Allison Littlejohn (Dean (Learning & Teaching) of the College of Social Sciences, University of Glasgow) - [Un]intended consequences of educational change: The need to focus on literacy development (watch online)
Cambridge Information Literacy Network (2019) Snippets from our LILAC diaries [Online]. Available at: https://camiln.org/2019/05/03/snippets-from-our-lilac-diaries/ (accessed: 7 May 2019).
Grigsby, K. (2019) LILAC 2019 – ‘Visual literacy and the expression-idea continuum’ [Online]. Available at: http://idl.group.shef.ac.uk/2019/04/26/lilac-2019-visual-literacy-and-the-expression-idea-continuum/ (accessed: 7 May 2019).
Hutchinson, E. (2019) LILAC 2019: The Information Literacy Conference for librarians [Online]. Available at: https://www.elizabethahutchinson.com/blog/lilac-2019-the-information-literacy-conference-for-librarians (accessed: 7 May 2019).
Mason, L. (2019) LILAC 2019 Conference part 1… in which ourhero encounters a famous author, a purple notebook, and an inspirational keynote speaker [Online]. Available at: https://geh.wordpress.ptfs-europe.co.uk/2019/04/24/lilac-2019-conference-part-1-in-which-our-hero-encounters-a-famous-author-a-purple-notebook-and-an-inspirational-keynote-speaker/ (accessed: 3 May 2019).
Mason, L. (2019) Lilac conference day 2- only slightly late! [Online]. Available at: https://geh.wordpress.ptfs-europe.co.uk/2019/04/26/lilac-conference-day-2-only-slightly-late/ (accessed: 3 May 2019).
Mason, L. (2019) Clinical Librarian post- I’ve got the lavenders [Online]. Available at: https://geh.wordpress.ptfs-europe.co.uk/2019/05/02/clinical-librarian-post-ive-got-the-lavenders/ (accessed: 3 May 2019).
McKinney, P. (2019) [Un]intended consequences of educational change: The need to focus on literacy development #lilac19 [Online]. Available at: http://information-literacy.blogspot.com/2019/04/unintended-consequences-of-educational.html?m=0 (accessed: 7 May 2019).
McKinney, P. & Webber, S. (2019) Information Literacy Weblog (#lilac19 blog posts) [Online]. Available at: http://information-literacy.blogspot.com/search/label/lilac19?m=0 (accessed: 7 May 2019).
Sobel, K. (2019) Conferences & the environment: high five to LILAC! [Online]. Available at: https://karensobel.co/2019/04/30/conferences-the-environment-high-five-to-lilac/ (accessed: 7 May 2019).
thelibrarianerrant (2019) Speaking and listening: 2019 LILAC conference [Online]. Available at: https://thelibrarianerrant.wordpress.com/2019/04/30/speaking-and-listening-2019-lilac-conference/ (accessed: 7 May 2019).
Webber, S. (2019) Health literacy: information literacy for life #lilac19 [Online]. Available at: http://information-literacy.blogspot.com/2019/04/health-literacy-information-literacy.html?m=0 (accessed: 7 May 2019).
Andreassen, H., Jetten, M., Låg, T., van der Meer, H. & Schoutsen, M. Can research data improve how we live, learn and act? The use of open data in teaching and the role of the library.
Ball, C. & White, J. Wiki Literacy: using Wikipedia as a teaching tool.
Baume, D., Secker, J. & Woolfenden, K. Collaborating in the development and integration of information and other learning literacies.
Brookbank, E., Hon, Y., Flynn, D., McCluskey Dean, C. & Lacey, S. This could get messy: critical library pedagogy in practice.
Cooper, T. & McKay, A. Uncharted territory: supporting a pilot programme of trainee nursing associates.
Corrall. S., Delaney, M. & Cleary, A. Librarians as teachers: reframing our professional development.
Courage, K. & Matthews, C. Peer to peer videos, to support student research.
Coveney, C., Mears, W., Kassem, H. & Kontou, V. Here's one you made earlier? Reframing digital literacies in the language of students and employers.
DaCosta, J. & Varela, M. The never-ending journey: improving student support and understanding.
Divall, P., Reid, C. & Glover, S. A journal club or mad hatter's tea party?
Evans, L. & Sobel, K. When the library one-shot goes online: what to let go, what to keep, what to build.
Flynn, D., Collins, B. & Clarke, S. "It's dangerous to go alone! Take this"; Developing a role-playing video game for library induction.
Grant, V., Mallalieu, R. & Haworth, A. Visual literacy and the expression-idea continuum.
Grundy, D. & Prescott, G. From leaping to flying: LEAP Online 12 months on.
Hickman, H. 'I f**k up too’: imposter syndrome, new professional identity and destabilising your position of authority with intent.
Jones, J. & Bennett, A. Exploring the 'how and the now' of online learning for PGT students.
Kassem, H. & Durham, F. "Is there anybody there?” Designing effective and engaging live online information literacy teaching.
Kahout-Tailor, J. Using feminist pedagogy to transform information literacy instruction.
Koltay, T. & Dobreva, M. R2DaLT: thoughts about teaching data literacy.
Lloyd, A., Inskip, C. & Hicks, A. Communicating curiosity: developing a clear and manageable information literacy research question.
Long, J. & Hicks, J. Fake news for the masses: evaluating news sources through active learning.
McAndrew, E. & Highton, M. Embedding Wikipedia in the curriculum.
McCluskey Dean, C. & Martzoukou, K. Identifying and facilitating a community of practice in information literacy: collaborative learning at a university.
McKinney, P., Hicks, A., Martzoukou, K. & Secker J. Information literacy in everyday life: the role of information literacy practitioners, researchers and the Information Literacy Group.
Moes, S., Valkenberg, S. & van de Blaak, R. Collaboration of library and students: increasing outreach of the student thesis.
Morris, D. & Tolland, A. Learning diaries: engaging students as partners in online learning design.
Panes, M., Reichler, F., Cobolet, N., Grolimund, R. & Salamin, C. Making a game relatable: blending instructions and real-world concepts.
Perera, S., Hartiss, R. & Sinclair, A. From strategy to reality; the nuts and bolts of embedding a skills framework within the curriculum.
Perera, S., Peppard, C. & Sinclair, A. Transition to university; information literacy skills through gamification and peer-learning.
Pichel, J. Get fit for the ACRL framework.
Pitts, J., Mallon, M. & Upson, M. Critical thinking for complex times: how the New Literacies Alliance leverages inter-institutional expertise to teach literacies online.
Phillips, K., Roles, E. & Thomas, S. I'm not calling you a liar, but don't lie to me: getting personal with source evaluation.
Schmillen, H., Saines, S., Wochna, L. & Intrator, M. Learning to teach, teaching to learn: a librarian community of practice cultivates a microteaching program.
Schoutsen, M. & van Putten, S. Libraries and privacy: the birth of an online course.
Secker, J., Morrison, C., Sewell, C., Wyber, S. & Taylor, S. Information literacy and Open Access: two movements - one aim?
Smith, L. & Archer, A. Stepping into the unknown: teaching information literacy skills through blended learning.
Stiller, J. & Trkulja. V. Shaping information literacy education for the empowerment of refugees.
Taylor, D. & Clark, S. Holistic scaffolding and the pedagogy of charity.
Tilley, E. & Reid, C. Frameworks, pathways and relationships: bringing about change in a complex organisation.
Toerien, D & Harrow, D. Information literacy: necessary but not sufficient for 21st century learning.
Turner, K. & Morris, L. Peer-reviewed library teaching: reflections, background and practicalities.
Velasco, M., Salamin, C. & Cobolet, N. How to integrate high skills in copyright instruction at University.
Walsh, A. & Reynolds, C. Flying into the library: how the library fitted into a student retention project.
Watson, L. From Digiducks to Penguin Pigs: using storytelling as a creative methodological research approach to find out more about younger children's information literacy and perceptions of online safety.
Webber, S. & McKinney, P. What's my approach? Deciding on the approach to use for your research.
Workman, L., Phillips, D., Burnett, E. & Leurs, G. Making them an offer they can't refuse: using informal networks to enhance IL offering for PhD students.
Yearwood-Jackman, S. Looking at inclusivity through the lens of race: towards an approach to critically reflect on teaching practice for teachers of information literacy.
LILAC is great opportunity for our fellow professionals to present their ideas, share best practice and show case new thinking in our sector. If you have an idea then we'd love to hear about it. We have many options for the types of sessions you might run from a symposium to a workshop. Visit our Call for papers page to find out how to apply.
Places at this year's conference are likely to be in demand more than ever before. Each year our conference grows increasingly popular and this year promises to be no different. Don't miss out and book your place now for this year's conference.
We look forward to seeing you there!
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