Last week there was a strong showing from the Sheffield iSchool at the European Conference on Information Literacy held in Tallinn, Estonia. Sheila Webber led a workshop on Supporting Information Literacy in MOOC Learning, and was co-presenter (with Bill Johnston, Strathclyde University) of Information Literacy and the Scottish Independence Referendum (2014): An Autoethnographic Exploration of Political Decision-making. She had also been asked to be raporteur for the conference and presented her summing up as part of the closing session. In the doctoral seminar, Jess Elmore presented on Exploring the Information Literacy Experiences of ESOL (English for Speakers of Other Languages) Learners: A Discussion of Methods and Evi Tramantza on Electronic Engineering Student Information Literacy Needs: A Pilot Study at the University of Surrey. Jess Elmore also presented a paper based on her Masters research: How Do Home Educating Families’ Experiences of Information Literacy Relate to Existing Models?. The photo shows the three after the doctoral forum (l. to r.: Jess, Sheila, Evi).
A project to create a raspberry pi weather station is currently live in the Information School. The Sheffield Pi weather station has been created by Romilly Close, undergraduate Aerospace Engineering student at the University of Sheffield. The project was funded by the Sheffield Undergraduate Research Experience (SURE) scheme and is being supervised by Dr Jo Bates, Paula Goodale and Fred Sonnenwald from the Information School. Information about the Sheffield Pi station and how to create your own can be found on the project website . You can also see live data from the Sheffield Pi station on Plot.ly , and further information can also be found on the Met Office Weather Observations Website . This work compliments the School’s existing project entitled ‘The Secret Life of a Weather Datum’ which explores socio-cultural influences on weather data. This project is funded under the AHRC’s Digital Transformations Big Data call. It aims to pilot a new approach to im
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