This document summarizes Sheila Webber's presentation on information literacy in Europe, the UNESCO MIL initiative, and relating information literacy to the UN Sustainable Development Goals. It discusses the varying approaches to information literacy across different European countries due to differing educational systems, languages, and priorities. It also outlines UNESCO's MIL initiative, the Global Alliance for Partnerships on MIL, and some of the models and frameworks for information literacy used in different European countries. Finally, it explores how information literacy can support and relate to achieving the UN Sustainable Development Goals.
A webinar presented on 26 July 2016 by Sheila Webber, Pamela McKinney, Liam Bullingham and Emily Wheeler. Presentations are copyright of the respective authors. The webinar was orgabnised by the IFLA Continuing Professional Development and Workplace Learning and IFLA New Professionals Special Interest Group in conjunction with the American Library Association.
The presenters were responding to 3 questions: 1. What does Information Literacy mean to me
2. How information literacy fits in with my job
3. How (or whether) I see information literacy being important to me in the future, and/or where I would like to go next with IL
Associated links: SCONUL 7 Pillars http://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf
Review of Seven Pillars model: http://bit.ly/2a1QBme
Pam McKinney and Sheila Webber’s Presentation from the creating knowledge conference: http://bit.ly/2a9mzie
Alison Head keynote from the Creating Knowledge viii conference: http://bit.ly/2allHq7
University of Sheffield Information Skills resource http://www.librarydevelopment.group.shef.ac.uk/
Creating knowledge viii: Teaching the next generation of IL educatorsPamela McKinney
This document summarizes an information literacy module taught to future educators. The module uses Entwistle's Teaching-Learning Environments model to examine the context of the course. It is offered in both face-to-face and distance learning formats, with similar content but different delivery methods. The goals are for students to understand information literacy concepts, develop their own skills, and learn approaches for teaching others. Assessments include an annotated bibliography and designing an information literacy intervention with reflection. Student characteristics and quality of learning are also discussed.
Media and Information Literacy through the lifecourseSheila Webber
Presentation given at the 2nd European Media and Information Literacy Forum, in Riga, Latvia, on 27 June 2016, by Sheila Webber (Information School, University of Sheffield)
Question and enquire: taking a critical pathway to understand our usersSheila Webber
Presentation given by Sheila Webber (Sheffield University Information School) on 16 August 2013 in Singapore National Library at the IFLA Satellite meeting on Information Literacy and reference services
Putting the IFLA Media & Information Literacy Recommendations into practice i...Sheila Webber
This was presented at the start of a workshop session at the 2015 World Library and Information (IFLA) Congress on 20 August 2015. The session focused on ideas for implementing the Media and Information Literacy Recommendations http://www.ifla.org/publications/ifla-media-and-information-literacy-recommendations
A webinar presented on 26 July 2016 by Sheila Webber, Pamela McKinney, Liam Bullingham and Emily Wheeler. Presentations are copyright of the respective authors. The webinar was orgabnised by the IFLA Continuing Professional Development and Workplace Learning and IFLA New Professionals Special Interest Group in conjunction with the American Library Association.
The presenters were responding to 3 questions: 1. What does Information Literacy mean to me
2. How information literacy fits in with my job
3. How (or whether) I see information literacy being important to me in the future, and/or where I would like to go next with IL
Associated links: SCONUL 7 Pillars http://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf
Review of Seven Pillars model: http://bit.ly/2a1QBme
Pam McKinney and Sheila Webber’s Presentation from the creating knowledge conference: http://bit.ly/2a9mzie
Alison Head keynote from the Creating Knowledge viii conference: http://bit.ly/2allHq7
University of Sheffield Information Skills resource http://www.librarydevelopment.group.shef.ac.uk/
Creating knowledge viii: Teaching the next generation of IL educatorsPamela McKinney
This document summarizes an information literacy module taught to future educators. The module uses Entwistle's Teaching-Learning Environments model to examine the context of the course. It is offered in both face-to-face and distance learning formats, with similar content but different delivery methods. The goals are for students to understand information literacy concepts, develop their own skills, and learn approaches for teaching others. Assessments include an annotated bibliography and designing an information literacy intervention with reflection. Student characteristics and quality of learning are also discussed.
Media and Information Literacy through the lifecourseSheila Webber
Presentation given at the 2nd European Media and Information Literacy Forum, in Riga, Latvia, on 27 June 2016, by Sheila Webber (Information School, University of Sheffield)
Question and enquire: taking a critical pathway to understand our usersSheila Webber
Presentation given by Sheila Webber (Sheffield University Information School) on 16 August 2013 in Singapore National Library at the IFLA Satellite meeting on Information Literacy and reference services
Putting the IFLA Media & Information Literacy Recommendations into practice i...Sheila Webber
This was presented at the start of a workshop session at the 2015 World Library and Information (IFLA) Congress on 20 August 2015. The session focused on ideas for implementing the Media and Information Literacy Recommendations http://www.ifla.org/publications/ifla-media-and-information-literacy-recommendations
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
Libraries & SDGs for Media and Information Literate Lives in the 21st CenturySheila Webber
This document discusses the role of public libraries and information literacy in supporting the United Nations Sustainable Development Goals. It outlines UNESCO's missions for public libraries, which include promoting literacy, education, creativity, cultural heritage, and access to information. The document emphasizes that media and information literacy is important throughout people's lives as societies and information environments change rapidly. It argues that libraries and librarians should play a key role in developing people's situational awareness of media and information issues to support lifelong learning and the SDGs.
Teaching the next generation of Information Literacy educators: pedagogy and ...Sheila Webber
Presentation by Pamela McKinney and Sheila Webber (Information School, University of Sheffield) given on 2nd June 2016 at the Creating Knowledge 8 conference, Reykjavík, Iceland. There is a video of this presentation at https://youtu.be/JDr1DbJJKRA
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.
Trends and Challenges to Future Libraries: Exploring Research ApproachesSheila Webber
Invited presentation given at the 8th International Conference on Qualitative and Quantitative Methods in Libraries by Sheila Webber on 26 May 2016, at Senate House, London, UK
I want to use our online presence as a way to help us think through one big idea: who we are when we are online as educators. What do professors do online? Is there anything special about faculty members who are online? Does their use of social media differ from the general population? Do they also post pictures of their children food, and cats? In this presentation, I will discuss how/why academics use social media and online networks, and explore aspects of online participation that is unique to scholars. I will discuss the opportunities and tensions that exist in online spaces, and share recent original research that shows how small data, as well as big data, can help us make sense of professors’ (and thereby students’) participation in online spaces.
Decolonising DMU: Building the Anti-Racist UniversityRichard Hall
Slides for Decolonising DMU: Building the Anti-Racist University online, at a University of East Anglia event, hosted by UEA's Decolonising Interns' group. For more details, see: http://decolonising-dmu-building-the-anti-racist-university
The document summarizes the evolution of accessibility for disabled students in UK higher education, from the introduction of legislation in the 1990s to the present approach. It describes how early recommendations to follow Web Content Accessibility Guidelines (WCAG) as a standard excluded many disabled students. Over time, through research and engagement, a holistic approach emerged that recognizes diversity and supports a wide range of learner needs rather than prioritizing certain disabilities over others or advocating for standards compliance. Lessons learned include involving stakeholders from the start and empowering student voices to inform policy.
A panel discussion on the formation and function of an interdisciplinary scholarly community for doctoral students
Peter A. Bacevice Lisa C. Guzman Danielle K. Molina
Center for the Study of Higher and Postsecondary Education
University of Michigan
Yale Bouchet Conference on Diversity in Education March 30-31, 2007
The document discusses the evolution of the term "information literacy" and related concepts. It explores various definitions of information literacy, information competence, and 21st century skills. It also examines frameworks and studies that promote the development of information literacy and the important role of school libraries in teaching these skills to students.
Falling Through The Cracks: Podcasting and Information Literacymknibbe
Presented at Ontario Library Association Super Conference in January 2009. Includes the results of a survey of numerous academic librarians about the use of podcast programs in their libraries.
OER, Open Access and Scholarship in Portuguese Higher EducationPaula Cardoso
This document summarizes Paula Cardoso's research on faculty attitudes toward open educational resources (OER) and open access in Portuguese higher education. The research aims to understand faculty awareness, perceptions, incentives, and constraints regarding OER and open access publishing. It also examines how these factors relate to one another. The study will survey faculty from Portuguese public higher education institutions to learn about their views and practices related to OER, open access, and open scholarship. Preliminary analysis identified key dimensions to investigate based on international surveys. The current stage involves analyzing commonalities between surveys to develop comparable measurement dimensions for the Portuguese study.
Building a Community of Practice for sharing information literacy resources o...Jane Secker
This document summarizes a workshop about building a community to share information literacy resources as open educational resources (OERs). The workshop aimed to discuss how to develop a site for librarians to share teaching materials through open licenses, address challenges like copyright and establishing metadata standards, and define next steps like specific tasks and holding future meetings. The project is starting in the UK but hopes to engage partners globally to expand OER sharing of information literacy resources.
What happens next? Strategies for building and assessing the long-term impact...Hazel Hall
Presentation delivered to the 8th International Conference on Qualitative and Quantitative Methods in Libraries on impact in the context of library and information science research
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
Libraries & SDGs for Media and Information Literate Lives in the 21st CenturySheila Webber
This document discusses the role of public libraries and information literacy in supporting the United Nations Sustainable Development Goals. It outlines UNESCO's missions for public libraries, which include promoting literacy, education, creativity, cultural heritage, and access to information. The document emphasizes that media and information literacy is important throughout people's lives as societies and information environments change rapidly. It argues that libraries and librarians should play a key role in developing people's situational awareness of media and information issues to support lifelong learning and the SDGs.
Teaching the next generation of Information Literacy educators: pedagogy and ...Sheila Webber
Presentation by Pamela McKinney and Sheila Webber (Information School, University of Sheffield) given on 2nd June 2016 at the Creating Knowledge 8 conference, Reykjavík, Iceland. There is a video of this presentation at https://youtu.be/JDr1DbJJKRA
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.
Trends and Challenges to Future Libraries: Exploring Research ApproachesSheila Webber
Invited presentation given at the 8th International Conference on Qualitative and Quantitative Methods in Libraries by Sheila Webber on 26 May 2016, at Senate House, London, UK
I want to use our online presence as a way to help us think through one big idea: who we are when we are online as educators. What do professors do online? Is there anything special about faculty members who are online? Does their use of social media differ from the general population? Do they also post pictures of their children food, and cats? In this presentation, I will discuss how/why academics use social media and online networks, and explore aspects of online participation that is unique to scholars. I will discuss the opportunities and tensions that exist in online spaces, and share recent original research that shows how small data, as well as big data, can help us make sense of professors’ (and thereby students’) participation in online spaces.
Decolonising DMU: Building the Anti-Racist UniversityRichard Hall
Slides for Decolonising DMU: Building the Anti-Racist University online, at a University of East Anglia event, hosted by UEA's Decolonising Interns' group. For more details, see: http://decolonising-dmu-building-the-anti-racist-university
The document summarizes the evolution of accessibility for disabled students in UK higher education, from the introduction of legislation in the 1990s to the present approach. It describes how early recommendations to follow Web Content Accessibility Guidelines (WCAG) as a standard excluded many disabled students. Over time, through research and engagement, a holistic approach emerged that recognizes diversity and supports a wide range of learner needs rather than prioritizing certain disabilities over others or advocating for standards compliance. Lessons learned include involving stakeholders from the start and empowering student voices to inform policy.
A panel discussion on the formation and function of an interdisciplinary scholarly community for doctoral students
Peter A. Bacevice Lisa C. Guzman Danielle K. Molina
Center for the Study of Higher and Postsecondary Education
University of Michigan
Yale Bouchet Conference on Diversity in Education March 30-31, 2007
The document discusses the evolution of the term "information literacy" and related concepts. It explores various definitions of information literacy, information competence, and 21st century skills. It also examines frameworks and studies that promote the development of information literacy and the important role of school libraries in teaching these skills to students.
Falling Through The Cracks: Podcasting and Information Literacymknibbe
Presented at Ontario Library Association Super Conference in January 2009. Includes the results of a survey of numerous academic librarians about the use of podcast programs in their libraries.
OER, Open Access and Scholarship in Portuguese Higher EducationPaula Cardoso
This document summarizes Paula Cardoso's research on faculty attitudes toward open educational resources (OER) and open access in Portuguese higher education. The research aims to understand faculty awareness, perceptions, incentives, and constraints regarding OER and open access publishing. It also examines how these factors relate to one another. The study will survey faculty from Portuguese public higher education institutions to learn about their views and practices related to OER, open access, and open scholarship. Preliminary analysis identified key dimensions to investigate based on international surveys. The current stage involves analyzing commonalities between surveys to develop comparable measurement dimensions for the Portuguese study.
Building a Community of Practice for sharing information literacy resources o...Jane Secker
This document summarizes a workshop about building a community to share information literacy resources as open educational resources (OERs). The workshop aimed to discuss how to develop a site for librarians to share teaching materials through open licenses, address challenges like copyright and establishing metadata standards, and define next steps like specific tasks and holding future meetings. The project is starting in the UK but hopes to engage partners globally to expand OER sharing of information literacy resources.
What happens next? Strategies for building and assessing the long-term impact...Hazel Hall
Presentation delivered to the 8th International Conference on Qualitative and Quantitative Methods in Libraries on impact in the context of library and information science research
Digital Citizenship: Global Perspectives Across Age LevelsSheila Webber
This poster is by Dr Valerie Hill and Sheila Webber. It was presented at the European Conference on Information Literacy, Dubrovnik, 22 October 2014. The references for the poster are at http://bit.ly/1zp6yHf
Enterprise and Acumen: Real World Information Skills and Employability for Bu...Western Sydney University
ALIA National Conference presentation on information literacy and employability for our research project assessing information skills for new graduates in the workplace and how academic librarians can improve and embed these information skills in library initiatives and support for students
note - audio is also available after ppt downloaded
Xenophilia: how a love of difference is essential in making connectionsDrew Whitworth
Keynote at the 2016 libraries@cambridge conference. I discuss the importance of making connections for learning, and why we should embed 'xenophilia' -- the love of difference -- into our information and education systems in order to optimise the environment for learning.
This document summarizes Professor Rhona Sharpe's research interests in developing effective digital learners within institutional contexts. Her research examines how learner experiences with technology vary significantly based on factors like their subject discipline and how courses are designed. She employs methods like focus groups, surveys, and case studies to understand differences in learner experiences and gather data on developing digital literacy. Her goal is to help educators design learning experiences that cultivate the skills and attributes of successful digital learners, while also contextualizing digital literacy within academic disciplines.
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.
Developing a shared curriculum in higher education: from theory to practiceJane Secker
This document discusses developing digital literacy and information literacy skills among undergraduate students through collaborative workshops between the library, technology center, and academic departments at the London School of Economics. It describes a project where students participated in workshops on approaching assignments, reading and writing in their disciplines, and managing information. Emerging findings showed differences between disciplines and a need for clearer expectations and relationship building. Lessons included preparing engaging workshops and platforms for student collaboration and feedback. The goal is to better embed these literacies in the undergraduate curriculum.
No library left behind? Using the ambition of the SDGs to support develop lon...CILIPScotland
The document discusses the development of the UN Sustainable Development Goals (SDGs) from 2012-2015. It provides a timeline showing key events that led to the adoption of the 2030 Agenda, including the SDGs, in 2015. The SDGs recognize access to information as important for development. The document advocates for libraries and access to information, noting they are included in SDG targets 16.10 and others. It analyzes how libraries can support the four pillars of a Sustainable Long-Term Information Environment: creation, use, preservation, and the public interest. The Lyon Declaration calls on governments to ensure access to information is part of development plans by recognizing rights, roles, funding, and developing indicators.
Ifla afli 2017 keynote international advocacy plan and librariesمكتبات اون لاين
عرض لبحث مقدم ضمن فعاليات لمؤتمر الإقليمي الثالث للاتحاد الدولي لجمعيات المكتبات ومؤسساته (إفلا) في المنطقة العربية بالتعاون مع الاتحاد العربى للمكتبات والمعلومات و المعهد العالي للتوثيق بجامعة منوبة في تونس – الحمامات في الفترة 26-27 أبريل 2017 حول موضوع "دور مؤسسات المكتبات المعلومات والأرشيف العربية في التنمية المستدامة".
http://arab-afli.org/main/post_details.php?alias=Ifla_Afli2017
My keynote today
KEYNOTE
2:15 PM
EBBA OSSIANILSSON� Professor, and world-known expert on education´s digital transformation. ICDE board member and chair of ICDE´s Advocacy Committee for Open Education Resources (OER) ��GLOBAL HIGHER EDUCATION AFTER COVID 19: PATHWAYS TO INNOVATIONS IN THE CONTEXT OF OPEN EDUCATIONAL RESOURCES
at World Learning Summit 2021 AFTER CORONA: TRANSFORMING HIGHER EDUCATION
http://wls.futurelearninglab.org/final-program/
This document provides an annual report for the Global Shapers Community Vilnius Hub from July 2015 to June 2016. It outlines the organization's mission to develop young leaders and their achievements over the past year, including hosting the Shape Europe event, enriching public debates on various topics, and focusing efforts on four key thematic areas - youth policy, women in ICT, education, and innovation. It also provides details on the hub's governance structure, activities and projects over the reporting period.
UNESCO , ICT and the Millennium Institute - Tapio Varis, professor emeritusEd Dodds
The document discusses the Millennium Institute (MI) and its vision of enabling decision makers to use systems thinking tools to analyze interconnected economic, social, and environmental issues. MI seeks to create a global network of systems thinkers to solve 21st century challenges. It also discusses UNESCO's work with ICT and education, including its support for open educational resources, mobile learning, and developing media and information literacy. Finally, it presents the Global University System initiative to facilitate global collaboration between universities on data collection and modeling to advance global education.
Developing information skills globally: experiences from UNESCO Institute for...IRRT ILNP
The UNESCO Institute for Lifelong Learning (UIL) and Wikimedia Foundation collaborate on several programs to promote information skills globally, including the Community Libraries International Portal (CLIP) and Reading Wikipedia in the Classroom in Nigeria. These programs aim to build the capacity of librarians and educators, encourage information sharing, increase literacy and reading, and develop media and information literacy skills. Key learnings from these collaborations emphasize aligning with policies, considering users' digital literacy, localizing content, promoting community engagement, and partnering with other organizations.
MOOCs as Access to Information in Developing CountriesLoida Garcia-Febo
MOOCs as Access to Information in Developing Countries. Presented by Loida Garcia-Febo, IFLA Governing Board Member at the IFLA CPDWL Section programme during the IFLA WLIC 2014 Congress in Lyon, France.
This document discusses the process of developing the UN's post-2015 development agenda and sustainable development goals (SDGs). It outlines key milestones like the 2012 Rio+20 conference and the establishment of the Open Working Group on SDGs in 2014. The document emphasizes the importance of including access to information in the post-2015 framework and SDGs. It provides details on the Lyon Declaration, which calls for recognizing access to information as critical for development. Finally, it discusses next steps like learning the language of development and engaging policymakers to incorporate libraries' role in national development plans.
This document summarizes a presentation on promoting media and information literacy in libraries. It discusses media and information literacy, the role of public libraries in enhancing these literacies, and policy approaches to literacy. It notes that while information literacy research is well developed, evidence for media literacy effectiveness is still emerging. It concludes by recommending a unified approach to media and information literacy through support for public libraries and continued research.
CLACSO promotes open access to knowledge through its virtual library containing over 80,000 documents freely available online. It aims to disseminate social science research more broadly and enrich public debate. However, only 16% of Latin American journals are included in Scopus and 5% in Web of Science, showing regional inequalities. CLACSO advocates for open access policies that make publicly funded research openly available, strengthen local open access initiatives, and consider a variety of impact measures rather than just international bibliometric indicators.
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.Sahara, taking part in the global knowledge revolution.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
The document discusses lifelong learning and the role of universities in promoting it. Lifelong learning is defined as all learning undertaken throughout life to improve knowledge, skills, and qualifications. Universities can promote lifelong learning by offering training that meets labor market needs, recognizing informal learning, and creating networks between educational institutions and other stakeholders. The ALFA TRALL project aims to design and test lifelong learning curricula involving universities and local organizations in Latin America and Europe over three years. Pilot programs in areas like communication skills and radio station operation were conducted at Universidad de Los Andes as part of this effort.
IFLA, Libraries on the Agenda, and social mediablisspix
This document discusses how libraries can use social media for advocacy purposes. It provides guidance on developing an advocacy strategy using social media, including determining key messages and target audiences, choosing appropriate social media platforms, measuring the impact of social media advocacy campaigns, and communicating results. The document also provides examples of tools and resources for online advocacy.
This document provides information about a webinar on meeting the information needs of healthcare providers in lower and middle income countries. The webinar featured presentations from INASP, Ubiquity Press, and HIFA. INASP works to improve access to research and knowledge in developing countries. Ubiquity Press focuses on open access publishing and works with partners in the global south. HIFA is a global campaign and knowledge network that aims to ensure all health workers have access to health information. The webinar discussed challenges healthcare providers face in accessing information, and different approaches to addressing this issue.
Rémi Quirion, Chief Scientist of Québec, discusses social innovation and the future of higher education. As Chief Scientist, he advises the government on research strategy and chairs boards that fund intersectoral research on major societal challenges. The three Fonds de recherche du Québec support research, training, and knowledge mobilization. Examples of knowledge mobilization centers focus on social issues. The FRQ also supports innovative social practices through strategic clusters, research teams, and Actions concertées programs that foster co-creation with partners. Looking ahead, Quirion suggests increasing social innovation training and focusing research on challenges like demographic changes, the labor market, sustainability, and measuring social impact. Key will be
My presentation 4th December 2023 at the Skills Program Lithuania and about the ERASMUS+ project DI4ALL.eu. The topic was on the UNESCO OER Recommendation (2019)
How the learning space can become an inclusive learning space – Lessons from ...Karel Van Isacker
How the learning space can become an inclusive learning space – Lessons from Europe... USA and Latin America
Presented at CAVA2018, 21-24 August 2018 in Medellin, Colombia.
The Royal College of Nursing (RCN) Library and Archives team implemented successful strategies to engage RCN staff across the UK and increase their use of library services. Previously viewed as only for members, the library implemented regional contacts and personal approaches to provide informal information literacy opportunities responding to workplace needs. This poster outlines these strategies for engaging staff, including dedicated library contacts in each RCN office and informal information literacy sessions.
Similar to Information Literacy in Europe, MIL and Sustainable Development goals (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
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
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
These are slides from a webinar given by faculty in the University of sheffield Information School on 22 March 2019. The recording of the webinar is here https://sheffield.adobeconnect.com/pf8k3h0qn1ys
Sheila Webber chaired the session, and the panellists were: Dr Pam McKinney, Dr Sophie Rutter and Dr Laura Sbaffi
Links from the slides are here http://information-literacy.blogspot.com/2019/03/media-and-information-literacy-for.html
#AFMIL The Age-Friendly Media and Information Literate City: Combining polic...Sheila Webber
"#AFMIL The Age-Friendly Media and Information Literate City: Combining policies and strategies for ageing populations in media and information rich societies" was presented by Sheila Webber (University of Sheffield Information School) and Bill Johnston (University of Strathclyde, Honorary Research Fellow) at the Global Media and Information Literacy Week feature conference held in Kaunas, Lithuania, on 24 October 2018
What makes us trust online information? The perspective of health InformationSheila Webber
Slides from a webinar presented by Dr Laura Sbaffi, University of Sheffield Information School, on 30th October 2018 to celebrate Global Media and Information Literacy Week. The webinar recording is at https://sheffield.adobeconnect.com/pwy4m50tbl8r
What's my approach? Deciding on the approach to use for your researchSheila Webber
These are slides from a workshop given by Sheila Webber and Pamela McKinney, University of Sheffield, UK, at the European Conference on Information Literacy on September 26 2018. The objectives of the workshop were: (1) To identify key characteristics of selected qualitative and mixed-methods research approaches, and to show what kinds of research questions and problems each approach is most suited to. The research approaches covered were: action research; case study; phenomenography; ethnography; autoethnography.
(2) To enable participants to understand the issues, advantages and disadvantages of different approaches, by looking at a practice-based information literacy problem, and asking participants to identify the implications of choosing one approach or another."
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
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A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Information Literacy in Europe, MIL and Sustainable Development goals
1. Information Literacy in Europe, MIL and
Sustainable Development goals
Sheila Webber,
Information School,
University of
Sheffield, UK
WLIC, Columbus,
USA, August 2016
2. Outline
• Some notes on Information Literacy in Europe
• UNESCO’s MIL initiative and GAPMIL European
Sub-Chapter
• Relating IL to UN SDG
Sheila Webber, 2016
This presentation at
http://www.slideshare.net/sheilawebber
3. A varying picture
• Different educational systems and approaches
• Differing approaches to national healthcare
• Different Government priorities
• Different histories
• Different languages
• Different economic issues
• Differing situation of public library services
• (and so forth)
Sheila Webber, 2016
4. • Informationskompetenz
• la maîtrise de l’information
• La culture d’information
• Informaatiolukutaito
• Informationskompetens
• La alfabetización informacional
• Las competencias informacionales
• (etc.)
Different
languages
and
different
translations
leading to
different
meanings
Sheila Webber, 2016
5. Different models, frameworks,
conferences, associations etc. e.g.
• Models and frameworks used in the UK include
– SCONUL 7 Pillars model used in higher education;
– James Herring’s PLUS model (Purpose Location Use
Self-evaluation) used in some schools
– Welsh Information Literacy project & Framework
– Scottish IL Community of Practice & Framework
– Royal College of Nursing’s Nursing, midwifery health and
social care information literacy competences
– InformALL’s Determining the Value of Information
Literacy for Employers tool
Sheila Webber, 2016
6. Some other examples of models or
frameworks
• Information Literacy Standards for University students
(2009) (Germany) (see
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/p
df/Events/mil2016_lativa_forum_fabian_franke.pdf)
• AKVS/ IVIG (2008). The concept of Information education in
universities in the Czech Republic (includes standards for
IL) http://www.akvs.cz/komise-iniciativy/komise-
ivig/dokumenty/zakladni-dokumenty-o-iv-a-ig/
• Three phases model (searching/ managing/ communication)
proposed by Blasco Olivares & Durban Roca (2012) (Spain)
• InFlow model (outcome of a European project, iTec)
https://sites.google.com/site/inflowinformationflow/
Sheila Webber, 2016
9. “UNESCO’s strategy brings together these two fields [Information
Literacy and Media Literacy] as a combined set of competencies
(knowledge, skills and attitude) necessary for life and work today.
MIL considers all forms of media and other information providers
such as libraries, archive, museums and Internet irrespective of
technologies used.” (UNESCO, 2016)
The ecology of
MIL, notions of
MIL (Wilson et
al., 2011: 19)
Sheila Webber, 2016
10. Intercultural dialogue
“Intercultural dialogue is largely dependent on intercultural
competencies, defined as the complex of abilities needed to
interact appropriately with those who are different from
oneself. These abilities are essentially communicative in
nature, but they also involve reconfiguring our perspectives
and understandings of the world; for it is not so much cultures
as people – individuals and groups, with their complexities
and multiple allegiances – who are engaged in the process of
dialogue”
(Grizzle and Carme Torras Calvo, 2013:151)
Sheila Webber, 2016
11. Intercultural dialogue
Includes “Indigenous/traditional knowledge and
sharing; Religious freedom/inter- faith dialogue;
Conflict aspect of cultural diversity; Inter-generational
dialogue” (ibid, 154)
Also strongly mentioned are diversity of media
representation and freedom of expression.
Sheila Webber, 2016
12. MIL curriculum for teachers: core
modules
• Citizenship, freedom of expression and information, access to
information, democratic discourse and life-long learning
• Understanding the news, media and information ethics
• Representation in media and information
• Languages in media and information
• Advertising
• New and traditional media
• Internet opportunities and challenges
• Information literacy and library skills
• Communication, MILl and learning
Is being piloted in a number of countries
Sheila Webber, 2016
13. Most large conferences result in a
declaration/ recommendation on MIL
• Paris Agenda-12 Recommendations on MIL (2007)
• Fez Declaration on MIL (2011)
• Moscow Declaration on MIL (2012)
• Framework and Action Plan of the Global Alliance
for Partnerships on MIL (2013)
• Paris Declaration on MIL in the Digital Age (2014)
• Riga Recommendations on MIL in a Shifting Media
and Information Landscape (2016)
Sheila Webber, 2016
14. Global Alliance for Partnerships on
Media and Information Literacy
Formed in 2013 with interim international committee;
2015 established regional chapters with interim
committees; Any organisation can join
http://www.unesco.org/new/en/communication-and-information/media-
development/media-literacy/global-alliance-for-partnerships-on-media-and-
information-literacy/
Ignore the 2013 deadline
mentioned on the page linked
here
Fill in the form AND join the
discussion forum
Sheila Webber, 2016
15. “GAPMIL seeks to globally reposition
MIL around the core objectives of:
• “Articulating key strategic partnerships to drive MIL
development globally and its application to eight key
development areas e.g. “Governance, citizenship and
freedom of expression”
• “Enabling the MIL community to speak and address, with a
unified voice, certain critical matters, including the need for
policies; and
• “Further deepening the strategy for MIL to be treated as a
composite concept by providing a common platform for
MIL related networks and associations globally that will
ensure convergence of regional and international initiative
and amplification of global impact.”
16. GAPMIL European chapter
• Interim committee – UNESCO invited people
associated with organisations or large projects or
initiatives
• Mainly academics/researchers; larger number of
people from Media Literacy, although there is now
awareness of imbalance
• Met in Paris in October 15, Forum in June 16
• Like IFLA – don’t normally get expenses, so relies
on you or your employer funding them
Sheila Webber, 2016
17. GAPMIL activities so far?
• Conferences, MILID/MIL week
• Statements/ recommendations
• MOOCs / online training
• Publications
• Initiatives on piloting the curriculum and
assessment guidelines
• Lobbying
Sheila Webber, 2016
18. 2nd European Media and Information
Literacy Forum: links
• Storify https://storify.com/sheilayoshikawa/2nd-european-mil-forum-riga-
latvia-27-29-june-2016
• My liveblogs of the conference: http://information-
literacy.blogspot.co.uk/search/label/2ndeurmil
• Conference presentations http://www.unesco.org/new/en/communication-and-
information/media-development/media-literacy/global-alliance-for-
partnerships-on-media-and-information-literacy/second-european-media-and-
information-literacy-forum/
• Riga Recommendations on MIL in a Shifting Media and Information
Landscape http://www.unesco.org/new/en/media-services/single-
view/news/riga_recommendations_highlight_media_and_information_literac/
• Twitter stream https://twitter.com/search?q=%232ndeurmil
Sheila Webber, 2016
20. Look at the SDGs with MIL lenses!
• Just taking the first 6 – pulling out some broad ways in
which MIL supports the goal
• Messages from earlier in the conference – to act and
also have confidence in the value of what we do
(ignoring the put-downs)
• Often the MIL of those in power needs development, in
order for the disadvantaged to benefit – with this
aspect, sometimes be more cunning, sometimes
persuasive, sometimes assertive
• Roles: e.g. researching, scoping, implementing,
reflecting, documenting
Sheila Webber, 2016
21. IL opportunities include …
1 “No poverty” – enabling people to use information
resources in all forms so they can have “access to basic
services, ownership and control over land and other forms
of property, inheritance, natural resources, appropriate
new technology and financial services” – developing IL of
officials & administrators so they are better able to identify
and solve problems – many different groups affected
2 “Zero hunger” – developing citizens’ nutritional literacy
and developing farmers’ ability to use information to farm
sustainably
Sheila Webber, 2016
22. 3 “Ensure healthy lives and promote well-being for
all at all ages”- understanding (investigating) the real
information experience of those living with diseases
such as HIV/AIDs, to develop more effective, culturally-
senstive information and awareness campaigns, and to
develop the IL of patients, carers, medical and
administrative staff – engagement in health literacy work
with people of all ages – increasing IL in use of food and
health apps (e.g. food logging)
Sheila Webber, 2016
23. 4 “Ensure inclusive and equitable quality education
and promote lifelong learning opportunities for all”
– IL programmes (in and outside formal education) that
“ensure that all learners acquire the knowledge and
skills needed to promote sustainable development,
including, among others, through education for
sustainable development and sustainable lifestyles”
(e.g. more informed choices) – this goal also includes
development of literacy – outreach programmes from
unis to less priveleged schools
Sheila Webber, 2016
24. 5 “Achieve gender equality and empower all women
and girls” – initiatives or programmes that are enabling
girls and women to become more confident and skilled
in engaging with information in all its forms, to improve
their lives and achieve their potential (all age groups!)
6 “Ensure availability and sustainable management
of water and sanitation for all” – supporting
understanding of how a good local knowledge base can
be developed, for use by experts and accessible to
citizens
Sheila Webber, 2016
25. Questions
• Am I already working with IL to meet SDGs?
• Will it help others if I document and share this
work?
• How can I develop this work further?
• Who might be partners?
• What are the most feasible/ important next steps –
the next goal I’d like to work on?
• Power of the global community of librarians
Sheila Webber, 2016
26. “Find your inner activist”
Maura Marx, on Sunday
Sheila Webber, 2016
28. References
• Blasco Olivares, A. & Durban Roca, G. (2012). La competencia informacional en la
enseñanza obligatoria a partir de la articulación de un modelo específico. Revista Española
de Documentación Científica, 100-135.
http://redc.revistas.csic.es/index.php/redc/article/viewArticle/746 (chapter in a book edited by
A. Calderón-Rehecho, Competencias sin competencia: la ALFIN y sus circunstancias)
• Grizzle, A. and Carme Torras Calvo (Eds) (2013). Media and Information Literacy: policy and
strategy guidelines. Paris: UNESCO.
• Ministerio de Educación y Ciencia. (2007). Real Decreto 1631/2006, de 29 de diciembre, por
el que se establecen las enseñanzas mínimas correspondientes a la Educación Secundaria
Obligatoria. (BOE-A-2007-238). http://www.boe.es/
• UNESCO (2016) Media and Information Literacy.
http://www.unesco.org/new/en/communication-and-information/media-development/media-
literacy/mil-as-composite-concept/
• Wilson, C. et al (2011) Media and information literacy curriculum for teachers. Paris:
UNESCO. http://www.unesco.org/new/en/communication-and-
information/resources/publications-and-communication-materials/publications/full-list/media-
and-information-literacy-curriculum-for-teachers/
Sheila Webber, 2016
29. UK models etc.
• SCONUL 7 Pillars model
http://www.sconul.ac.uk/sites/default/files/documents/coremodel.
pdf
• James Herring’s model http://farrer.csu.edu.au/PLUS/
• Welsh Information Literacy project & Framework
https://libraries.wales/national-information-literacy-framework/
• Scottish IL Community of Practice & Framework
http://www.therightinformation.org/framework-home/
• Royal College of Nursing’s Nursing, midwifery health and social
care information literacy competences (2011)
https://www.rcn.org.uk/professional-
development/publications/pub-003847
• InformALL’s Determining the Value of Information Literacy for Employers
tool https://www.informall.org.uk/employment/il-value/il-value-tool/