Search results

The purpose of this paper is to reflect on the meaning of fake news in the digital age and on the debate on disinformation in scholarly literature, in the light of the ethics of library and information profession.

Revision of a keynote address at the BOCATSSS2020 conference, this paper offers an overview of current literature comparing it with a moment in the past that was crucial for information: post-Second World War time, when Wiener (1948) founded cybernetics and C.P. Snow advocated for “The two cultures” (1959).

The complex issue demands a multi-disciplinary approach: there is not one solution, and some approaches risk limiting the freedom of expression, yet countering the phenomenon is a moral obligation for library and information science professionals.

Comparing the present digital revolution with the past, this paper opens questions on the ethical commitment of information professionals.

The purpose of this paper is to review the latest management developments across the globe and pinpoint practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

It is a reality of current academic internet discourse that it is increasingly conducted in the English language. As the internet continues its exponential growth, it has become an invaluable forum for the sharing of ideas and information in a global community. The problem arises for those in various fields and disciplines who do not speak, read or write English. This has been a problem addressed among in‐service librarians in Italy: non‐English speaking librarians are at a disadvantage when communicating with foreign libraries and vendors, or accessing research and debate on their own discipline. Matilde Fontanin's article, “Developing an English course for in‐service librarians”, describes the creation and delivery of an English language course for such workers by the University of Padua.

Provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to‐digest format.

The purpose of this paper is to relate an experience which tried to veer the focus of traditional workplace learning towards blended learning in an Italian University. The question is whether this will really contribute to creating a community in a situation where people have little opportunities to have contact and exchange ideas and practices. Tutor support and careful induction sessions will help make everyone more comfortable with the new technology by showing the opportunities it opens up.

The evidence taken into consideration refers to the initial phases of the project: leading a needs assessment survey and introducing library staff to the new system, both as learners and teachers. Courses have been organized and surveys have been drawn to collect the participants' impressions.

Actually, it seems that learning is enhanced when related to real situations, and so is interaction and involvement of participants, notwithstanding age and background differences: this seems to be even more true for online environments.

This is a report about a particular experience from which is drawn a series of considerations useful for practice: it is not intended as a wide scope study on e‐learning application to workplace learning and development.

The experience described here builds up a basis for a new mode of delivering learning experiences at work, while at the same time trying to create a sense of belonging and community.

Though not aiming at drawing conclusive statements on the subject, the paper analyzes the impact of blended learning in an organizational environment where differences in age, education and relative isolation of single workers are the rule. This applies to most library systems and larger organizations, therefore the experience can build up a basis for critical thought in sketching workplace development plans for larger libraries and library systems.

The purpose of this study is to describe the design and delivery of an English language course aimed for in‐service librarians and to report about the effects of the blended delivery mode on the learning experience.

The paper describes the broader context in which the course was developed, its goals, the way it was planned and delivered in a blended mode, the participants' perception at the end of the course and after one year and the Learning Management System which was used (Moodle).

Blended learning in workplace instruction is very fruitful, especially when applied to language learning, as it allows one to establish a collaborative environment and to stretch the learning experience over a longer time, at the same time limiting the absence from work. This involvement is possible only when the topics are close to the participants' professional interests and the teacher stimulates collaboration.

The course model could build up the basis for a continuous workplace instruction, especially in the academic environment where e‐learning tools are already available.

There is not much literature on teaching English to librarians. Though based on some wider reading, most of the considerations come from the experience of the teacher, a librarian with a language teaching background, and therefore are based heavily on real situations. It could be useful to any organisations who are thinking of starting an in‐service blended learning experience.