Dr Sharon Wagg, Lecturer in Library and Information Management, University of Sheffield, UK
Data literacy and digital inclusion: taking a critical approach
Dr Sharon Wagg is a lecturer in Library and Information Management in the Information School at the University of Sheffield. She graduated in 2021 with a PhD from Loughborough University from the Centre of Information Management. Funded through the Mark Hepworth scholarship, her PhD explored digital inclusion initiative provision in UK rural communities. Her principal research interest lies in digital inclusion, inequalities in accessing and using information, and the influence of digitalisation on organisations, work, learning and society. Much of Sharon’s research has involved working with policy makers, social enterprises, third sector organisations, and digital infrastructure stakeholders operating in the digital inclusion sphere. Sharon teaches on the Librarianship and the Library and Information Services Management MA programmes at the Information School.
Mr David Thomas, Manager: Academic Services, Durban University of Technology, South Africa
Upskilling information literacy librarians in becoming data literate. Lessons from Durban University of Technology Library, South Africa
Mr Thomas is a Library Manager at the Durban University of Technology, South Africa. He holds a Masters in Information Technology from the University of Pretoria and is currently engaged with his doctoral study. In addition to working with librarians to integrate information literacy into the academic curriculum, his portfolio includes library staff development.
Critical Perspectives on Generative Artificial Intelligence: The Role of the Information Literacy Librarian
This webinar was held 31 May, 2023 and explored the implications of Generative Artificial Intelligence on library services, research, and instruction. From exploring the role of the Information Literacy Librarian to considering the impact of AI on student learning, this event explored the potential of Generative Artificial Intelligence in an engaging and thought-provoking way. The list of speakers and links to their presentation slides are provided below:
• Dr Andrew Cox, Senior Lecturer Information School, University of Sheffield, UK:
Artificial Intelligence and the Library
• Allison Papini, Assistant Director/ Manager of Research & Instruction Services, Bryant University, USA:
ChatGPT and Information Literacy: Intersecting with the ACRL Information Literacy Framework
• Dr. Kristine Stewert, Associate Professor, Information Literacy Coordinator, Zayed University UAE:
Artificial Intelligence and the Information Literacy Librarian: Developing workshops to teach critical AI
Duration 1 hour, 26 minutes
The SIG IL webinar series is open to everyone who is interested in information literacy in an academic environment and covers a wide range of topics.
The SIG IL promotes collaboration and sharing of best practices among IATUL members in the area of information literacy. In accordance with IATUL's organizational profile the focus of the special interest group is on information literacy methods, theory and practices specific to higher education.
The recordings are available online for everyone who is interested.
Tina Hohmann & Caroline Leiss: Academic Identity Management
Abstract:
How can you make sure that you get credit for all of your scientific publications? In this webinar we will explain the concept of academic identity management and present the main identity systems: ORCID, ResearcherID, Scopus Author Identifier and Google Citations. You will find out which system is useful for you and how to create and maintain your author profiles.
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Yuyun W. Ishak: How can I teach information literacy classes? I’m a librarian, not a teacher
Abstract:
Most librarians may not have formal training or degree in education and pedagogy. Therefore, librarians, especially those new to the profession, might find teaching information literacy (IL) as challenging. Even the most experienced librarian might find it challenging to find new creative ideas to use in the classroom. Trainings, courses and self-learn may address this issue. This sharing, however, is exploring a different approach: an informal, yet structured sharing between librarians, to bounce ideas, explore possibilities and use wide range of tools.
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Sharon Karasmanis & Caroline Ondracek: Library as partner in Curriculum Design at La Trobe University
Abstract:
At La Trobe University support for information literacy skill development is a partnership between teaching staff, educational designers, educational developers and librarians. To embed digital and information literacy skills into the curriculum Library staff collaborate at the subject design stage to map the capabilities students need. This process ensures that digital and information literacy skill development is embedded at an appropriate scholarly level and relevant skills practice and assessment is part of subject design where required. This webinar explores what is involved in this process for library staff including creation of assessment support, curation and sourcing of resources to support weekly skills scaffolding and learning, and student support via face-to-face and online activities.
Dr Simone Kibler: “Lost in Antarctica” - a game-based approach on teaching information literacy
Abstract:
"Lost in Antarctica” is a game-based blended-learning platform for about 150 students of industrial engineering and management who get credit points for the successful completion of 12 levels representing important topics of IL. The application is accessible to all interested institutions through its open-source structure. The learning scenario is embedded in a storyboard. In this webinar, you can learn more about a new and innovative way for teaching IL.
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Janine Lockhart: Case study of an information literacy integration journey at the Cape Peninsula University of Technology (CPUT)
Abstract:
This webinar will focus on the journey of integrating information literacy into the curriculum at the Cape Peninsula University of Technology (CPUT). This includes policy development, setting-up a university Information Literacy Committee (ILC), reporting structures, curriculum development, registering of a short course called Certificate of Information Literacy (CIL) that was incorporated within a first-year subject, assessment instruments used, move from a short course to a compulsory weighted component for IL of 15% within a first-year subject.
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