This presentation was given at the launch of the DH23Things Programme at Cambridge University. The programme aims to help early career researchers in Arts, Humanities and Social Sciences explore the use and impact of digital technologies in their work. Find out more at http://dh23things.wordpress.com/
Moving from PhD to Post-Doc career optionsInge de Waard
This presentation was given during the CALRG seminars at the Open University. It focuses on strategies and opportunities to find a job (establish a career) after finishing a PhD.
This presentation was given at the launch of the DH23Things Programme at Cambridge University. The programme aims to help early career researchers in Arts, Humanities and Social Sciences explore the use and impact of digital technologies in their work. Find out more at http://dh23things.wordpress.com/
Moving from PhD to Post-Doc career optionsInge de Waard
This presentation was given during the CALRG seminars at the Open University. It focuses on strategies and opportunities to find a job (establish a career) after finishing a PhD.
Building an engagement toolkit (Information Online 2019)Kate Davis
Slide deck for workshop at Information Online #infoonline19, presented with Kathleen Smeaton.
Unicorn digital papers and clipart from ClipArtisan on Etsy at https://www.etsy.com/shop/ClipArtisan
IIBA® Adelaide are hosting an educational event with speaker Alan Harrison. We look at “Requirements” – what they are and ways we can elicit them. In a group setting, we’ll look at the different types of requirements (using the BABOK® definition), how they relate to each other (hierarchy) and why we need to understand that relationship (traceability). We’ll explore some of the most common ways of eliciting them (interviews, workshops, observations, document analysis, process analysis and others). We’ll also look at ways of figuring out who our stakeholders are.
We’ll dive deeper into interviewing techniques (both online and face-to-face) and managing stakeholders by working through a fun scenario in an interactive workshop.
• Why reflective writing is key when writing your evidence.
• Examples of what reflective writing is.
• Various reflective models that you could use.
• STAR format and examples.
DevLearn 2016 designing effective Social Learning workshop v2Julian Stodd
My workshop deck from the session on 'Designing Effective Social Learning' at DevLearn, Las Vegas, November 2017. It covers the methodology, communities, trust, facilitation, and measurement. Designed as a presentation deck.
Building an engagement toolkit (Information Online 2019)Kate Davis
Slide deck for workshop at Information Online #infoonline19, presented with Kathleen Smeaton.
Unicorn digital papers and clipart from ClipArtisan on Etsy at https://www.etsy.com/shop/ClipArtisan
IIBA® Adelaide are hosting an educational event with speaker Alan Harrison. We look at “Requirements” – what they are and ways we can elicit them. In a group setting, we’ll look at the different types of requirements (using the BABOK® definition), how they relate to each other (hierarchy) and why we need to understand that relationship (traceability). We’ll explore some of the most common ways of eliciting them (interviews, workshops, observations, document analysis, process analysis and others). We’ll also look at ways of figuring out who our stakeholders are.
We’ll dive deeper into interviewing techniques (both online and face-to-face) and managing stakeholders by working through a fun scenario in an interactive workshop.
• Why reflective writing is key when writing your evidence.
• Examples of what reflective writing is.
• Various reflective models that you could use.
• STAR format and examples.
DevLearn 2016 designing effective Social Learning workshop v2Julian Stodd
My workshop deck from the session on 'Designing Effective Social Learning' at DevLearn, Las Vegas, November 2017. It covers the methodology, communities, trust, facilitation, and measurement. Designed as a presentation deck.
Curriculum, community, context, sustainability: A reflectionSheila Webber
Presentation given by Sheila Webber at the IFLA WLIC 2022 Satellite Conference: SET Training School: Towards a Curriculum for Social and Digital Inclusion and Lifelong Learning, Dublin, Ireland, on 29 July 2022
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
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
Presentation by Sheila Webber for the Critical Approaches to Libraries Conference 2020 held online, on 13 May 2020. A version was also given for the Virtual Worlds MOOC (in Second Life) . References at https://docs.google.com/document/d/14F9sEHZ8Fq0wI5gZ1IVkPGP-I88bOcWm02D7n8Vu1cg/edit?usp=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
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
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. Outline
• My professional career
• The context for the talk
• What is a professional?
• Analysing my professional practice in Second Life
• Interaction between professionalism in physical and
virtual worlds
• Discussion!
Sheila Webber, 2018
3. My professional career
• 1980 - I identified as a librarian
• 1981-1992 - I transitioned to identifying as an information
scientist or information professional, and as a manager
• 1992- present - I transitioned to identifying as an academic
(what “faculty” get called most often in the UK): a teacher
(the word “instructor” is seen as negative in the UK) and a
researcher – I continue to learn how to fulfil those roles
• 2003 was the date from which I felt more confident in
calling myself a researcher!
• 2007 - when I started teaching, researching and being in
Second Life
Sheila Webber, 2018
4. Contexts
• Coordinating a module Personal and professional development
on a distance learning Masters programme: Library and
Information Services Management (not using SL! Main
educational tools are Blackboard; Adobe connect; PebblePad;
Google+ & other Google tools)
• Useful for my reflections on what “professional” means
• Ongoing research (will write a research article) into my own
professional practice using a framework from Practice Theory &
autoethnography
• “an approach to research and writing that seeks to describe and
systematically analyse (graphy) personal experience (auto) in
order to understand cultural experience (ethno)” Ellis et al.
(2011, p. 273)
Sheila Webber, 2018
5. Second Life (SL) context
• A 3D virtual world that has existed for 15 years, operated by
Linden Labs
• Most of the “content” in the world created by SL residents
• From early on, educators from informal and formal education
have used it to facilitate learning and deliver teaching
• Learners of all ages, nationalities, abilities and backgrounds
have participated
• The varied faces and affordances of SL are captured well in
Draxtor’s videos
https://www.youtube.com/user/draxtordespres/videos
Sheila Webber, 2018
6. Professions
• Lester (2015) identifies four historical stages
• Ancient professions (based on culture, broad education)
• Medieval trade occupations (guilds, trades)
• Industrial-era professions (techno-rationalist)
• 20th century professions (reflective, developing)
• Characteristics that may define a profession:
• Assessment process (for entry into profession)
• Body of knowledge
• Code of ethics
• Professional association
but criteria “highly perspective-dependent” cf ancient
profession of university teacher with what it means now
but older professions may
alter in line with new ideas
of professionalism
Sheila Webber, 2018
7. A professional (Lester, 2015)
• “makes proficient use of expert or specialist knowledge,
exercises autonomous thought & judgement, and makes
a voluntary commitment to a set of principles”
• “while they may be affiliated to a recognised profession,
[professionals] are able to practise from this independent
perspective”
Sheila Webber, 2018
8. Professions (a view from
Information Science)
“All professions, from medicine to accounting to clinical
psychology to horticulture, are mixtures of theory and
practice. If a job is so simple that it consists of a series of
steps that you carry out one after the other; in other words,
if a job is algorithmic, then it is not a profession.”
“All professions require the mastery of a body of general
theory and understanding, which the practitioner then
applies selectively and creatively, as needed, to a series of
realworld problems. The application of the general
knowledge requires judgment and experience to do well.”
(Bates, 2015)
Sheila Webber, 2018
9. What kind of professional am I?
• Reflective
• Memos, blog posts, articles, presentations about my practice
• Other evidence such as (e.g. SL) chatlogs, photos, videos
• Action research
• Always trying to learn!
• Still have a multiple professional identity
• Researcher
• Teacher
• Information scientist
Sheila Webber, 2018
10. What does it mean
for me to be “a
professional” in
virtual worlds? Sheila Webber, 2018
11. Example: organising and running the
VWMOOC panel session on 16 August!
Sheila Webber, 2018Video of the panel session at https://youtu.be/RFBF-R2UOno
12. Some key activities
• Identifying format and questions for panel
• Identifying, inviting, confirming and keeping in
touch with panellists
• Publicising the panel
• Creating the venue for the panel
• Chairing the panel on the day
• “Tidying up” after the panel: posting the chatlog
and clearing up the venue
Sheila Webber, 2018
13. Nicolini et al.’s (2015) framework for analysing
Personal Knowledge Infrastructure
Qualitative study of 7 CEOs in the public sector in the UK
• Routine practices
• Networks of personal relationships
• Tools of the trade
Sheila Webber, 2018
14. Routine practices: examples (that
helped me with these activities)
• Developed/carried out in the physical world
• Email alerts from discussion lists to do with education
• Scanning Twitter most days and following links to do with
education
• Engaging with communities of educators in my university e.g.
via Google+
• Blogging http://information-literacy.blogspot.com
• Developed/carried out in Second Life
• Attending education-related meetings in SL (e.g. VWER, this
MOOC, VWBPE, non-profit Commons)
• Chatting to people before or after SL meetings
• Outcome - that I have an idea of what are current
educational issues generally, and specifically ones to do
with virtual worlds
Sheila Webber, 2018
15. Networks of personal relationships
• Developed/used in the physical world
• I had met three of the people I contacted during these activities in
the physical world as well - but the important contact with them
was in SL
• Developed/used in Second Life and other virtual worlds
• Someone I used to interact with regularly in SL about educational
issues, and who I trust (used as a source of advice on panellists)
• Virtual Worlds Education Roundtable - 1 panellist was a co-lead,
and another a trusted VWER regular (who had suggested the
panel!)
• Previous conferences in virtual worlds - programmes used as list
of potential panellists, but then I also used my knowledge of the
people, based on having talked to or heard them in the past
Sheila Webber, 2018
16. Tools of the trade
• Used in the “physical” world
• Email
• Powerpoint (to create signs, importing the .jpgs to SL)
• Virtual posits, textpad and Word for keeping notes
• Facebook, Google+, Google calendar (to publicise event)
• Google Drive
• Used in Second Life
• IM (individual and group) and group notices
• Notecards
• Objects from my inventory (chairs etc. to create the venue)
• SL land (where the venue was situated, also examining it for
permissions)
• Simple scripts (in the box that gave information about the event)
• SL functions such as teleport
Sheila Webber, 2018
17. Also very relevant: Experience of chairing,
organising and participating in panels
• Physical world: e.g. general issues about how you
approach panellists in a professional way; how you
manage a panel on the day; what can go wrong generally
in panels (e.g. someone talking too much; someone not
turning up)
• Virtual worlds: e.g. what kind of questions are likely to
appeal to panellists and audience; what things can go
wrong in SL and how to solve them (permissions, voice,
poses in chairs, lag, need for text as well as voice etc.)
Sheila Webber, 2018
18. So more generally - what does being a
“professional” in SL mean?
Sheila Webber, 2018
19. This seems to apply in all worlds: I
have definitely encountered
professionals in Second Life!
Sheila Webber, 2018
20. Professional - carry-over from
physical world to virtual worlds
• Assessment process (for entry into profession)
• Experiences of educating and participating in SL have been cited
in physical world awards etc.
• Body of knowledge
• Obviously am able to bring over all I have learnt previously
• Code of ethics
• Are written codes of ethics for my professional association
(CILIP), also for academic teaching and research
• Professional associations
• Chartered Institute of Library and Information Professionals; (UK)
Higher Education Academy
Sheila Webber, 2018
21. Professional - situated in virtual
worlds
• Assessment process (for entry into profession)
• Not relevant? More to do with proving you can do things!
(acquiring social capital)
• Body of knowledge
• Knowledge about virtual worlds (functions, etiquette etc.)
necessary, in addition to physical world knowledge
• Code of ethics
• SL Terms of Service - but more about your own code of ethics,
and what is seen as ethical in the communities you engage with?
• Professional association
• Inside virtual worlds - more to do with SL communities/groups like
ISTE, CVL or VWER (which may/not have physical world
equivalents)?
Sheila Webber, 2018
22. Professional - carry back to
physical world
• This is all me! I learn from experience in all worlds
• Valuable to reflect on what is learnt and practiced in different
environments - build confidence and identify paths to further
development
• Experience in Second Life has given me skills, knowledge and
confidence I have used in physical world and other digital
environments, for example
• Coping with crises in SL meetings - better able to deal with crises when
using Adobe Connect etc. or even physical world presentations
• Learn to use one tool (such as Google+) in one context, I can apply it in
another
• Relationships I have made in one world can be useful in another world
• Ethical understandings (e.g. importance of accessibility) develop
cumulatively
Sheila Webber, 2018
23. Over to you!
1. Are you a “professional” when you are in virtual
worlds?
2. Is that something different from being
“professional” in the physical world?
Sheila Webber, 2018
24. When you practice in virtual worlds – what is new
and what are you applying from existing practice?
Sheila Webber, 2018
25. Sheila Webber
Information School
University of Sheffield
s.webber@shef.ac.uk
SL: Sheila Yoshikawa
Twitter: @sheilayoshikawa
http://information-literacy.blogspot.com/
http://www.slideshare.net/sheilawebber/
Photos and graphics: Sheila Webber
Taken in the 3d virtual world Second
Life (TM Linden Labs)
26. 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
• Ellis, C., Adams, T.E. & Bochner, A.P. (2011).
Autoethnography: an overview. Historical social research,
36(4), 273-290.
• Lester, S. (2015). On professions and being professional.
Taunton: Stan Lester Developments. Retrieved from
http://devmts.org.uk/profnal.pdf
• Nicolini, D., Korica, M. & Ruddle, K. (2015). Staying in the
know. MIT Sloane Management Review.
https://sloanreview.mit.edu/article/staying-in-the-know/
Sheila Webber, 2018