The inaugural UCL Summer School for Students of Black Heritage Backgrounds was held from 16–18 July 2025, providing a unique platform for students to develop technical, academic, and professional skills in an engaging and supportive environment. The program included sessions on cyber security, programming, academic writing, database systems, and data science, complemented by motivational talks and interactive activities.

DAY 1 – Wednesday, 16 July 2025

Day 1 began with a warm welcome session led by Dr Daniel Onah, the Summer School coordinator, setting an inspiring tone for the program.

CYBER SECURITY

The morning featured a Cyber Security session delivered by Dr Jason Nurse from the University of Kent. The session was thought-provoking and interactive, covering fundamental concepts such as confidentiality, integrity, and availability (CIA), as well as strategies to understand and prevent cyber-attacks. Key topics included phishing, ransomware, DDoS attacks, social engineering, and the exploitation of human vulnerabilities. Students appreciated the informative content and engaging delivery.

PYTHON PROGRAMMING

In the afternoon, students participated in an Introduction to Python Programming session led by Dr Daniel Onah. This session combined theoretical foundations with practical exercises, gradually introducing students to core Python concepts. Topics included variable naming conventions, control structures (if, else, for loops, while loops), error and exception handling, functions, and lists and other container structures. The interactive format allowed students to gain hands-on experience, building both conceptual understanding and practical skills in programming.

Day 1 successfully combined essential technical knowledge in Cyber Security and Python Programming with an engaging, participatory, and hands-on learning environment.

DAY 2 – Thursday, 17 July 2025

After the opening session led by Dr Daniel Onah, Day 2 began with an inspiring motivational talk by Hafsa, who shared her academic journey at UCL and her current role at IBM. Her presentation encouraged questions and discussions, motivating students to reflect on their own academic and professional paths.

ACADEMIC WRITING AND STUDY SKILLS

This was followed by an interactive session on Academic Writing and Study Skills led by Dr Elaine Pang from Arden University. Students received practical guidance on academic writing principles, study skills, and effective presentation techniques. The session covered proper referencing of academic articles, writing structure, critical thinking skills, and presentation skills that could be used as a form of assessment, helping students gain confidence in academic communication.

VISIT TO LONDON SCIENCE MUSEUM

Later in the day, participants visited the London Science Museum, where they explored scientific and technological innovations, including contributions from scientists, engineers, and people of Black heritage. Students connected their learning to real-world innovations and historical achievements, making the experience both educational and inspiring.

Day 2 successfully combined an inspiring motivational session, Academic Writing and Study Skills development with an exploratory visit to the London Science Museum.

DAY 3 – Friday, 18 July 2025

Day 3 began with an inspirational and motivational session led by Dr Daniel Onah, the Summer School coordinator, setting an energizing tone for the final day.

DATABASE SYSTEMS

The morning focused on Database Systems, led by Dr Karen Stepanyan. Students were introduced to Structured Query Language (SQL) and the fundamentals of relational databases, including logical and physical representations of database schemas. Participants engaged in hands-on activities such as creating databases, defining tables, populating records, and querying information. The session provided practical experience in managing and interrogating databases to extract meaningful insights.

DATA SCIENCE

In the afternoon, students explored Data Science with Dr Maad Owaifeer from King Fahd University of Petroleum and Minerals (KFUPM), Saudi Arabia. The session covered key concepts in data science and analysis, manipulation, and visualization. Participants worked with raw datasets, learning techniques for data preparation, cleaning, and identifying patterns and relationships. The session also introduced descriptive statistics and measures of central tendency, data visualization, interpretation techniques, and a simple introduction to machine learning Linear Regression applications. The interactive approach allowed students to apply concepts practically and deepen their understanding of data science fundamentals.

Day 3 successfully combined essential technical knowledge in Database Systems and Data Science with an engaging, hands-on laboratory practical learning experience.

CLOSING CEREMONY

The 2025 UCL-DIS Summer School for Students of Black Heritage Backgrounds was a resounding success, seamlessly combining technical skill development, academic enrichment, and professional inspiration. Over the course of the programme, participants gained valuable expertise in cyber security, programming, database systems, data science, and academic writing, while also benefiting from motivational guidance and hands-on learning experiences.

The Summer School showcased the exceptional talent, creativity, and potential of students of Black heritage at UCL, fostering an environment of growth, collaboration, and innovation. It has laid a strong foundation for future initiatives that will continue to drive world-leading educational impact, knowledge expansion, and societal and economic progress.

At the Closing Ceremony, all participants, including students, academics, teaching assistants, and administrative staff, were formally recognised with a certificate of participation, celebrating their dedication, curiosity, and achievements throughout the programme.

Congratulations once again to all involved for making this year’s Summer School an inspiring and memorable success!

ACKNOWLEDGMENTS

Teaching Assistants
Our sincere gratitude goes to the teaching assistants: Ravis Desai, Daniel Corken, Vaishnavi Paritala, Maxym Sjachyn, and Shun Mak, for their invaluable guidance, mentorship, and support throughout the programme.

Department and Administrative Staff
We extend heartfelt thanks to our dedicated administrative colleagues: Terrie Fiawoo, Lucy Bird, Sarah Davenport, Tasmin Islam, Ian Evans, and Ena Wehr, for their outstanding support in ensuring the smooth delivery of the Summer School.

We extend our appreciation to Emma Gutteridge-Xu (Faculty of Arts and Humanities).

We also acknowledge Elizabeth Lomas (Former Head of Department) and Samantha Rayner (Former Deputy Head of Department) for their continued encouragement and support.

Funding
This programme would not have been possible without the generous support of the UCL Student Success Fund, whose funding made the organisation of the Summer School possible.

Participants

A big congratulations once again to all UCL Black students and participants for your outstanding achievements, collaboration, and dedication throughout the summer school event. Your hard work and commitment have not only made the programme a success but also highlighted the strength of community and excellence at UCL. We are incredibly proud of what you have accomplished and look forward to seeing your continued impact.

Daniel Onah, PhD

Summer School Coordinator

Pioneering Women Archivists in Early 20th Century England by Elizabeth Shepherd has just been published. This book tells the story of four remarkable women who laid the foundations of English local archives in the early 20th century: Ethel Stokes, Lilian Redstone, Catherine Jamison and Joan Wake. The book analyses their professional historical work, alongside their educational, social and family contexts, to reveal their place in the history of the archival profession. One reviewer wrote, ‘A ground-breaking study of how women shaped the English archival profession and played formative roles in establishing key institutions despite their exclusion from permanent employment and advancement… a study of individual women and a compelling analysis of gender and work’.

The book makes a new contribution to the growing literature about the role of women in the development of modern professions. It tells the story of women’s struggle for independence and education, of the ways in which women established independent cultural, social and family networks and shows how these women used their scholarly skills to earn a living.

Pioneering Women Archivists in Early 20th Century England – 1st Edition

 

My time with the In2research program at UCL was transformative, reshaping not only my future career aspirations but also my confidence in my ability to grow, improve, and make a meaningful impact. Walking through UCL’s doors for the first time was daunting, but the experience quickly proved to be rewarding beyond measure. I began my journey in the Information Studies department, diving straight into a research open day. Here, I was immersed in the vast world of academic research, where professionals explored diverse topics in fascinating depth. It was inspiring to see firsthand how these researchers were addressing real-world problems, providing me with a glimpse into the dynamic role of academia in society.

The internship’s core focus involved creating an AI system using the ResNet50 neural network to analyze pediatric pneumonia X-rays and predict early-stage lung cancer, a project with profound implications for healthcare. The idea of aiding in the early detection of lung cancer was especially meaningful to me, as early diagnosis is one of the most powerful tools in improving patient outcomes. The project’s goal was to reduce the invasiveness of diagnostic processes and streamline patient care, enhancing the chances for successful treatment. These themes of improving patient care and easing the diagnostic journey which deeply resonated with me and underscored the broader purpose of our work.

This project stood out to me not only for its health implications but because it challenged my understanding of healthcare’s intersection with technology. With a background in Biomedical Science, I had previously assumed that the main aspects of patient care rested solely with medical professionals working directly with patients. However, I quickly came to realize that effective treatment requires an entire ecosystem of support, from the tools and technologies aiding diagnosis to the innovative systems transforming patient management. The saying “good tools make a skilled craftsman better” took on new meaning as I saw how technology could become a silent but vital partner in healthcare, empowering medical teams to provide higher quality care.

This internship also introduced me to Python coding, something I had little experience with before. At first, programming felt foreign, like learning a new language from scratch. But with guidance and practice, I began to appreciate the process of developing and refining code as a way to solve complex problems. I found that coding had a rhythm and logic that felt surprisingly intuitive over time, and there was something deeply satisfying about troubleshooting, finding solutions, and ultimately contributing to an AI model capable of analyzing medical images.

The challenges I faced in learning Python were real, yet they fueled my motivation to push beyond my comfort zone. I came to see programming as more than just writing lines of code; it was a tool that could be used to make tangible improvements in people’s lives, even those facing the gravest of diagnoses. The experience showed me that technology, particularly AI and machine learning will be increasingly essential in shaping healthcare, making it less invasive, more efficient, and ultimately more compassionate.

Reflecting on my time with In2research, I can say it was an invaluable journey. I am now more open to embracing new skills and less intimidated by the technical aspects of research. My career aspirations have broadened significantly, and I’m excited by the potential to work at the intersection of healthcare and technology, where innovation can truly change lives. This program not only gave me technical skills but also a renewed sense of purpose in pursuing a career where I can make a difference.

The In2research experience has been a powerful reminder of the profound impact that curiosity, collaboration, and a willingness to learn can have on our lives and careers. I am grateful for the opportunity to contribute to a project with the potential to improve patient care and eager to continue my journey in the world of research and technology.

 

 

Highlights throughout my journey at UCL:

• Explored UCL’s research environment through an inspiring open day.
• Worked with Dr Daniel Onah on an AI project using the ResNet50 model to analyze Pneumonia X-rays images for early detection of lung cancer disease.
• Learned Python programming from scratch to develop and refine the AI system under Dr. Onah’s guidance.
• Gained insights into how technology can revolutionize diagnostics and patient care.
• Connected my Biomedical Science background with AI, broadening my understanding of healthcare innovation.
• Found new confidence in tackling technical challenges and pursuing a career in healthcare technology

In2research is a one-year programme developed by In2scienceUK and UCL, designed to enhance access to postgraduate research degrees and career opportunities for people from low socioeconomic backgrounds and under-represented groups“.

As I look back on my time in the 2023/2024 In2research programme, I’m reminded of just how much it has reshaped my academic journey and future aspirations. This programme has been a gateway to new experiences, challenges, and invaluable connections that I will carry with me for years to come. My research placement at UCL’s Department of Information Studies has been particularly impactful, offering me a platform to engage deeply with my area of interest: the preservation of Bengali archives and heritage here in London.

Having grown up in a Bengali household, the opportunity to work on a project so closely tied to my cultural heritage felt incredibly meaningful. My research centred around uncovering and documenting the experiences and histories of the Bengali diaspora, a topic that is often underrepresented in mainstream heritage discussions. This placement allowed me to explore how historical narratives are shaped, archived, and shared, opening my eyes to the immense value of preserving cultural heritage for future generations.

One of the most enriching aspects of the placement was the trips I took to key heritage sites in the UK. Visiting the British Library and the Black Cultural Archives not only broadened my understanding of archival practices but also challenged my previous notions of how histories—especially those of minority communities—are preserved. At the British Library, I explored extensive collections of materials related to the South Asian diaspora, giving me an appreciation for the meticulous work that goes into preserving such histories. The Black Cultural Archives, on the other hand, offered a community-driven perspective on heritage, where local histories are preserved to ensure that the contributions of minority communities are recognised and celebrated.

These visits had a profound impact on my research approach. I started to see archives as more than just repositories of documents and artefacts; they are living, breathing testimonies to the experiences of people whose stories may otherwise be forgotten. Engaging with these materials gave me a deep sense of responsibility to ensure that the stories of the Bengali diaspora are preserved for future generations, not just as a historical record but as a source of pride and identity for the community.

Of course, the journey was not without its challenges. A key difficulty I faced was engaging with some of the local heritage groups and individuals I had hoped to collaborate with. Cultural preservation is a sensitive issue, and navigating the balance between academic research and community engagement proved tricky at times. Some groups were reluctant to share materials or participate in interviews, which initially felt like a setback. However, this challenge taught me one of the most valuable lessons of the entire experience: the importance of persistence and building trust with communities.

Throughout this period, I was incredibly fortunate to have the support of my supervisor, Dr. Andrew Flinn at UCL. His vast knowledge of archival studies and community-driven heritage work was a constant source of inspiration. Dr. Flinn helped me navigate the complexities of my project, offering advice on everything from research methodologies to ethical considerations in community engagement. His guidance played a pivotal role in helping me push through difficult moments and broaden my understanding of the power of archives in preserving cultural narratives. Additionally, I received mentorship from Dr. Purva Tavri at Kingston University, whose insights helped me refine my research methods and contributed significantly to the depth of my analysis.

One of the standout moments of my journey was attending the Community Archives and Heritage Conference at UCL. The event brought together academics, archivists, and community representatives to discuss the role of archives in preserving local histories. Being part of these discussions gave me a broader perspective on the challenges and opportunities involved in archiving minority histories, as well as the role that younger researchers like myself can play in this important work.

My placement at UCL also included practical experience in a wide range of tasks, all of which deepened my understanding of the archival process. From collecting archive materials to conducting desk-based web research, interview, transcription, and data analysis, I was involved in every stage of the research process. This hands-on experience was invaluable in developing my research skills, particularly in interviewing and transcription, where I learned how to engage with participants in a meaningful way and accurately capture their voices. I also had the opportunity to present my project findings to PhD students and staff members at the Department of Information Studies, which boosted my confidence in academic communication and strengthened my ability to articulate complex research topics to diverse audiences.
Beyond the academic skills I gained, this experience has had a profound impact on my future plans. It has solidified my desire to pursue a postgraduate degree, particularly in areas related to cultural heritage, archival studies, and community-driven research. The programme has equipped me with the tools and knowledge to continue exploring these fields, and I’m excited to see where this journey will take me next. I now feel more prepared to take on the challenges of postgraduate study, and I’m eager to apply the skills I’ve gained to new projects and initiatives in the future.

In closing, I want to express my gratitude to the In2research programme for giving me this opportunity. It has been an incredibly rewarding experience, both personally and professionally. For anyone considering In2research, I wholeheartedly encourage you to apply. It’s a unique opportunity to grow, connect with like-minded individuals, and explore your research interests in ways you might not have imagined. Whether you’re interested in academic research, cultural heritage, or simply looking for a way to challenge yourself, this programme offers something for everyone. It’s a decision you won’t regret, and I’m grateful to have been part of this incredible journey.

Key Highlights:

• Full-time research placement at UCL within the Department of Information Studies
• Supervised by Dr. Andrew Flinn (UCL) and mentored by Dr. Purva Tavri (Kingston University)
• Responsibilities included collecting archive materials, conducting desk-based web research, interviewing, transcription, and data analysis
• Participated in external events such as the Black Cultural Archives (BCA), the British Library exhibition, and the Hong Kong Diaspora in London community archives workshop
• Attended the Community Archives and Heritage Conference at UCL
• Shared project findings with PhD students and department staff at UCL

Congratulations to Library and Information Studies (LIS) students who have been rocking the professional world with all their amazing achievements this year! We are extremely proud of all the many ways in which our students contribute to the field and thank all the many people who make this possible, including UCL staff, professional mentors, award juries, peer reviewers and more.

To begin, it’s been another bumper year for prizes and bursaries, with UCL students receiving several prestigious awards for research and professional development. Congratulations to Oona Ylinen (MA, 2023), who was awarded the Sherif Prize for her dissertation research on international Resource Description and Access (RDA). Oona presented her work at the Sherif annual meeting and is the sixth UCL student in the last seven years to receive this award. Current student, Emily Peart, has been awarded both the 2024 BIALL Student Award and a Music Libraries Trust bursary while we were over the moon that the Rowena Macrae Gibson bursary to attend the 2023 LILAC conference was awarded to current students, Sae Matsuno and Amelia Haire. The 2023 Alan Hopkinson Award to attend the IFLA congress in Rotterdam was awarded to Huzefa Ghadiali (MA, 2022), while current student, Tessa Roynon, received a special mention in the 2023 Anthony Davis Book Collecting Competition.

A huge congratulations also to current and previous students who have published on their dissertation topics over the year, including Brooke Cambie (MA, 2022) who published her research on sexual assault in public libraries in Public Library Quarterly and Maud Cooper (MA, 2021), who published her studies on the information literacy practices of emerging artists in the Journal of Information Literacy (Vol. 17, No.2). Well done, also, to current student, Sarah Pipkin, who published her coursework exploring public perceptions of Special Collections Libraries in the Journal of Library Administration (Vol.64, No.3), and Andy Lacey (MA, 2022), who published his coursework exploring literacy programming in prison libraries in Library and Information Research. Two students were further invited to present cataloguing coursework at the School Library Association’s New Development in School Libraries conference, including Núria Solé-Bonet (MA, 2023), who presented on Engaging Students in Reading Series through Effective Cataloguing and Tessa Roynon (current student) on Adapting Dewey for a Secondary School Library. Beyond coursework, several students participated in UCL Arts and Humanities grant-funded projects this year, with current student Sae Matsuno and Catherine Drewry (MA, 2022) publishing findings from their study of LIS education and EDI in the Journal of Information Science. Current students Joel Davie, Katherine Knight and Emily Peart participated in a Changemakers project designed to leverage AI to reduce the barriers to student engagement with advanced technology topics.

Finally, well done to students who have been appointed to professional committees, including current Naoise Standing, who has been appointed as a committee member on ARLG London and South East as well as the CPD25 Task Group for the M25 Consortium, and Amelia Haire, who has been appointed as Secretary for the Neurodivergent Library and Information Staff Network. Congratulations, also, to current student, Isabel Evans, whose voluntary work in UCL’s Special Collection was recognised in the Observer in May.

It’s been another successful year for our amazing cohort of LIS students- congratulations to each and every one of our students who have all contributed in so many ways to our thriving academic and social environment this year. We look forward to seeing where your career takes you!

To begin with, congratulations to all our prize winners -it is very exciting to see students’ hard work and thought being rewarded by the broader profession. Heading the list of awards this year is Catherine Drewry (MA, 2022), who was awarded the Sherif Prize for her dissertation work assessing the capacity of the Coronavirus Infectious Disease Ontology (CIDO) ontology as a gold standard for modelling biomedical information. Catherine presented her work at the Sherif annual meeting and is the fifth UCL student in the last six years to be awarded this prize. Congratulations also go to Andrew Frampton (MA, 2022), whose MA dissertation was awarded the E.T. Bryant award for a valuable contribution to music librarianship. The list continues with Matthew Bland (current student), who was awarded a BIALL Professional Studies Bursary; Brooke Cambie (MA, 2022), who was awarded the BIALL Conference Bursary; Lucy Dodge (current student) who was awarded the Rowena Macrae Gibson bursary to attend the LILAC conference, Douglas Knight (current student), who was awarded a Music Trust Bursary to attend the IAML conference, Louise Savage (current student), who was awarded a bursary for the Critical Approaches to Libraries Conference, and Naoise Standing (current student), who was awarded not one but three bursaries, including the Critical Approaches to Libraries Conference bursary, the Academic Libraries North Conference bursary, AND the UK e-Information Group residential bursary for the CILIP Conference. WOW! Lastly, well done to Frankie Marsh (MA, 2020), who was awarded the Journal of Information Literacy’s inaugural Ross Todd Award for Best Research Paper for her dissertation research in April 2023.

Secondly, well done to students who have published their dissertation research in various professional journals this year. Alex Hewitt (MA, 2022) published his dissertation research into affect, emotion, and information literacy in the Special Critical information Literacy Issue of the Journal of Information Literacy (2023), while Ella Burrows (MA, 2022) had her dissertation work examining digital literacy, activism and Instagram published in the regular issue of the Journal of Information Literacy (Vol.17, No.1). This year also saw the publication of Madeleine Ahern’s (MA, 2021) dissertation research into managing works of art in non-art libraries in Collection Management.

Students have further been presenting dissertation and coursework at various conferences, including the CILIP Annual Meeting 2022, where Imogen Loucas (MA, 2022) presented on sustainability and libraries, and the LILAC conference where Naomi Smith (MA, 2022) and Kristabelle Williams Pearce (MA, 2018) were invited keynote speakers, and Andy Lacey (MA, 2022) presented on his dissertation research examining the information literacy practices of the homeless. Students have also presented at the Critical Approaches to Libraries conference, including Jess Jordan (MA, 2021), who presented on best practices for decolonisation in academic libraries, Kris Massengale (MA, 2021), who presented on IFLA LRM, queer theory and Marxism, and Naomi Smith (MA, 2022), who presented her dissertation research on critical approaches to library technology policies. Brooke Cambie (MA, 2022) presented her dissertation research into sexual harassment in public libraries at a CILIP Scotland event to celebrate WINspiration, Feminism and Libraries, while Huzefa Ghadiali (MA, 2022) presented his information literacy dissertation research at the BOBCATSS conference in Oslo.  August also sees presentations from Andrew Frampton (MA, 2022) and Meg Webb (MA, 2022) at the IAML conference in Cambridge.

Lastly, UCL students have also been giving back to the profession through committee work. Andy Lacey (MA, 2022) has been appointed as the Public Library representative for the Information Literacy group, while current student Lucy Dodge has joined the ARLIS Cataloguing and Classification committee. Current student Ellen Woolf helped to launch the ECLAIR Early Career Library and Information Resource Community where she also holds the Digital Coordinator role.

Congratulations to current and recently graduated LIS students who have been contributing to our field in so many ways this year! It is testament to their passion, curiosity, and drive that we can celebrate so many fantastic achievements.

Firstly, congratulations to our prize winners, including Amelia Brookins (MA, 2021), who was awarded the 2021 Sherif Prize for her dissertation work examining costume rental houses through the lens of knowledge organisation. Her research revealed “how costume houses reflect the information organisation processes of supporting users, classification and cataloguing in databases” and was presented at the 2022 Sherif AGM. Congratulations also to current student, Sae Matsuno, who was awarded an ARLIS award for research into the use of volunteers in specialist libraries, a project that builds on her INST0021 Managing Information Organisations coursework. Current students Hozefa Ramgadwala, Huzefa Ghadiali and Naomi Hart were also selected to receive an ARLIS conference bursary.

We are additionally pleased to celebrate publications from current and recently graduated students this year, which speaks to the quality of their work as well as the importance of their ideas. It’s also great to see how this work contributes to the advancement of knowledge in a range of sectors and professional contexts. In the field of cataloguing and metadata, Abi Chapman (MA, 2020), who was awarded the 2021 Sherif Prize, published her dissertation research on video game cataloguing in the Journal of Library Metadata, while Gaby Reyes’ (MA, 2020) work on social tagging appeared as a chapter in the Handbook of Research on Emerging Trends and Technologies in Librarianship. Most recently, Frankie Marsh (MA, 2020) and Eve Lacey (MA, 2017) co-authored a chapter on critical decolonising work at the University of Cambridge in the recent Facet title, Narrative Expansions, while Frankie also found time to publish her dissertation research on the decolonisation of information literacy in the June 2022 issue of the Journal of Information Literacy. Congratulations also to Hozefa Ramgadwala, a current student, who published a book review in the same issue of the Journal of Information Literacy.

LIS students have also been active at professional conferences and events, including Sae Matsuno, a current student, who presented at the ARLIS Taking the Plunge professional event and Huzefa Ghadiali, another current student, who spoke about the historical bibliography of an English translated Qur’an at the first Al-Mahdi Institute Graduate Islamic Studies Conference. Sae Matsuno also co-organised and presented the initial stages of her dissertation research at the recent UCL-sponsored Unlocking narratives: The roots of decolonising work in UK libraries and archives online event. We were additionally privileged enough to hear from two recent graduates at the 2021 UNESCO Media and Information Literacy week event; Maud Cooper (MA, 2021) presented on emerging artist information literacy practices while Antony Njuguna (MA, 2021) spoke about teaching strategies for international student information literacy instruction during the COVID-19 pandemic. Most recently, current students Melanie Brown, Alice Bertolini, Arfa Choudhury and Beth Saward presented the digital libraries they created as part of their coursework for INST0024: Using Technology in Information Organisations during the first inaugural online event, Celebrating Students’ Achievement and Work on ED&I: A View from UCL-DIS Digital Collections.

Lastly, LIS students have been contributing to committees and groups: David Smith (MA, 2021) and Frankie Marsh (MA, 2020) have been appointed as inaugural members of the New Professionals Committee on the Information Literacy Group. It is also great to see Jake Hearn (MA, 2019) featured in the CILIP Information Professional Magazine.

Chapman, A. (2022). Trials of Metadata: Emerging Schemas for Videogame Cataloguing. Journal of Library Metadata, 21(3-4), 63-103.

Lacey, E., Skinner, J., Panozzo Zénere, C., Greenberg, C., & Marsh, F. (2021). Cataloguing, classification, and critical librarianship at Cambridge University. In Crilly, J. & Everitt, R. (eds). Narrative Expansions: Interpreting Decolonisation in Academic Libraries. Facet Publishing.

Marsh, F. (2022). Unsettling information literacy: Exploring critical approaches with academic researchers for decolonising the university. Journal of Information Literacy 16(1), 4-29.

Reyes, G. P. (2022). Social Tagging and Secondary School Libraries: Insights from the AO3 Framework. In Handbook of Research on Emerging Trends and Technologies in Librarianship (pp. 201-231). IGI Global.

An open access article by Dr. Julianne Nyhan and Dr. Kim Sloan in Oxford University Press’, Journal of the History of Collections

Abstract: Focusing on Sir Hans Sloane’s catalogue of ‘Miscellanies’, now in the British Museum, this paper asks firstly how Sloane described objects and secondly whether the original contents of the cabinets can be reconstructed from his catalogue. Drawing on a sustained, digitally augmented analysis – the first of its kind – of Sloane’s catalogues, we respond to these questions and offer an initial analysis of the contents of the cabinets that held the miscellaneous objects at Sloane’s manor house in Chelsea. Knowledge of how and why Sloane catalogued this part of his collection has hitherto remained underdeveloped. We argue that his focus on preservation and documentation in his cataloguing did not preclude a research role, but rather was founded on immersive participation. Our work was undertaken as part of a Leverhulme Trust funded research project, Enlightenment Architectures: Sir Hans Sloane’s Catalogues of his Collections (2016–19), a collaboration between the British Museum and University College London.

Permalink (free access).

UCL Staff and Students will be celebrating Global Media and Information Literacy week this year by co-hosting two free online events designed to explore and celebrate the contributions of the Department of Information Studies to information literacy research and practice. Running from 24^th-31^st October, Global Media and Information Literacy Week is an opportunity to think more closely about the role that information plays within human social interactions, and more particularly, within academic, workplace and everyday contexts. Events will be held online on the 28^th and 29^th October and are free.

These events are carried out under the auspices of FOIL, the Forum on Information Literacy, which is a new information literacy research group that has been cofounded at UCL, Department of Information Studies. FOIL represents a space for academic researchers who are active in the field of information literacy research in the UK, to discuss and challenge ideas, and to engage in critical reflection on theory, practice and praxis-oriented research. Its goals include establishing and nurturing a research environment in which information literacy researchers in UK Universities will discuss theoretical and methodological issues related to information literacy, and advancing a research agenda and programme of works that addresses the theoretical and methodological issues of information literacy in academic and applied contexts. Other members of FOIL include academics at the University of Sheffield, the University of Manchester and Manchester Metropolitan University.

On the 28^th October, DIS staff members Professor Annemaree Lloyd, Dr Charlie Inskip and Dr Alison Hicks will be participating in an event entitled “Information Literacy in the United Kingdom: past and future” alongside colleagues from the University of Sheffield, Strathclyde University, University of Manchester and Manchester Metropolitan University. This event will address the questions: (1) What has been the UK narrative about information literacy? and (2) What will be the UK narrative about information literacy?

Registration: https://www.eventbrite.com/e/124218423649/

On the 29^th September, recent DIS graduate Tsveta Rafaylova will be presenting on her recently completed MA research on workplace information literacy within a professional tax services firm. Tsveta’s dissertation was supervised by Dr Alison Hicks and focused on exploring the role that information literacy played in helping a professional services firm pivot to home working during the COVID-19 lockdown. Tsveta will be joining MA graduates from the University of Sheffield and the University of Manchester in this panel designed to showcase MA research.
Registration: https://www.eventbrite.com/e/foil-masters-emerging-voices-in-media-information-literacy-research-tickets-124536394709

The COVID-19 pandemic continues to radically refine people’s information experiences. The study, Risk and Resilience in Redefined Information Environments, which is being carried out by Professor Annemaree Lloyd and Dr Alison Hicks at UCL’s Department of Information Science, investigates how information literacy practices and literacies of information help people to mitigate risk and develop resilience during a time of upheaval.

The ongoing health crisis has produced complex and multi-layered information environments that span a range of new information sources including scientific, medical, mental health and government advice. This information is further tailored, repackaged and communicated by multiple actors across multiple information channels, including social media, peer review and governmental websites. New ways of interacting with others (in work, education or everyday situations), which are being encouraged as a result of government social distancing policies, further impact how information is shared and disseminated within a community.

The multiplicity, complexity and range of information environments created in response to the pandemic is problematic and has the potential to create social, economic, health and educational risks. New challenges also emerge, including confusion about where to find information when traditional methods and strategies, or established information landscapes are disrupted, or when there is a need to become informed about an unfamiliar topic. Risk may also be created when people are forced to develop rapid new ways of determining the veracity and trustworthiness of rumours and hearsay that they find through websites, social media channels and amongst friends and family. These information problems may further cause people to cut themselves off from or avoid information as a way to manage overload or mediate stress, anxiety and mental health issues. In effect, these ongoing uncertainties can have implications in terms of people’s capacity to understand crisis information environments and build information practices that scaffold informed decision making and broader questions of resilience.

The Risk and Resilience study is a two-phase study that is being carried at UCL’s Department of Information Studies. The study is currently being conducted with participants across the UK and aims to develop a detailed understanding of the risks that people face during the pandemic, including in everyday, workplace and caring contexts; the information sources and information literacy practices that are used to mitigate risk; and the barriers and challenges that enable or constrain the development of resilient information practices.

The findings of this study will enable information researchers to develop clearer insight and understanding of how people develop knowledge of and mitigate risk, construct information landscapes and develop resilience strategies during times of crisis and upheaval. It will establish foundational knowledge about people’s information practices from which to develop future responses for information, civil contingency, emergency services, welfare and public health professions.

If you are interested in participating in this study or would like further information about the study, please contact Professor Annemaree Lloyd annemareelloyd@ucl.ac.uk or Dr Alison Hicks a.hicks@ucl.ac.uk