Data literacy and digital inclusion: taking a critical approach

Dr Sharon Wagg is a lecturer in Library and Information Management in the Information School at the University of Sheffield. She graduated in 2021 with a PhD from Loughborough University from the Centre of Information Management. Funded through the Mark Hepworth scholarship, her PhD explored digital inclusion initiative provision in UK rural communities. Her principal research interest lies in digital inclusion, inequalities in accessing and using information, and the influence of digitalisation on organisations, work, learning and society. Much of Sharon’s research has involved working with policy makers, social enterprises, third sector organisations, and digital infrastructure stakeholders operating in the digital inclusion sphere. Sharon teaches on the Librarianship and the Library and Information Services Management MA programmes at the Information School.

Upskilling information literacy librarians in becoming data literate. Lessons from Durban University of Technology Library, South Africa

Mr Thomas is a Library Manager at the Durban University of Technology, South Africa. He holds a Masters in Information Technology from the University of Pretoria and is currently engaged with his doctoral study. In addition to working with librarians to integrate information literacy into the academic curriculum, his portfolio includes library staff development.

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.

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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.

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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.

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.

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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.

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