Investigating Algorithmic Misconceptions in a Media Context: Source of a New Digital Divide?

Algorithms are widely used in our data-driven media landscape. Many misconceptions have arisen about how these algorithms work and what they can do. In this study, we conducted a large representative survey (<em>N</em> = 2,106) in the Netherlands to explore algorithmic misconceptions. Results showed that a significant part of the general population holds (multiple) misconceptions about algorithms in the media. We found that erroneous beliefs about algorithms are more common among (1) older people (vs. younger people), (2) lower-educated people (vs. higher-educated), and (3) women (vs. men). In addition, it was found that people who had no specific sources to inform themselves about algorithms, and those relying on their friends/family for information, were more likely to have algorithmic misconceptions. Conversely, media channels, school, and having one’s own (online) experiences were found to be sources associated with having fewer algorithmic misconceptions. Theoretical implications are formulated in the context of algorithmic awareness and the digital divide. Finally, societal implications are discussed, such as the need for algorithmic literacy initiatives.

Investigation into library staff attitudes, knowledge and skills relating to information literacy in NZ public libraries

<p>The National Library of New Zealand defines information literacy as "locating, evaluating, managing and using information effectively from a range of sources for problem solving, decision making and research". The attitudes and the attributes of staff involved in all aspects of information literacy will have implications for both formal information literacy initiatives and one-on-one instruction undertaken in public libraries. This study investigated the attitudes, knowledge and skills that reference staff in New Zealand public libraries hold in relation to information literacy. The study employed a mixed methods approach using a self-completion questionnaire and in-depth interviews. This study shows that overall library staff have a high level of knowledge and awareness of what information literacy is. The importance of people being information literate is recognised and the public library's role in this acknowledged. Skill levels varied across the skill areas related to information literacy and between library staff. Library assistants have lower levels of skills than the overall sample whilst holders of library qualifications reported higher skill levels. The results have implications for professional development of staff in the area of information literacy.</p>

Investigation into library staff attitudes, knowledge and skills relating to information literacy in NZ public libraries

<p>The National Library of New Zealand defines information literacy as "locating, evaluating, managing and using information effectively from a range of sources for problem solving, decision making and research". The attitudes and the attributes of staff involved in all aspects of information literacy will have implications for both formal information literacy initiatives and one-on-one instruction undertaken in public libraries. This study investigated the attitudes, knowledge and skills that reference staff in New Zealand public libraries hold in relation to information literacy. The study employed a mixed methods approach using a self-completion questionnaire and in-depth interviews. This study shows that overall library staff have a high level of knowledge and awareness of what information literacy is. The importance of people being information literate is recognised and the public library's role in this acknowledged. Skill levels varied across the skill areas related to information literacy and between library staff. Library assistants have lower levels of skills than the overall sample whilst holders of library qualifications reported higher skill levels. The results have implications for professional development of staff in the area of information literacy.</p>

Unlocking the Potential of School Libraries: What Actions are New Zealand Primary School Principals Taking to Integrate the School Library in Information Literacy Initiatives? Final Report

<p>Information literacy is implicit in the national education curriculum’s key competencies for students, yet primary schools lack an explicit path to develop students’ information skills. The literature shows that school library programs can foster information literacy and improve student achievement, with the principal’s support identified as a significant factor. This study investigates the actions of New Zealand primary school principals to integrate the school library in information literacy initiatives. An online survey collected quantitative and qualitative data from a random sample of primary school principals, stratified by decile rating to reflect the school population in microcosm. Sixty-nine responses were collected and the low response rate meant it was not possible to generalise the results of the survey. Key findings of the research were that a majority of principals supported information literacy initiatives through advocacy; professional development; use of external support; student assessment; separate library budgets; and reasonable library opening hours. A minority maintained a separate information literacy policy; adequately resourced the library with trained staff; or promoted collaborative planning between teaching and library staff through flexible scheduling of class library time. Actions were not affected by decile rating but differences by school size and locale were identified, particularly for small and rural schools. Principals’ perceptions of information literacy did not appear to affect their actions. Suggestions for further research are made to expand upon the findings.</p>

Unlocking the Potential of School Libraries: What Actions are New Zealand Primary School Principals Taking to Integrate the School Library in Information Literacy Initiatives? Final Report

<p>Information literacy is implicit in the national education curriculum’s key competencies for students, yet primary schools lack an explicit path to develop students’ information skills. The literature shows that school library programs can foster information literacy and improve student achievement, with the principal’s support identified as a significant factor. This study investigates the actions of New Zealand primary school principals to integrate the school library in information literacy initiatives. An online survey collected quantitative and qualitative data from a random sample of primary school principals, stratified by decile rating to reflect the school population in microcosm. Sixty-nine responses were collected and the low response rate meant it was not possible to generalise the results of the survey. Key findings of the research were that a majority of principals supported information literacy initiatives through advocacy; professional development; use of external support; student assessment; separate library budgets; and reasonable library opening hours. A minority maintained a separate information literacy policy; adequately resourced the library with trained staff; or promoted collaborative planning between teaching and library staff through flexible scheduling of class library time. Actions were not affected by decile rating but differences by school size and locale were identified, particularly for small and rural schools. Principals’ perceptions of information literacy did not appear to affect their actions. Suggestions for further research are made to expand upon the findings.</p>

Black Youth Poetry of 2020 and Reimagined Literacies

In response to anti-Black policing in 2020 that led to the deaths of George Floyd and Breonna Taylor, Black children and teens turned to poetry as a means to channel their self-described terror, rage, pain, horror, tiredness, and need for change. Reminiscent of the poetry of the Black Arts Movement and works published in The Black Panther newspaper, these poems, many of which call for a “revolution,” are reflective of young people’s critical engagements with the world and the word. With critical literacy as a framework, I engage in critical discourse analysis to determine how the young poets reimagine literacy as they protest anti-Black policing and racism. By focusing on young people’s own grassroots literacy initiatives, which call for the reimagination of blackness and whiteness, and demand truth, justice, and reimagined futures, I demonstrate how educators can reimagine literacy practices to center students’ criticalities and prioritize racial justice.

Strengthening the competencies of policy makers for better use of data in public policy design1

Statistical literacy is one of the main areas of work of the Global Network of Institutions for Statistical Training (GIST) established in 2017. While the scope of statistical literacy initiatives will range greatly from those intended for school children and teachers to those aimed at media representatives or general public, one of the areas where a dedicated Task Team of the GIST set out to undertake a more detailed analysis was related to the core data competencies for policy makers. The adoption of the Sustainable Development Goals by UN member States has led to a growing awareness around the importance of timely, robust, quality and disaggregated data for informing public policies and decisions and providing a solid evidence to address a number of complex policy issues related to ensuring more equitable policy outcomes and more coherence decision-making across different dimensions of sustainable development and different levels of governance from global to national and local. This article presents the results of a survey conducted by the GIST Task Team on Statistical Literacy back in 2018 with the participation of policy makers from various UN Member States, reviews core data competencies for policy makers, presents the free, self-paced e-learning course developed by UN Institute for Training and Research (UNITAR), UN Statistics Division and UN Economic Commission for Africa (UNECA) with support from the Swiss Government and using UNITAR’s Quality Assurance Framework, and discusses the ongoing work of the GIST on the inventory of statistical literacy initiatives as a new product developed by the dedicated Task Team.