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"Terms like "game-changing" and "disruptive" have become cliche in technology circles. As educators, we've seen the hype of 1:1 devices, paperless classrooms, interactive whiteboards, and a host of different education fads. However, AI feels different ..."
Via Leona Ungerer
Plagiarism is concerning for colleges and universities (Curtis & Vardanega, 2016). Students begin higher education with varying degrees of knowledge on the topic of plagiarism; sometimes students have a limited understanding of the behaviors that constitute plagiarism. Gourlay and Deane (2012) suggest “a proportion of plagiarism is committed via confusion over how to integrate and reference source materials into academic writing” (p. 19). Moreover, some students might be unfamiliar regarding when they can claim an opinion as their own and when they need to use a citation (Ballantine & McCourt Larres, 2010). Being unfamiliar with the behaviors that constitute plagiarism might be a reason why students engage in this type of academic misconduct (Insley, 2011).
Via Elizabeth E Charles
The YouVerify project (I think this project part of Savoir Devenir) funded by the European Union and based in France, has launched the MOOC: Disinformation Step by Step, which starts on Monday 15 November 2021 and lasts a month. It will be given in three languages: French, Spanish and English and is aimed at a wide range of people including educators, students, journalists, librarians, youth workers. Being a MOOC, it is open and free and you can get a digital badge on completion. It has 6 modules: critical thinking, Media and Information Literacy (MIL), disinformation, verification, refutation and building MIL projects. There is a particular focus on visual disinformation. It is led by MIL expert Professor Davina Frau-Meigs. Register here: https://hub5.eco-learning.eu/course/disinformation-step-by-step/
Via Elizabeth E Charles
In this blog post, Alison Hicks, the CILIP Information Literacy Group rep for Higher Education and LIS, talks about an article she inadvertently found that she related to both personally and professionally and her thoughts on how diverse learners are represented within models of information literacy.
Via Elizabeth E Charles
Students must understand how to recognize reputable information and how to identify credible, high-quality journalism. Bias is everywhere, and it’s necessary for young people today to identif…
Via Elizabeth E Charles
On the final day of FestivIL (yesterday), the keynote was from Barbara Fister. Her prerecorded lecture took up the theme of her Project Information Literacy Provocations essay - Information Literacy in the QAnon Era. When it is made public I will embed the video here. One thing that struck me particularly was the point that QAnon (the North American movement that rejects scientific evidence, conventional news sources etc.) gives the same type of advice as librarians: that you should be sceptical of sources, do your own searching etc., which is rather scary.
Via Elizabeth E Charles
In this blog post, Pip Divall, Clinical Librarian Service Manager at University Hospitals of Leicester NHS Trust and CILIP Information Literacy Group’s Health Sector rep, gathers together useful resources for tackling Covid-19 vaccine misinformation during the global pandemic.
Via Elizabeth E Charles
The CILIP Information Literacy Group (ILG) and the LILAC Conference are delighted to have been enlisted as Champions of an exciting new Project Information Literacy initiative, “The PIL Provocation Series”. Barbara Fister, the series’ Contributing Editor, has kindly contributed a guest blog post to explain more about the initiative and to introduce the premier essay in the series, “Lizard People in the Library”. Her essay addresses the rise of conspiracy theorists and the consequences of advice they give their membership to “research it yourself”. I discovered Project Information Literacy (PIL) when it first launched over a decade ago in 2009. I impatiently awaited each new research publication so I could share it with the librarians in my circles and with the instructors I worked with. For some reason, it is always so much easier to make a case for information literacy in the curriculum when it’s backed up with someone else’s research and data! Especially when the research uses rigorous empirical methods and involves thousands of students at multiple institutions.
Via Elizabeth E Charles
An interesting group that I haven't blogged about directly is the FOSIL group, which developed the FOSIL model "a model of the inquiry process, an evolving continuum of specific and measurable skills that enable each of the stages in the inquiry process" and which has a website which hosts thoughtful discussion and "a growing collection of freely available resources that develop these skills within the inquiry process." Based on Barbara Stripling's model, the FOSIL (Framework Of Skills for Inquiry Learning) model has the stages: Connect; Wonder; Investigate; Construct; Express; Reflect. Pam McKinney previously blogged a conference session that talked about its use. Their website is at https://fosil.org.uk
Via Elizabeth E Charles
Earlier this week I had the pleasure of giving the closing keynote to this year’s CILIPS conference. Like all conferences this year, it changed from a face to face meeting to an online conference. The conference team at CILIPS did a great job moving everything online. I was lucky enough to be able to dip in and out of the conference over the 2 days it ran. It was both inspiring and humbling to see some of the work that delegates shared.
Via Elizabeth E Charles
This is my final blog post from the second FOIL webinar , entitled Masters’ Class: Emerging Voices in Media & Information Literacy Research. The final presentation was: William Shire (working at Magdalene College, Oxford and dissertation submitted to University of Sheffield): The use of Web 2.0 tools to teach information literacy in the UK university library context
Via Elizabeth E Charles
Participation in democracy, in today’s digital and datafied society, requires the development of a series of transversal skills, which should be fostered in higher education (HE) through critically oriented pedagogies that interweave technical data skills and practices together with information and media literacies. If students are to navigate the turbulent waters of data and algorithms, then data literacies must be featured in academic development programmes, thereby enabling HE to lead in the development of approaches to understanding and analysing data, in order to foster reflection on how data are constructed and operationalised across societies, and provide opportunities to learn from the analysis of data from a range of sources. The key strategy proposed is to adopt the use of open data as open educational resources in the context of problem and research-based learning activities. This paper introduces a conceptual analysis including an integrative overview of relevant literature, to provide a landscape perspective to support the development of academic training and curriculum design programmes in HE to contribute to civic participation and to the promotion of social justice.
Via Elizabeth E Charles
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The ACRL Framework for Information Literacy for Higher Education: Sociology was approved by the ACRL Board of Directors on 27 January 2022, as a Companion Document to the ACRL IL Framework. "Developed by the ACRL Anthropology and Sociology Section’s Instruction and Information Literacy Committee, the companion document defines Sociological Information Literacy as an understanding of how information and scholarship are created, published, disseminated, and used by individuals and organizations. The document describes connections between the ACRL Framework for Information Literacy and the Sociological Literacy Framework (SLF) developed by sociology professors Susan Ferguson and William Carbonaro.
Via Elizabeth E Charles
In the academic imagination, depth and attention are the highest of virtues. But in pushing students to apply high-attention strategies to all incoming information, we risk creating a new and dangerous shallowness.
Via Elizabeth E Charles
Racist/racialized malinformation is the phenomenon of how we are conditioned, socialized, and repeatedly bombarded with racist and negative images and stereotypes. These stereotypes are repeated and normalized until they become malinformation. But how can these deleterious and destructive forces be eliminated? They need to be addressed and battled just as other societal ailments are, and critical cultural literacy can aid in this fight.
Via Elizabeth E Charles
Using Wikipedia in the classroom has been shunned traditionally by some teachers because it is written by volunteers on the internet. But it is precisely that crowdsourced nature that makes Wikipedia such a compelling tool in the classroom, says Nichole Saad, senior program manager for education at Wikimedia Foundation, the nonprofit that owns Wikipedia.
Via Elizabeth E Charles
As “research it yourself” becomes a rallying cry for promoters of outlandish conspiracy theories with real-world consequences, educators need to think hard about what’s missing from their information literacy efforts.
Via Elizabeth E Charles
Maddie is Online’ is an educational video cartoon series which aims to illustrate the dangers of online bullying and to teach children online information evaluation through animation. Playlists: bit.ly/2LwnE6T Twitter: @MaddiesOnline
Via Elizabeth E Charles
As the digital world evolves, cybersecurity life skills are more essential than ever—here are some major lessons to impart upon students If a student from your school had someone knock on their front door, ask for personal information and offer to give them a treat in exchange for that information, what would happen? It depends on the child, but what you know for certain is that your district or school has been teaching stranger danger since that child was in kindergarten, so the odds are good that the interaction would raise a red flag for the student.
Via Elizabeth E Charles
Choosing something that you are passionately interested in to research is a great first step on the road to successful academic writing but it can be difficult to keep the momentum going. Deborah Lupton explains how old-fashioned whiteboards and online networking go hand-in-hand, and offers advice for when it is time to just ‘make a start’ or go for a bike ride.
As part of preparing for a workshop on academic publishing for early career academics, I jotted down some ideas and tips to share with the group which I thought I would post here. In the process of writing 12 books and over 110 peer-reviewed journal articles and book chapters over a career which has mostly been part-time because of juggling the demands of motherhood with academic work, I have developed some approaches that seem to work well for me.
Via Elizabeth E Charles
Data Literacy Playground is an online space where visitors can use, interact with, and understand the benefits and issues of using and sharing data so that they can make informed choices about data sharing and understand the data shared with them.
Via Elizabeth E Charles
"Digital literacy means being literate in digital tech. The idea is that a person using tech or, more specifically, web technologies must be aware of the right way to utilize them. The abundance of resources, tools, and apps makes it easy for anyone to fall prey to the ill effects of the web. Being digitally literate helps one to find and avoid practices that are not ethical."
Via EDTECH@UTRGV, Elizabeth E Charles
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