IATUL Webinar Series: Information Literacy in an International Context

IATUL SIG Information Literacy Webinar Series

The SIG IL webinar series is open to everyone who is interested in information literacy in an academic environment and covers a wide range of topics.

The IATUL Special Interest Group for Information Literacy (SIG IL) promotes collaboration and sharing of best practices among IATUL members in the area of information literacy. In accordance with IATUL's organizational profile the focus of the special interest group is on information literacy methods, theory and practices specific to higher education.

The webinar series took place in 2018. The recordings are now available online for everyone who is interested.

Tina Hohmann & Caroline Leiss: Academic Identity Management
Recording: https://mediatum.ub.tum.de/1453234
Abstract:
How can you make sure that you get credit for all of your scientific publications? In this webinar we will explain the concept of academic identity management and present the main identity systems: ORCID, ResearcherID, Scopus Author Identifier and Google Citations. You will find out which system is useful for you and how to create and maintain your author profiles.

Yuyun W. Ishak: How can I teach information literacy classes? I’m a librarian, not a teacher
Recording: https://mediatum.ub.tum.de/1452093
Abstract:
Most librarians may not have formal training or degree in education and pedagogy. Therefore, librarians, especially those new to the profession, might find teaching information literacy (IL) as challenging. Even the most experienced librarian might find it challenging to find new creative ideas to use in the classroom. Trainings, courses and self-learn may address this issue. This sharing, however, is exploring a different approach: an informal, yet structured sharing between librarians, to bounce ideas, explore possibilities and use wide range of tools.

Sharon Karasmanis & Caroline Ondracek: Library as partner in Curriculum Design at La Trobe University
Abstract:
At La Trobe University support for information literacy skill development is a partnership between teaching staff, educational designers, educational developers and librarians.  To embed digital and information literacy skills into the curriculum Library staff collaborate at the subject design stage to map the capabilities students need. This process ensures that digital and information literacy skill development is embedded at an appropriate scholarly level and relevant skills practice and assessment is part of subject design where required.  This webinar explores what is involved in this process for library staff including creation of assessment support, curation and sourcing of resources to support weekly skills scaffolding and learning, and student support via face-to-face and online activities.

Dr Simone Kibler: “Lost in Antarctica” - a game-based approach on teaching information literacy
Recording: https://mediatum.ub.tum.de/1452081
Abstract:
"Lost in Antarctica” is a game-based blended-learning platform for about 150 students of industrial engineering and management who get credit points for the successful completion of 12 levels representing important topics of IL. The application is accessible to all interested institutions through its open-source structure. The learning scenario is embedded in a storyboard. In this webinar, you can learn more about a new and innovative way for teaching IL.

Janine Lockhart: Case study of an information literacy integration journey at the Cape Peninsula University of Technology (CPUT)
Recording: https://mediatum.ub.tum.de/1462492
Abstract:
This webinar will focus on the journey of integrating information literacy into the curriculum at the Cape Peninsula University of Technology (CPUT).  This includes policy development, setting-up a university Information Literacy Committee (ILC), reporting structures, curriculum development, registering of a short course called Certificate of Information Literacy (CIL) that was incorporated within a first-year subject, assessment instruments used, move from a short course to a compulsory weighted component for IL of 15% within a first-year subject.