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In the academic imagination, depth and attention are the highest of virtues. But in pushing students to apply high-attention strategies to all incoming information, we risk creating a new and dangerous shallowness.
Via Elizabeth E Charles
On the final day of FestivIL (yesterday), the keynote was from Barbara Fister. Her prerecorded lecture took up the theme of her Project Information Literacy Provocations essay - Information Literacy in the QAnon Era. When it is made public I will embed the video here. One thing that struck me particularly was the point that QAnon (the North American movement that rejects scientific evidence, conventional news sources etc.) gives the same type of advice as librarians: that you should be sceptical of sources, do your own searching etc., which is rather scary.
Via Elizabeth E Charles
Maddie is Online’ is an educational video cartoon series which aims to illustrate the dangers of online bullying and to teach children online information evaluation through animation. Playlists: bit.ly/2LwnE6T Twitter: @MaddiesOnline
Via Elizabeth E Charles
"Digital literacy means being literate in digital tech. The idea is that a person using tech or, more specifically, web technologies must be aware of the right way to utilize them. The abundance of resources, tools, and apps makes it easy for anyone to fall prey to the ill effects of the web. Being digitally literate helps one to find and avoid practices that are not ethical."
Via EDTECH@UTRGV, Elizabeth E Charles
As the world careens from one crisis to another—as COVID-19 brings us closed schools and massive unemployment, as horrific videos of police brutality spark more than a week of nationwide protests—one thing has been constant and concerning: We are devouring digital media, seeking out information and scrolling for solace. And, let’s face it, we’re seeking and scrolling in the dark. We’re doing this literally, as we sit up at 2 a.m. in our bedrooms, scrolling and clicking and unable to sleep. And figuratively, clicking through mazes of media messages on social media, pushing through brush to find a trail. Most of us have had no guides to orient us in this streaming and screaming digital world. .
Via Elizabeth E Charles
The final network in Universal Design for Learning is the strategic network. Its focus is on how learning takes place. The goal for this network is for learners to be “strategic and goal-directed” (CAST, 2019b). To do this, CAST (2019a) recommends educators provide multiple ways for students to express their learning.
Every individual expresses themselves in different ways. This means they also convey what they have learned in various ways. These variations can be due to physical limitations, language barriers, or different ways of understanding content. When we are working with library users in training sessions, in new hire orientations, or conducting internal staff training, we want to provide many opportunities for each person to showcase their learning. Taking time for individuals to demonstrate what they have learned helps us know that
Via Elizabeth E Charles
Firstly, the Californian association for information literacy, LILi, has set up a page for sharing resources about teaching IL online. "Inspired by CCC COVID-19 Website Google Doc, Lifelong Information Literacy (LILi) created this blog post to collect online instruction information from all libraries in California. Please share in the form or comment below for discussions. The LILi Web Committee will summarize important information and resources in this blog as the situation evolves." This is at https://lili.libguides.com/lion/COVID-19
Via Elizabeth E Charles
Jennifer LaGarde and Darren Hudgins write: "In November 2019, The Pew Research Center released its findings related to the devices Americans use to access news. As in previous years, Pew found that news consumers overwhelmingly turn to their mobile devices, rather than to a laptop or desktop, to catch up on the news of the day. And yet, when we visit schools around the country to help teachers and librarians develop media literacy lessons, we find the exact opposite to be true. In school, the vast majority of news literacy instruction still takes place with the devices that our kids are least likely to use when they leave our buildings." (Emphasis added.)
Via Mary Reilley Clark, Elizabeth E Charles
Our libraries, archives, and museums are often full of interesting resources that we would like more users to discover. These could be one of a kind artifacts, original manuscripts, journals, or other material your organization specializes in. Often, for people to want to learn and engage with a resource there must be an opportunity for them to have an experience.
Via Elizabeth E Charles
Our information literacy research has highlighted the importance of bringing minority or indigenous voices into our research conversations with students and colleagues. I previously posted on information literacy’s (IL) role in decolonising the curriculum. As I reflect on that post, two key questions have emerged: - How can we, as teachers and librarians, ensure our students are being exposed to a range of perspectives on any issue?
- How can we support students to find a range of diverse voices in Google, Google Scholar and academic databases?
Via Elizabeth E Charles
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In this blog post, Alison Hicks, the CILIP Information Literacy Group rep for Higher Education and LIS, talks about an article she inadvertently found that she related to both personally and professionally and her thoughts on how diverse learners are represented within models of information literacy.
Via Elizabeth E Charles
For almost 20 years, instruction librarians have relied on variations of two models, the CRAAP Test and SIFT, to teach students how to evaluate printed and web-based materials. Dramatic changes to the information ecosystem, however, present new challenges amid a flood of misinformation where algorithms lie beneath the surface of popular and library platforms collecting clicks and shaping content. When applied to increasingly connected networks, these existing evaluation heuristics have limited value. Drawing on our combined experience at community colleges and universities in the U.S. and Canada, and with Project Information Literacy (PIL), a national research institute studying college students’ information practices for the past decade, this paper presents a new evaluative approach for teaching students to see information as the agent, rather than themselves. Opportunities and strategies are identified for evaluating the veracity of sources, first as students, leveraging the expertise they bring with them into the classroom, and then as lifelong learners in search of information they can trust and rely on.
Via Elizabeth E Charles
As “research it yourself” becomes a rallying cry for promoters of outlandish conspiracy theories with real-world consequences, educators need to think hard about what’s missing from their information literacy efforts.
Via Elizabeth E Charles
This is my final blog post from the second FOIL webinar , entitled Masters’ Class: Emerging Voices in Media & Information Literacy Research. The final presentation was: William Shire (working at Magdalene College, Oxford and dissertation submitted to University of Sheffield): The use of Web 2.0 tools to teach information literacy in the UK university library context
Via Elizabeth E Charles
There is a series of "case studies" on the CILIP Information Literacy website, with librarians describing how they have shifted IL teaching online. So far there are contributions from: Delyth Morris (Subject Librarian for Medicine at Cardiff University); David Bedford (Academic Support Librarian at Universities at Medway); Sarah Smyth (Assistant Librarian at Ulster University); Lesley English (Faculty Librarian (Teaching and Learning) at Lancaster University); Eleanor Barker and Veronica Phillips (Medical Library at the Un
Via Elizabeth E Charles
Here is a handy visual you can use with your students in class to help them become better Google searchers. We have outlined 8 search tips that students can use to narrow down their search and get accurate results. All of these tips are nested in Google Advanced Search which is accessible from 'settings' in Google search homepage. This visual is also available in PDF format from this page.
Via Elizabeth E Charles
When your students read, view, and listen to multiple sources on a topic or issue, do they tackle each source in a silo? Learning a little bit about this and a little bit about that but not really synthesizing the information from multiple sources?
Via Elizabeth E Charles
Context is...everything!
As you know by now, the most common answer to a SRS Challenge is "it depends." What does it depend on? A: Context. Gee, thanks!
Via Elizabeth E Charles
Show Notes: On this episode of The Librarian's Guide to Teaching, Amanda and Jessica talk with Barbara Fister, Scholar-in-Residence at Project Information Literacy and co-researcher on PIL's latest study, "Information Literacy in the Age of Algorithms: Student Experiences with News and Information, and the Need for Change." They discuss the report’s findings, potential barriers to implementing algorithm education and ways that librarians can be a part of the change in higher education. Guest Bio: Barbara Fister is a Scholar-in-Residence at Project Information Literacy and co-researcher on PIL's latest study, "Information Literacy in the Age of Algorithms: Student Experiences with News and Information, and the Need for Change." For three decades Barbara coordinated the library instruction program at Gustavus Adolphus College... Resources related to this episode’s theme and mentioned in the show include:
Via Elizabeth E Charles
The MOOC: Information Literacy Online has been released. The MOOC is available in: English, German, Catalan, Spanish, Croatian and Slovenian. There are six main modules: Module 1: Orienting in an information landscape Module 2: Research is a journey of inquiries Module 3: The power of search Module 4: Critical information appraisal Module 5: Information use: the right and fair way Module 6: Let’s create something new based on information and share it! Additionally there are a couple subject-specific modules (in the English-language version, but only one in the German and Croatian versions and none in the Spanish). There is text and pictures, plus some videos and quizzes. This is the outcome of a European project (articles etc. about the project here - this article gives an interesting and detailed account of the guiding principles and practicalities). The content can also be re-used under a Creative Commons license. Go to https://informationliteracy.eu/en
Via Elizabeth E Charles
“As with any classroom instructor, librarians require familiarity with learning theories. Once these are mastered, librarians’ contribution to the academy will not be limited to the “production” of information for patrons, but rather the addition of critical thinking to the ongoing process of information literacy” (Johnson, 2008, p. 117). I work in an academic library and teaching information literacy (IL) is one of the main tasks of my role. I assist our nursing tutors to educate their students about evidence-based nursing (EBN). We have books about EBN. We have books about nursing and education theorists. So why have I not thought that learning theories might inform my teaching practice?
Via Elizabeth E Charles
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