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CILIP ILG Talk UNESCO MIL week 24th October 2019

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Jacqueline Geekie and Dr Konstantina Martzoukou present a talk in information and digital literacy as part of CILIP Information Literacy Group celebration of UNESCO Media and Information Literacy Week October 2019. Jacqueline Geekie shares case studies using the Chartered Institute of Library and Information Professionals (CILIP) ILG definition of Information Literacy. Konstantina talks about children’s information and digital literacy and presents 'Maddie is Online' video cartoon: https://www.cla.co.uk/blog/schools/maddie-is-online. recorded slides available via: https://youtu.be/ocB_4pPKxR8

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CILIP ILG Talk UNESCO MIL week 24th October 2019

  1. 1. CELEBRATING UNESCO MIL WEEK 2019 CASE STUDIES USING THE INFORMATION LITERACY GROUP (ILG) DEFINITION OF INFORMATION LITERACY EXPLORING CHILDREN’S INFORMATION AND DIGITAL LITERACY ISSUES 24TH OCTOBER 2019 Dr Konstantina Martzoukou Teaching Excellence Fellow - Robert Gordon University E: k.martzoukou@rgu.ac.uk @Dinamartz Jacqueline Geekie Public Libraries Rep: CILIP Information Literacy Group
  2. 2. The IL Definition: what CILIP and the Information Literacy Group did next… Jacqueline Geekie Public Libraries Rep: CILIP Information Literacy Group
  3. 3. CILIP Definition of Information Literacy 2018 “Information literacy is the ability to think critically and make balanced judgements about any information we find and use. It empowers us as citizens to develop informed views and to engage fully with society.”
  4. 4. Information Literacy and Everyday Life • Checking information online • Online transactions • Behave ethically online • Social media • Digital footprint • Privacy
  5. 5. Information Literacy and Citizenship • How to understand the world around us? • Recognise bias and misinformation • Fake news • Critical judgement
  6. 6. Information Literacy and Education • All stages of education • School, Further Education and Higher Education • Critical thinking skills • Transition from school to Higher Education • Equips learners with intellectual strategies
  7. 7. Information Literacy and the Workplace • Knowing when and how to use information • To help achieve organizational aims and adds value • Interpret work related information • Contributes to employability • Teamworking • Problem solving and analytical skills
  8. 8. Information Literacy and Health • Using credible and reputable healthcare sources when looking for treatment and prognosis. • Becoming active partners in healthcare • Engaging in informed dialogue with healthcare professionals. • Making it easier (NHS Scotland)
  9. 9. What has the new definition meant for the team? “reaching people outside the academic sector and making it clearer that IL is not about teaching referencing skills to undergraduates. It’s about much more than that, and I think having the new definition gives us greater confidence to be doing all the advocacy work, with a very clear and broader idea of what IL is”. Jane Secker, CILIP ILG Chair “I send it out systematically whenever I make a new contact in different settings. So for instance, I’ve passed it on to the DCMS and DfE officials that we’ve been engaging with. So I think that the definition has been great at helping to raise awareness, almost like an extended calling card”. Stéphane Goldstein, CILIP ILG Advocacy Officer
  10. 10. What have we actually done? Since the launch of the definition we have engaged with: • DCMS • Ofcom • DfE • Took part in Misinfocon event. • Mozilla Foundation • National Literacy Trust • Newswire • UK National Commission for UNESCO • JCS Online
  11. 11. Working with CILIP to mainstream IL
  12. 12. How could you/do you use the definition? Discussion
  13. 13. Definition: - https://infolit.org.uk/ILdefinitionCILIP2018.pdf Posters and postcard: A3 - https://infolit.org.uk/wp- content/uploads/2018/08/ILG-definition-A3- poster_digital.pdf A4 - https://infolit.org.uk/wp- content/uploads/2018/08/ILG-definition-A4- poster_digital.pdf A6 - https://infolit.org.uk/wp- content/uploads/2018/08/ILG-definition-A6- postcard.pdf
  14. 14. Any questions? https://infolit.org.uk/ @infolitgroup #ILDefinition
  15. 15. MADDIE IS ONLINE Some reflections for the development of digital literacySubscribe to all the video Playlists bit.ly/2LwnE6T Website: https://maddiesonline.blogspot.c om/
  16. 16. POSITIVE ASPECTS RISKS •connect, play and interact with friends. •get inspired: watch videos from others around the world. •develop and showcase creativity and talent. •build a community around interests. •express feelings. •informal learning (social norms, digital skills). •Explore interests. •Validation/emotional support. • Addictive form of screen entertainment. • May replace learning the hard social "work" of dealing face-to-face with peers. • Children are adopting newer social media and games, social pressure. • Parents are not always aware of the social issues. • Safety: default public account - strangers could directly contact children: people can like or react to a video, follow an account and send messages. • Risk taking in order to get more followers/ likes • constant stimulation every single moment • To delete your account you have to request a code from the app using your phone number/email • Children may make different types of videos including sexually suggestive. • No real policy to stop young kids to join the community of adults/ kids participating in adult activities, hiding their age.
  17. 17. GOING ONLINE: REAL AND VIRTUAL SELF AND PLAY Roblo x Texting and time being ‘plugged in’ Snapchat Mind craft Social media & messaging / video sharing Online gaming Tik Tok WHAT DO CHILDREN DO ONLINE? POPULAR GAMES AND APPS
  18. 18. ROBLOX Learning about the world, self-expression, identity exploration & formation, acquiring technical skills How do you make money? https://youtu.be/JAn0mt0bHt U Inspired to be a park owner https://youtu.be/TpfcKj1TaH M From ‘Roblox Theme Park
  19. 19. ROBLOX “Welcome to Bloxburg” game Like real life Life skills: hunger, hygiene, fun, energy Building a Christmas cabin: https://youtu.be/ujPzpofG4Po Virtual work Working at the pizza place delivery (most profitable): https://youtu.be/TVzjotoiHnc
  20. 20. Snapchat SNAPCHAT Photo and video-sharing app with filters (and with a twist): media you send disappear seconds after they are viewed. Messages in group chat disappear after 24 hours. There are ways to capture and recover images – a false sense of “security” (e.g. saving images by tapping them or taking a screenshot). My Eyes Only “If you ever get a Snap that you want to keep extra private, you can always add it to My Eyes Only! That way, you can hand over your phone to friends when sharing Memories, without being worried they might catch an eyeful of something meant just for you 🙈”
  21. 21. TIK TOK Challenges  Clothes challenge: https://www.dailymotion.com/video /x6uwk2l  Lip challenge: #kyliejennerchallenge  Kidlipchallenge https://www.youtube.com/watch?v= gf05YGj31SM  #10YearChallenge Privacy Private mode: only the creator can watch the videos Public: anyone within the app can see the videos By default the settings are public unless a user changes them Age inappropriate content  Self-harm  Life threatening challenges  Positives:  Creativity, socialising, having fun, learning together
  22. 22. U.K. COUNCIL FOR CHILD INTERNET SAFETY
  23. 23. ‘EDUCATION FOR A CONNECTED WORLD’:U.K. COUNCIL FOR CHILD INTERNET SAFETY 7-11 years old Other age groups: early years -7, 11-14, 14-18
  24. 24. MADDIE IS ONLINE : INTRODUCING THE STORY & SCENARIOS – SERIES 1 ONLINE RESILIENCE/SAFETY https://maddiesonline.blogspot.com/
  25. 25. SERIES 2 ON MISINFORMATION https://maddiesonline.blogspot.com/
  26. 26. VOICE-OVERS Miss Mason – Professor Adrienne Muir Andy, The Bold Voice – Professor Charles Oppenheim
  27. 27. https://maddiesonline.blogspot.com/ If you are interested in using the series in your school or library please get in touch directly with Dina via k.martzoukou@rgu.ac.uk. Twitter @MaddiesOnline A short anonymous evaluation questionnaire  understand whether the tool was useful  design new episodes of interest.
  28. 28. AREAS FOR LIBRARIANS  Clearly define your digital citizenship role  Make greater efforts to engage families in digital citizenship initiatives/ work (create your own initiatives!)  Make a case for creating a Digital Officer post in schools (and be the one!)  Design and promote learning opportunities and interesting resources to schools and families  Monitor emerging trends and research  Identify and curate resources  Conduct your own research within context to better understand values, attitudes, skills.  Do not reinvest the wheel – work together with other public libraries and schools to create playful, flexible, open learning in collaboration  Promote your activities via national and global events (e.g. UNESCO Global Media & Information Literacy week, UK Safer Internet Week)  Help add more to these recommendations! Photo by: Alexander Dummer https://unsplash.com/photos/UH-xs-FizTk
  29. 29. CELEBRATING UNESCO MIL WEEK 2019 CASE STUDIES USING THE INFORMATION LITERACY GROUP (ILG) DEFINITION OF INFORMATION LITERACY EXPLORING CHILDREN’S INFORMATION AND DIGITAL LITERACY ISSUES 24TH OCTOBER 2019 Dr Konstantina Martzoukou Teaching Excellence Fellow - Robert Gordon University E: k.martzoukou@rgu.ac.uk @Dinamartz Jacqueline Geekie Public Libraries Rep: CILIP Information Literacy Group
  30. 30. RESOURCES Suggested by Aberdeenshire Council  Beat bullying BeatBullying is an international bullying prevention charity working and campaigning to make bullying unacceptable in the UK and across Europe. www.beatbullying.org  Internet Watch Foundation UK’s hotline for reporting illegal content on the Internet. www.iwf.org.uk  Internetmatters.com What are your children doing online? Learn more about the activities, technologies and sites they may be visiting. www.internetmatters.org  Childnet Organisation that works to keep children safe on the Internet. They have their own resources giving practical advice to parents, teachers and carers. Includes the ‘Know It All’ programme. www.childnet.com  UK Council for child internet safety The UK Council for Child Internet Safety brings together over 140 organisations and individuals to help children and young people stay safe on the internet. It is made up of companies, government departments and agencies (including the devolved governments in Scotland, Wales and Northern Ireland), law enforcement, charities, parenting groups, academic experts and others. www.ukccis.co.uk
  31. 31. RESOURCES  EU Kids Online: a multinational research network, funded by the EC’s Better Internet for Kids programme http://www.lse.ac.uk/media-and-communications/research/research- projects/eu-kids-online  Digital resistance: https://pjp-eu.coe.int/en/web/charter-edc-hre-pilot- projects/digital-resistance “To promote digital citizenship of pupils by supporting the development of digital skills and competences through inquiry-based learning”  Ofcom. Protecting your child in the Digital World: https://www.ofcom.org.uk/__data/assets/pdf_file/0015/7107/managemedia.pdf Also published a range of guides  ParentPort was jointly developed by the Advertising Standards Authority, the Authority for Television on Demand, the BBC Trust, the British Board of Film Classification, Ofcom, the Press Complaints Commission and the Video Standards Council/Pan-European Game Information.  Get Safe Online, the UK’s national internet security awareness initiative. Ofcom also works closely with UKCCIS - the UK Council for Child Internet Safety - which brings together more than 180 organisations to help keep children and young people safe online.
  32. 32. ADDITIONAL REFERENCES Livingstone, Mascheroni, & Staksrud. 2017. European research on children’s internet use: Assessing the past, anticipating the future. New Media & Society, 1- 20. doi: 10.1177/1461444816685930 Livingstone, S., Haddon, L., Görzig, A., and Ólafsson, K. 2011. Risks and safety on the internet: The perspective of European children. Full Findings. LSE, London: EU Kids Online. http://eprints.lse.ac.uk/33731 Base, Available from http://www.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20III/Report s/EUKidsOnlinereportfortheCEOCoalition.pdf Ofcom, 2017. Children and Parents: Media Use and Attitudes Report . Available from: https://www.ofcom.org.uk/__data/assets/pdf_file/0020/108182/children- parents-media-use-attitudes-2017.pdf Office for Information Technology Policy’s Digital Literacy Task Force. 2013. Digital Literacy, Libraries, and Public Policy. Available from http://www.districtdispatch.org/wp- content/uploads/2013/01/2012_OITP_digilitreport_1_22_13.pdf.

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