAPGA/-_73oqoMTck6Z3Z77_lNt2w_kT2riNUZACLcBGAs/s200/richard%2Broberts.jpg" width="200" /></a></div>Frerejean, J., Velthorst, G., van Strien, J., Kirschner, P. &amp; Brand-Gruwel, S. (2019). Embedded instruction to learn information problem solving: Effects of a whole task approach. <i>Computers in Human Behavior, 90</i>, 117-130. <a href="https://www.sciencedirect.com/science/article/pii/S0747563218304187">https://www.sciencedirect.com/science/article/pii/S0747563218304187</a><br />It is always interesting, irritating and concerning when one discovers yet another group of academics outside the library and information field who are reinventing the infolit and information seeking wheel. In this case education researchers have developed through a number of articles a skill based model for "information problem solving", without reference to the existing literature. Their model is: <i>Define the problem, search information, select information, process information, present information</i>. I am blogging since it is obviously relevant to information literacy, and also they give a detailed account of their methods in setting up their pre- and post-test experiment, including a careful discussion of their data analysis. Key findings were (having set up an experimental situation of students trained using their model of information problem solving and students untrained) "Trained students improved their approach to searching and selecting information" but "Improvements were no longer visible on a test five weeks after training stopped."<br /><i>Photo by Sheila Webber: Sheffield University campus, November 2018</i>Sheila Webberhttp://www.blogger.com/profile/09929764583069948543noreply@blogger.com0
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