2024 Global Media and Information Literacy Week Information Literacy & School Library Sections Joint Webinar #GlobalMILWeek

Date: October 28, 2024

Time: 15:00 (Europe, winter time, UTC+1) / 10:00 am (New York, USA, UTC-4)   Time Converter

Chair: Elizabeth A. Burns (USA), Old Dominion University, IFLA SL Mentor

Speakers:

• Damiano Orrù (Italy), Vilfredo Pareto Library, University of Rome Tor Vergata
• Rebecca Morris (USA), School of Computing and Information, University of Pittsburgh
• Leen d’Haenens (Belgium), Media Culture & Policy Lab, Katholieke Universiteit Leuven

Program Outline (Europe winter time, UTC+1):

• 15:00 – 15:10: Greetings from the ILS and SLS officers and the webinar facilitator
• 15:10 – 16:00: Presentations (pre-recorded by the speakers)
• 16:00 – 16:30: Live Q&A with the presenters

Presentation Titles and Speaker Bios:

• Damiano Orrù (Italy), Librarians for A.I. literacy in Italy: biblioSkill

Damiano Orru is a member of the Information Literacy Observatory of the Italian Library Association (AIB). He has been a librarian since 1999 at the Economic Area Library “Vilfredo Pareto” at the University of Rome “Tor Vergata.” Since 2017, he has been a library volunteer and blogger for biblioVerifica, an independent member of the European network SOMA (Social Observatory for Disinformation and Social Media Analysis). He is an expert in “Innovative Sustainability Reporting,” “FAIR Research Data Management – Data Stewardship,” and in “Indexing paper, multimedia, and electronic documents in a digital environment.”

• Rebecca Morris (USA), Be Kind and Save Time: Exploring Generative AI for Creating Accessible Learning Materials

Rebecca J. Morris, MLIS, PhD, is a teaching associate professor at the University of Pittsburgh School of Computing and Information. She earned her MLIS and PhD at the University of Pittsburgh and B.S. in elementary education at Pennsylvania State University. Dr. Morris teaches courses in school librarianship, children’s library materials, and teaching and learning in libraries. She has published research articles and professional learning materials in publications including School Library Connection, School Library Research, Knowledge Quest, School Libraries Worldwide, Teacher Librarian and the Journal of Research on Young Adults in Libraries. She is the author of The School Librarian’s Compass: Stories to Help You Find Your Way (Bloomsbury/Libraries Unlimited 2023). Dr. Morris is a former elementary classroom teacher and middle school librarian.

• Leen d’Haenens (Belgium), Balancing Stakeholder Interests in Media Literacy and Digital Skills Interventions: A Guide for Researchers — Insights from the REMEDIS Project

Leen d’Haenens is a full professor in the Department of Communication Science at KU Leuven, Belgium. She heads the Media Culture & Policy Lab and is a member of various research institutes, including the Leuven Centre for the Study of Islam Culture and Society (LCSICS), the KU Leuven Digital Society Institute (DigiSoc), and the KU Leuven Child & Youth Institute (L-C&Y). She also serves on several councils, program committees, and holds network memberships. She is a core participant in several well-known international cooperation projects such as REMEDIS and ySKILLS. She advised the Flemish government as well as the European Commission about the role of governments in steering media literacy, on ways to foster the development of online resilience and online coping strategies targeted at children at risk.

Suggested Reading:

1. FAIFE, I. (2020). IFLA statement on libraries and artificial intelligence.
   https://repository.ifla.org/items/8c05d706-498b-42c2-a93a-3d47f69f7646
2. Frau-Meigs, D. (2024). User empowerment through media and information literacy responses to the evolution of generative artificial intelligence (GAI).
   https://unesdoc.unesco.org/ark:/48223/pf0000388547
3. Holmes, W., & Miao, F. (2023). Guidance for generative AI in education and research. UNESCO Publishing.
   https://www.unesco.org/en/articles/guidance-generative-ai-education-and-research
4. Sabzalieva, E., & Valentini, A. (2023). ChatGPT and artificial intelligence in higher education: Quick start guide.
   https://www.iesalc.unesco.org/wp-content/uploads/2023/04/ChatGPT-and-Artificial-Intelligence-in-higher-education-Quick-Start-guide_EN_FINAL.pdf
5. Shimmon, R., & General, S. The IFLA Internet Manifesto.
   https://www.ifla.org/news/iflas-internet-manifesto-2024-why-is-it-relevant-and-who-will-benefit-from-it/
6. Arellano Douglas, V. (2020). Moving from critical assessment to assessment as care. Communications in Information Literacy, 14 (1), 46-65. https://doi.org/10.15760/comminfolit.2020.14.1.4
7. CAST. (2024). About Universal Design for Learning (UDL). https://www.cast.org/impact/universal-design-for-learning-udl
8. Harnish, R. J., & Bridges, K. R. (2011). Effect of syllabus tone: Students’ perceptions of instructor and course. Social Psychology of Education, 14(3), 319-330. https://doi.org/10.1007/s11218-011-9152-4
9. McMurtrie, B. (2023, May 26). How ChatGPT could help or hurt students with disabilities. The Chronicle of Higher Education. https://www.chronicle.com/article/how-chatgpt-could-help-or- hurt-students-with-disabilities
10. Moorefield-Lang, H., Copeland, C. A., & Haynes, A. (2016). Accessing abilities: Creating innovative accessible online learning environments and putting quality into practice. Education for Information, 32(1), 27–33. https://doi.org/10.3233/EFI-150966
11. Onufer, L. (2024, Jan. 12). Using generative AI to create more accessible student learning experiences. UTimes. https://www.utimes.pitt.edu/news/teaching-pitt-using
12. Wright-Mair, R. (2020, July 17). A work of heart: Critical compassionate pedagogy in the face of adversity. Diverse: Issues in Higher Education. https://diverseeducation.com/article/184482/
13. REMEDIS project: https://remedis-chanse.eu/