biblioVerifica
VOTA SE ASSEGNARE #l’oscardellabufala 2020 alla FAKE NEWS:
BUTAC:
https://www.butac.it/immigrati-coronavirus-e-acchiappalike/
INVIACI UNA BUFALA DA INSERIRE IN VOTAZIONE:
Partecipa dai nostri social:
Dalle intimidazioni alle pressioni politiche, passando per i condizionamenti economici, le querele e le cause civili pretestuose: come superare gli ostacoli della professione
info su
https://www.ossigeno.info/gli-ostacoli-al-buon-giornalismo/
corso di laurea magistrale in Scienze dell’Informazione, della Comunicazione e dell’Editoria (già “Informazione e sistemi editoriali” – Classe delle lauree LM 19), attivato presso la Facoltà di Lettere e Filosofia dell’Università degli Studi di Roma Tor Vergata
https://web.uniroma2.it/module/name/Content/newlang/italiano/navpath/HOM/action/showpage/content_id/92352
non ho trovato informazioni specifiche sui sensori usati nella scherma nelle basi dati e strumenti informativi a mia disposizione, essendo ormai in pensione, dispongo solo di quelli gratuiti.
Due aspetti risultano dai link che ti giro su fonti affidabili, il primo è che gli sport di contatto sarebbe meglio evitarli. Sulla scherma il punto è controverso. Il secondo punto è che vi sono molti dispositivi utilizzati anche a casa che è oppurtuno evitare di usare in maniera troppo ravvicinata. Di seguito trovi i link utili a chiarire tali aspetti. Per una ricerca su archivi a pagamento che potrebbero avere qualche studio specifico sull’ argomento da te proposto potresti contatte la Biblioteca IRE bibliodigitale.ire@gmail.com
https://www.nhlbi.nih.gov/health-topics/pacemakers
Medlineplus indicate controindicazioni a pacemaker
qui elenco particolareggiato effetti negativi vari dispositivi su pacemaker
https://www.heart.org/en/health-topics/arrhythmia/prevention–treatment-of-arrhythmia/devices-that-may-interfere-with-icds-and-pacemakers
non indicati sport di contatto per portatori pacemaker
http://www.ospedalebambinogesu.it/le-eta-dello-sport-i-consigli-degli-esperti#.X-emCthKg2w
Cismef su campi elettromagnetici in francese
https://fmoq-legacy.s3.amazonaws.com/fr/Le%20Medecin%20du%20Quebec/Archives/2010%20-%202019/2010/Avril%202010/047-052DrParent0410.pdf
Gaetana Cognetti
http://www.bensalute.it/
InsiemeCiSiamo-Aspic Emergenza
“Fake News. Intervista a D.Orrú Biblioverifica” di Marconi e Giordano
Raffaela Giordano e Giulio Marconi approfondiscono con Damiano Orrù il tema delle fake news, presentato nel precedente Webinar.
Damiano Orrù, biblioVolontario di Biblioverifica, illustra come individuare le notizie false e come proteggersi da esse e dal pericolo della infodemia aiutando così i cittadini ad orientarsi nell’attuale overload di informazioni.
Aspic Emergenza con il supporto dei suoi volontari presenta una serie di webinar divulgativi su diversi temi delle emergenze come quella da Covid-19.
L’obiettivo comune è stare vicini alla popolazione offrendo un aiuto efficace per affrontare al meglio i vari momenti di crisi e di emergenza.Contatti: Aspic Emergenza
Cell. 3202333616
e-mail: emergenza@unicounselling.org
emergenza.gruppoaspic.it
Come vediamo tutti i giorni sulle nostre chat e sui canali social la disinformazione trova nella pandemia un nuovo campo di azione: l’infodemia intesa come «circolazione di una quantità eccessiva di informazioni, talvolta non vagliate con accuratezza, che rendono difficile orientarsi su un determinato argomento per la difficoltà di individuare fonti affidabili» (Enciclopedia Treccani).
L’IFLA ha rielaborato l’infografica “How to Spot #FakeNews” per agevolare i cittadini davanti notizie false o fuorvianti:
Il 23 aprile è stato scelto perché è il giorno in cui sono morti nel 1616 tre scrittori considerati dei pilastri della cultura universale:
Miguel de Cervantes, William Shakespeare e Garciloso de la Vega.
https://www.un.org/en/events/bookday/
Il libro e la lettura rappresentano un mezzo di approfondimento e di conoscenza, sono strumento di informazione e di apprendimento culturale, entrambi oggi indispensabili per superare le incertezze e le precarietà legate alla paura della globalizzazione, del cambiamento e del diverso.
titolo | autori | editore |
|---|---|---|
Dr. Sahin Yanik | TZ | HV |
Le parole del Fascismo - come la dittatura ha cambiato l'italiano | Della Valle V. - Gualdo R. | La Repubblica - GEDI N.N.SpA |
Trovare le parole : abbecedario per una comunicazione consapevole | Federico Faloppa, Vera Gheno | Gruppo Abele, 2021 |
#Odio : manuale di resistenza alla violenza delle parole | Federico Faloppa | UTET, 2020 |
NON CHIAMATELE FAKE NEWS | VALENTINA PETRINI | CHIARELETTERE - Ed. nov.2020 |
DIZIONARIO DELLA STUPIDITA' | PIERGIORGIO ODIFREDDI | RIZZOLI |
LA COMUNICAZIONE DI MASSA | CHARLES R. WRIGHT | ARMANDO EDITORE |
L imnocenza feroce del serial killer | Antonio marco campus | Terrebsommerse |
Tutto quello che sai è falso | Russ | Nuovi mondi |
Liberi di crederci Informazione, internet e post-verità | Antonella Vicini, Walter Quattrociocchi | codice edizioni |
The Fact Checker's Bible: A Guide to Getting It Right | Sarah Harrison Smith | Anchor Books |
Notizie che non lo erano | Luca Sofri | Rizzoli |
101 stronzate a cui abbiamo creduto tutti almeno una volta nella vita | Severino Colombo | newton compton |
BUFALE – Manuale di difesa contro le balle dei media | John Battista | Editori Internazionali Riuniti |
Sarà vero. La menzogna al potere. Falsi, sospetti e bufale che hanno fatto la storia | Errico Buonanno | Einaudi |
Trappole mentali : come difendersi dalle proprie illusioni e dagli inganni altrui | Matteo Motterlini | BUR |
Armi di distruzione matematica : come i Big Data aumentano la disuguaglianza e minacciano la democrazia | Cathy O'Neil | Giunti |
Come imparare a riconoscere il falso in rete | Carlo Bianchini | Editrice Bibliografica |
Postverità e altri enigmi | Maurizio Ferraris | Il Mulino |
Manuale per difendersi dalla post-verità | Fiorenzo Pilla, Marco Giacomello, Rossella Dolce & Gianluigi Bonanomi | Milano : Ledizioni, 2017 |
Il falso e il vero | Gabriela Jacomella | Feltrinelli |
verification handbook | journalists from the BBC, Storyful, ABC, Digital First Media | CRAIG SILVERMAN |
https://www.un.org/en/events/bookday/
titolo | proposto da |
|---|---|
Dr. Sahin Yanik | Demetrius |
Le parole del Fascismo - come la dittatura ha cambiato l'italiano | Cristina Biaggi |
Trovare le parole : abbecedario per una comunicazione consapevole | Matilde Fontanin |
#Odio : manuale di resistenza alla violenza delle parole | Matilde Fontanin |
NON CHIAMATELE FAKE NEWS | cristina biaggi |
DIZIONARIO DELLA STUPIDITA' | BIAGGI CRISTINA |
LA COMUNICAZIONE DI MASSA | BIAGGI CRISTINA |
L imnocenza feroce del serial killer | Antonio marvo campus |
Tutto quello che sai è falso | Cristina Biaggi |
Liberi di crederci Informazione, internet e post-verità | DAMIANO ORRU |
The Fact Checker's Bible: A Guide to Getting It Right | DAMIANO ORRU |
Notizie che non lo erano | damiano orru |
101 stronzate a cui abbiamo creduto tutti almeno una volta nella vita | damiano orru |
BUFALE – Manuale di difesa contro le balle dei media | damiano orru |
Sarà vero. La menzogna al potere. Falsi, sospetti e bufale che hanno fatto la storia | damiano orru |
Trappole mentali : come difendersi dalle proprie illusioni e dagli inganni altrui | Andrea Marcon |
Armi di distruzione matematica : come i Big Data aumentano la disuguaglianza e minacciano la democrazia | Andrea Marcon |
Come imparare a riconoscere il falso in rete | Matilde Fontanin |
Postverità e altri enigmi | Angelo Ariemma |
Manuale per difendersi dalla post-verità | Marco Azzerboni |
Il falso e il vero | Damiano Orru |
verification handbook | Damiano Orru |
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Le parole del Fascismo - come la dittatura ha cambiato l'italiano | La dittatura, attraverso invenzioni o proibizioni, cerca in modo aggressivo di sfruttare la lingua, orientando le parole dell'informazione, della legge e di uso quotidiano ai fini propagandistici, retorici o di chiusura verso "lo straniero" e dunque verso le minoranze linguistiche; cit. Marazzini: la parola viene "piegata all'ossequio del potere e asservita al regime dominante" (e viene privata delle sue funzioni comunicative / del significato e valore informativo). |
Trovare le parole : abbecedario per una comunicazione consapevole | Le parole con le quali si parla di informazione e disinformazione, sono importanti. Andando a fondo sulle radici della terminologia significa riflettere sui valori, dato che le parole sono lo strtumento che dà forma non solo a ciò che diciamo ma anche a come formiamo il nostro pensiero. L'abbecedario presenta un elenco di termini dalla A alla Z con riferimenti incrociati, che sevono ad una riflessione sulla cittadinanza attiva. Es: B come Balcone: i "social" sono meno privati del nostro salotto, è come se fossimo sul balcone. Se siamo mezzi nudi, i vicini potrebbero lamentarsi. |
#Odio : manuale di resistenza alla violenza delle parole | hate speech discorso d'odio fake news etica della comunicazione Legislazione italiana sul discorso d'odio |
NON CHIAMATELE FAKE NEWS | FN, disinformazione, manipolazione delle info, i negazionisti della crisi climatica, pandemia e infodemia, il difficile ruolo del giornalista, l'inchiesta sull'ex Ilva di Taranto, la controcultura. L'autrice conduce su Nove: Fake, la fabbrica delle notizie. |
DIZIONARIO DELLA STUPIDITA' | Dizionario che sfrutta la logica per smascherare manifestazioni di stupidità (argomenti vari) e con metodo scientifico stimola lo spirito critico, insegna a diffidare del politically correct e fornisce strumenti di analisi lucida della realtà. |
LA COMUNICAZIONE DI MASSA | sociologia - indagine sui livelli e sistemi di comunicazione, opinion leaders nella comunità, come la filosofia autoritaria dei governi del medio oriente ha alterato la comunicazione (censura) |
L imnocenza feroce del serial killer | Analisi dei serial killer dal punto di vista psicologico e criminologico. |
Tutto quello che sai è falso | Falsi miti |
Liberi di crederci Informazione, internet e post-verità | Come nascono e perché si diffondono le bufale? Quali sono i meccanismi cognitivi su cui fanno leva? Come smascherarle e non cadere nella trappola di chi ha interesse a diffonderle? “Liberi di crederci” è un antidoto contro la disinformazione, firmato da uno dei più autorevoli studiosi internazionali. |
The Fact Checker's Bible: A Guide to Getting It Right | Sarah Harrison Smith, capo del controllo del The New York Times Magazine spiega esattamente come: * Leggere con precisione * Determinare cosa controllare * Ricercare i fatti * Valutare fonti: persone, giornali e riviste, libri , Internet, ecc. * Controllare le quotazioni * Comprendere le responsabilità legali * Cercare ed evitare i pericoli del plagio |
Notizie che non lo erano | Con l’arrivo di internet, i giornalisti di tutto il mondo si sono dovuti abituare al confronto con lettori che possono mettere in dubbio, contestare o addirittura smentire le loro affermazioni. |
101 stronzate a cui abbiamo creduto tutti almeno una volta nella vita | Tra celebri falsi storici, inconsapevoli errori che hanno cambiato il mondo, banali scherzi, menzogne usate come strategia di marketing, Severino Colombo smaschera 101 stronzate clamorose, divertenti, curiose e originali alle quali tutti noi abbiamo creduto almeno una volta nella vita. |
BUFALE – Manuale di difesa contro le balle dei media | prefazione di Paolo Attivissimo, curatore del noto "servizio antibufale" sul web e membro, come Battista, del Gruppo di ricercaUndicisettembre |
Sarà vero. La menzogna al potere. Falsi, sospetti e bufale che hanno fatto la storia | La menzogna al potere, dal Medioevo a oggi. Il catalogo ragionato, e impertinente, di tutti i falsi e le bugie che hanno modificato la storia |
Trappole mentali : come difendersi dalle proprie illusioni e dagli inganni altrui | Conoscere quali siano i principali bias cognitivi che albergano nel cervello di homo sapiens, è prerequisito indispensabile per valutare le informazioni che ci arrivano con cognizione di causa |
Armi di distruzione matematica : come i Big Data aumentano la disuguaglianza e minacciano la democrazia | Lungi dall'essere modelli matematici oggettivi e trasparenti, gli algoritmi che ormai dominano la nostra quotidianità iperconnessa sono spesso vere e proprie armi di distruzione matematica: non tengono conto di variabili fondamentali, incorporano pregiudizi e se sbagliano non offrono possibilità di appello. Queste armi pericolose giudicano insegnanti e studenti, vagliano curricula, stabiliscono se concedere o negare prestiti, valutano l'operato dei lavoratori, influenzano gli elettori, monitorano la nostra salute. |
Come imparare a riconoscere il falso in rete | Internet ci consente - in teoria - di ottenere tutto ciò di cui abbiamo bisogno per soddisfare rapidamente i nostri bisogni informativi. Tuttavia il web pone sempre più un problema di controllo della qualità e, poiché il falso si nasconde dietro i meccanismi di produzione, di trasmissione e di ricezione dell'informazione, è indispensabile comprenderli bene per utilizzare le fonti in modo critico, corretto e creativo. |
Postverità e altri enigmi | filosofia, postmoderno, verità. |
Manuale per difendersi dalla post-verità | In un’epoca caratterizzata dalla velocità come tratto distintivo dell’informazione on-line, la Post Verità, ovvero il superamento del concetto di verità come elemento che sancisce la percezione di attendibilità di una notizia, sembra permeare a fondo la società contemporanea. Non è raro imbattersi in bufale o notizie manipolate ad arte che, complici la scarsa verifica delle fonti e modalità di comunicazione sempre più rapide e meno accurate, si diffondono a macchia d’olio attraverso le condivisioni di semplici utenti o, in casi sempre meno rari, di testate giornalistiche tra le più blasonate. Manuale per difendersi dalla Post Verità parte dall’osservazione di questo variegato e complesso panorama per fornire, attraverso esempi, indagini, analisi e approfondimenti, strumenti ed elementi di valutazione che permettano a chiunque frequenti la rete di proteggersi dalla disinformazione e di vivere un’esperienza di navigazione digitale al riparo dalle sempre più impetuose correnti della Post-Verità. |
Il falso e il vero | introduzione a uno dei temi caldi degli ultimi tempi: che cosa sono le “fake news”, da dove vengono, chi ci guadagna, e come possiamo difendercene? |
verification handbook | e-book gratuito: A definitive guide to verifying digital content for emergency coverage |
La Giornata mondiale del libro e del diritto d’autore nasce sotto l’egida dell’UNESCO nel 1996 per promuovere la lettura, la pubblicazione dei libri e la tutela del copyright:
Facta – Storie
Chi è il #drShiva, cosa dice nella sua video denuncia e cosa, se c'è, di vero.https://t.co/yFo5mdZXEe#Facta #fakenews #news #disinformazione #notizie #notiziefalse #factchecking #covid19 pic.twitter.com/6HBQBE6HfZ— FactaNews (@FactaNews) April 17, 2020
Il Dr. Shiva e il complotto dei vaccini per COVID-19 https://t.co/gA9p5p6w6P pic.twitter.com/bACO0yzheS
— BufaleUnTantoAlChilo (@butacit) April 18, 2020
L'intervista al "Dr." Shiva tra complotti e propaganda politica. Chi è, chi lo ha intervistato e cosa ha detto #coronavirus #CoronavirusFacts https://t.co/2VvyxWAXQA
— David Puente (@DavidPuente) April 18, 2020
Ecco cosa scrive Laura berti tg2 salute: sta girando un video del 2015 della rubrica del tg3 Leonardo dove si parla di virus creati in laboratorio dal virus SARS in Cina. Chiamato Enrico Bucci, prof alla Temple University a Philadelphia del Patto per la Scienza.
HA SMENTITO. Ha detto che quel servizio era fatto in modo poco approfondito .Quel virus del 2015 NON AVEVA NESSUN POTENZIALE EPIDEMICO ed era stato creato in laboratorio per una ragione specifica ovvero trovare farmaci contro la SARS.
Tre cose da sapere sul TGR Leonardo del 16 novembre 2015https://t.co/jvPV1gCWR2
— CICAP Piemonte (@cicap_piemonte) March 26, 2020
Panico di massa per un video di 3 anni fa: TGR Leonardo e CoVid-19 https://t.co/KBO8FHdgGx pic.twitter.com/AZ1yYfW67M
— BufaleUnTantoAlChilo (@butacit) March 26, 2020
Sul tema non si trovano risorse attendibili sui siti di enti di ricerca o atenei.
Cercando su motori di ricerca generalisti si trovano solo contributi da società di marketing e finanza, non legate a istituzioni finanziarie accreditate a livello nazionale o internazionale.
Si è diffuso in questi giorni un volantino falso scritto su carta intestata del “Ministero dell’Interno-Dipartimento della Pubblica Sicurezza”, con il logo della Repubblica Italiana.
VOTA SE ASSEGNARE #l’oscardellabufala 2019 alla FAKE NEWS:
BUTAC:
https://www.butac.it/nascita-di-una-fake-news/
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VOTA SE ASSEGNARE #l’oscardellabufala 2019 alla FAKE NEWS:
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VOTA SE ASSEGNARE #l’oscardellabufala 2019 alla FAKE NEWS:
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VOTA SE ASSEGNARE #l’oscardellabufala 2019 alla FAKE NEWS:
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VOTA SE ASSEGNARE #l’oscardellabufala 2019 alla FAKE NEWS:
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VOTA SE ASSEGNARE #l’oscardellabufala 2019 alla FAKE NEWS:
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#BiblioverificaDay: il 25 marzo 2017 nasceva #Biblioverifica blog e spazio di digital reference tramite i social, i forum e le chat. Per festeggiare lanciamo il terzo #oscardellabufala una graduatoria delle bufale circolate nel 2019,
chiunque può votare qui o proporre altre bufale:
#BIBLIOVERIFICA, e’ un blog, e’ uno spazio social di interazione tra cittadini e BIBLIOVOLONTARI, ma soprattutto e’ una pratica di ricerca di dati e informazioni, applicando le indicazioni del Manifesto “How to Spot Fake News” divulgato dall’IFLA (International Federation of Library Associations and Institutions), per agevolare l’accesso all’informazione responsabile: condividendo strategie di verifica, strumenti di ricerca e fonti attendibili, basandoci sui principi di accuratezza, tracciabilità, indipendenza, legalità, imparzialità.
condividi con #oscardellabufala
la votazione si chiude il 2 aprile 2020
(international fact checking day)
https://factcheckingday.comVolantino e manifesto del #oscardellabufala in PDF
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Come vediamo tutti i giorni sulle nostre chat e sui canali social la disinformazione trova nella pandemia un nuovo campo di azione: l’infodemia intesa come «circolazione di una quantità eccessiva di informazioni, talvolta non vagliate con accuratezza, che rendono difficile orientarsi su un determinato argomento per la difficoltà di individuare fonti affidabili» (Enciclopedia Treccani).
Per contrastare questo trend BiblioVerifica sta redigendo la “Directory Covid19 CrowdSearcher” per incrementare la condivisione e la fruibilità di fonti e studi attendibili, disponibili (alcune solo momentaneamente) ad accesso aperto su diverse piattaforme:
Il fine di questo progetto di “public engagement” è aumentare la conoscenza e la consapevolezza dei cittadini verso l’utilizzo dei contenuti e dei dati scientifici, anche su Twitter, Facebook, Chat, Meetup, Instagram, Linkedin, contrastando le pseudoscienze che incoraggiano convinzioni e atteggiamenti anti-intellettuali. Alla fine della crisi contiamo, come biblioVolontari, di riuscire a dare un contributo prezioso alla capacità di analizzare criticamente dati e contenuti, per contribuire fattivamente alla “Public understanding of science“.
L’IFLA ha rielaborato l’infografica “How to Spot #FakeNews” per agevolare i cittadini davanti notizie false o fuorvianti:
aloe e cancro:
ci sono interazioni fra l’aloe e i trammenti medici per il cancro?
ivana truccolo
Per rispondere alla domanda che ci pone, spesso non è facile sapere quello che i pazienti assumono spontaneamente durante la chemioterapia e che non riferiscono ai medici curanti, tuttavia per valutare gli studi eseguiti la rimando al pdf che le allego, scritto in maniera estremamente comprensibile ma scientificamente ineccepibile per l’Associazione Italiana Infermieri in Ambito Oncologico (AIIAO).
Sempre legato alla terapia oncologica con aloe:
http://www.medbunker.it/2012/09/aloe-e-cancro-cosa-ce-di-vero.html
https://www.airc.it/cancro/informazioni-tumori/corretta-informazione/aloe-cancro
https://www.butac.it/kankropoli-e-le-cure-per-il-cancro-alternative-parte-22/
Come fonti attendibili di verifica per le fake news, le suggerisco, oltre al sito del Cicap,
quello del nostro Salvo di Grazia per le bufale sanitarie :
Il sito di Butac:
https://www.butac.it/
Il sito istituzionale dell’Ordine dei Medici nazionale:
https://dottoremaeveroche.it/
Siti attendibili di debunking in generale:
https://www.davidpuente.it/blog/
7 dicembre 2019 – Mattatoio di Testaccio
Piazza Orazio Giustiniani 4, 00153 Roma
Ore 9.00 – 19.00 – Ingresso gratuito
https://cicaplazio.wordpress.com
Prima sessione – “Un mondo di bufale?”
9.30 – 10.00 – Presentazione CICAP
10.00 – 10.40 – Giuliana Galati (CICAP – Scientificast): La fisica dei fantasmi
10.50 – 11.30 – Federico Baglioni (06 Scienza): Disinformazione scientifica, come difendersi?
11.40 – 12.20 – Graziella Morace (CICAP): I vaccini, tra chiacchiere e realtà
Magia
12.30 – 13.00 – Max Pirrone: Magic Show
Seconda sessione – “Realtà contro fantasia sul clima”14.00 – 14.40 – Luca Lucentini, Daniela Mattei (ISS): L’acqua: una risorsa sempre più fragile
14.50 – 15.30 – Filippo Bonaventura, Matteo Miluzio (Chi ha paura del buio): Clima di bufaleMusica
15.30 – 16.00 – intervento musicale Alcolisti Acustici
Terza sessione – “Esplorare per scoprire il nostro pianeta”16.00 – 16.40 – Stefano Ruia (CICAP): Esplorare il mondo sommerso
16.50 – 17.30 – Mario Giorgioni (CREA-OFA): Pianeta Antartide, come si vive e lavora in un ambiente alieno.
17.40 – 18.30 – Matteo Miluzio, Filippo Bonaventura (Chi ha paura del buio): Perché investire denaro per andare nello spazio?Musica
18.30 – 19.00 – intervento musicale Alcolisti Acustici
Più libri più liberi è la Fiera Nazionale della Piccola e Media Editoria e si svolge a Roma, dal 4 al 8 dicembre 2019.
Dal 2017, la manifestazione si tiene presso il nuovo centro congressi della capitale, La Nuvola, progettata dall’archistar Massimiliano Fuksas. Più libri è l’unica fiera al mondo dedicata esclusivamente all’editoria indipendente dove ogni anno circa 500 editori, provenienti da tutta Italia, presentano al pubblico le novità ed il proprio catalogo. Cinque giorni e oltre 600 eventi in cui incontrare gli autori, assistere a reading e performance musicali, ascoltare dibattiti sulle tematiche di settore.
#GLOBALmilWEEK #Metaliteracy #Crowdsearcher #InformationLiteracy #MediaLiteracy
La settima edizione del “Global Media and Information Literacy (MIL) Week”, lanciata dall’UNESCO in tutto il mondo dal 24 al 31 ottobre 2019, ha come tema “Media and Information Literate Citizens: Informed, Engaged, Empowered”.
Il blog BiblioVerifica per promuovere un utilizzo consapevole e responsabile delle informazioni e dei contenuti condivisi tramite ogni media consiglia il MOOC (Massive Open Online Courses; in italiano, «Corsi online aperti su larga scala») offerto gratuitamente dalla piattaforma Coursera “Empowering Yourself in a Post-Truth World”.
Il corso è sviluppato tramite brevi contenuti testuali e video, quiz di autovalutazione integrati da un forum di discussione con i tutor. Il corso è sviluppato in 6 settimane, in lingua inglese, con breve lavoro finale obbligatorio, condivisibile sul blog https://metaliteracy.org/
Il Blog Metaliteracy, è un utile strumento di autoapprendimento, tecnicamente un OER (Open Educational Resources – materiali didattici prevalentemente in formato digitale resi disponibili con licenze che ne permettono il riutilizzo, la modifica e la distribuzione) ideato e gestito da Thomas P. Mackey e Trudi E. Jacobson.
Tom Mackey, Professore al dipartimento ” Arts and Media” presso University of New York
Trudi E. Jacobson, Bibliotecaria responsabile del “Information Literacy Department at the University Libraries” presso University of New York
https://metaliteracy.org/
L’obiettivo principale del blog è promuovere il pensiero critico e la collaborazione nell’era digitale, fornendo un quadro completo per partecipare efficacemente ai social media e alle comunità online. Si tratta di una piattaforma finalizzata all’information literacy nell’acquisizione, nella produzione e nella condivisione delle conoscenze nelle comunità online collaborative. Questa “Metaliteracy” sfida gli approcci tradizionali basati sulle competenze all’alfabetizzazione informatica, coinvolgendo cittadini e insegnanti nei tipi di alfabetizzazione correlati nelle nuove forme della comunicazione on-line.
In particolare il blog propone strumenti e pratiche per supportare l’apprendimento partendo dalle caratteristiche del discente:
https://metaliteracy.org/ml-in-practice/metaliterate-learner-characteristics/
Questo strumento interattivo è stato realizzato da Kelsey O’Brien,
sviluppato successivamente da Mackey e Jacobson nella pubblicazione Mackey, T. P., “Empowering Metaliterate Learners for the Post-Truth World” in Mackey, T. P., and Jacobson, T.E., (Eds), Metaliterate Learning for the Post Truth World. New York: American Library Association (ALA)/Neal-Schuman Publishers, Inc., 2019.
Il blog condivide contenuti e strumenti anche tramite brevi video sulla pagina ad hoc
https://metaliteracy.org/youtube-channel/ 
Il progetto è definito accuratamente nel paper presentato nella “Conference on Learning Information Literacy across the Globe“, maggio 2019 a Francoforte sul Meno #LILG_2019:
Trudi E. Jacobson1 tjacobson@albany.edu
Thomas P. Mackey tom.mackey@esc.edu
Kelsey L. O’Brien klobrien@albany.edu
Il Blog Metaliteracy, è un utile strumento di autoapprendimento, tecnicamente un OER (Open Educational Resources – materiali didattici prevalentemente in formato digitale resi disponibili con licenze che ne permettono il riutilizzo, la modifica e la distribuzione) ideato e gestito da Thomas P. Mackey e Trudi E. Jacobson.
Tom Mackey, Professore al dipartimento ” Arts and Media” presso University of New York
Trudi E. Jacobson, Bibliotecaria responsabile del “Information Literacy Department at the University Libraries” presso University of New York
https://metaliteracy.org/
L’obiettivo principale del blog è promuovere il pensiero critico e la collaborazione nell’era digitale, fornendo un quadro completo per partecipare efficacemente ai social media e alle comunità online. Si tratta di una piattaforma finalizzata all’information literacy nell’acquisizione, nella produzione e nella condivisione delle conoscenze nelle comunità online collaborative. Questa “Metaliteracy” sfida gli approcci tradizionali basati sulle competenze all’alfabetizzazione informatica, coinvolgendo cittadini e insegnanti nei tipi di alfabetizzazione correlati nelle nuove forme della comunicazione on-line.
In particolare il blog propone strumenti e pratiche per supportare l’apprendimento partendo dalle caratteristiche del discente:
https://metaliteracy.org/ml-in-practice/metaliterate-learner-characteristics/
Questo strumento interattivo è stato realizzato da Kelsey O’Brien,
sviluppato successivamente da Mackey e Jacobson nella pubblicazione Mackey, T. P., “Empowering Metaliterate Learners for the Post-Truth World” in Mackey, T. P., and Jacobson, T.E., (Eds), Metaliterate Learning for the Post Truth World. New York: American Library Association (ALA)/Neal-Schuman Publishers, Inc., 2019.
Il blog condivide contenuti e strumenti anche tramite brevi video sulla pagina ad hoc
https://metaliteracy.org/youtube-channel/
Il progetto è definito accuratamente nel paper presentato a maggio 2019 nella “Conference on Learning Information Literacy across the Globe” a Francoforte #LILG_2019:
Trudi E. Jacobson1 tjacobson@albany.edu
Thomas P. Mackey tom.mackey@esc.edu
Kelsey L. O’Brien klobrien@albany.edu
1) indagine di ciò che appare misterioso o inspiegabile,
2) comunicazione della scienza e della salute,
3) educazione al senso critico
4) tecniche di illusionismo.
Si comincia venerdì 13 settembre con un’intera giornata formativa intitolata: “Indagatori di misteri” in cui si alterneranno otto esperti, ciascuno dei quali approfondirà un tema fondamentale per chiunque si interessi di indagini di fenomeni misteriosi e divulgazione: saranno analizzati come case-studies due tra le più famose indagini del CICAP, quella sui misteriosi incendi di Caronia e quella sulle sedute spiritiche del medium Roberto Setti.
Inoltre, verranno condivise idee pratiche per imparare a riconoscere le “narrazioni” pseudoscientifiche, per parlare di scienza facendosi capire da tutti, per riconoscere ed evitare i pericoli dello scientismo ed evitare il rischio di credere di avere sempre ragione.
Sabato 14 settembre, la mattinata prevede un incontro formativo rivolto agli studenti di Medicina, in collaborazione con Intesa Sanpaolo, con il chirurgo e blogger Salvo di Grazia, la giornalista scientifica Daniela Ovadia, la divulgatrice e medico Roberta Villa sul tema: “Come parlare di salute oggi, tra fake news e pseudoscienza”. Nel pomeriggio “Educare al senso critico nell’era delle bufale”, un seminario educativo riconosciuto dal MIUR e rivolto agli insegnanti, con i docenti Silvano Fuso e Anna Rita Longo, con la Direttrice di Focus Scuola Sarah Pozzoli e la divulgatrice della Fondazione Veronesi Chiara Segré, a cui i docenti si potranno iscrivere usufruendo della Carta del docente.
L’ultimo appuntamento operativo è previsto con il tradizionale Workshop di Magia: “Segreti geniali”, dove chi lo desidera potrà imparare a ricreare alcune delle magie e delle illusioni più sorprendenti insieme ad otto tra i più bravi illusionisti e prestigiatori italiani: Marco Aimone, Davide Calabrese, Vanni De Luca, Carlo Faggi, Matteo Filippini, Gianfranco Preverino, Riccardo Rampini, Alex Rusconi.
Il viaggio della curiosità e la ricerca della verità «La domanda più importante per l’umanità, il tema che sta alla base di tutto ed è più interessante di ogni altro, sta nel comprendere il posto che l’uomo occupa nella natura». Così scriveva Thomas H. Huxley nel 1863, ma la curiosità di sapere chi siamo, da dove veniamo e dove andremo è qualcosa che da sempre accompagna l’uomo.
Il giornalista e saggista Paolo Mieli, già direttore del Corriere della sera, in conversazione con Alberto Agliotti, divulgatore scientifico, racconterà il lungo viaggio che muove la curiosità umana, mentre l’antropologo Giorgio Manzi dell’Università di Roma “La Sapienza” ci accompagnerà alla scoperta di leggende e narrazioni mitologiche con cui gli antenati cercavano di immaginare le origini dell’uomo.
Ma quanto sono diversi i racconti e le cosmogonie degli antichi dalle scoperte moderne dei grandi telescopi e degli acceleratori di particelle? Forse entrambi cercano di rispondere alla più antica tra tutte le domande. È quello che pensa il fisico Guido Tonelli, dell’Università di Pisa, tra i componenti del team che ha portato alla scoperta del Bosone di Higgs, che ci aiuterà a vedere come dare una spiegazione alle nostre origini non è più affare per specialisti e come il mito e la scienza hanno in fondo la stessa funzione: permettere all’essere umano di trovare il proprio posto nell’universo, consentire a tutti di fare proprio il grande racconto delle origini che la scienza moderna ci consegna, per capire le nostre radici più profonde e trovarvi spunti con i quali affrontare il futuro. Il filosofo Telmo Pievani, dell’Università di Padova, dopo avere dialogato con Tonelli, spiegherà come all’origine di tutto ci sia una serie di imperfezioni che hanno avuto successo, a partire da quella infinitesima deviazione nel vuoto quantistico primordiale da cui nacque l’universo.
La ricerca di risposte, inoltre, è la stessa che accompagna la ricerca scientifica, un processo continuo, dove ogni risposta apre nuove domande, che si alimenta di dubbi e scetticismo, e che non dispensa facili certezze. Raccontare la complessità e l’incertezza è quindi fondamentale per evitare che la scienza venga percepita come un dogma e non come un’incessante esplorazione del mondo. A discuterne da diversi punti di vista saranno il filosofo della scienza Stefano Moriggi, dell’Università di Milano-Bicocca, il biologo Michele Bellone, il fisico Piero Martin, dell’Università di Padova, che illustrerà anche le trappole del “senso comune”, il filosofo Massimo Pigliucci, del CUNY-City College di New York, che spiegherà invece come lo stoicismo degli antichi potrebbe aiutarci ancora oggi a vivere meglio.
L’8 settembre è la Giornata internazionale dell’alfabetizzazione, una ricorrenza istituita il 17 novembre 1965 dall’UNESCO al fine di ricordare alla comunità internazionale l’importanza dell’alfabetizzazione.
con scadenza il 30 settembre 2019
Il bando ha lo scopo di promuovere lo sviluppo di nuovi materiali e/o servizi educativi costruiti su istanze concrete di disinformazione, nonché di progettare metodi di sensibilizzazione sulle tecniche comunemente utilizzate dagli attori malintenzionati per creare, distribuire e amplificare la disinformazione su Internet.
Gli strumenti e le attività proposte dovrebbero andare direttamente o indirettamente a beneficio di un gruppo target di cittadini di tutte le età che non dispongono di competenze in materia di alfabetizzazione mediatica e, in particolare, delle competenze necessarie per valutare criticamente i contenuti accessibili attraverso i social media.
Il processo di alfabetizzazione è generalmente considerato centrale per la risoluzione delle grandi problematiche mondiali come la povertà, la mortalità infantile, la diffusione delle malattie sessualmente trasmissibili, la violazione dei diritti umani ed il mancato raggiungimento della parità di genere.
info su
https://www.unric.org/it/
Condividiamo i cinque principi per una corretta Information Literacy secondo le Nazioni Unite
http://www.unesco.org
Le informazioni, le comunicazioni, le biblioteche, i media, la tecnologia, Internet e altre forme di fornitori di informazioni sono destinate all’impegno civico critico e allo sviluppo sostenibile. Gli interlocutori sono tra loro paritari e nessuno è più rilevante dell’altro o dovrebbe mai essere trattato come tale.
Ogni cittadino è un creatore di informazioni / conoscenze e ha contenuti da condividere. Devono avere il potere di accedere a nuove informazioni / conoscenze e di esprimersi. MIL è per tutti – donne e uomini allo stesso modo – e’ anche un nesso di diritti umani.
Informazioni, conoscenze e messaggi non sono sempre di valore neutro o sempre indipendenti dai pregiudizi. Qualsiasi concettualizzazione, uso e applicazione della MIL dovrebbe rendere questa realta’ trasparente e comprensibile a tutti i cittadini.
Ogni cittadino desidera conoscere e comprendere nuove informazioni, conoscenza e contenuti, nonché comunicare, anche se non è del tutto informato, afferma e esprime i propri pensieri. I suoi diritti non devono tuttavia mai essere compromessi.
L’alfabetizzazione mediatica e dell’informazione non viene acquisita in una sola volta. È un’esperienza e un processo vissuti e dinamici. È completo quando include conoscenze, abilità e attitudini, quando copre l’accesso, la valutazione / valutazione, l’uso, la produzione e la comunicazione di informazioni, media e contenuti tecnologici.
Fonte
Annuario MIL 2016 pubblicato da UNESCO, Media and Information Literacy: Rafforzare i diritti umani, contrastare la radicalizzazione e l’estremismo .
Classifica in tempo reale
primi 5 in classifica per Sustainability Olympics
1. Francesca Pellegrino- su 30
2. Giada Garbarino- su 30
3. Gabriele Romani- su 30
4. Giuseppe Mazzaglia- su 30
5. Fl Car- su 30
Le BiblioVerifica Olympics 2019 hanno come tema la sostenibilita’, ogni cittadino potra’ cimentarsi in 15 quiz in cui mostrare di saper distinguere:
– i target Sustainable Development Goals delle Nazioni Unite (SDGs)
– gli indicatori di Benessere equo e sostenibile misurato dall’Istituto nazionale di statistica (BES)
– la propaganda e la disinformazione
– satira e burle
- ANNALISA SCARPA
PUNTI 26 in 10 minuti e 38 secondi il 19/08/2019
- GIUSEPPE MAZZAGLIA
PUNTI 24 in 3 minuti e 47 secondi il 15/08/2019
- THELMA GRAMOLELLI
PUNTI 24 in 3 minuti 58 secondi il 06/09/2019
- LUCREZIA BUGANZA
PUNTI 24 in 4 minuti e 54 secondi il 18/08/2019
- GIOVANNI GALLUCCIO
PUNTI 22 in 3 minuti e 8 secondi il 16/08/2019
- MAURO AMATO
PUNTI 22 in 3 minuti 49 secondi il 06/09/2019
- LUCA TENCONI
PUNTI 22 in 4 minuti e 18 secondi il 18/08/2019
- ANGELO ARIEMMA
PUNTI 20 in 4 minuti e 36 secondi il 29/08/2019
- SARA GALLOTTI
PUNTI 20 in 5 minuti e 35 secondi il 17/08/2019
- GIOVANNI GALLUCCIO
PUNTI 18 in 54 secondi il 06/09/2019
- ZINA CIRRI
PUNTI 18 in 5 minuti e 53 secondi il 16/08/2019
- RITA PATREGNANI
PUNTI 18 in 8 minuti il 21/08/2019
- MARIA PRANO
PUNTI 18 in 10 minuti e 14 secondi il 16/08/2019
- FRANCESCA PELLEGRINO
PUNTI 16 in 3 minuti e 58 secondi il 14/08/2019
- M S
PUNTI 16 in 4 minuti 16 secondi il 06/09/2019
- FRANCESCO MIRABELLI
PUNTI 16 in 6 minuti e 4 secondi il 18/08/2019
- CARLA MILLOSCHI
PUNTI 16 in 7 minuti e 15 secondi il 20/08/2019
- FABIO FERRARESE
PUNTI 16 in 8 minuti e 59 secondi il 29/08/2019
- ANTONELLA ANGILETTA
PUNTI 14 in 2 minuti e 34 secondi il 20/08/2019
- MATTEO GIANMARIA
PUNTI 14 in 3 minuti e 20 secondi il 24/08/2019
- FL CAR
PUNTI 14 in 4 minuti e 17 secondi il 15/08/2019
- ANTONELLA ANGILETTA
PUNTI 14 in 5 minuti e 6 secondi il 20/08/2019
- DAMIANA TENTONI
PUNTI 14 in 8 minuti e 49 secondi il 16/08/2019
- ROBERTA EUSEPI
PUNTI 12 in 2 minuti e 16 secondi il 19/08/2019
- MONICA
PUNTI 12 in 3 minuti 53 secondi il 06/09/2019
- FRANCESCO DAL MOLIN
PUNTI 12 in 10 minuti 42 secondi15/09/2019
- MANUELA CAPRIOLI
PUNTI 8 in 3 minuti e 4 secondi il 21/08/2019
- GIADA GARBARINO
PUNTI 8 in 4 minuti e 25 secondi il 15/08/2019
- LUCA CANETTI
PUNTI 8 in 5 minuti e 23 secondi il 29/08/2019
- GABRIELE ROMANI
PUNTI 6 in 4 minuti e 30 secondi il 15/08/2019
- GIULIETTA FERRONI
PUNTI 6 in 4 minuti 43 secondi il 06/09/2019
Thomas Casadei, L’irruzione della post-verità.
Università di Modena e Reggio Emilia
in “Governare la paura – Journal of Interdisciplinary Studies”, aprile 2019, pp. 1-18.
governarelapaura.unibo.it
Gli argomenti trattati sono stati:
– Information literacy (IL) as a learning process
– Digital learning resources for IL (e.g. MOOCs, scenarios, OERs)
– Cultural diversity of information literacy
– Information-literacy in connection to other literacy concepts
Jannica Heinström
In a world of stigma and flow – how youth master information in their daily lives Jannica Heinström This video of the Keynote of Jannica Heinström “In a world of stigma and flow – how youth master information in their daily lives” has been recorded at the International Conference Learning Information Literacy across the Globe, DIPF, Frankfurt-am-Main.
Stefan Dreisiebner
Information Literacy Online – An Erasmus+ Project to improve students’ competencies Stefan Dreisiebner This video of the Keynote of Stefan Dreisiebner “Information Literacy Online – An Erasmus+ Project to improve students’ competencies” has been recorded at the International Conference Learning Information Literacy across the Globe, DIPF, Frankfurt-am-Main.
Jan Schneider
Interactive learning technologies Jan Schneider This video of the Keynote of Jan Schneider “Interactive Learning Technologies” has been recorded at the International Conference Learning Information Literacy across the Globe, DIPF, Frankfurt-am-Main.
A panel coordinated by Maja Zumer and Alexander Botte
What do we mean when we talk about Information Literacy? A panel coordinated by Maja Zumer and Alexander Botte This video of the panel has been recorded at the International Conference Learning Information Literacy across the Globe, DIPF, Frankfurt-am-Main with panelists Shirley Chiu-Wing Wong, Stefan Dreisiebner, Jannica Heinström, Trudi Jacobson, Jan Schneider, and Andrew Whitworth.
The ILO Conference on Learning Information Literacy across the Globe is brought to you by the ILO Erasmus.
The conference papers will be revised by an international committee made of the following disciplines:
https://informationliteracy.eu/conference/ OPENEDU: #LILG Learning Information Literacy across the Globe #10May 2019 @Frankfurt
The conference took place: Friday 10th of May 2019.
room Wolfgang Mitter, M Rittberger chair
–>
(full paper) Information literacy, the access to knowledge and use of it are becoming a precondition for individuals to actively take part in social, economic, cultural and political life. Information literacy must be considered as a fundamental competency like the ability to read, write and calculate. Therefore, we are working on automatic learning guidance with respect to three modules of the information literacy curriculum developed by the EU (DigComp 2.1 Framework). In prior work, we have laid out the essential research questions from a technical side. In this work, we follow-up by specifying the concept to micro learning, and micro learning content units.
This means, that the overall intervention that we design is concretized to: The widget is initialized by assessing the learner’s competence with the help of a knowledge test. This is the basis for recommending suitable micro learning content, adapted to the identified competence level. After the learner has read/worked through the content, the widget asks a reflective question to the learner. The goal of the reflective question is to deepen the learning. In this paper we present the concept of the widget and its integration in a search platform.
PDF:
LILG- 2019_Fessl-et-al_IL-curriculum-widget.pdf
(full paper) Learning and teaching should be at the forefront of innovation through the informed use of a wide range of evidence contextualised to the specific circumstances of the institution and discipline. Maastricht University (UM) puts emphasis on analysing learning and important 21st-century skill development, such as information literacy skills. Informed learning is a distinct way to approach information literacy in that it addresses the functional, situated and critical nature of learning to deal with information. However, we have limited insight to what extent informed learning practices occur. The aim of the present paper is to answer the question how we can analyse informed learning at Maastricht University. More specifically, in what way can we collect data about the link between information and the learning process to receive insights from both teachers and students? The present paper reviews several studies, which described how to analyse information as part of the learning process.
In conclusion, these are the three most important recommendations for the UM regarding analysing informed learning:
1) Analyse to what extent the functional, situated, and critical approach of informed learning are practiced with a mixed approach,
2) Quantitatively and qualitatively analyse the issues related to information use within the learning process in a student and teacher population by means of surveys, focus groups, and course syllabi.
3) Use both formative and summative assessment to measure information literacy skills.
Data can thus be collected from several perspectives (e.g. institutional, teachers, and student). By collecting these data, we can increase the awareness regarding information literacy as part of the learning process. In addition, these data can provide input for useful interventions to optimise information literacy education at the UM in order to provide students with one of the most essential skills for their future career.
PDF:
LILG-2019_Jongen- et-al_Analysing-informed-learning-Maastricht.pdf
(short paper) In the field of Information Science the concept of Information Literacy (IL) has two different dimensions: On the one hand it refers to the curricular content itself, that is the question which particular competencies Information Science students need to have. On the other hand it is strongly related to the increasing number of target groups for whom information specialists develop and realize instructions and trainings with the aim of strengthening IL. The second dimension is a challenging task insofar as information specialists have to make themselves familiar with the particular epistemic cultures of their target groups in order to develop tailored instructions and trainings for them. But how do we analyze/explore the information needs of members of an epistemic culture which is not familiar to us? How can we understand what kind of support or service a member of a specific academic discipline or social group exactly needs if we are not familiar with that discipline or group? Understanding the information needs of someone who belongs to another epistemic culture is a challenging task which requires special knowledge and methodical expertise.
The conference contribution presents “Information Didactics” as a new didactical approach which lends itself to an advanced concept of IL. It expands the view from the traditional field of IL to an universally adoptable didactical concept which is applicable to classical IL training as well as to other instructional activities in the field of Information Science as for example the development of data literacy skills.
PDF:
LILG-2019_Michel-Tappenbeck_IL- epistemic-cultures.pdf
(full paper) This paper presents findings from empirical research into a large dataset (around 1m words of text) in which are recorded dialogues between small groups of learners on a postgraduate HE course, as they propose, negotiate and enact digital and information literacy practices.
Members of the groups are students on an educational technology course and while collaborating on a complex design problem, can be observed introducing and validating informational and technological resources to other group members, and then taking on a teaching role when it comes to helping other members use these resources most effectively. These are practices that Wenger, White and Smith (2009) have called “stewarding”, and we propose that it is in the development of their stewarding capacity that digital and information literacy practices can be seen emerging in the learners, in ways that are potentially transferable out of the HE context.
Following David Harvey (1996), we propose that the groups that work most effectively are creating “discursive maps” of their information landscapes (Lloyd 2010); these maps are used to define and explore the context. Whereas, groups who jump too quickly to a solution do not create an appropriate discursive map and so their digital and information literacy is more limited. Identifying appropriate points at which intervention from a teacher or information.
PDF:
LILG- 2019_Whitworth-Webster_DIL-discourse-mapping-information- landscape.pdf
(full paper) The growing amount of open educational resources and the diversity on learning and teaching makes social tagging attractive for the educational field. Social tagging services become valuable in contexts where users can support the enrichment, sharing and management of relevant resources. Potential benefits are the enrichment of incomplete metadata, which is crucial to offer effective retrieval services. However, user tagging skills need to be fostered if users shall effectively contribute to the idea of collaboratively sharing and creating educational resources. We aim at fostering user tagging literacy. We analysed tags and user behaviour from a German referatory for educational resources. Our results show that users apply specific tags for their learning and teaching resources that we tried to assign to additional tag categories. Based on our results, we suggest improving such services with a more user-centric approach that supports the development of user competencies on social tagging. We will contribute to a better understanding of user tagging behaviour in services focusing on educational resources. On the one hand, this will help us to improve current services. On the other hand, we are able to build services that foster tagging literacy. This will be beneficial for users, which will be able to better manage their digital resources, and for infrastructure providers, which can apply user-generated data to improve their services.
PDF:
LILG-2019_Heck-Keck_Tagging- Literacy-OER.pdf.pdf
(short paper) This paper describes the BiblioVerifica blog, which is an attempt by librarians to fight misinformation by using media and data literacy, engaging citizens as awareness users of the social networks, chats and blogs.
Biblioverifica aims to be a public engagement project based on information literacy practices, implementing tips and tricks about search tools, reliable sources, verification strategies. This non-profit initiative promotes fact-checking based on open resources as data, journals, tools, etc.
chair: Alexander Botte, room: Wolfgang Mitter
chair: Paul Libbrecht, room: Wolfgang Mitter
Presentation:
LILG2019-Keynote-JanSchneider.pdf
(full paper) Metaliteracy, originally developed in 2010 as a response to a then-limited conception of information literacy, provides a pedagogical model for thinking and knowing in a social media age that has allowed for the proliferation of false and misleading information. It is vital that individuals be thoughtful and critical consumers of information, and also responsible and ethical information creators and sharers. Metaliterate learners are developed across academic disciplines through teaching and learning that support self-direction, collaboration, participation, and metacognitive thinking. The creation of innovative, collaborative, and open online learning environments that apply the metaliteracy goals and learning objectives is imperative for reaching global learners.
Members of the Metaliteracy Learning Collaborative, a team of faculty, librarians, and instructional designers, have created several tools, with student contributions, for teaching metaliteracy: a digital badging system, four metaliteracy-focused MOOCs, and a learning module for students making the transition from secondary to post-secondary education. Our most recent Open EdX MOOC project, Empowering Yourself In a Post-Truth World, will serve as a potential hybrid model based upon the knowledge gained from earlier projects. We will share our discoveries based on our experience conceptualizing and implementing these resources that have reached over 5,000 participants worldwide.
(full paper) The InfoLit project, led by the Hong Kong Polytechnic University, is a collaboration among all eight government- funded tertiary institutions in Hong Kong. The five sub- projects complement each other to enhance information literacy awareness and competence among students in the higher education sector: qualitative and quantitative studies to understand information literacy education needs of students in different disciplines, course enhancement funds for librarian-faculty collaborations, a librarian capacity building program, and the “InfoLit for U” MOOC.
“InfoLit for U” MOOC is a self-paced MOOC that highlights the importance of using information analytically, creatively and wisely to study at university and for the future careers. The focal module and the eight discipline modules introduce students to the situated aspect of information literacy in university research and study settings, and were underpinned with educational theories, e.g. informed learning (Bruce, 2003), Community of practice (Lave & Wenger, 1991) Bigg’s SOLO Taxonomy (1979), ACRL Information Literacy Framework 2015, and so on. Learning objects in our MOOC can also be embedded in learning management systems to support specific pedagogical designs. Even though the project ended in 2018, participating libraries continue to explore ways to sustain this initiative beyond the project period.
PDF:
LILG-2019_Wong-Yuen_InfoLit- Collaboration-8Univ-HongKong.pdf
(short paper) It is not clear which is the proper age for a student to start learning knowledge and skill in the information literacy field.
In our high school, with young learners from 11 to 18 years old, the target of our efforts is the second grade, with ages between 13 and 14.
The students are improving their information skill while learning another subject: spanish language and literature. Extra material has been added to the curriculum and the different learning tasks of the main subject are flavoured with requirements related to information literacy.
We have developed a competency rank to measure the competence of the students when dealing with information. This rank can be used to the first four years of high school and, more precisely, to the students of our second grade. They learn, firstly, to understand the library. After that, are introduced to the architectonical aspects of the Internet, including search engines, protocols and web structure. With that in mind, the main aspects of the bibliographical references are explained and they start working in the selection of sources. By the end of the year, students begin to check how some information are provided from different actors and its differences.
PDF:
LILG-2019_Garcia_IL-secondary-school.pdf
(full paper) Information Literacy has only recently been applied to frameworks and bench-marking for legal research skills in United States Law Schools. This paper seeks to answer two simple questions: what has IL done for legal research since AALL has adopted Standards and Competencies for Law Student Legal Research Skills, and what is the future of IL in legal research classrooms around the world?
PDF:
LILG-2019_Kim-Prieto_Law-Student-IL.pdf
(full paper) A massive open online course (MOOC) is an online space for learning with no prerequisites for entry. All content is delivered online and learners interact with the content by navigating through it, assessing their progress, writing down their knowledge, and sometimes interacting with other students. The European project Information Literacy Online is an example of a MOOC. It has a number of set goals: it should teach the basics of information literacy to undergraduate students, it should offer study in six European languages, it should deliver content that can be re-used, it should be used mostly by “self-paced” learners who progress at their own speed through the content, and subsequently assess and see their progress as they go.
The aim of this paper is to discuss how to build a multilingual MOOC in a location- independent and distributed collaboration scenario. The project requirements have shaped a content creation process, an authoring workflow, which we present in this paper. While the MOOC is delivered on the OpenEdX platform, the authoring workflow is centered around a versioning system which has allowed quality control processes, automated transformation processes, and the contribution of content from multiple places to occur in an asynchronous manner.
This paper describes the workflow, sketches the technical choices made in the process, the issues encountered and their workarounds and reports on the experience gained thus far.
PDF:
LILG-2019_Libbrecht-et-al_Creating_ILO_MOOC.pdf
(short paper) Information literacy (IL) [1] – and similarly digital literacy [2, 3] – want to convey skills to handle information and data, its use and the creation of new information and services. It emphasizes to teach competencies that enable learners to adapt to new environments and thus foster life-long learning. Artificial intelligence systems (AI) enter all kinds of areas, specifically the educational sector on all levels. For example, learning analytics and learning supportive services are established. Learners might see the opportunities of those services that promise to foster individual learning and skill development. At the same time, they need to develop novel kinds of literacy to understand and to apply AI. Thus, IL teaching and literacy frameworks need to consider an adaptation to recent changes that come with AI.
Our contribution wants to start a discussion within the IL expert field on how IL teaching needs to prepare learners for the new era of AI. We will discuss if IL teaching frameworks need to be adapted to foster AI literacy and moreover, how IL teaching concept can benefit from developments in AI. Based on a scoping review in AI in education, we will introduce current ideas of AI technology and applications and discuss them in relation to IL teaching schemes [2]. Following up the dialog of our IL working group [4], we want to contribute to current discussions on AI in education and the potential influence it might have on IL teaching, and reversely.
PDF:
LILG-2019_Weisel-Heck_IL-interplay-AI.pdf
The digitalization of many societal spheres is continuing and learning is more and more transformed into a digital or a blended experience. For many language communities, this requires the adoption of learning material from other languages. The translation of e-learning content, instructions and feedback leads to language issues, but also extends to the core of cultural identity. Learning involves many central aspects of social behavior touching many national differences. Thus regards addressing, power distribution, preferred learning style as well as the perceived relevance of content and the typical ways of performance review. The workshop gives the participants the opportunity to reflect these topics from various angles. The issues are introduced from a pragmatic perspective based on case studies and from a theoretical perspective of cultural dimensions. In group discussion, the priority of and the relationship between the topics as well as concrete examples can be discussed.
Academic Libraries and Vendors are always exploring new ways in helping students develop critical thinking and advanced research skills. This session’s panel will discuss how students are using the wide variety of interactive tools available across databases and digital collections offered by vendors and other institutions.
Over the past twenty years, numerous primary source collections have been digitized and made available online both by vendors and institutions. Examples of other digitization efforts include but are not limited to the Flickr Commons, Internet Archive, Europeana Collections, etc. Students can now take advantage of both paid and freely available content. Not only are they interested in accessing the materials, but also in learning by “recreating the past.” The question is: how are students using the wide variety of interactive tools available across databases and digital collections (both subscription-based and free content)? The goal of this paper is to explore the innovative ways in which academic libraries are promoting the discovery and use of primary sources for pedagogical and research purposes. Whether that’s related to data visualization, contextual essays, and case studies or interactive chronologies, we’ll open the conversation to learn and share more with each other. A small group activity will follow the short panel presentation. The audience will break out into groups to brainstorm creative ways in which their academic libraries are using the interactive tools to help students develop critical thinking and advanced research skills. Then, they will reconvene to share examples of best practices.
The Conference is a final part of the Erasmus+ Project Information Literacy Online, a European project to improve students’ competencies:
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