Information Literacy Seminar

13.20 – Thursday 6th July

Beyond “Grey in Sepia”: Empowering the everyday life information literacy of Syrian new Scots
This paper presents the research findings of ‘Lost in Information? Syrian new Scots Information Literacy Way-finding practices’ research project, which was funded by the Information Literacy Group (ILG) of the Chartered Institute of Library and Information Professionals. The research was conducted via semi-structured interviews with Local Council Leads for Syrian Integration and focus groups with Syrian refugees in the North of Scotland.The research explored Syrian refugees’ ‘ways of knowing’ for addressing critical social inclusion needs (e.g. housing, welfare, education, benefits, employability, rights and entitlements), the barriers (e.g. English language, socio-cultural differences) and enablers (local community support, new technologies and media) they encounter and the characteristics of current information services available. The paper makes a set of recommendations on how to best aid Syrian newcomers in their resettlement, adaptation and social inclusion by supporting them with added-value local information services.

Dr Konstantina Martzoukou, Senior Lecturer / PG Programme Leader Information Management, Robert Gordon University

Dr Konstantina Martzoukou is a Senior Lecturer and PG Programme Leader for Information Management at the Robert Gordon University in Aberdeen, Scotland. She is a member of the Editorial Advisory Committee of Library Management Journal and currently Guest Editor of a Special Issue on the ‘Future Role of Librarians”. Konstantina’s research encompasses a number of interlinked areas with a focus on information seeking behaviour and information literacy within diverse contexts. Her latest research, funded by the Information Literacy Specialist Group of the Chartered Institute of Library and Information Professionals, addresses the information related experiences and information literacy practices of Syrian new Scots (the Syrian refugees in Scotland) during their resettlement and integration.

Bookending HE: supporting transition and transformation at both ends of the curriculum

Information literacy is about ways of seeing, and being in, the world. However, it is at its most visible in higher education, with many of our models and frameworks foregrounding the development of critical information practices and dispositions within an academic context. How can we acknowledge and connect with students’ experiences of learning and meaning-making before, after and outside the academic community of practice?

UEA Library has designed two VLE-based ‘pseudo-MOOCs’ to support the transitional learning phases at the beginning and end of the undergraduate journey. The Information Trails induction package addresses the transition into HE, and the embedded, credit-bearing SAIL module supports the evolution from directed learning to lifelong professional development. These courses address concepts of identity and agency alongside critical information practices, and are designed to help students reflect on, extend and actively manage their own learning. By ‘bookending’ the academic curriculum in this way, we hope to expand the experience of IL beyond HE into social, personal and lifelong learning contexts.

Emma Coonan, Information Skills Librarian, University of East Anglia

Emma is the Information Skills Librarian at UEA (University of East Anglia), Norwich. She holds an MSt and PhD in literary theory and an MSc in Information and Library Management, and is a Fellow of the Higher Education Academy. Emma’s chief research interests are information literacy, academic development and the scholarship of teaching and learning.

In 2011 she was seconded to a fellowship at Wolfson College, Cambridge, to develop ‘A New Curriculum for Information Literacy’ in collaboration with Dr Jane Secker of City University. Since then she has jointly edited two books and is currently writing two more. In June 2015 she became Editor-in-Chief of the Journal of Information Literacy.

She spends an unfeasible amount of time on trains and drinks far too much espresso.

The epidemic of misinformation about vaccinesWhilst most people vaccinate, some groups or individuals delay or refuse vaccines due to concerns about safety, whether real or perceived, and concerns about information (including mis-information or mis-trust in information). Public concerns about vaccines have occurred around the world, spreading quickly and sometimes leading to vaccine refusals and disease outbreaks.
The presentation will explore case studies on non-vaccination of measles containing vaccine (MCV) and concerns around HPV vaccine globally. This talk will attempt to address the question of how misinformation can undermine public health, exploring selective exposure, selective perception and the issue of multiple realities.

Dr Pauline Paterson, Research Fellow and co-director of The Vaccine Confidence Project, London School of Hygiene & Tropical Medicine

Dr Paterson has been researching issues of public confidence in immunisations since 2010. Specific research activities include qualitative analysis of parental reasons for not vaccinating their child with influenza vaccine in England, analysis of concerns surrounding HPV vaccine in India and Japan, and a systematic review on public trust in vaccination.
Dr Paterson is a member of the National Institute for Health Research (NIHR) Health Protection Research Unit (HPRU) in Immunisation in partnership with Public Health England. Dr Paterson has a PhD in Epidemiology, an MBA, and an MSc from Imperial College London.

Session Chair: Stéphane Goldstein, Executive Director, InformAll

Since early 2016, Stéphane Goldstein has been Executive Director of InformAll which, through research, analysis and facilitation, promotes the relevance, importance and benefits of information literacy in the library world and beyond. He is the author of reports, articles and other material on the relevance and applicability of IL to a range of settings. Before that, he spent 10 years at the Research Information Network (RIN), where he led on information literacy activities; there, he was also responsible for project management and policy formulation in the broad area of information as a input and output of the research process. He previously worked in a range of science and research policy roles at the Medical Research Council and Research Councils UK.