Walton, G., Barker, J., Turner, M., Pointon, M. & Wilkinson, A. (2022). Information discernment and the psychophysiological effects of mis-information. Global Knowledge, Memory and Communication (previously Library Review) 71, 8/9, pp873-898 https://doi.org/10.1108/GKMC-03-2021-0052
Pointon, M., Walton, G., Barker, J., Turner, M., Wilkinson, A. and Lackenby, M. (2022 accepted). Information discernment and online reading behaviour: An experiment. Online Information Review. https://doi.org/10.1108/OIR-02-2021-0101
Related papers
Hicks, A., McKinney, P., Inskip, C., Walton, G. & Lloyd, A. (2022 accepted). Leveraging information literacy: Mapping the conceptual influence and appropriation of information literacy in other disciplinary landscapes. Journal of Librarianship and information Science. https://doi.org/10.1177/09610006221090677
Brannon, L., Gold, L., McGee, J. & Walton, G. (2021 online). The potential of interactive documentary to communicate climate change literacy and inoculate users against misinformation. Journalism Practice. https://doi.org/10.1080/17512786.2021.1991439
Wong, K., Walton, G. & Bailey, G. (2021). Using information science to enhance educational preventing violent extremism programs . Journal of the Association for Information Science & Technology, 72 (3), pp. 362-376 [Online] http://dx.doi.org/10.1002/asi.24408
Ngo, H., Pickard, A, & Walton, G. (2019). The information literacy capabilities of upper secondary students: The case of Vietnam. Global Knowledge, Memory and Communication (previously Library Review) 68, 6/7, pp. 453-470 https://doi.org/10.1108/GKMC-03-2019-0037
Ngo, H., Pickard, A. and Walton, G. (2019). An information literacy teaching model for Vietnam’s schools. Global Knowledge, Memory and Communication (previously Library Review), 68 (3), pp.191-206, https://doi.org/10.1108/GKMC-05-2018-0047
Walton, G. Childs, M. & Jugo, G. (2019). The creation of digital artefacts as a mechanism to engage students in studying literature. British Journal of Educational Technology, 50 (3), pp1060-1086
Walmsley-Smith, H. Machin, L. & Walton, G. (2019). The E-Design Assessment Tool: an evidence-informed approach towards a consistent terminology for quantifying online distance learning, Research in Learning Technology, 27 https://journal.alt.ac.uk/index.php/rlt/article/view/2106
Walton, G. (2018). Then and now; themes in information literacy research in Anglophone countries from 2006-2016. Education Comparée, summer, 19, pp19-42.
Walton, G., Pickard, A. & Dodd, L. (2018). Information discernment, mis-information and pro-active scepticism. Journal of Librarianship & Information Science, 50 (3), pp.296-309 http://journals.sagepub.com/doi/abs/10.1177/0961000618769980
Walton, G. & Cleland, J. (2017). Information literacy – empowerment or reproduction in practice? A discourse analysis approach, Journal of Documentation, 73 (4), pp582-594 https://doi.org/10.1108/JD-04-2015-0048
Walton, G. (2017). Information literacy is a subversive activity: developing a research-based theory of information discernment. Journal of information Literacy, 11(1), pp.137-155. http://dx.doi.org/10.11645/11.1.2188
Ngo, H. & Walton G. (2016). EN”>Examining the practice of information literacy teaching and learning in Vietnamese upper secondary schools. Education for Information, 32, (3), pp. 291-303, https://content.iospress.com/articles/education-for-information/efi978
Gröppel-Wegener, A., Raven, L., Bowstead, H., Vigurs, K. & Walton, G. (2015). Exploring ‘academic depth’ in Higher Education A collaborative evaluation of a visual method for facilitating information discernment for HE students from varied disciplines. Innovative Practice in Higher Education, 2 (2), n.p. http://journals.staffs.ac.uk/index.php/ipihe/article/view/66
Hepworth, M., Grunewald, P. & Walton, G. (2014). Research and practice: a critical reflection on approaches that underpin research into people’s information behaviour. Journal of Documentation, 70 (6) pp.1039-1053 http://dx.doi.org/10.1108/00220411111124541
Walton, G. & Hepworth, M. (2013). Using assignment data to analyse a blended information literacy intervention: a quantitative approach. Journal of Librarianship and Information Science, 45 (1) pp53-63 https://doi.org/10.1177/0961000611434999
Cleland, J. & Walton, G. (2012). Online peer assessment: helping to facilitate learning through participation. Journal of Learning Development in Higher Education, 4 . https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/124
Walton, G. and Hepworth, M. (2011). A longitudinal study of changes in learners’ cognitive states during and following an information literacy teaching intervention. Journal of Documentation 67 (3), pp449-479. https://doi.org/10.1108/00220411111124541