Panel session chaired by Sheila Corrall, with Ethan Pullman, Alexis Macklin, Charlie Inskip and Sheila Webber, on 6th April 2018 at the LILAC conference in Liverpool, UK
Comparing use of Technology Enhanced Learning in an on-campus class and a dis...Sheila Webber
Presentation given on 6 July 2017 by Sheila Webber and Pamela McKinney, Information School, University of Sheffield, UK at the University of Sheffield TELfest (Technology Enhanced Learning festival)
Explaining reasons for citation and comparing articles: an assessment in a Ma...Sheila Webber
This document describes an assessment given to Masters students in an Information Systems module to encourage close reading of academic articles and understanding of citation practices. Students were assigned two related articles and tasked with identifying reasons the second article cited the first, using a list of citation reasons from previous research. They also had to compare the two articles in specific ways. The assessment aimed to be completed in 20 minutes to discourage plagiarism and collusion. The document discusses how the assessment relates to frames in the ACRL Information Literacy Framework around scholarship as conversation, authority of sources, and research as an iterative process. Outcomes included some improved understanding of citation and academic writing but also identified areas for more preparation on academic reading.
Mapping the development of critical information behaviour through school and ...Sheila Webber
Paper presented at the 2017 i3 (information interactions and impact) conference in Aberdeen, Scotland, on June 28 2017. The authors are Sheila Webber, Professor Nigel Ford, Mary Crowder (University of Sheffield Information School, UK) and Dr Andrew Madden (Sun Yat-Sen University, China).
Teaching the next generation of IL educators: reflection for learning. Lilac ...Pamela McKinney
Presentation by Pam McKinney and Sheila Webber at the LILAC conference 2018 on our action research project using Entwistle’s et al. (2004) Teaching-learning Environments model as a framework for reflective practice, to understand value of reflection in learning to become an IL educator
This document summarizes an information literacy module for teaching future IL educators. The module uses reflective practice and Entwistle's Teaching-Learning Environments model as a framework. Students complete reflective tasks on IL definitions, information behavior, approaches to learning and teaching. Assignments require annotating sources and designing an IL intervention with critical reflection. Support for reflection includes lectures, workshops, and incorporating teacher reflections. The module aims to develop students' practical skills and understanding of IL concepts to prepare them to be reflective IL educators.
Comparing use of Technology Enhanced Learning in an on-campus class and a dis...Sheila Webber
Presentation given on 6 July 2017 by Sheila Webber and Pamela McKinney, Information School, University of Sheffield, UK at the University of Sheffield TELfest (Technology Enhanced Learning festival)
Explaining reasons for citation and comparing articles: an assessment in a Ma...Sheila Webber
This document describes an assessment given to Masters students in an Information Systems module to encourage close reading of academic articles and understanding of citation practices. Students were assigned two related articles and tasked with identifying reasons the second article cited the first, using a list of citation reasons from previous research. They also had to compare the two articles in specific ways. The assessment aimed to be completed in 20 minutes to discourage plagiarism and collusion. The document discusses how the assessment relates to frames in the ACRL Information Literacy Framework around scholarship as conversation, authority of sources, and research as an iterative process. Outcomes included some improved understanding of citation and academic writing but also identified areas for more preparation on academic reading.
Mapping the development of critical information behaviour through school and ...Sheila Webber
Paper presented at the 2017 i3 (information interactions and impact) conference in Aberdeen, Scotland, on June 28 2017. The authors are Sheila Webber, Professor Nigel Ford, Mary Crowder (University of Sheffield Information School, UK) and Dr Andrew Madden (Sun Yat-Sen University, China).
Teaching the next generation of IL educators: reflection for learning. Lilac ...Pamela McKinney
Presentation by Pam McKinney and Sheila Webber at the LILAC conference 2018 on our action research project using Entwistle’s et al. (2004) Teaching-learning Environments model as a framework for reflective practice, to understand value of reflection in learning to become an IL educator
This document summarizes an information literacy module for teaching future IL educators. The module uses reflective practice and Entwistle's Teaching-Learning Environments model as a framework. Students complete reflective tasks on IL definitions, information behavior, approaches to learning and teaching. Assignments require annotating sources and designing an IL intervention with critical reflection. Support for reflection includes lectures, workshops, and incorporating teacher reflections. The module aims to develop students' practical skills and understanding of IL concepts to prepare them to be reflective IL educators.
Information literacy through inquiry: using problem-based learning in informa...Alan Carbery
This paper presents the findings of a largely action research project, introducing problem-based information literacy instruction for final year undergraduate nursing and engineering students in Waterford Institute of Technology, Ireland. This paper is based on a research dissertation written for MA in Teaching and Learning in Higher Education.
Research (supplemented by informal observation) over the past ten years has shown that students of all ages have particular difficulties finding, interacting with and using information; difficulties that are exacerbated by characteristics of the WWW and by the nature of students’ interaction with it. If we want students to develop as independent learners and problem –solvers, in and out of the classroom, we need to address these difficulties in a systematic way.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/informationliteracywhatwhyandhow.asp
Sheryl Nussbaum Beach-- Overview Inquiry LearningLani Ritter Hall
This document provides an overview of transformational learning using an inquiry approach. It discusses obstacles to change, 21st century skills, types of constructivist learning including project-based, problem-based, and inquiry-driven learning. It outlines elements and principles of inquiry-based learning including authenticity, deep understanding, assessment, appropriate technology use, connecting beyond school, and connecting with experts. Guidelines are provided for selecting topics, identifying concepts, locating resources, planning learning experiences, integrating content areas, organizing the environment, initiating study, culminating activities, and authentic assessment and evaluation.
- The workshop aimed to provide educators with tools and strategies for incorporating social justice themes into project-based science curricula through multimedia, driving questions, and lesson planning.
- Participants engaged with an audio story and photo essay on nuclear history before brainstorming essential questions and beginning to develop social justice-themed science lessons.
- Literature supports that project-based learning can boost underserved students' achievement and interest in science when implemented with clear goals, resources, and alignment to standards. Teacher experience and school culture also influence successful incorporation of social justice themes.
Constructivist learning environments (CLEs) emphasize technology-based, meaningful interactions where learners interpret and construct their own understanding based on experiences. Educators must design CLEs that actively engage learners in meaningful projects promoting exploration, experimentation, collaboration and reflection. CLEs support project-based learning and present learners with complex, ill-structured real-world problems that have no single solution, requiring investigation and reasoning to develop their own ideas. Resources in CLEs include information banks, the internet, and tools that support collaboration to help learners solve problems.
Problem-based Learning & Resource-based Learning two complementary approac...Wilco te Winkel
This document discusses problem-based learning (PBL) and resource-based learning (RBL) as complementary approaches to instructional design. It outlines challenges students face with unguided self-study in PBL, such as getting lost or frustrated when searching for information. The document proposes using cognitive models of the information seeking process and instructional scaffolding techniques to better support students during the independent literature search phase of PBL. An assignment is given to design a support mechanism for students' self-directed information seeking that addresses these issues without compromising self-direction.
This document discusses resource-based learning. It covers the changing nature of resources due to digitization and the emergence of learning objects. It discusses the components of resource-based learning including context, tools, and scaffolds. It examines the epistemological foundations and assumptions of resource-based learning models. Finally, it reviews some research on resource-based learning and discusses issues such as developing literacy and ensuring effective resource use.
Maniotes Guided Inquiry Design Inquiry Circles Webinar April 28lesliekm
This is the slide deck from a webinar on Inquiry Circles within Guided Inquiry Design from April 28, 2015. Link to a free archive to the webinar is on the first slide.
Obviously, humans have changed a lot over time. Write about this, and then help improve a classmate's writing by evaluating their essay using the Big History writing rubric.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Integrated instruction involves teaching subjects across disciplines through themes, projects, and problems. It aims to help students apply their knowledge in authentic contexts. Effective integrated instruction requires careful planning of themes, questions, scope and sequence. Teachers must collaborate to coordinate content and ensure all subjects' standards are addressed. Integrated instruction can improve learning by promoting depth, breadth, and positive attitudes in students if implemented successfully.
This document outlines a library instruction session on using the ACRL Framework for Information Literacy for Higher Education. It begins with a pre-test to assess participants' familiarity with threshold concepts and information literacy. It then discusses the key aspects of threshold concepts and how to design one-shot instruction sessions using the frames. Examples are provided for how to develop essential questions, learning outcomes, and activities for each frame. The document concludes with post-test questions and sources for further information.
The document discusses active learning and how it can be facilitated through online tools. It defines active learning as anything other than passive listening, and emphasizes learner-centered and collaborative approaches. It then provides examples of active learning tools like wikis, discussion forums, and the Moodle platform. It encourages shifting away from purely content-focused e-learning towards more social and collaborative models of c-learning.
The document summarizes Carol Kuhlthau's model of the Information Search Process (ISP), which describes the typical stages and feelings that students experience when conducting research. The six stages are: 1) initiation, 2) selection, 3) exploration, 4) formulation, 5) collection, and 6) presentation. Kuhlthau's research found that students generally feel uncertain early on but become more focused and confident as they progress through the stages. The ISP model informs the concept of Guided Inquiry, where teachers and librarians intervene to support students' research based on the stage they are in.
Hiller Spires has collaborated extensively with educators in China since 2007, including participating in delegations and conferences. He has researched the perceptions of US and Chinese teachers and how they are changing with new technologies. Spires advocates for project-based, collaborative learning models where students solve complex problems. He developed a framework called the New Learning Ecology that emphasizes student-centered, technology-rich, self-directed learning.
The document discusses four questions for debate around advancing information literacy in higher education:
1. Which models should be used to frame educational interventions, such as theoretical lenses, frameworks, or standards?
2. What should the main purpose of information literacy education be, such as academic performance, career preparation, or lifelong learning?
3. How should information literacy be positioned, as a skillset, discipline, or applied subject area?
4. What types of assessments, such as cognitive tests or coursework, should be used to measure information literacy and when should they be done?
The presenters debate views on each question from different perspectives in higher education.
Flexible Frames for Pedagogical Practice: Using the Framework for Information...Donna Witek
Link to slides + speaking notes: http://www.donnawitek.com/2015/05/flexible-frames-for-pedagogical.html
Lehigh Valley Chapter of the Pennsylvania Library Associations's 2015 Spring Conference, May 28, 2015, Allentown, PA
Abstract: The Framework for Information Literacy for Higher Education represents a shift in our collective approach to instruction by inviting practitioners to deeply engage the complex concepts that underpin the abilities and dispositions that develop learners’ information literacy. This presentation will map this shift by highlighting concrete approaches for and offering examples of using the Framework in instructional practice.
Information literacy through inquiry: using problem-based learning in informa...Alan Carbery
This paper presents the findings of a largely action research project, introducing problem-based information literacy instruction for final year undergraduate nursing and engineering students in Waterford Institute of Technology, Ireland. This paper is based on a research dissertation written for MA in Teaching and Learning in Higher Education.
Research (supplemented by informal observation) over the past ten years has shown that students of all ages have particular difficulties finding, interacting with and using information; difficulties that are exacerbated by characteristics of the WWW and by the nature of students’ interaction with it. If we want students to develop as independent learners and problem –solvers, in and out of the classroom, we need to address these difficulties in a systematic way.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/informationliteracywhatwhyandhow.asp
Sheryl Nussbaum Beach-- Overview Inquiry LearningLani Ritter Hall
This document provides an overview of transformational learning using an inquiry approach. It discusses obstacles to change, 21st century skills, types of constructivist learning including project-based, problem-based, and inquiry-driven learning. It outlines elements and principles of inquiry-based learning including authenticity, deep understanding, assessment, appropriate technology use, connecting beyond school, and connecting with experts. Guidelines are provided for selecting topics, identifying concepts, locating resources, planning learning experiences, integrating content areas, organizing the environment, initiating study, culminating activities, and authentic assessment and evaluation.
- The workshop aimed to provide educators with tools and strategies for incorporating social justice themes into project-based science curricula through multimedia, driving questions, and lesson planning.
- Participants engaged with an audio story and photo essay on nuclear history before brainstorming essential questions and beginning to develop social justice-themed science lessons.
- Literature supports that project-based learning can boost underserved students' achievement and interest in science when implemented with clear goals, resources, and alignment to standards. Teacher experience and school culture also influence successful incorporation of social justice themes.
Constructivist learning environments (CLEs) emphasize technology-based, meaningful interactions where learners interpret and construct their own understanding based on experiences. Educators must design CLEs that actively engage learners in meaningful projects promoting exploration, experimentation, collaboration and reflection. CLEs support project-based learning and present learners with complex, ill-structured real-world problems that have no single solution, requiring investigation and reasoning to develop their own ideas. Resources in CLEs include information banks, the internet, and tools that support collaboration to help learners solve problems.
Problem-based Learning & Resource-based Learning two complementary approac...Wilco te Winkel
This document discusses problem-based learning (PBL) and resource-based learning (RBL) as complementary approaches to instructional design. It outlines challenges students face with unguided self-study in PBL, such as getting lost or frustrated when searching for information. The document proposes using cognitive models of the information seeking process and instructional scaffolding techniques to better support students during the independent literature search phase of PBL. An assignment is given to design a support mechanism for students' self-directed information seeking that addresses these issues without compromising self-direction.
This document discusses resource-based learning. It covers the changing nature of resources due to digitization and the emergence of learning objects. It discusses the components of resource-based learning including context, tools, and scaffolds. It examines the epistemological foundations and assumptions of resource-based learning models. Finally, it reviews some research on resource-based learning and discusses issues such as developing literacy and ensuring effective resource use.
Maniotes Guided Inquiry Design Inquiry Circles Webinar April 28lesliekm
This is the slide deck from a webinar on Inquiry Circles within Guided Inquiry Design from April 28, 2015. Link to a free archive to the webinar is on the first slide.
Obviously, humans have changed a lot over time. Write about this, and then help improve a classmate's writing by evaluating their essay using the Big History writing rubric.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Integrated instruction involves teaching subjects across disciplines through themes, projects, and problems. It aims to help students apply their knowledge in authentic contexts. Effective integrated instruction requires careful planning of themes, questions, scope and sequence. Teachers must collaborate to coordinate content and ensure all subjects' standards are addressed. Integrated instruction can improve learning by promoting depth, breadth, and positive attitudes in students if implemented successfully.
This document outlines a library instruction session on using the ACRL Framework for Information Literacy for Higher Education. It begins with a pre-test to assess participants' familiarity with threshold concepts and information literacy. It then discusses the key aspects of threshold concepts and how to design one-shot instruction sessions using the frames. Examples are provided for how to develop essential questions, learning outcomes, and activities for each frame. The document concludes with post-test questions and sources for further information.
The document discusses active learning and how it can be facilitated through online tools. It defines active learning as anything other than passive listening, and emphasizes learner-centered and collaborative approaches. It then provides examples of active learning tools like wikis, discussion forums, and the Moodle platform. It encourages shifting away from purely content-focused e-learning towards more social and collaborative models of c-learning.
The document summarizes Carol Kuhlthau's model of the Information Search Process (ISP), which describes the typical stages and feelings that students experience when conducting research. The six stages are: 1) initiation, 2) selection, 3) exploration, 4) formulation, 5) collection, and 6) presentation. Kuhlthau's research found that students generally feel uncertain early on but become more focused and confident as they progress through the stages. The ISP model informs the concept of Guided Inquiry, where teachers and librarians intervene to support students' research based on the stage they are in.
Hiller Spires has collaborated extensively with educators in China since 2007, including participating in delegations and conferences. He has researched the perceptions of US and Chinese teachers and how they are changing with new technologies. Spires advocates for project-based, collaborative learning models where students solve complex problems. He developed a framework called the New Learning Ecology that emphasizes student-centered, technology-rich, self-directed learning.
The document discusses four questions for debate around advancing information literacy in higher education:
1. Which models should be used to frame educational interventions, such as theoretical lenses, frameworks, or standards?
2. What should the main purpose of information literacy education be, such as academic performance, career preparation, or lifelong learning?
3. How should information literacy be positioned, as a skillset, discipline, or applied subject area?
4. What types of assessments, such as cognitive tests or coursework, should be used to measure information literacy and when should they be done?
The presenters debate views on each question from different perspectives in higher education.
Flexible Frames for Pedagogical Practice: Using the Framework for Information...Donna Witek
Link to slides + speaking notes: http://www.donnawitek.com/2015/05/flexible-frames-for-pedagogical.html
Lehigh Valley Chapter of the Pennsylvania Library Associations's 2015 Spring Conference, May 28, 2015, Allentown, PA
Abstract: The Framework for Information Literacy for Higher Education represents a shift in our collective approach to instruction by inviting practitioners to deeply engage the complex concepts that underpin the abilities and dispositions that develop learners’ information literacy. This presentation will map this shift by highlighting concrete approaches for and offering examples of using the Framework in instructional practice.
Making information literacy relevant in employment settings.
1. InformAll is a coalition that promotes the value of information and research data literacy in higher education and beyond.
2. It provides networking opportunities and expertise to help advance these skills.
3. Recent work has investigated how information literacy is perceived by employers and found it is important but often not explicitly recognized.
Information Literacy meets Employabilitydbslibrary
The proficiencies learned through information literacy (IL) training are life long skills that can be employed post graduation, especially in relation to employment. This presentation examines the evolution of IL; from traditional IL to digital IL in the workplace. The presentation seeks to highlight the theories and proficiencies of workplace IL, the attributes associated with employability and finishes by describing how Dublin Business School's information literacy programme has recently expanded by launching a new class "Information Skills for Interview Preparation".
This document provides an overview and agenda for a one-day workshop on teaching information literacy to new professionals. The workshop covers frameworks and models of information literacy, lesson planning, sample learning activities, and approaches to reflection and evaluation. It includes an icebreaker activity, presentations on key concepts, opportunities for participant discussion and planning, and a final reflective exercise. The goal is to equip new teachers with best practices for designing and delivering effective information literacy instruction sessions.
Becoming Information Literate: transition from academia to the workplace - workshop was given by Jim McCloskey of Wilmington University at the annual MLA/DLA Joint State Conference 2016
Information literacy, from higher education to employmentInformAll
A presentation at the European Conference on Information Literacy (ECIL2014), by the InformAll initiative, on how information literacy - the know-how, skills and competencies needed to handle information, whatever form this takes - might be made more relevant to individuals and organisations at the interface between higher education and employment.
This document discusses existing measures of information literacy (IL) as psychometric tests. It reviews IL tests in terms of their context dependency, domain specificity, and representation of the IL construct. The author finds that current tests often focus on specific educational contexts and skills rather than broadly measuring IL. Two main recommendations are made: 1) Developing IL measures for other contexts beyond education to show IL is measurable more widely. 2) Creating a general IL measure that is not context-dependent and tests all aspects of IL to establish it as a construct across populations. This would allow more comprehensive research on IL.
Using Mahara to develop life-long learning skills via collaboration through p...ePortfolios Australia
The document discusses eportfolios and institutional change. It explores eportfolios as products or processes and issues of ownership and control between students and institutions. Next generation learning environments are examined, including interoperability, personalization, analytics, collaboration and accessibility. Tensions are outlined between student and institutional focus regarding control, ownership, integration and structure. Trends in unbundling education and micro-credentials are mentioned. The workshop materials focused on introducing eportfolios as personal learning environments, their benefits, current education trends, and overcoming barriers to change.
Maintain Our Libraries' Relevancy in the 21st CenturyAndrew Klein
1. The document discusses maintaining the relevancy of libraries in the 21st century given changing trends in information delivery, tools, and the millennial generation of students.
2. It emphasizes the importance of information literacy and the need for discipline-specific and outcome-focused standards and assessments, as well as collaboration with faculty through curriculum integration.
3. Recommendations include effective assessment of information literacy programs and acknowledging both progress in adopting standards and the ongoing need to address faculty support and program relevance in the sciences.
An information search model provides a structure to support the development of research, problem-solving, and self-awareness skills. When students understand the model, they can better comprehend the scope of the task and strategies needed to complete it. A common model used across a school allows students to gradually learn expert search patterns and apply them in different contexts. Several examples of information search models are described, including the INFOhio DIALOGUE Model, I-Search, Pathways to Knowledge, the Ws of Information Inquiry, and the Research Cycle.
Perspectives on the Information Literate UniversitySheila Webber
This was presented by Sheila Webber (Sheffield University Information School) at an internal seminar at the Open University, Milton Keynes, UK, on 29 March 2011. After unpacking the concept of information literacy, I look at contextual aspects of information literacy: the disciplinary perspective, the teaching perspective and the learner perspective. I finish by presenting the picture of the Information Literate University that was developed some years ago by Bill Johnston and me.
Joining up the dots presentation for lt conference-20100119.amamckie
The document discusses approaches to delivering information literacy (IL) instruction at UCA in a more transformative way. It outlines how IL has traditionally been delivered through discrete sessions but argues for a more integrated approach where students actively engage with and transform information to achieve changes in knowledge. Feedback from students and staff supports embedding IL into discipline-specific learning. The goal is for students to formulate their own research questions and positions by making sense of information in a way that reflects their emerging views.
Information Literacy In Higher EducationKavita Rao
Information Literacy in Higher Education: A Revolution in Learning.Paper presented In International Conference on “e-Resources in Higher education: Issues, Developments, Opportunities and Challenges” held on 19-20 February 2010.
The document discusses information literacy models and their role in teaching and learning. It provides an overview of different definitions of information literacy and theories that have informed the development of information literacy models. While models can provide a framework, they need to be flexible and adaptable. The future may see information literacy more embedded in the curriculum across different disciplines, taught both implicitly and explicitly, requiring advocacy and collaboration with academic staff. A new model is being developed to address these issues.
Introductory information including the strategic plan for a national curriculum development process, including a strategic plan and to guide a a backward design discussion of the characteristic, of the 'ideal' student, envisaged at the end of primary and secondary schooling.
The value of information literacy to employersInformAll
Presentation to SLA Europe networking event, 21 May 2015, by Stéphane Goldstein (Research Information Network and InformAll inititiative)
How is information literacy relevant in workplace settings? It is not usually recognised as a term and a concept by employers, but it is present implicitly in many of the attributes and competences that employers look for; and also in the information-sharing practices that organisations deploy. IL can be shown to be associated with important organisational success factors, such as operational efficiency and competitiveness. The challenge is to demonstrate more explicitly to employers across all sectors – commercial, public and not-for-profit – that they have an interest in ensuring that their staff are competent and confident in the way that they use, analyse and disseminate information. It is therefore important to persuade enterprises of the value that an information literate workforce can bring.
Stephen Abram discusses the future of libraries and how they must adapt to changing times. He notes that libraries are no longer the center of academic settings and that users now rely on new formats like e-books over print. Abram advocates for libraries to focus on strategic analytics to measure their impact, become format and device agnostic, expand information literacy programs, and invest in knowledge portals to better serve users into the future.
Similar to Advancing Information Literacy in Higher Education: four questions for debate (20)
Curriculum, community, context, sustainability: A reflectionSheila Webber
The document discusses curriculum, community, context, and sustainability in education. It reflects on how curriculum needs to account for varying student contexts and communities. A curriculum should consider both what is taught (knowledge and skills) and how it is taught (pedagogy). True transformation requires reflective participation from those being transformed to avoid treating them as objects. Any approach to sustainability or decolonization needs to start from the goals and learning outcomes of the program and be developed through collaborative dialogue.
Libraries and Literacies in the MetaverseSheila Webber
Poster presented at the World Library and Information Conference July 2022, in Dublin, Ireland. Created by Sheila Webber (presenter in Dublin) University of Sheffield Sheffield, United Kingdom. s.webber@sheffield.ac.uk
Dr Valerie Hill, Peninsula College, Port Angeles, USA. vhilledu@gmail.com
Rossanna Barrios-Llorens, University of Puerto Rico’s Medical Sciences Campus, San Juan, Puerto Rico. rossana.barrios@upr.edu
References and further links at https://docs.google.com/document/d/1VqBgEJabPMkfoYYNR-oG-RKusvHV59eqwDNf9lykPQ8/edit?usp=sharing
Abstract "In uncertain times, virtual libraries connect patrons to vital information that they may not be able to access in the physical world. They can also be sanctuaries from pandemic and war. Librarians (including the co-authors) have worked in virtual worlds for 15 years (e.g. Webber & Nahl, 2011) and the Community Virtual Library in the 3D virtual world Second Life https://communityvirtuallibrary.org/ exemplifies global connectivity, with volunteers collaborating internationally to enact diversity for information access. A current exhibit, "Social Determinants for Access to Information: Virtual World Library Exhibition" includes 3D rooms filled with resources on racial diversity, gender diversity, issues of changing literacies, digital legacy, confirmation bias, digital citizenship, and the digital divide. Visitors interact with content and share a sense of place and presence through embodiment in the metaverse, providing advantages beyond web platforms such as Zoom.
Our poster shares examples of using 3D virtual worlds for librarianship through international collaboration across learning communities. The 3D virtual library is a real space where librarians can offer services such as reference work, exhibits, workshops, conferences and discussions, and embed themselves into virtual spaces without the boundaries of physical space (e.g. Hill, 2016; Hill, 2021). "
Creating connections for enhancing collaborative and professional development...Sheila Webber
A panel presented in the Association for Information Science & Technology (ASIS&T) 24 hour Global Conference, 27 April 2022. The presenters were: Sheila Webber: Information School, University of Sheffield, United Kingdom; Professor Imane Hilal: School of information Sciences, Rabat, Morocco; Dr Grace Msoffe: University of Dodoma, Tanzania; Dr Sophie Rutter: Information School, University of Sheffield, United Kingdom
The importance of creating relevant material to develop information literacy Sheila Webber
The document discusses issues around misinformation and the need for trustworthy information. It outlines four key issues - the problems of misinformation, the need for relevant and trustworthy information, language barriers, and the need for solutions. Some potential solutions discussed include education initiatives, fact-checking, and empowering users to identify credible information. The creation of multilingual resources that provide information in clear language is important to effectively address misinformation issues.
Using theory of change to evaluate information literacy initiativesSheila Webber
Workshop by Dr Pam McKinney and Sheila Webber, Information School, University of Sheffield, 11 April 2022, at the LILAC conference in Manchester, UK. Abstract: "Theory of Change (ToC) is a participative approach to evaluating the impact of projects, programmes and initiatives. Librarians and information professionals engaged in change processes, development projects and research studies can use ToC to generate evaluation data and articulate the impact of their activities, working closely with stakeholders such as students, academic staff, teachers and other professionals. The ToC process generates new understandings of how and why project successes have been achieved, and can form the basis of justifications for current and future funding. ToC has been widely used to evaluate the success and impact of projects in a variety of sectors (often community and public sector initiatives), and in educational development (Hart, Dierks-O’Brien & Powell, 2009) including Information Literacy initiatives (McKinney, 2014; McKinney, Jones & Turkington, 2011). In the version of the ToC process used in CILASS projects, stakeholders are asked to identify the drivers for change in the current situation; the longer term impact they envisage the project will have; the intermediate outcomes that the project is expected to achieve; activities that would need to be undertaken to achieve outcomes and enabling factors and resources required to support the project (Hart, Dierks-O’Brien & Powell, 2009). Stakeholders collaboratively design a Theory of Change poster that defines key project indicators and develops a causal narrative between project activities and outcomes. A plan and evaluation framework is then developed from these indicators, and stakeholders design data collection instruments. Connell & Kubisch (1998) have identified that a good ToC should be plausible, doable and testable."
Older People in the “Post-Truth” Era: Countering Ageism by Developing Age Fri...Sheila Webber
Presentation by Sheila Webber (University of Sheffield) &
Bill Johnston (Strathclyde University)
ECIL, September 2021
References are at http://tinyurl.com/bu422pjw
Fake news: has it changed UK academic librarians’ ideas about teaching Inform...Sheila Webber
Presentation by Chris Thorpe (City, University of London, UK, chris.thorpe.1@city.ac.uk) and Sheila Webber (Information School, University of Sheffield, UK (s.webber@sheffield.ac.uk), presented at the European Conference on Information Literacy, September 2021
Using theories of change to evaluate information literacy initiatives Sheila Webber
Presented at the European Conference on Information Literacy, September 2021 by Dr Pamela McKinney and Sheila Webber
A video of this presentation is available at https://digitalmedia.sheffield.ac.uk/media/Using+Theories+of+Change+to+evaluate+Information+Literacy+initiatives/1_v1g05eav
3D Virtual Worlds for Professional Development and Lifelong LearningSheila Webber
Presentation given for MINDSETS by Sheila Webber, s.webber@sheffield.ac.uk , on 15 June 2021. References are at References https://docs.google.com/document/d/1jszFFUIPralN3B5T4z5pUpRbxdW9vL3NN7rs8Iz6RVo/edit?usp=sharing
The information worlds of non resident informal carers: stakeholder perceptionsSheila Webber
Presented by Sheila Webber and Dr Pamela McKinney at the conference Information Science Trends: Health Information Behavior, organised by the European Chapter of ASIS&T, on June 10 2020. The references are at https://docs.google.com/document/d/1ilCIpu7IWsRUhtWinPNuVetlrvkDxBN_lKTaV26yWAU/edit?usp=sharing
This document summarizes a presentation on ageism and libraries. It discusses several key points:
1) Ageism can affect people of any age but often targets older individuals, manifesting as stereotypes, prejudice and discrimination.
2) During the coronavirus pandemic, some expressed ageist attitudes suggesting older people are expendable or a burden.
3) Ageism in the workplace can involve biases in hiring, promotion, and assumptions about competency and ambitions based on age rather than individual skills or desires.
4) Libraries often frame programs for older adults around decline, disability, and stereotypical interests rather than recognizing older individuals' diversity. Events could involve intergenerational learning and skills-sharing.
Transformational Media and Information Literacy learning for adult citizens: ...Sheila Webber
Presentation given by Sheila Webber, Information School, University of Sheffield, coauthored with Bill Johnston, Honorary Research Fellow, Strathclyde University. Presented on 29th October 2019 as part of the University of Sheffield Information School's celebration of Global Media and Information Literacy Week. A recording of the webinar (31 minutes) is here: https://eu-lti.bbcollab.com/recording/0284c699a3784b1a9da5a632291dc8d8
Media and Information Literacy: creative and critical engagement across the c...Sheila Webber
Workshop presented by Sheila Webber and Bill Johnston at the "Transforming futures: International perspectives on Research-Based Education conference, University of Adelaide, Australia, 16 July 2019.
What's my approach? Deciding on the approach to use for your researchSheila Webber
Workshop delivered by Sheila Webber and Dr Pamela McKinney, Information School, University of Sheffield, at the LILAC Conference, held in Nottingham, UK, on 25 April 2019. The references are at https://docs.google.com/document/d/10S_6ZPKLpsAIn1YaMDhZPS8HIOwFGXlz4sUDyBzxYNM/edit
Media and Information Literacy for Informed Citizens in the Digital AgeSheila Webber
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Advancing Information Literacy in Higher Education: four questions for debate
1. Advancing Information
Literacy In Higher Education
Four Questions For Debate
Sheila Corrall, Ethan Pullman, Charlie Inskip,
Sheila Webber & Alexis Macklin
Corrall, Pullman, Inskip, Webber & Macklin, 2018
2. Four Questions For Debate
1. Which model(s) should we use?
– How should we define/frame educational interventions,
in terms of a theoretical lens and/or orientation,
conceptual framework, process model, professional
standards or guidelines?
2. What should our purpose be?
– Improve academic performance, prepare graduates for
employment, or help people interact with information
for lifewide and lifelong learning as informed citizens?
Corrall, Pullman, Inskip, Webber & Macklin, 2018
3. Four Questions For Debate
3. How should we position information literacy?
– As a transferable, measurable skillset; a higher-order,
knowledge-based meta-competence; or a soft applied
discipline, with its own distinct identity?
4. How should we assess information literacy?
– What types of measures should we use, e.g., affective,
behavioral, cognitive? How should we collect evidence,
e.g., exercises, tests, course products, narratives,
observation, interviews? When should we do it?
Corrall, Pullman, Inskip, Webber & Macklin, 2018
4. Presenters
Sheila Corrall, University of Pittsburgh School of Computing
and Information (Moderator/Timekeeper)
Ethan Pullman, Carnegie Mellon University Libraries (Q. 1)
Charlie Inskip, University College London Department of
Information Studies (Q. 2)
Sheila Webber, University of Sheffield Information School
(Q. 3)
Alexis Macklin, Purdue University Fort Wayne Library (Q. 4)
Corrall, Pullman, Inskip, Webber & Macklin, 2018
5. Which Model(s) Should We Use
To Frame Our Interventions?
Corrall, Pullman, Inskip, Webber & Macklin, 2018
6. An ‘IL Model by any other name’, would it be as sweet?
Visual representation based on Models & Frameworks, ILG
Corrall, Pullman, Inskip, Webber & Macklin, 2018
7. Then came IL types
And all in 50 minutes or less!
Corrall, Pullman, Inskip, Webber & Macklin, 2018
8. IL at IATUL
Members of International Association of University Libraries
2015 IATUL Special Interest Group Information Literacy
Corrall, Pullman, Inskip, Webber & Macklin, 2018
9. How are U.S. librarians using the standards?
(Julien, Gross, Latham, Survey of IL Practices in US, CRL 2018)
And all in 50 minutes or less!
87%
87%
81%
60%
53%
52%
51%
Hands-on instruction in computer lab
Individualized instruction (one-on-one)
Lectures/demonstrations in subject classes
Group instruction courses/subjects in the library
Video recordings (such as YouTube videos)
Web tutorials
Library guides/handouts web format
Method of Instruction
Corrall, Pullman, Inskip, Webber & Macklin, 2018
10. How are U.S. librarians using the standards?
(ibid)
5.99
5.03
4.38
4.36
4.1
2.64
2.48
2.36
Awareness of Tech Innovations
How to Manage Information
How databases work
Other
Locating
find info in various sources
general strategies
critical thinking
Ranking of Objectives
Corrall, Pullman, Inskip, Webber & Macklin, 2018
11. How are U.S. librarians using the standards?
(ibid)
Assessment Method
58%
41%
40%
Faculty
formative
self-assessments
Corrall, Pullman, Inskip, Webber & Macklin, 2018
12. Back to Our Question (i.e. your turn)
“How should we define and/or frame our educational
interventions? In terms of a theoretical lens or orientation,
conceptual framework, process model, professional
standards, or guidelines?
Corrall, Pullman, Inskip, Webber & Macklin, 2018
13. A Librarian’s Perspective
• Standards help you develop learning outcomes
• Frameworks help guide teaching & learning philosophies
• Keep your eyes on the ball: Literacy not Expertise
• Learning is contextual: some context need a process approach,
some need theory, the challenge is knowing the difference
• If assessment is easy, we’d all be doing it
• Learning doesn’t stop, nor does teaching
Corrall, Pullman, Inskip, Webber & Macklin, 2018
14. What Should Our Purpose Be As
Information Literacy Educators?
Corrall, Pullman, Inskip, Webber & Macklin, 2018
15. What should our purpose be as information
literacy educators?
Improve academic performance?
Prepare graduates for employment?
Help people interact with information
for life-wide and lifelong learning as
informed citizens?
All of the above?
Corrall, Pullman, Inskip, Webber & Macklin, 2018
17. What should our purpose be as information
literacy educators?
“In HE the primary purpose of information
literacy interventions is to enable students to
independently seek information and use it
appropriately and conform to academic
information norms. One could call this
‘academic information literacy’.”
(Information Literacy Group, n.d.)
Corrall, Pullman, Inskip, Webber & Macklin, 2018
18. What should our purpose be as information
literacy educators?
https://lydiaarnold.wordpress.com/2016/10/03/the-process-of-defining-graduate-attributes/
Corrall, Pullman, Inskip, Webber & Macklin, 2018
21. What Should Our Purpose Be As Information
Literacy Educators?
Or should we be asking,
• what is the role of our institution?
• should we contribute to the development of
graduate attributes? How?
• are we / should we be preparing students for
the wider world?
• should we concentrate on ‘academic
information literacy’ and leave employability
to careers consultants?
• what is the role of faculty?
Over to you…
Corrall, Pullman, Inskip, Webber & Macklin, 2018
22. How Should We Position
Information Literacy?
Corrall, Pullman, Inskip, Webber & Macklin, 2018
23. Information literacy
• A complex, dynamic concept
• A discipline (Johnston & Webber, 2006; Webber &
Johnston, 2017) or at least a subject domain
• Like many social science disciplines: development
comes about through both practice and research
Corrall, Pullman, Inskip, Webber & Macklin, 2018
24. How to position IL?
• Depends on your motivation e.g.
– Signalling allegiance
– Carving out an academic reputation
– Aligning with organisational goals and strategy
– Fitting in with an existing initative
– Developing an information literate curriculum
– Helping a specific group of people to engage with the
information that will enable them to life their life
• IL is rich enough to accommodate all this!
Corrall, Pullman, Inskip, Webber & Macklin, 2018
25. Observations
• Needs to be contextually interpreted, culturally
relevant
• “Literacies” “Meta” “Critical” don’t replace IL
• Digital Literacy – in short/medium term will be old
fashioned (Floridi’s (2015) idea of offline and online
blending to onlife) – don’t get trapped there
• Positioning with UNESCO concept of Media &
Information Literacy may have more mileage, but
need to be assertive about Information component
Corrall, Pullman, Inskip, Webber & Macklin, 2018
26. How Should We Assess Our
Information Literacy Activities ?
Corrall, Pullman, Inskip, Webber & Macklin, 2018
27. What are we doing?
• Information literacy assessment in higher education
(ILAHE) – theoretical framework (Pinto, 2015)
– 5 consolidated lines of research (clusters)
o Evaluation-Education
o Assessment
o Students-Efficacy
o Learning/research
o Library
Corrall, Pullman, Inskip, Webber & Macklin, 2018
28. Why are we doing this?
• Three primary functions of information literacy
instruction assessment (Erlinger, in press)
– Providing feedback to learners
– Providing feedback to instructors
– Demonstrating value of programs to stakeholders and
administrators
Corrall, Pullman, Inskip, Webber & Macklin, 2018
29. Does it matter?
• Are students more information literate as a result of
IL instruction (one-shots or embedded)? Do they
retain IL skills?
• Are more faculty collaborating with librarians and/or
embedding IL into their curriculum?
• Have IL assessment measures demonstrated
impact (student retention; improved graduation
rates)?
Corrall, Pullman, Inskip, Webber & Macklin, 2018
30. References
Bates, M. J. (2015). The information professions: Knowledge, memory, heritage.
Information Research, 20(1). Retrieved from http://InformationR.net/ir/20-
1/paper655.html
Erlinger, A. (2017). Outcomes assessment in undergraduate information literacy
instruction: A systematic review. College & Research Libraries. Advance online
publication. Retrieved from https://crl.acrl.org/index.php/crl/article/view/16600
Floridi, L. (ed.). (2015). The onlife manifesto. Heidelberg: Springer.
Johnston, B., & Webber, S. (2006). As we may think: Information literacy as a discipline
for the information age. Research Strategies, 20(3), 108-121.
Julien, H., Gross, M., & Latham, D. (2018). Survey of information literacy instructional
practices in US academic libraries. College & Research Libraries, 79(2), 179-199.
Pinto, M. (2015). Viewing and exploring the subject area of information literacy
assessment in higher education (2000–2011). Scientometrics, 102(1), 227-245.
Webber, S., & Johnston, B. (2017). Information literacy: Conceptions, context and the
formation of a discipline. Journal of Information Literacy, 11(1), 156-183.
UNESCO MIL initiatives: https://en.unesco.org/themes/media-and-information-literacy;
http://www.unesco.org/new/en/gapmil/
Corrall, Pullman, Inskip, Webber & Macklin, 2018
31. Advancing Information Literacy
in Higher Education
Four Questions For Debate
1. Which model(s) should we use?
2. What should our purpose be as IL educators?
3. How should we position information literacy?
4. How should we assess information literacy?
Your Turn – Reactions and Discussion