Conference Agenda

Data stories are a way of presenting data and information in a narrative format that is easy for people to understand and engage with (Li, 2018). They can be used to promote information literacy by helping people to understand and critically evaluate data and its sources. They can also be used to help people become more informed by helping them understand and make sense of the data that increasingly shapes our world.

Following Averroes’ principle of writing three general types of commentary based on Aristotle’s works (Adamson and Di Giovanni, 2018), namely literal, metaphysical and political, we propose a similar methodology that separates the data from the possible narratives and allows the promotion of data literacy at different levels by tailoring it to different audiences of different expertise and age.

We explored this topic in two projects carried out by the Department of Information Science at the Haute Ecole de Gestion, HES//SO-Geneva. With the VIDAS (VIsualisation of DAta Stories) project, we provided a comparative in-depth study of the distinctive nature of data stories (VIDAS, 2023). In MIDAS (MIcroclimate DAta Stories), we then put the concepts into practice and developed three data stories based on the same dataset and developed at three different levels (MIDAS, 2023), targeting scientists, policy makers and children.

We started our study with a thorough literature review seeking to find a clear definition of the term data story. As a result, data stories encompass various types of elements that need to be considered when telling a story: the data, the visual form, and the narrative component. The balanced combination of these elements is intended to drive behavioral change through the integration of narrative into the data presentation, and last but not least to lead to a call to action (Duarte, 2019).

While looking for ideas of relevant data stories relevant, we came across the history of a local chestnut tree, located in the old town of Geneva. Since 1818, the date of the first leaf hatching has been observed and recorded as a marker of the arrival of spring. This subject seemed particularly relevant to us because it is rooted in local history and it provides a tangible illustration of the impact of climate change on our environment. Data Stories developed on this topic seemed to us an appropriate communication tool to raise awareness among different audiences (children, adults, decision makers) about the impacts of global warming. The time shift of the first leaf hatching date of the chestnut tree to earlier and earlier dates could be put in parallel with the warming in Geneva due to climate change. In the paper we will present the genesis of the three data stories developed on this subject.

Our study shows that data stories can be used to help people make informed decisions by providing them with a clear and concise representation of the data. This can help people understand the implications of different choices and make decisions based on evidence rather than intuition. So far, data stories have been created for two datasets using the principle of Averroesian commentary. After creating the first set of data stories, self-evaluation procedures were used to gain insights that were subsequently applied to the second data set.

It is worth noting that the impact of data stories on data literacy will vary depending on the audience, the type of data presented and the way the story is presented. Overall, however, data stories can be a powerful tool to promote data literacy and help people become more informed and engaged citizens.

References

Adamson, P., & Di Giovanni, M. (Eds.). (2018). Interpreting Averroes: Critical essays. Cambridge University Press.

Duarte, N. (2019). Data Story. Explain data and inspire action through story. Ideapress Publishing.

Li, Q. (2018). Data visualization as creative art practice. Visual Communication, 17(3), 299–312.

MIDAS (2023). MIDAS (Microclimate Data Stories). Retrieved from https://campus.hesge.ch/id_bilingue/projekte/MIDAS/index.html

VIDAS (2023). Comprendre et expliquer la VIsualisation des données et les DAta Stories. Retrieved from https://campus.hesge.ch/id_bilingue/projekte/vidas/index.html

Introduction

Data literacy is defined as “a specific skill set and knowledge base, which empowers individuals to transform data into information and into actionable knowledge by enabling them to access, interpret, critically assess, manage, and ethically use data” (Koltay, 2017, p. 10). It has become an important professional as well as civic skill necessary for functioning in the society of the 21st century (Nayek & Sen, 2015; Bowler, Acker & Chi, 2019). Data literacy has also become part of daily library programs designed for local community in effort to minimize the shortcomings of digital divide in society (Shafiq, Bhatti & Naeem, 2020). On the professional level, data literacy has become necessary in management of public libraries as directors’ decisions are frequently based on growing quantities of data collected during daily library operations. In addition to library programs for users and data managerial decision making based on data, public libraries have an opportunity to devise partnerships with data-sharing and data-using organizations and strengthen the perception about them as a key information hubs (Enis, 2020). This would make them interesting to users who want to become familiar with data literacy but don’t have a place or whom to ask about it.

Research

The paper presents results from the nation-wide empirical research study in public libraries in Croatia about recognition of the term data literacy and its characteristics. The paper also aims to contribute to the advancement of data literacy in public libraries in Croatia. Literature review showed that previous research studies worldwide have most frequently had their focal point on academic libraries while public libraries have been neglected in this matter. In Croatia there were no recent research studies in public libraries about data literacy. The goal of this research study is therefore to collect data about the data literacy and its recognizable characteristics. The hypothesis of the research study is that heads of public libraries are still not fully acquainted with the term data literacy, and they lack more thorough education about it. A questionnaire was chosen as the principal research non probabilistic quantitative method as it provided the ability to reach many respondents scattered over large geographical region. It was distributed by e-mail to heads of all public libraries officially registered at the National and university library in Zagreb. The results of the research indicated strong use of data by managers in public libraries in decisions making process. At the same time, library managers lacked more extensive knowledge of math, statistics, data visualization and logic. On the positive side, they were aware about the elements of data life cycle and recognized important characteristics of data literacy. The results also showed recognition of data literacy related competencies necessary for successful public library management. Not a single public library employed a data librarian, but they defined clearly what activities such a person should do if employed. The public libraries used data mostly for library management and for user-oriented analyses and studies. When acquiring basic or additional knowledge about data literacy public library heads preferred short courses and webinars but they also liked for future librarians to acquire such knowledge during their university studies. Finally, they perceived data literacy important for development of public libraries in future.

References

Koltay, T. (2017). Data literacy for researchers and data librarians. Journal of Librarianship and Information Science, 49(1), 3–14.

Nayek, J. K. R., & Sen, D. (2015). Data literacy and library: An overview. College libraries, 30(1/2), 38–51.

Bowler, L., Acker, A., & Chi, Y. (2019). Perspectives on youth data literacy at the public library: Teen services staff speak out. The Journal of Research on Libraries and Young Adults, 10(2), 1–21.

Shafiq, M., Bhatti, R., & Naeem, S. B. (2020). Digital resources integration & data literacy perspectives among LIS professionals of university libraries in Pakistan. Library Philosophy and Practice, 4455. Retrieved December 1, 2022 from https://digitalcommons.unl.edu/libphilprac/4455

Enis, M. (2020). Civic data partnerships: By working with local experts on civic open data projects, libraries can become the heart of the smart city. Library Journal, 145(1), 26.

Background

Cities are pioneers in opening data. Moreover, the phenomena of smart cities, open cities, and open government are strongly based on open data. Finnish open data includes information relating to households, energy use, transport, and infrastructure (Avoindata.fi, 2022). In addition, many research institutes provide open information and data that relate to our urban living environments.

Large open data sets have changed the way cities are investigated (Ruoxi, Xinyuan & Nan, 2022) and designed (Ying & Lun, 2016). Therefore, openness of information and data has an impact on the information sources used by those involved in planning processes. The information sources are utilized in a very multi-professional information-intensive work. Consequently, new capabilities are needed in evaluating this kind of information sources. According to the Framework for Information Literacy for Higher Education (Association of College and Research Libraries, 2015) the abilities of an information literate individual include detection and evaluation of issues relating to access to information and information sources.

Methods and Data Collection

We based this study on the theme interviews and a small-scale survey we carried out in a large multidisciplinary research project. In Spring 2022 we conducted fifteen interviews among Finnish city employees involved in urban planning processes. We used the Microsoft Teams videoconferencing platform and transcribed the interviews verbatim. We focused on multi-professionality of the urban planning process. Furthermore, we examined information practices and use of information sources relating to the urban planning process. We followed an inductive approach to investigate the role and value of openness of information and data, as well as abilities needed. We will further untangle the practices through a small-scale questionnaire survey targeting the interviewees.

Preliminary Results and Discussion

According to preliminary results of the interview data, we emphasized the openness of data and the important role of different kinds of openly reported surveys and statistics. On the other hand, we found it difficult to evaluate and use the large amount of information and data in the decision-making processes of urban planning. The information literacy related abilities and information practices of participants of urban planning processes have not received a lot of attention in literature, except for some rare exceptions (e.g., Serola, 2006) and this study partly fills in the research gap.

References

Association of College and Research Libraries. (2015). Framework for information literacy for higher education. Retrieved from https://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/infolit/framework1.pdf

Avoindata.fi. (2023). All Finnish open data from one place. Retrieved from https://www.avoindata.fi/en

Ruoxi, W., Xinyuan, Z., & Nan, L. (2022). Zooming into mobility to understand cities: A review of mobility-driven urban studies. Cities, 130. https://doi.org/10.1016/j.cities.2022.103939

Serola, S. (2006). City planners’ information seeking behavior: Information channels used and information types needed in varying types of perceived work tasks. In Proceedings of the 1st international conference on Information interaction in context (IIiX) (pp. 42–45). New York, NY, USA: Association for Computing Machinery. https://doi.org/10.1145/1164820.1164831

Ying, L., & Lun, L. (2016). Transformations of urban studies and planning in the big/open data era: A review. International Journal of Image and Data Fusion, 7(4), 295–308. https://doi.org/10.1080/19479832.2016.1215355

Objectives

The presentation will focus on the partial results of a project on the effectiveness of social media (SM) posts by medical experts to encourage people to be vaccinated against COVID-19 that I conducted within the “New Ideas” grant, no. 622-62/2021, financed by the University of Warsaw. In this presentation I will demonstrate how the authors of the posts used scientific data to present visualizations and cite sources of information they used. I conducted a quantitative and qualitative analysis of the material and the results are discussed within the perspective of the data literacy and visual literacy dimensions of the assumed audience. Data literacy is defined as “a suite of data acquisition-, evaluation-, handling-, analysis- and interpretation-related competencies” (Prado & Marzal, 2013, p. 124), while “visual literacy” as “a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media “ (ACRL 2022).

Methodology

The project involved the triangulation of research methods and was implemented in three stages:

1. Mapping experts (physicians) active in SM and aggregating their posts on vaccinations;

2. Analysis and typology of posts in terms of content and form; and,

3. Experiments using surveys, eye tracking, and face tracking measurements.

Mypresentation will focus on the partial results of stages 1 and 2. Thus, I will answering RQ1. How, in terms of form and content,are the physicians’ messages on vaccination against COVID-19 in social media structured? The sample selection was purposive: I selected posts in Polish by doctors in 2021 on Facebook, Instagram and Twitter containing the key term “vaccination” or “vaccine” used in the context of COVID-19. Following these criteria, the sample consisted of 220 posts from 49 medical doctors.

I examined the collected posts using a content analysis technique with narrative and rhetorical analysis elements in a codebook of 53 categories. During my presentation I will show the results obtained for the following categories:

• visuals included in the posts (photos, infographics, videos, memes, and others);

• quoted data and its source(s);

• quoted statements and theirs source(s),

• linked profiles; and

• external links.

Outcomes

The study enabled conclusions to be drawn, to some extent, regarding the projected audience of health content on social media in Poland. I used the analysis of the collected data, juxtaposed with the literature, to determine the level of digital literacy that the audience should be able to find, properly decode, and interpret. In particular, I defined the dimensions of digital literacy to encompass visual literacy and data literacy.

References

Association of College & Research Libraries. (2022). The framework for visual literacy in higher education approved by the ACRL Board of Directors. Retrieved January 20, 2023, from https://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/Framework_Companion_Visual_Literacy.pdf

Calzada-Prado, F. J., & Marzal, M.A. (2013). Incorporating data literacy into information literacy programs: core competencies and contents. Libri, 63(2), 123–134.

The promotion of information literacy is a standard task in many university libraries in Germany and an important part of their range of services. Ten years ago, the German Rectors’ Conference (2012) called in its resolution “Higher education institutions in a digital age: rethinking information competency – redirecting processes” for standardizing the teaching of information literacy and changing structures to strengthen information literacy within the framework of internal university governance. This contribution analyzes which organizational structures libraries have set up to teach information literacy and which standards they use. I will present the results of a survey that will provide answers to two main questions:

1. Was a a library department, a working group, or individuals responsible for teaching information literacy? and,

2. Which tasks are carried out and which management structures exist in libraries for teaching information literacy?

It became clear that no organizational model has prevailed in Germany to date and that many libraries work with in-house standards or without any standardized specifications at all.

The contribution discusses which form of IL governance the teaching librarians saw as successful and which organizational and management structures they considered sensible. Finally, I will discuss successes and failures, opportunities and challenges of the various models.

References

German Rectors’ Conference. (2012). Higher education institutions in a digital age: rethinking information competency – redirecting processes. Retrieved February 15, 2017 from https://www.hrk.de/resolutions-publications/resolutions/beschluss/detail/higher-education-institutions-in-a-digital-age-rethinking-information-competency-redirecting-proc/

Flexibilization of higher education is a hot topic in the Netherlands. One of the conditions for making this flexibilization possible is the use of open badges, which are digital certificates that allow students to visualize the knowledge and skills they have acquired. A national infrastructure for awarding open badges to students, called edubadges, has been set up for this purpose.

Edubadges are normally created and awarded per institution. The Dutch Working Group on Information Literacy is now working on a scoop. In order to give edubadges added value, work is being done on institution-wide Information literacy edubadges. The IL taxonomy has been used as the basis for these badges.

The added value of these interchangeable badges is that students who transfer to another institution or curriculum can use the badge to show what level of IL competency they have. In this way, it is easier to catch up with the required IL competency level of the new curriculum. Moreover, because multiple institution are involved in its creation, it can contribute to the quality improvement (Raish & Rimland, 2016) of IL education and testing as part of it. Finally, IL badges allow for visibility of information literacy within the curriculum (Rimland & Raish, 2017).

The biggest challenge in this project is reaching consensus on learning outcomes to be tested and an edubadges format related to this. During this session we will take you on a journey towards institution-wide badges.

References

Raish, V., & Rimland, E. (2016). Employer perceptions of critical information literacy skills and digital badges. College & Research Libraries, 77(1), 87–113. htttps://doi.org/10.5860/crl.77.1.87

Rimland, E., & Raish, V. (2017). Design principles for digital badges used in libraries. Journal of Electronic Resources Librarianship, 29(4), 211–220. https://doi.org/10.1080/1941126X.2017.1378540

Van der Meer, H. A. L., & Post, M. (2020). Information literacy taxonomy. Retrieved from: https://www.shb-online.nl/information-literacy-en/subject-matter#ac_3351_collapse4

If most papers in conference settings present success stories, I propose to share with the ECIL participants a continuing alarming situation which occurs in one of America’s largest urban areas, the City of Detroit, where the literacy rate is one of the lowest in the United States, amounting to only 47%. The 2020 US Census counted 639,111 inhabitants in the City of Detroit, the largest in the State of Michigan, ranking it the 18th largest in the country. The racial makeup of Detroit is 77.17% blacks, 9.51% whites, 8.02% Hispanics, 3% multiracial, 1.58 Asian, and .72% other. The education level of Detroit’s population age 25+ consists of 82.6% being graduates of a high school and 16.2% holding a bachelor’s degree. The median household income in the City of Detroit is $34,762 as opposed to almost double in the state of Michigan, where it amounts to $63,202.

Despite of highlights one can find in tourist guides where Detroit is presented as a major cultural center, known for its contributions to music, art, architecture and design, in addition to its historical automotive background, several higher learning institutions, a national research university with medical and law schools, the City has been facing a continued exodus of population which led to the closing of many public schools. With 48,615 students enrolled, the graduation rate for Detroit’s 107 public schools is 76%, with reading proficiency of only 18% for the 2020/21 academic year. Traditional public and charter school students in the City have performed poorly on standardized tests. Circa 2009 and 2011, Detroit traditional public schools scored a record low on national tests.

Based on the corroboration of census data and the examination of socio-economic factors, the paper seeks to determine the root causes which have led to the declining of literacy rates in Detroit (neighborhood disinvestment, politics of abandonment, crime dynamics, high incarceration rates, unemployment, low median house income) and to discuss rescue efforts several types of organizations and agencies along with policy makers have been engaging in to address the endemic issue of illiteracy in Detroit and to provide solutions for better access to information literacy programs through classes, library services and even financial incentives aimed at attracting disadvantaged groups.

The Detroit Literacy Project Coalition (DLPC) was born out of a desire to create a hub for all kinds of resources that aid reading learners of all ages and backgrounds. DLPC is a constantly evolving and growing network of organizations with the same mission: to improve literacy and foster love of reading for all Detroiters. ModEL Detroit is a project aimed at sharing tools and resources to support teachers in implementing English Language education. Additionally, the project seeks to prepare students enrolled in the Detroit Public School system to be successful in their studies, career, and life. Starting from the premises that 60% of the unemployed lack the necessary skills to train for high-tech jobs, the Pro-Literacy Detroit offers programs that address the severity of this issue. The non-profit organization aims to assist adults 16 and over to become independent readers, writers, and speakers of English, with the ultimate goal to solve adult illiteracy in Detroit. The Detroit Future Media (DFM) program is an intensive digital literacy training program to support the revitalization of Detroit communities through the use of media and technology as pathways to interconnect the City’s communities. The Detroit Future Media Guide to Digital Literacy is an open-source handbook to be used by community members to enhance their media literacy skills alongside entrepreneurship and community organizing competencies. The Siena Literacy Center is a non-profit organization with a mission to improve the lives of families in metropolitan Detroit by providing reading, math, English language, and digital literacy programming for adult learners.

With private and government support from local and national entities, programs like those mentioned above aim to address the disparities and the challenges of illiteracy in Detroit and to bring the City to par with other American cities. The efforts of diverse entities engaged in improving literacy per se to be followed by developing basic information literacy skills in Detroit could serve as a model for other parts of the world facing similar challenges.

Globally academic libraries exert great efforts towards enhancing information literacy among higher education students. Academic Libraries in the United States of America boast several examples of the use of digital storytelling in libraries. One such example is the University of Reno, where librarians are deeply embedded into the process of digital storytelling. There various instructors in the college have begun incorporating digital storytelling into instruction in response to a broader push towards strengthening students’ communication skills. In Africa and southern Africa information literacy workshops still concentrate mainly on text, while visual media must also be used accurately and ethically. Regrettably, in many instances visual literacy is rarely addressed in greater depth. Visual literacy entails experiences, attitudes and orientations and are shared via images, video, and other forms of multimedia. Digital storytelling requires high levels of visual literacy. The American Library Association (ALA), the Association of College and Research Libraries (ACRL) as well as the International Association of Visual Literacy (IVLA) describe and explain visual literacy. Visual literacy skills equip a learner to understand and analyse the contextual, cultural, ethical, aesthetic, intellectual, and technical components involved in the production and use of visual materials. The research question is what is the current utilisation of visuals among academic library services in the target group? This study sets out to explore the perceptions, challenges, and experiences of academic information specialists in enhancing visual literacy as a sub-literacy. Through the lens of a critical digital literacy frameworks and informed by recent research, the study looks at the potential value of visual literacy skills to the support of active learning in diverse student communities The study consists of three case studies in three South African higher HEIs. The three selected HEI Library and Information Services all responded and participated fully. Qualitative data were collected from semi-structured survey questionnaires and follow up interviews sent to three institutions of higher learning in southern Africa. Thematic analysis was conducted to code and analyse collected data. The focus of the questionnaire was on their current use of DST in facilitating a range of literacies. Follow-up interviews were conducted at the selected HEIs. Thematic analysis was conducted to code and analyse collected data. In total three (3) participants from each HEI responded in answering the online survey questionnaire, making the total sample size nine (9) participants. When prompted about the Seven Steps of designing and creating a digital story, all participants conceded to lacking the foundational skills, knowledge and understanding of designing and using a digital story. They further shared that their HEIs all have instructional designers responsible for creating storyboards and digital content, but that these were mainly used for discipline-specific instruction only. None of the HEIs had a grounded understanding of metaliteracies and admitted guidelines towards best practice models in enhancing visual literacy. The value of the study lies in adding new knowledge of visual literacy skills, since they are still conducting information literacy training unchanged these past two decades, utilising PowerPoint presentation with limited use of digital storytelling techniques. The study offers communication and literacy awareness pertaining to an unexplored area and to propose best practice models.

In September 2021 the Norwegian government launched its “Strategy for digital transformation in higher education 2021-2025” (Strategy, 2021), and in November 2022 the Action plan building on this strategy was launched (Action plan, 2022). The strategy and action plan are closely related to various European Union initiatives (Digital education action plan, 2021; A Europe fit for the digital age, 2019), and also links to the overall plan for digitalization of the Norwegian society (A digital public sector, 2019).

The strategy and action plan focus on students and academics, and their need for more competencies and enhanced practical knowledge in information technology. The end goal is a more digitally competent workforce.

Neither the strategy nor the action plan mentions academic libraries specifically, but within the actions, there is room for relevant interventions where academic libraries can take a leading role.

In this paper, we would like to share some experiences from development work in this field, from the University of Bergen and the University Library, and from the University Library at UiT The Arctic University of Norway. To meet the increasing demands from the Ministry of Education and Research, the University of Bergen decided to develop a program in digital competencies and digital skills, and the library was invited to participate in the development of this program. The library’s contribution is called Digital source criticism/information evaluation. A short online course primarily targeting first years students teaches them to navigate more critically in a world of facts, opinions and arguments shared in everything from social media to academic textbooks. The three-module course follows a case regarding the increasing amount of plastic waste in the sea, and how research about this finds its way to the debate.

University of Tromsø Library has developed iKomp, a free and open online course for anyone interested in learning more about source use and learning strategies. The main purpose of the course is to make students well equipped to meet the demands and expectations of universities and colleges regarding learning, academic integrity, and use of sources. The course can be taken in its entirety with a final exam and therefore works well as a work requirement for undergraduates. A similar course for sixth form pupils has also been developed, aiming to prepare this group both for higher education and for handling information at work or at home.

In conclusion, we will compare the two approaches through a qualitative cross case-comparison of the two aformentioned courses, investigating scope, learning goals and other relevant aspects, and reflect on the strengths and weaknesses of the courses (Yin, 2018). We will also give recommendations for development of second-generation information literacy training.

References

A digital public sector. (2019). Retrieved from https://www.regjeringen.no/no/dokumenter/en-digital-offentlig-sektor/id2653874/

A Europe fit for the digital age. (2019). Retrieved from https://commission.europa.eu/strategy-and-policy/priorities-2019-2024/europe-fit-digital-age_en

Action Plan for digital transformation in higher education and research. (2022). Retrieved from https://hkdir.no/vaare-tenester/handlingsplan-for-digital-omstilling-i-hoeyere-utdanning-og-forskning

Digital Education Action Plan 2021-2027. (2021). Retrieved from https://education.ec.europa.eu/focus-topics/digital-education/action-plan

Strategy for digital transformation in Higher Education Sector. (2021). Retrieved from https://www.regjeringen.no/no/dokumenter/strategi-for-digital-omstilling-i-universitets-og-hoyskolesektoren/id2870981/

Yin, R. K. (2018). Case study research and applications: Design and methods. SAGE.

Even before the outbreak of COVID-19, agendas worldwide had been emphasizing the need for the 21st century citizen to develop a wide array of competences and literacies. Hence, digital literacy is an urgency in schools, particularly for teachers, who need to be aware of the advantages and challenges posed by these new contexts, namely those emerging from the digital world. To these ends, national policies in many countries follow and connect to European guidelines. In Portugal, the European Framework for the Digital Competence of Educators (DigCompEdu) is largely used in teacher training. Therefore, it is important to highlight it as a key tool in the process of the capacity building for the digital transformation of the teaching and learning (Redecker, 2017).

Another transversal topic in educational contexts relates to information and media literacy, drawing from the premise that the school has an important role to play with regard to the challenges of the information society. Bearing this in mind, several authors consider that we are in an era where different competences are converging (Ala‑Mutka, 2011). Moreover, Hobbs (2010) also emphasizes this diversity of interconnected concepts, which have different starting points, proposing the term “digital and media literacy” as the one that best designates the set of life skills that are necessary for full participation in a media-saturated society and simultaneously rich in information; we adopt it as an analytical category in the research put forward within the Erasmus+ project RAPIDE, Reimagining a Positive Direction for Education (2020-1-UK01-KA226-SCH-094495). For this purpose, the data were collected by all the partners, in their national contexts, namely involving teachers; in this paper, we focus on the Portuguese data, thus presenting part of the wider research.

Our study took a qualitative and interpretive approach, “attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them” (Denzin & Lincoln, 2005, p. 3). The complexity of the teachers’ personal experiences evidences significant insights about the role of digital and information literacy during the pandemic, besides the impact of these competencies for teaching and learning. The 20 participating teachers were invited to describe, in a written document, (1) a major challenge in their teaching practice, (2) how they responded to it, (3) how they reflected on their actions, and (4) what new insights this brought to them. The aim was to start from real situations, leading teachers to reflect on these situations in order to foster them to envision new pedagogical and didactic paths for the future. The situations experienced during the pandemic, often implying strong constraints in the teaching and learning processes, but also demanding the rapid learning of digital skills, emerge as contexts that provide scenarios that enhance a deeper reflection for the teachers’ professional development. The information gathered was analyzed with the goal of identifying issues related to digital and media literacies, stemming from the teachers’ dilemmas, as well as mapping possible lessons learned and good practices to sustain in the future.

References

Ala‑Mutka, K. (2011). Mapping digital competence: Towards a conceptual understanding. JRC Technical Notes. European Commission. http://dx.doi.org/10.13140/RG.2.2.18046.00322

Denzin, N. K., & Lincoln, Y. S. (2005). The Sage handbook of qualitative research. Thousand Oaks, CA: Sage.

Hobbs, R. (2010). Digital and media literacy: A plan of action. The Aspen Institute. Retrieved from https://www.aspeninstitute.org/publications/digital-media-literacy-plan-action-2/

Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Luxembourg: Publications Office of the European Union. https://dx.doi.org/10.2760/178382.

Often learners enter the learning environment apprehensive of their ability to navigate the new skills and doubting the validity of their prior experiences. How do we help learners overcome this deficit thinking? Is there a way to connect everyday experiences with information literacy? Can we present information literacy instruction in a way that empowers learners to become resilient, confident, lifelong learners?

In this workshop, we will reflect on and examine how everyday personal experiences with information mirror the habits essential to lifelong information literacy. Together, we will investigate how learners experience and create meaning through exemplar information literacy activities. Participants will be invited to discuss how these habits could relate to other learning environments and ways to provide a platform for skill transference, shifting the narrative from a deficit mindset to a strengths-based mindset. Presenters will lead participants through a guided reflection exercise utilizing an existing information literacy lesson to integrate everyday habits with the intent of developing resilient and confident lifelong learners. Participants are encouraged to bring an existing or known assignment from their context or coursework with which to engage.

Objectives

Participants in the workshop will:

• Reflect on their personal experience with information in everyday life

• Investigate how individuals interpret and create meaning from information they experience

• Infer how meaning making habits encourage individuals to become lifelong learners

• Modify an existing information literacy lesson to integrate everyday habits of mind

Proposed Time

50 Minutes

Target Audience

Instructors or librarians who teach information literacy-related concepts to learners at any level.

Equipment

Projector and screen, round tables, poster/chart paper and markers.

References

Adair, H. F., & Crane, A.B. (2021). Information literacy. In F. Lane & H. Adair (Eds.), Foundations for College Success. Open Educational Resource. Retrieved from https://www.oercommons.org/courseware/unit/8786

The Institute for Habits of Mind. (n.d.) The Official Habits of Mind Institute. Retrieved from https://www.habitsofmindinstitute.org/

Mackey, T. P., & Jacobson, T. E. (2014). Metaliterary: Reinventing information literacy to empower learners. American Library Association.

Introduction and Objectives

Information literacy (IL) is an essential capability for modern life, including education, work and leisure. IL interventions are thought to impact on society by facilitating meaningful engagements with information (Khan & Idris, 2019; Sundin et al., 2008).

There has been much research into IL interventions in higher education. However, the impact of IL interventions in other settings is not well understood. One factor is the lack of an agreed definition of IL intervention impact and parameters to guide impact assessments, including whether these encompass both positive and negative effects; intended and unintended consequences; social, economic, cultural, environmental, or technological dynamics; and short-term and long-term processes.

There is thus a rift between the assumed value of IL in different areas of society, and what can be evidenced. This was addressed in this project by posing two research questions : (1) ‘How is impact defined in IL interventions?’; (2) ‘What are the success factors behind impactful IL interventions?

Methodology

A literature review of research published in English was undertaken using the databases LISTA and Web of Science, and search-terms developed from the research aims: assess, benefit, effect, evaluat*, impact, indicator*, measur*, monitor*, outcome, output, result. Results without ‘information literac’ in the title or abstract were removed, as were duplicate results and all results predating 2005. This led to 3707 items. A longlist of 170 items was created by independent reading of titles and abstracts, with discussion between the researchers in cases of disagreement. A shortlist of 26 items was created by independent assessment of each longlist item’s significance, quality and rigour. Shortlisted items were then examined for references to impact assessment methods and the types of IL impact reported.

Outcomes

RQ1: Impact is evaluated (hence defined) in terms of immediate activities, not longer-term benefits. Examples include (a) use of IL skills by students after participating in an IL project, but not effect on grades; (b) use of library facilities by student nurses, not impact on nursing capability.

RQ2: While not all shortlisted papers report how projects generated impacts, nor how these were evaluated, the emergent components of impactful IL interventions are: evaluation of effectiveness and outcomes; choice of clear frameworks and structures to measure impact; ensuring integration and relevance of the intervention; collaboration between stakeholders; design of content and delivery methods; management buy-in and budget; repetition and follow-up.

All of these components apply to any project, but ‘repetition and follow-up’ is worthy of further study in the IL context, e.g. when and how this should be delivered.

References

Khan, M. L., & Idris, I. K. (2019). Recognise misinformation and verify before sharing: A reasoned action and information literacy perspective. Behaviour and Information Technology, 38(12), 1194–1212. https://doi.org/10.1080/0144929X.2019.1578828

Sundin, O., Limberg, L., & Lundh, A. (2008). Constructing librarians’ information literacy expertise in the domain of nursing. Journal of Librarianship and Information Science, 40(1), 21–30. https://doi.org/10.1177/0961000607086618

The Model of Quality School Library (MQSL) is a result of multiphase applicative research (Vilar & Zabukovec, 2022). According to many authors (e.g. Todd & Kuhlthau 2005; Todd, 2012; Vilar & Stričević 2014; Vilar & Zabukovec 2016, 2020, 2022), quality school libraries (SL) are one of fundamental prerequisites for systematic development of information literacy (IL) skills that are essential in our information society. SL have important tasks in formal education and are the only libraries to be potentially visited by everyone. While, according to Slovenian legislation, SL, including formally educated librarians (L), are a compulsory part of formal pre-school, primary and secondary education, the legislation lacks addressing the foundations for professional development and work. The formation of MQSL (the 1st part of this paper), started with a draft model (Vilar & Zabukovec, 2020), that was tested using various methods, to form the MQSL. It consists of 3 interdependent layers: Basic Conditions (work conditions, L, development strategy); Quality Traits (interactive, accessible, integrated); and Outcomes (important and popular, effective) - presented in detail in Vilar & Zabukovec (2022). With MQSL, as shown in the 2nd part of the paper, we offer SL an empirically verified theoretical base for use in practice. It is useful in preparation of strategic foundations, such as a national SL development strategy, standards, and guidelines; normative acts, and in everyday work. It offers SL a foundation for firmly establishing themselves as invaluable integrated educational partners in building information literate users, since findings indicate: 1) IL skills of Slovenian pupils, and even teachers, often need strengthening; and 2) the position of the Slovenian SL should be strengthened, too, especially due to formal/systemic restraints and competence-related obstacles, often resulting in poor approaches and solutions. Both findings are tightly linked with all 3 layers of MQSL. Users’ IL skills (shown through the ‘Effective’ element of the Outcomes layer) can only be systematically and wholistically developed with firstly providing SL with adequate Basic Conditions (layer 1 in MQSL). This assures all elements of the Quality Traits layer and the perception of importance and popularity of the SL in all educational partners. We started pilot MQSL verification and validation, also reported in this paper. In December 2022 we interviewed 9 experienced school L on 3 topics: 1) Their opinions on MQSL in light of their experience: a) How does it function in practice?; b) Which additions or changes would it need?; 2) The functioning of MQSL or its particular segments: The L were asked to give examples from their practice; 3) Operationalizing MQSL into professional recommendations and official requirements: We asked the L how to use the pilot findings to plan nationwide verification of MQSL. Initial analyses indicate that MQSL points out important areas for quality work and the development of SL. Areas in need of further development include competences, assessment, strategic planning, organization, proactivity, and training. In order to firmly act as proactive and systemically integrated agents of IL development, Slovenian SL must be provided with professional standards, regulated work norms, their own financial resources, and training. We plan to enhance this pilot study with a larger sample and to give the findings wider validity by addressing these topics in more detail.

References

Todd, R. (2012). School libraries as pedagogical centers. SCAN, 31(3), 27–36. Retrieved January 21, 2023 from https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/professional-learning/scan/media/documents/archive-pdfs/vol31-40_2012-2021/Scan_2012_31_3_red.pdf

Todd, R., & Kuhlthau, C. (2005). Student learning through Ohio school libraries, Part 1: How effective school libraries help students. School Libraries Worldwide, 11(1), 89–110.

Vılar, P., & Strıčevıć, I. (2014). Quality school library – how do we find out? In Libraries in the digital age (LIDA): proceedings. Assesing libraries and library users and use: Zadar, Croatia, [16–20. 6.] 2014. University of Zadar. Retrieved December 1, 2022 from http://ozk.unizd.hr/proceedings/index.php/lida/article/view/112

Vılar, P., & Zabukovec, V. (2016). Information literacy and reading literacy competences cannot develop without good school libraries. In S. Špiranec et al. (Eds.), The Fourth European Conference on Information Literacy (ECIL): Abstracts, October 10-13, 2016, Prague, Czech Republic (p. 173). Prague: Association of Libraries of Czech Universities.

Vilar, P., & Zabukovec, V. (2020). Vloga šolske knjižnice pri razvoju gradnikov bralne pismenosti. In D. Haramija (Ed.), Gradniki bralne pismenosti: teoretična izhodišča. (pp. 283–303). Univerza v Mariboru. Retrieved December 1, 2022 from https://doi.org/10.18690/978-961-286-403-3

Vilar, P., & Zabukovec, V. (2022). Model kakovostne šolske knjižnice: Zasnova in uresničevanje v praksi. In T. Krapše et al. (Eds.), Pogledi na šolo 21. stoletja (pp. 222–253). Ljubljana: ZRSŠ. Retrieved December 1, 2022 from https://www.zrss.si/pdf/Pogled_na_solo_21_stoletja.pdf

Introduction

The purpose of this paper is to present the main ethical challenges of information literacy as an ethical experience based on analyses of selected theoretical concepts of information literacy, information experience and on the results of a Delphi study focused on information ethics. The main research question is articulated as follows: Which ethical components can be decisive for developing the concept of ethical information literacy as a human experience?

Methodology and Related Research

Selected models of ethical issues of information literacy have been analysed, including moral literacy (Tuana, 2007), ethical strands of ANCIL (Secker and Coonan, 2013), metaliteracy (Mackey and Jacobson, 2019) and others. The background is related to qualitative innovative studies of information as experience (Bruce et al., 2014, Lloyd, 2021) and to the concepts of information ethics (Floridi, 2013), context (Agarwal, 2020) and value-sensitive design (Friedman and Hendry, 2019). A Delphi study focused on information ethics in digital environment was undertaken in 2021-2022 with selected experts from the Czech Republic and Slovakia (19 experts: 1st round, 6 experts: an online discussion: 2nd round). The disciplines included information science, computer science, media sciences, psychology, political science, management, or social informatics. The data was analysed using the content analyses, discourse analysis and conceptual modelling.

Findings

Findings of the Delphi study are visualized in three conceptual models representing the ethical challenges of information literacy. A final model is interpreted as an ethical information literacy experience in the academic context. The ethical components include social rules, epistemic and social values of information, and intercultural differences. Results confirmed the interconnected strata of the ethical information literacy experience based on social rules, personal characteristics, value tensions (ICT bias and social contexts), education and values of utility and truth.

Conclusions

We recommend including ethical components based on the findings of the Delphi study into innovative frameworks of academic information literacy, namely personal experience in ethically informed information use and production, social and intercultural rules, value tensions and epistemic and social values of information, (e.g. the utility and truth). The proposed model and recommendations can be used for further qualitative research of ethical information literacy experience, value-sensitive design of digital services and information literacy courses. We stress moral imagination, affective background, metaliteracy, metacognitive and participatory factors, context and accountability. Information literacy needs further conceptual development based on related experiential ethical dimensions.

References

Agarwal, N. K. (2022). Exploring context in information behavior. Seeker, situation, surroundings, and shared identities. Cham: Springer Nature.

Bruce, C., Davis, K., Hughes, H., Partridge, H., and Stoodley, I. (Eds.) (2014). Information experience: Approaches to theory and practice. Bingley: Emerald.

Floridi, L. (2013). The ethics of information. Oxford: University Press.

Friedman, B., and Hendry, D. G. (2019). Value sensitive design. Cambridge: MIT Press.

Lloyd D. A., (2021). The qualitative landscape of information literacy research. Perspectives, methods and techniques. London: Facet.

Mackey, T. P., and Jacobson, T. R. (2019). Metaliterate learning for the post-truth world. Chicago: ALA.

Secker, J., and Coonan, E. (2013). Rethinking information literacy: A practical framework for supporting learning. London: Facet.

Tuana, N. (2007). Conceptualizing moral literacy. Journal of Educational Administration, 45(4), 364–378.

In this article I provided a framework for the discussion of ethical repercussions of concepts and technologies created or used in information sciences upon animal life. The information super highway (the internet) made the dissemination of “content” on all possible topics easily accessible. These new “informational liberties” opened the way for various interdisciplinary research avenues between fields of interest we might never had considered compatible in the past. One of these discursive possibilities presents itself within the analysis of information sciences and its link to animal life. This link extends to broader ecological issues that arise from the application of technologies created or used in information sciences.

As a starting point, I presented possible issues that arise for information professionals, specifically while dealing with preservation, organization, and dissemination of information. Traditionally, information professionals deal with print material. Contemporary society’s needs demand new approaches in view of the fact that electronic, visual, audio, and other digital media dictate a different mode of data storage than conventional libraries. Animal welfare is conditioned by human impact in the biosphere. In this concrete example I talked about the data and information infrastructure. Taking data storage facilities as the first example, I discussed how the overheating issue and carbon emissions of these facilities change the biodiversity of the surrounding areas. For example, while the cooler fans are struggling to keep the various machines from overheating they have a secondary pollutant: constant noise. These examples served as an introduction to the discussion of other possible negative effects that practices in information sciences have on animals.

As these examples opened up the debate, I moved from the idea of green libraries (Aulisio, 2013) to possible issues with the most self-reflective part of information sciences: information literacy. I analyzed current research on green information literacy (Kurbanoğlu & Boustany, 2014) to address the key question: What is the status of moral reflection in green information literacy conceptualizations? I used the ethical framework of contemporary bioethics to access the issue. While bioethics are a developing field with various definitions and approaches to problem resolution, they are also most compatible with interdisciplinary research. Thus, bioethics had a greater potential than particular ethical positions such as consequentialism, different narrative ethics, contractualist or other approaches. The main question in this debate was whetherthe critical capacity of information literacy included value judgments, especially morally sound judgments. In other words, I explored whether the normative dimension of contemporary information literacy definitions and models included moral reflection of the impact their procedures and products had upon animal life.

References

Aulisio, G. J. (2013). Green libraries are more than just buildings. Electronic green journal, 1(35).

Kurbanoğlu, S., & Boustany, J. (2014). From green libraries to green information literacy. In S. Kurbanoğlu et al. (Eds.), Information Literacy, Lifelong Learning and Digital Citizenship in the 21st Century, Second European Conference on Information Literacy, ECIL 2014, Dubrovnik, Croatia, October 20–23, 2014: Proceedings. Communications in Computer and Information Science (CCIS) 492 (pp. 47–58). Cham: Springer International Publishing.

Since the availability of the chatbot ChatGPT in 2022, there has been a heated discussion, especially in didactics and media education science, about what conclusions should be drawn (Baidoo-Anu & Owusu Ansah, 2023) from letting students complete tasks through the chatbot. In this paper, we will turn this idea ethically. Namely, not only the writer’s truthfulness but also the source’s truthfulness and accuracy is an information ethical requirement. Therefore, there is a claim on the author to account for the sources’ quality. However, the realization of this claim is bound to an explicit competence, in this case, information literacy. When using autonomous writing engines, however, this competence is shared: The user of this machines usually does not apply his information literacy but leaves the source responsibility to the AI. This delegation of information literacy can only succeed when the machine can possess information literacy itself. This has information ethical consequences for the use and for the development of such technology: autonomous writing machines must be information literate to meaningfully and efficiently find information that it has been trained to use, for example, from the Internet, according to a given task or question, and then combine it according to the given task or question.

Let us imagine that such machines like ChatGPT will be increased or even widely used in the future. Applications creating research reports or journalistic reports are already a reality today (Pavlik, 2023). In the future, machines will independently search for information online to process multiple queries. It is important to remember that not only correct and up-to-date information can be found on the web, but also intentionally or accidentally incorrect, tendentious, or falsified sources are also widely available. It is part of successful information literacy to constantly check the sources for their truthfulness and reliability. If the old phrase “one bad apple spoils the whole barrel” is true, then the ability to distinguish good apples from bad is an information core competency. After all, if the increasingly used autonomous machines take over rotten apples and incorporate them into their texts, not only will these texts become rotten and wrong, but the net itself will become infested with this rot since, because of increasing digitization, machine texts will be increasingly present.

This paper discusses what information ethical requirements must be placed on design, programming, and use of autonomous writing machines so that they themselves can actively seek out and avoid the rotten apples. It is not about technology but more fundamentally about explicitly normative demands on the development and use of autonomous writing machines.

References

Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Retrieved February 14, 2023 from https://ssrn.com/abstract=4337484

Pavlik, J. V. (2023). Collaborating with ChatGPT: Considering the implications of generative artificial intelligence for journalism and media education. Journalism & Mass Communication Educator,78(1). https://doi.org/10.1177/10776958221149577

Our intention will be to present a proposal for defining and concretising both the processes of experiencing information and the formation of information culture in interdisciplinary and methodological terms. The aim of our deliberations will be to point out the potential of a multifaceted and diverse understanding, investigation and conceptual construction of human information activities constituting the experience of information in the contemporary world. The panel will also attempt to present research methodologies, selected and most frequently undertaken ways of investigating these evolutionarily, biologically, psychologically and cognitively and socially determined activities constituting responses to information (including stimuli), always occurring in context. It will also be necessary to consider the concept and phenomenon of the human experience of information through the prism of generated information competences, which simultaneously affect the processes of experiencing and practising information.

On the basis of an analysis and critique of the literature on the subject, as well as a conceptual analysis, the key interdisciplinary subject and methodological conditions of experiencing information and information culture and the application of interdisciplinary research methods in this area of information science will be characterised. We will try to show that the analysed research field represents a great potential for exploring the specificity, the diversity of human information behaviour and information culture, as well as the context, including the experience of information in the virtual world, in social media as well as in everyday life.

In the information age, media and information literacy (MIL) has become crucial for work and study. Despite the growing number of various projects and initiatives in the field of MIL, this area of social development is still a relatively new concept for the educational policy of Kazakhstan. The information literacy standards have been developed by the ACRL and adopted worldwide, but there is little information as to what extent the current society is MIL trained and competent. In particular, there are no compulsory educational programs on MIL in Kazakhstan. The situation is complicated by the lack of a sufficient number of high-quality educational and methodological materials in the Kazakh language. Thus, most of the teachers, librarians, and students in Kazakhstan experience a shortage of relevant knowledge and skills. This paper reports the results of the “SauattyKeleshek” social project on MIL awarded by the Nazarbayev University Social Development Fund. “SauattyKeleshek” program aimed to improve MIL knowledge, skills, and abilities among academic and school librarians in Kazakhstan. The project included educational training developed and introduced to the target group, both online and onsite. The target audience of the project was academic and school librarians of Kazakhstan. The objectives of this research paper are to identify the MIL competencies of project participants and ways to improve their MIL knowledge. In this study, researchers will answer the following questions: what are the information needs of the target audience; how does MIL training improve the MIL knowledge of participants; how does MIL training program content respond to the information needs of the learners? Specifically, researchers applied the qualitative research method by analysing the results of primary data from an online survey conducted before the training, and the MIL training program developed on the basis of the preliminary survey analysis. The study found that respondents defined the MIL term incorrectly although initially, they confirmed familiarity with the MIL concept. Also, survey results showed that no MIL seminars and training were provided to users at their home institutions. Learners admitted the usage of educational materials without proper citation and copyright. Overall 391 participants attended 24 online and 7 onsite educational trainings within the framework of the project. The MIL curriculum taught participants to:

• manage information flows;

• search, use, and disseminate reliable information;

• select and organize digital content, identify necessary and high-quality online materials;

• understand copyright issues;

• apply critical thinking strategy.

The learners pointed out the usefulness and intensity of the training which responded to their information needs with the availability of further implementation. The effectiveness of the course is proved by the fact that participants with good results passed the final test and disclosed key MIL competencies. Participants developed and conducted various activities dedicated to the MIL concept, which demonstrate the improvement of academic and school librarians’ MIL knowledge and skills. The researchers state that the project results can be a driving force to achieve success in MIL learning and teaching in Kazakhstan.

References

American Library Association. (2015). Framework for information literacy for higher education. Retrieved January 11, 2023 from http://www.ala.org/acrl/standards/ilframework

Kamilova, Y., & Yap, J. (2022). Subject librarianship in Kazakhstan: Exploring information literacy skills, functions, and practices. International Journal of Media and Information Literacy, 7(1), 132–144.

UNESCO. (2013). Information and communication technologies in education. Retrieved January 11, 2023 from https://iite.unesco.org/publications/3214728/

Objectives

From an Information Literacy perspective to improve existing or create new services, we propose to study the development of individual and collective informational skills, both for employees and users, in order to contribute to transform Social Protection Organizations in France in learning organizations in a new collective intelligence and organizational intelligence) dynamic. For us, these organizations correspond to new digital territories, approached as new informational spaces of cooperation and innovation for new services co-constructed with users. Communication is also a lever for understanding the change in organizations which are built through projects and narratives while trying to discern the invisible and hidden side of work. We will insist on the development of new information and communication skills both of employees and users with the role of socio-technical devices in a global context of digital transformation and the Internet of Things.

Methodology

We qualify our global positioning as ICCOE: Information & Communication and Confidence for Organizing Ecosystems. We also insist on resilience and reliance aspects on territories. Within the interdisciplinary field of information and communication sciences, we position in a collaborative action research perspective in Information Literacy, considering organizations as new informational and communicational spaces to produce validated knowledge for action based on cooperation between academics and local actors.We have developed this approach in Social Protection Organizations:

• In the Family Allowance Funds (CAF), in particular in Seine-et-Marne department, with the observation of the platform « caf.fr » to build « the Caf of future ».

• In Health Territorial Professional Communities or CPTS (hospitals, retired people establishments or EHPAD, doctors, nurses, pharmacies, local authorities, etc.), through the analysis of a new intermediation platform: Conex santé (https://telemedecine.conexsante.com).

The data were obtained through interviews with the actors of these organizations and through participatory observation sequences with the support of the digital tools mentioned: caf.fr or Conex santé.

Outcomes

We propose new approaches to service organizations of the Social Protection sector as spaces of cooperation and innovation. We will especially work to develop new uses of cooperative data to promote a new contributive evaluation way of these organizations, in a perspective of co-innovation involving all the actors around new co-constructed services. So we may also try to analyze the evolution of informational and communicational skills of main actors to improve existing or develop new services, in an idea of new « learning organizations ». In particular, we will analyze how the studied organizations rely on the associative sector in their territory to train a wider public in the new uses of digital technology We will also try to better mobilize the specificity of the informational and communicational skills of the actors in order to reveal obscure sides of their activity (idea of “iceberg of activity”).

References

Bourret, C., Gheller, J., & Parrini-Alemanno S., (2022). Changes in social protection and territorial issues: New cooperations and services innovations in the health and social sectors in France. In Proceedings 32st RESER Conference: Looking Back to Move forward the Past, Present and Future of Service Science (pp. 48–51). Paris: Université Gustave Eiffel.

Linstead, S., Maréchal, G., & Griffin, R.W. (2014). Theorizing and researching the dark side of organization. Organization Studies, 35(2), 164–168.

Wilensky, H. L. (1967). Organizational intelligence: Knowledge and policy in government and industry. New York: Basic Books Publisher.

Objectives and Aims

Modern media landscape today requires high quality skills and knowledge to navigate and use critically tremendous information flows. Media literacy knowledge and skills help individuals evaluate the information content in daily life and equips them with the necessary competences to recognize disinformation and propaganda (Terzis et al., 2020).

Our goals for this paper are to analyse and present the main activities and results of the 2022 Media Literacy in the Baltics project at Vilnius University and share best practices. The project is part of the Media Literacy in the Baltics program that aims to enable better engagement of critical dealing with multiple forms of media. It leverages the IREX Learn to Discern (L2D) media literacy training curriculum and approach implemented by International Research & Exchanges Board (IREX) organization with the assistance of the U.S. Department of State and the U.S. Agency for International Development (USAID). It is a part of coordinated international effort to help people acquire knowledge and develop the skills strongly needed in the post-truth media and information era. It aims to prevent the spread of the manipulative information, disinformation, hate speech, and propaganda that appears across multiple information sources and content (Learn to discern. Media literacy: trainer’s manual, 2020).

Outcomes

We developed the main activities and products of the Media Literacy in the Baltics project at the Vilnius University Faculty of Communication. In our roleas a partner in this project, we analysed results usingstatistical data andfeedback from attendees. To do this, we created forms targeting university students, academics, information specialists, and schoolchildren. We conducted media literacy seminars and workshops for other than Lithuanian speaking students as well at partner high schools. We arranged seminars/workshops during summer school for Vilnius University students and academics. And we prepared an article for academic research and literature review on media literacy. Vilnius University accepted the general university course, “Media and Information Literacy,” we created.. We adapted and integrated the JEDI (Journalism in the Era of Disinformation) method into this course. The aim of this course wass to develop students’ abilities to understand the information sphere and its processes in the media and to gain skills that are essential for conscious and critical consumption of the media content. Students completing the course should be able to evaluate and manage all daily information flows as well as to discern between reliable and unreliable information sources, credible content and disinformation, misinformation, and fake news. Finally, Vilnius University Faculty of Communication acted as an organizer of the international students’ conference, SOLUTION2022, on media literacy https://www.kf.vu.lt/dokumentai/Programme-Final-Public.pdf in cooperation with Vytautas Magnus University in Kaunas (Lithuania).

References

IREX (2020). Learn to discern. Media literacy: trainer’s manual. Retrieved January 15, 2023 from https://www.irex.org/sites/default/files/node/resource/learn-to-discern-media-literacy-curriculum-english-3.pdf

Terzis, D., Kloza, D., Kuželewska, E., & Trottier, D. (Eds.). (2020). Disinformation and digital media as a challenge for democracy. Retrieved January 22, 2023 from https://www.cambridge.org/core/books/disinformation-and-digital-media-as-a-challenge-for-democracy/4AA403BC2691C317616CBD580894A02D

ECIL and ENOEL are two groups that have a lot in common. Both strive to bring together the librarians of Europe for a bigger goal. Their topics differ slightly, but the groups definitely have similarities. Whereas ECIL unites information specialists from all over Europe to exchange ideas, best practices, and research on all aspects of information literacy, ENOEL does the same job on all aspects of open education (OE).ENOEL started around three years ago as a part of SPARC Europe and since then ENOEL members have been working on a lot of projects. ENOEL consists of more than 100 very enthusiastic librarians from 27 countries all over Europe. We meet (virtually) around ten times a year.

The projects we have been working on are the following:

• OE Champions: a series of 13 interviews with inspirational advocates of OE in Europe.

• The ENOEL toolkit: a toolkit that consists of reusable and adaptable templates for Twitter cards, slides, and leaflets. Its aim is to help raise awareness of the importance of OE and explain benefits for four stakeholder groups: students, teachers, institutions, and society at large. ENOEL members have translated the Toolkit into 16 languages so far.

• Resources for librarians & OE enthusiasts: a Wakelet page that is filled by members of the ENOEL community with links to key documents that can support librarians and OE advocates.

• A “ENOEL practitioners under the spotlight” webinar series: In this series of webinars, ENOEL members guide us through their personal journeys with OEproviding a space for network members to share ideas, ask questions, and learn from one another.

• OE “Drops”: A series of short videos explaining the basics of OE to newcomers.

• OE learning path for librarians: a helpful guide for librarians who want to learn more about OE and identify available resources for educators, researchers, and students.

• A survey on OE in European libraries of higher education.

We partner with national and international networks to stimulate the implementation of the Open Education Agenda, including Creative Commons, ICDE, LIBER, OE Global, SPARC NA, the Network of Open Orgs, and many others. We try to visit as many conferences as we can to spread the word about our activities and learn from other communities and organize virtual OE café sessions with our OE Champions on different themes. The last one we did was on OE policy. The work of the ENOEL membership has paid off: last year we won the worldwide OE Award for Open Collaboration.

But we want to do more and that’s why we invite you to become a member of our community: the more we grow, the more we can do to support the OE movement.

The KTH Library performed a project funded by the Vice President for Gender Equality and Values and Vice President for Sustainable Development during 2021 that aimed to support teachers in their work for embedding equality in education at KTH. The project was managed by the library’s Education team and designed in collaboration with team Arena, team Collections, and the Learning Department. The overall aim of the project was to support teachers in embedding equality by focusing on critical information literacy and develop activities that could, over time, foster a sustainable and systematic way of working with gender and equality. Activities that were performed within the frame of the project were exhibitions, book discussions with a gender perspective, a workshop on bias for PhD students, journal clubs within the Education team (Accardi, Drabinski & Kumbier, 2010; Carstensen, 2006), and a workshop for library staff.

The Swedish Higher Education Authority made an assessment that showed the need to improve gender and equality in several education al areas. This led to the University’s funding of projects that supportted teachers to embed gender and equality. The library staff developed the project based on theory and strategies found in:

• literature at the Gender Theory and Gender Equality in Technical Higher Education course at KTH;

• literature read and discussed by the Education team (Accardi, Drabinski & Kumbier, 2010; Carstensen, 2006); and the United Nations global goals (https://www.globalgoals.org/).

The outcome of the project was in many ways successful but several parts remain on which to reflect. One challenge was how to reach an audience that is busy with teaching and research. Another challenge was how to ensure that the content you provide is relevant. It was also challenging to consider how perspectives on gender and equality can be embedded in daily work after the project is formally ended. We found that the reactions and assessment after the different activities showed that the book discussions were much appreciated as it gave opportunities to talk about and share experiences on both texts and society from a gender and equality perspective. We held these after the project was finished. The journal clubs within the teaching team were considered valuable as competency development and resulted in updates of the policy for equality in the library’s teaching. As an effect of the project, the library’s policy for acquisition was modified to take gender and equality in consideration when new media is purchased. Another effect was a workshop performed among the staff that aimed to enhance the consciousness within the organization regarding issues of gender and equality.

References

Accardi, Maria T., Drabinski, E., & Kumbier, A (Eds.) (2010). Critical library instruction: Theories and methods. Duluth, Minn.: Library Juice Press.

Carstensen, G. (2006). Könsmedveten pedagogik: Konkreta tips och övningar för lärare. Uppsala: Avdelningen för utveckling av pedagogik och interaktivt lärande (UPI), Uppsala universitet.

United Nation. The 17 goals. Retrieved from https://www.globalgoals.org/