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In the past year, many educational institutions began to address the challenge of digital misinformation. As head of a multi-institutional projectthat addresses these issues, I found this heartening. Less encouraging, however, was the persistence of many myths about how misinformation works, what its risks are and how we might address it. In the hope we might have a more productive 2019, I thought I’d outline some of those myths and realities below. 
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Scoop.it!
Does your focus on information literacy teaching effect your service delivery to the detriment users? Here are some possibly heretical thoughts to keep in mind when trying to deliver big library in...
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Sirje Virvus (Tallinn University) talked about Information Literacy in Europe: Ten Years Later following up from her much-cited 2003 paper, at the European Conference on Information Literacy. She started by summarising conclusions from the 2003 paper (which is linked below). She went on to talk about her doctoral work, an exploratory study of online distance learning in higher education in Europe, with the research question What is the nature of successful information literacy educational practice and what are the factors which influence this?
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Recent research indicates a high recall in Google Scholar searches for systematic reviews. These reports raised high expectations of Google Scholar as a unified and easy to use search interface.
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Conclusion The reported relative recall must be interpreted with care. It is a quality indicator of Google Scholar confined to an experimental setting which is unavailable in systematic retrieval due to the severe limitations of the Google Scholar search interface. Currently, Google Scholar does not provide necessary elements for systematic scientific literature retrieval such as tools for incremental query optimization, export of a large number of references, a visual search builder or a history function. Google Scholar is not ready as a professional searching tool for tasks where structured retrieval methodology is necessary.
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ACRL’s Information Literacy Competency Standards for Higher Education (“the Standards”) were first adopted in 2000. Since then the Standards have become one of, if not the most essential document, related to the emergence of information literacy as a recognized learning outcome at many institutions of higher education. In the vast collection of research and writings about information literacy, the Standards are cited thousands of times. Put simply, ACRL’s Standards are the de facto definition of information literacy. Though they have served the academic library profession well over the past thirteen years, the current standards are showing their age. It is time for our association to engage in a process to rethink and reimagine them for the next generation of academic librarians, college students and the faculty.
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