Blended information behaviour and information literacy for 21st Century life
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Transcript of Blended information behaviour and information literacy for 21st Century life
Sheila Webber, Brno, November 2014
Blended information
behaviour and
information literacy
for 21st Century life
“Information Behavior is the totality
of human behavior in relation to
sources and channels of information,
including both active and passive
information seeking, and information
use.” Wilson (2000; 49)
Sheila Webber, 2014
Blended Information Behaviour “effective use of a variety of channels and sources,
moving between different digital and offline
environments, and using a blend of techniques
(searching, browsing, encountering, etc.) to meet a
variety of needs and achieve the desired outcome.”
(Webber (2013; 97)
Sheila Webber, 2014
“Information literacy is the
adoption of appropriate
information behaviour to
identify, through whatever
channel or medium, information
well fitted to information needs,
leading to wise and ethical use
of information in society.”
Definition by:
Johnston &
Webber (2003)
International IL Logo
Sheila Webber, 2014
information behaviour
whatever
channel or medium
information needs
wise and
ethical use of information
in society
encountering
linking
searching
creating
browsing
people web
journals
sound
pictures
text
education
work family
citizen
fun
spiritual
Sheila Webber, 2014
Information literacy as a key
discipline of the information
society: IL for workplace &
citizenship, not just for study
“a basic human right in a
digital world and
promotes social inclusion
of all nations”
(Alexandria proclamation)
Sheila Webber, 2014
Evolution of Information Literacy
concept
• Moving from individual information literacy and
focus on texts to
– Information literate with pictures, video
– Information literate in digital environments
– Able to cope with a rich mixture of information types – all
at the same time
– Information literate with people
– Information literate individually and collaboratively
– Information literacy in context
Sheila Webber, 2014
Information literacy & graphic novels
Neill, M. (2008) Graphic
novels: a young man’s
superhero or the library’s
contemporary villain. MA
thesis. Sheffield: UoS.
“The text is a lot easier, simpler, short,
snappy, but you are looking at the
pictures and making sense of them,
applying the language to them. It sets
you thinking a bit more. “ (Interviewee 9)
More people
learning from
watching videos –
cooking, makeup,
Minecraft,
mathematics,…
Sheila Webber, 2014
From research by Dr Shahd Salha (2011) Sheila Webber, 2014
World of health information literacy
“Consumer health information isn’t just about leaflets and printed information. It’s much broader than that; it can be hospital signage, appointment letters, websites, informed consent, personal health records, patient education programmes, the list goes on. Good information engages people in their well-being, improves their experience and enables them and their families or carers to make choices about their lifestyle, treatment and the services they use.” (Patient Information Forum)
Sheila Webber, 2014
Information Literacy … and computer
games
- Gumulak, S. (2009) Video games:
the way to attract teenagers into the
library. MA thesis. Sheffield: UoS.
- Gumulak, S. and Webber, S. (2011)
"Playing video games: learning and
information literacy" Aslib proceedings,
63 (2/3), 241-255.
“I learned all about
camping, how to
light a fire. “
(Interviewee IIb12)
“ye I go back and
start the level again
to see if I missed
anything then I
read it is it says
anything for help. “
(Interviewee
XIIg12)
• Text boxes
• Game
environment
• Non player
characters
• Game booklet
& box
• Friends and
family
• Walkthru sites
(last resort)
•Review sites
•Search engines
•Forums
•Websites
20% wrote reviews
“if it is a good game
I write „try it it‟s a
good game‟ if it is
rubbish I write it‟
(Interviewee Ib12)
Browsing, searching,
evaluating, applying
Sheila
Webber,
2014
Information: preteens
Other young
people
Adults
Instant Message
Telephone
Television
Radio
Books
Magazines
Websites
Search engines
Organisations
Meyers, E. Fisher, K. and
Marcoux, E. (2009) “Making
sense of an information
worlds: the everyday life
information behaviour of preteens.” Library Quarterly, 79 (3), 301–341
“a tween might
consult a peer, who
recommends a
Web site, which is
vetted by a parent,
and ultimately they
together consult a
store professional.”
(p317)
“in nineteen of twenty-
five [searches] …
tweens used another
person as the primary
or secondary source of
information” (p317)
school , bus, shopping mall, sports fields, parks, home, churches , libraries , restaurants, shops
Sheila
Webber,
2014
Saw picture of sculptures on a blog
Visited the sculpture site in Second Life,
examined details of sculptures, then of
creator of sculpture
Googled name of sculptor to find
out more about her
Bought sculpture in artist’s
Second Life shop
Asked SL
friends about
sculptor
Buying a sculpture in
Second Life
Searched/examined
subject specific blogs and
websites & art gallery in SL
Interacted with new people in SL
discovered through these
channels
See Webber (2013) Sheila Webber, 2014
Information: ambulance workers
Lloyd, A. (2009) “Informing
practice: information
experiences of ambulance
officers in training and on-
road practice.” Journal of
Documentation, 65 (3),
396-419
• training manuals
• books,
• written rules
• protocols
•Colleagues
•Trainers
Bodies/ people/ environment
• Sound
• Speech
• Touch
• Appearance
• Movement Patients Te
xt
“you don’t really know what’s happening until you get your hands on the patient and can see breathing, feel a pulse, what’s the blood pressure, are they pale?” (p409)
Pics: Microsoft clip art
Sheila Webber, 2014
Ambulance workers: “you don’t really
know what’s happening until you get
your hands on the patient and can see
breathing, feel a pulse, what’s the blood
pressure, are they pale?” (Lloyd, 2009:
409)
Observation of people,
medical instruments,
environment
Existing & “textbook” knowledge
Seeking new information, from people,
texts
Combining, comparing,
evaluating, applying,
communicating
Information behaviour during the Hurricane
Sandy crisis • Stage 1: Warning/threats
• Stage 2: Impact
• Stage 3: Inventory (taking stock of what has happened)
• Stage 4: Survival
• Stage 5: Recovery
• Stage 1: Internet sites, news media, Personal experiences, Social media
• Stage 2: Personal experiences; News media; Internet sites
• Stage 3: Personal experiences
• Stage 4: Personal experiences, Social media, Internet sites
• Stage 5: News media, Internet sites, Social media, Personal experiences
Channels used during the Hurricane Sandy crisis. Source: Lopatovska and Smiley
(2014), Figure 1: Model of information behaviour during Sandy Sheila Webber, 2014
(Stage 4) “Due to the inefficiency or limited accessibility of
traditional information channels, personal experiences
became the major source of information. Residents sought
information through direct contact with their community
(neighbours and friends), or walking and driving around the
area in search of the functioning gas stations, stores,
restaurants, and other types of services. While direct
observation might not be considered the most efficient way to
seek information, it was often the only way to obtain
information as well as to reinforce the sense of belonging to a
community.”
Lopatovska and Smiley (2014)
Sheila Webber, 2014
Acting in a crisis, in Syria:
“she told what Dr Shahd teach us was great, I was
able to search for the best way to escape after I
checked with my husband all the ways. She told me
that she used the internet on Google earth to find
information about the pathways and I did the same
and I teach other people to do so as well. I am sorry if
I said too much but I wanted to tell you that you are in
our heart and what you teach us is like a matter of live
or death”
Personal email received by Dr Shahd Salha (10
Oct 2012) Sheila Webber, 2014
Shahd Salha’s case of Active Citizenship in Syria
“Motivation: we lost activists, some of them close friends,
because they lacked required skills and attitudes to deal
effectively with information”
“Active citizenship in the Syrian context involves
acquiring the skills, attitudes and social intelligence to
be able to support other Syrians with information,
information sources, information advice as needed.”
Johnston, Webber and Salha (2014)
Sheila Webber, 2014
“ An information literate person has a deep awareness, connection, and fluency with the information environment. Information literate people are engaged, enabled, enriched and embodied by social, procedural and physical information that constitutes an information universe. Information literacy is a way of knowing that universe.“
Lloyd (2004 p.223)
Sheila Webber, 2014
IL in context
• IL in different cultures & communities
• IL in different workplaces
• IL in different academic disciplines
• IL in crisis and in play
• IL of diverse individuals in their own
circumstances in society & life
Sheila Webber, 2014
Therefore goal for education: Situational
awareness rather than “transfer of skills”
• Moving awareness and understanding of own IL to the foreground
• Understand how you can be information literate with a wide variety of information types or information-rich environments e.g.
– Wikipedia; Youtube
– Hospital; Multinational company; Refugee camp
• Requires different learning outcomes and pedagogic strategy in formal education (teaching IL “recipe” not enough!)
• Changing role of LIS professionals and educators
Sheila Webber, 2014
Curriculum for an information literate
lifecourse
• Individual reflecting on his/her information literacy
contexts
• Identifying IL strengths, gaps & priorities for his/her
stage in life - forming his/her own personal
“curriculum” for development
• Being able to audit his/her context: at different
stages of life; at transition points; in response to
critical events
See: Webber and Johnston (2013)
Earlier reflections on curriculum: Johnston & Webber (2006), Webber & Johnston (2000)
• MOOCs
• Importance of information literacy in helping us become sensitised to – but not overwhelmed by – the rich information world(s) we inhabit
• Eductators empowering people to evaluate and use information in its many forms (Information literate use of Wikipedia, not banning Wikipedia!)
• Situational awareness of IL: becoming aware that being information literate is valuable, and making choices using IL
• Helping people generate a curriculum vita (a course for life)
• IL as a discipline to enable life
Sheila Webber, 2014
From research by Dr Shahd Salha (2011) Sheila Webber, 2014
Sheila Webber
Information School
University of Sheffield
Twitter: @sheilayoshikawa
Second Life: Sheila Yoshikawa
http://information-literacy.blogspot.com/
http://www.slideshare.net/sheilawebber/
Photos and
graphics:Sheila
Webber
References • High Level Colloquium on Information Literacy and Lifelong Learning. (2005). Beacons of the Information
Society: Alexandria proclamation on information literacy and lifelong learning. http://archive.ifla.org/III/wsis/BeaconInfSoc.html
• Johnston, B. and Webber, S. (2006). As we may think: Information Literacy as a discipline for the information age. Research strategies, 20 (3), 108-121.
• Johnston, B. and Webber, S. (2003). Information literacy in higher education: a review and case study. Studies in higher education, 28 (3), 335-352.
• Johnston, B., Webber, S. and Salha, S. (2014). The Active Citizen in a Changing Information Landscape. http://www.slideshare.net/sheilawebber/the-active-citizen-in-a-changing-information-landscape
• Lloyd, A. (2009). Informing practice: information experiences of ambulance officers in training and on-road practice. Journal of Documentation, 65 (3), 396-419
• Lopatovska, I. and Smiley, B. (2014). Proposed model of information behaviour in crisis: the case of Hurricane Sandy. Information Research, 19(1) paper 610. http://InformationR.net/ir/19-1/paper610.html
• Patient Information Forum: http://www.pifonline.org.uk/
• Salha, S. (2011). The variations and the changes in the school librarians' perspectives of information literacy. PhD Thesis, Information School, University of Sheffield. http://etheses.whiterose.ac.uk/1538/2/Salha,_Shahd.pdf
• Webber, S. (2013) "Blended information behaviour in Second Life." Journal of information science, 39(1), 85–100 • Lloyd, A (2004) Working (in)formation: conceptualizing information literacy in the workplace. In Proceedings of
3rd International Life Long Learning Conference, 13-16 June. (pp. 218-224). Rockhampton, Australia: Central Queensland University Press.
• Webber, S. and Johnston, B. (2013) Transforming IL for HE in the 21st century: a Lifelong Learning approach. in Hepworth, M. and Walton, G. (Eds.) Developing people's information capabilities fostering information literacy in educational, workplace and community contexts. Emerald. pp.15-30.
• Wilson, T. (2000). Human information behavior. Informing science, 3 (2), 49-55.
Sheila Webber, 2014