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Scoop.it!
One of the things I’ve been trying to convince people for the past year and a half is that the only viable literacy solution to web misinformation involves always checking any information in your stream that you find interesting, emotion-producing, or shareable. It’s not enough to check the stuff that is suspicious: if you apply your investigations selectively, you’ve already lost the battle. 
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Scoop.it!
An entrepreneurial librarian takes the embedded librarian concept one step further at a completely on-line university and markets the virtual library to students, faculty and administration rather than wait for customers to come to the library. York and Vance (2009) make the observation that “one obstacle to marketing an embedded librarian service is that there is no consensus on what to call this practice” (p. 206). This librarian agreed and as her goal was to “win favor and confidence by imperceptible degrees” (Merriam-Webster, 2013) she chose to call it insinuation of the library.
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Scoop.it!
Last year at OER I was carried away on a cloud of enthusiasm and promised faithfully to write a blog post. This year’s OER is staring me in the face and I have done nothing about it! So here are my thoughts on designing and building a web based resource. They are derived from a chapter that I wrote called Parallel lines in Distributed Learning: Pedagogy and Technology in Online Information Literacy Instruction edited by Tasha Maddison and Maha Kumaran, Chandos, 2016 – but basically I have chopped it right down and dumped the literature review! I apologise in advance if it comes under the heading of “teaching Granny how to suck eggs!”
Scoop.it!
Primary Research Group has published The Survey of Best Practices in Developing Online Information Literacy Tutorials, ISBN 978-1-57440-247-6. The study looks closely at how academic libraries are developing and deploying online information literacy tutorials exploring issues such as spending, budgets, staffing, range and qualifications of staff used for tutorial development, software use, time frame for tutorial development, conceptions of what constitutes a quality tutorial, assessment of library efforts, marketing to students and faculty, cooperation with other institutions, frequency of tutorial revision, measurement of student outcomes, and other issues in the development and use of online information literacy tutorials.
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