illustrative case studies

This project has been funded with support from the European Commission

Illustrative Case Studies Authors: Sabina Cisek, Maria Próchnicka, Monika Krakowska, Magdalena Wójcik

Ver: 0.3

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Empower Autonomous Learning through Information Competencies

Illustrative Case Studies Authors: Sabina Cisek, Maria Próchnicka, Monika Krakowska, Magdalena WójcVik

Version 0.3 This This project has been funded with support from the European Commission This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein

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Table of Contents

INTRODUCTION 3

SCOPE, PURPOSE AND METHODOLOGY 4

INFORMATION LITERACY DEVELOPMENT IN EUROPE: BEST PRACTICES 9

IL BEST PRACTICES: SCHOOLS’ SECTOR 9 1) ALCE – Animation for reading and comprehension at school 10 2) CHILIAS – Children in Libraries: improving multimedia virtual library access and information skills 11 3) Information literacy skills – the link between secondary and tertiary education 12 4) Informatyka+: the interregional programme for the development of the secondary school students' qualifications in Information Communication Technology 14 5) VERITY – Virtual and Electronic Resources for Information Skills Training 16

IL BEST PRACTICES: HIGHER EDUCATION SECTOR 18 6) ALFIN-‐EEES – Skills And Competences In Information Management For Learning To Learn Within European Higher Education 19 7) Graduate Information Literacy Module. National University Of Ireland Galway, Trinity College Dublin, University College Cork 21 8) Information Literacy Project. Staffordshire University 23 9) Ma In Information Literacy. University Of Sheffield 26 10) Swim – Streaming Webbased Information Modules. Swim Tutorial – Information Search Strategy. Aalborg University Library. 28

IL BEST PRACTICES: VOCATIONAL EDUCATION AND TRAINING SECTOR 31 11) SEEKS – Adult Information Seeking Strategies in the Information Society 32 12) Szkolenia – to się opłaca 33 13) Training of Information Professionals 35 14) Training of Media Professionals 36 15) Training-‐the-‐Trainers in Information Literacy 37

IL BEST PRACTICES: ADULT / LIFELONG LEARNING SECTOR 39 16) ENTITLE – Europe’s New Libraries Together In Transversal Learning Environment 40 17) Information And Media Literacy. Unesco 42 18) IFAP – Information For All Programme 44 19) Statistical Literacy 46 20) WKLUCZAMY.PL 48

CONCLUSIONS 50

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INTRODUCTION

The EMPATIC project aims to promote strategic (conforming to the prepared, considered, and agreed proceedings strategy) approach to Information Literacy (IL) education for citizens and societies in Europe, similar as in the USA and Australia. Currently in Europe we notice primarily the ad hoc activities, and not a coherent policy (with clear objectives, concepts, assumptions) and strategy (directions and guidelines) of the Information Literacy development. As it is stated in the EMPATIC Application Form: “in European countries (…) the IL issue has been pursued to date only episodically and in fragmented manner”, (Application Form, p. 25). EMPATIC is “taking a political approach to IL for the first time” (Application Form, p. 38). As “Information Literacy is a key prerequisite for Lifelong Learning” (Application Form, p. 25) and a key competence for learning (Application Form, p. 38), the new approach “validating new learning paradigms and strategic thinking on curriculum reform” (Application Form, p. 41) should be proposed.

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SCOPE, PURPOSE AND METHODOLOGY

“The potential of Information Literacy remains largely unrealized within mainstream learning systems in Europe”, (Application Form, p. 39). As a result, one of the main goals of the EMPATIC project has been to find and describe programmes, initiatives, activities of Information Literacy development that illustrate best practices in school, higher education, adult and vocational learning sectors, in formal and non-formal settings.

The process of collecting data on IL initiatives in Europe has been directed by the nature of the EMPATIC project, being transversal to all the four areas of the EU Lifelong Learning Programme (Comenius, Erasmus, Grundtvig, Leonardo da Vinci), segmented by educational level (university, school, adult and vocational).

The earlier EMPATIC research (see Deliverable 1.1 – Report on current state and best practices in Information Literacy) has resulted in identifying 87 Information Literacy development projects, of different nature, predominantly funded by the EU agencies. The 20 initiatives have been selected – from the above mentioned 87 IL activities – as good practice cases for further discussion in the next phases of EMPATIC, in particular – the Work Package 4 – Validation, embracing the four round-table workshops.

The following selection and evaluation criteria have been used:

1. Country – in which the IL project, initiative or activity had been implemented or developed;

2. EU funding programme – being the source of funds for an initiative. It has been assumed that most of the selected projects are financed or co-financed by EU;

3. Focus, initiative-type, including sub-categories –

a. Initiatives/projects aimed at development of IL as a discipline of study (Culture of Information)

i. R&D

ii. Surveys

iii. Theory development (concepts etc.)

b. Initiatives/projects aimed at development of IL as social objective (e.g. the education policy)

i. Awareness development, policy and recommendation initiatives

ii. Education goals and strategies development

iii. Curricula development

iv. Resources and tools for learners, teachers, users’ development

v. Teaching of teachers (IL educators) development

c. Initiatives/projects aimed at development of IL as cognitive acquisition of individuals;

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4. Learning sector – to identify the best practices segmented by the educational environment. The sub-categories were projects’ destination for users groups –

i. School

ii. HE = Higher Education

iii. VET = Vocational

iv. Adult

v. Transversal

5. Literacy area – to identify the most important areas of Information Literacy or related Computer Literacy, Digital Literacy, Internet Literacy, Media Literacy, etc.

6. Geographical/social range – with sub-categories that indicate the area of activity and the geographical and social range of an initiative –

i. Local (within one region or institution, one society)

ii. National

iii. European

iv. International

7. Type of institution, organization, stakeholder – responsible for a project implementation –

a. Official (governmental) bodies

i. UE entities

ii. National governments, parliaments and their official agencies

iii. Local authorities, committees

iv. Other official bodies (e.g. international organizations)

b. Non-official bodies

i. Academia

ii. Business, companies

iii. LIS community

iv. NGOs

v. Professional bodies

vi. Research bodies

vii. Other

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It has been difficult to a priori establish a set of criteria of “being a good IL initiative”, partly – because of the diversity of the existing IL actions and projects. During the evaluation and selection of “good practices” the formal criteria have been used, as following:

• a good case (of IL initiative) should pertain to the above indicated categories • a good case must be illustrative, i.e. must appropriately illustrate the

“message” – the EMPATIC main goal, which is of political nature – changing EU policy related to IL

• a good case should be properly described (e.g. in appropriate databases, on an initiative’s website), i.e. goals, target audience, achievements, etc. should be clearly stated, there ought to be a structure and order

• a good case should be related to “genuine” Information Literacy, meaning – not Computer Literacy, Media Literacy, etc.

It is not easy to estimate the significance and quality of the Information Literacy projects identified during the first phase of EMPATIC (i.e. the Work Package 1), mainly – due to the frequent lack of complete and reliable information about particular IL initiatives in Europe.

Most of the analyzed IL projects do not have their own websites. Even if such pages existed in the past, they disappeared on the ending of the initiatives. It makes searching for the appropriate data very difficult. Information is dispersed and often hardly accessible or incomplete. In the absence of the IL projects’ websites currently active – which seems to be typical – often the only method of collecting information about a given initiative has been using the archival records of webpages accessible via the Internet Archive site http://www.archive.org/.

In this situation, the starting points for finding information about IL projects in Europe were the most popular global search engines and meta-search engines. This strategy gave sometimes – though not always – interesting results, for example in the form of the initiatives’ documentation, notes about the projects or multimedia presentations created by the projects’ participants. Such materials usually contain basic information on the duration of a given IL project, its main goals and objectives. A good tool for seeking for studies on the IL initiatives have been specialized scholarly search engines, such as Scirus http://www.scirus.com/ and Google Scholar http://scholar.google.pl/. In some cases they allowed to find articles or conference papers discussing selected IL projects.

In addition, the searching process was conducted within the European Union portal http://europa.eu/ and the individual databases available on that website. Useful sources of information have been also: CORDIS – Community Research Information Service for Science, Research and Development http://cordis.europa.eu/, Portal of European Funds http://www.efs.gov.pl/, the UNESCO website http://www.unesco.org/. The European Observatory on IL Policies and Research from the EnIL website http://www.ceris.cnr.it/Basili/EnIL/index.html has not been working properly and it was impossible to verify information about all IL projects or initiatives that had been previously selected.

Also, a few databases offered by commercial providers, e.g. EBSCO, Emerald, Science Direct have been searched with some success.

The institutional websites of the identified IL projects’ participants appeared to be the next group of information sources, to some extent. The data on Information Literacy initiatives were searched on the websites of coordinators (e.g. libraries, non-profit organizations or universities) and all collaborating bodies mentioned in the IL projects

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descriptions (ministries, higher education institutions, libraries, non-profit organizations, etc.). Unfortunately, often that information was unavailable or very brief. Frequently, the aims and objectives of the projects and partners involved are indicated, but information about the results (planned or actually achieved) is rare, which has made the IL projects evaluation difficult.

To conclude, all organizations participating in the Information Literacy projects should do much more to provide access to complete and good-quality information about their initiatives, particularly through the creation of functional websites and maintaining them not only for the duration of the projects but also afterwards.

Furthermore, one gets the impression that most of the IL projects did not bring lasting results due to the lack of a wider reflection and overall project management policy. It is therefore necessary to develop strategic solutions that will ensure the viability of the project results after the termination of funding.

Two great enterprises, which themselves form the basis for any business of Information Literacy implementing, development and education, and whose initiative led to the key policy documents related to IL around the world, have been excluded from the present analysis.

One of them is the Prague International Conference on Information Literacy. In 2003 National Forum on Information Literacy (NFIL), UNESCO, and The National Commission on Libraries and Information Science (NCLIS) held the first international IL experts meeting in Prague, resulting in the so-called Prague Declaration Towards an Information Literate Society. It is one of the key documents concerning the Information Literacy initiative, education and implementation worldwide. The Prague Declaration included a definition of IL, positioning Information Literacy within lifelong learning, and indicated the most important and essential actions to be taken within the governmental, educational, social environments. The Declaration indicated:

“The creation of an Information Society is key to social, cultural and economic development of nations and communities, institutions and individuals in the 21st century and beyond.

Information Literacy encompasses knowledge of one’s information concerns and needs, and the ability to identify, locate, evaluate, organize and effectively create, use and communicate information to address issues or problems at hand; it is a prerequisite for participating effectively in the Information Society, and is part of the basic human right of lifelong learning.

Information Literacy, in conjunction with access to essential information and effective use of information and communication technologies, plays a leading role in reducing the inequities within and among countries and peoples, and in promoting tolerance and mutual understanding through information use in multicultural and multilingual contexts.

Governments should develop strong interdisciplinary programs to promote Information Literacy nationwide as a necessary step in closing the digital divide through the creation of an Information Literate citizenry, an effective civil society and a competitive workforce.

Information Literacy is a concern to all sectors of society and should be tailored by each to its specific needs and context.

Information Literacy should be an integral part of Education for All, which can contribute critically to the achievement of the United Nations Millennium Development Goals, and respect for the Universal Declaration of Human Rights”

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[Available at http://portal.unesco.org/ci/en/files/19636/11228863531PragueDeclaration.pdf/PragueDeclaration.pdf, 09.01.2011]

Such an initiative may be the basis for any action towards the development of Information Literacy on both the global, European Union, as well as on local and regional levels in every area of economic and socio-cultural activity. Efforts should be made to the occurrence of such works on a global scale, the evaluation of all activities in this area.

The second one is the International Colloquium on Information Literacy and Lifelong Learning. In 2005 UNESCO, IFLA and NFIL sponsored symposium of Information Literacy experts in Alexandria, Egypt, producing the Alexandria Proclamation. The Colloquium proclaimed that Information Literacy and lifelong learning are the beacons of the Information Society, illuminating the courses to development, prosperity and freedom. The Alexandria Proclamation urges governments and intergovernmental organizations to pursue policies and programmes to promote Information Literacy and lifelong learning, as they are essential to the development of the Information Society.

The Colloquium paid particular attention to:

• facilitating the adoption of Information Literacy and lifelong learning strategies;

• implementing professional development of personnel in education, library, information, archive, and health and human services in the principles and practices of Information Literacy and lifelong learning;

• introducing recognition of lifelong learning and Information Literacy as key elements for the development of generic capabilities which must be required for the accreditation of all education and training programmes [Available at http://portal.unesco.org/ci/en/ev.php-URL_ID=20891&URL_DO=DO_TOPIC&URL_SECTION=201.html, 10.01.2011]

Those activities are worthy of special attention, in particular from those who work in the area of IL development strategies, for better harmonization of Information Literacy implementation into the educational sector.

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INFORMATION LITERACY DEVELOPMENT IN EUROPE: BEST PRACTICES

The following Information Literacy initiatives, projects, activities were identified in the four categories: Schools, Higher education, Vocational education and training VET, and Lifelong Learning (common).

IL BEST PRACTICES: SCHOOLS’ SECTOR

Acronym Full name Coordinator Contact Country Launch year

End year EU frame Learning

sector

ALCE

ALCE Animation for reading and comprehension at school

Fundación Tomillo Capto – Centro de Actividades Pedagógicas, Spain

[email protected] - Luis RUIZ DEL ÁRBOL T +34.915.61.16.03 F +34 915 63 97 84

Spain 1998 1999 COMENIUS Schools

CHILIAS

Children in Libraries: improving multimedia virtual library access and information skills

Stuttgart City Library, Germany

Ingrid BUSSMANN Tel:+49-711-2165710/5730 Fax:+49-711-2165701

Germany 1996 1998 FP4 Schools

Information Literacy skills

Information literacy skills – the link between secondary and tertiary education

Glasgow Caledonian University (GCU)

[email protected]; [email protected]

United Kingdom 2004 2008 National Schools

Informatyka+

Informatyka+: the interregional programme for the development of the secondary school students' qualifications in Information Communication Technology

Wyższa Szkoła Informatyki (The Academy of Informatics) in Warsaw

Project's office – Wyższa Szkoła Informatyki, Lewartowskiego St. / 17

169 Warsaw / Poland

Poland 2008 2012 National Schools

VERITY

Virtual and Electronic Resources for Information skills Training

University of Sunderland, UK

Jo AITKINS Tel:+44-191-5153915 Fax:+44-191-5152904

United Kingdom 1998 2000 FP4 Schools

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1) ALCE – Animation for reading and comprehension at school

I: GENERAL INFORMATION

1. Country: Spain

2. EU funding programme: Comenius

3. Focus, initiative-type: project aimed at development of IL as social objective

4. Learning sector: Schools

5. Literacy area: Information Literacy

6. Geographical / social range: International

7. Type of institution, organization, and stakeholder: Foundation

II: CHARACTERISTIC

Consortium

The leader of project is Fundación Tomillo Capto – Centro de Actividades Pedagógicas. The other participants are partners from Greece, Italy and Portugal.

Background

The ALCE project is part of Socrates Comenius programme which aims at developing young people and educational staff knowledge about the diversity of European cultures and languages and help young people acquire the basic skills and life competencies necessary for personal development, future employment and active citizenship. Information skills are one of the most important competences in the information society. The ALCE is also one of the EU-funded projects in the field of education of children of occupational travelers.

Core objectives

The ALCE project worked with secondary-age pupils and aimed to promote reading, bibliographical research and use of ITC to carry out schoolwork.

Details

The target group of this project are children of occupational travelers. The ALCE project worked in schools within deprived urban zones, where the concentration of immigrants, Gypsies and marginalized group of people is considerable.

Results

The main results of ALCE project, which was finished in 1999, were:

• supporting the education of secondary school students

• drawing attention to the problems of immigrants

• promoting the idea of cultural diversity

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2) CHILIAS – Children in Libraries: improving multimedia virtual library access and information skills


1. Country: Germany

2. EU funding programme: FP4



5. Literacy area: Media Literacy, Information Literacy

6. Geographical / social range: international, for children

7. Type of institution, organization, and stakeholder: Library

II: CHARACTERISTIC

Consortium

CHILIAS is a project of the European Commission within the framework of the Telematics Applications Programme 1994-1998 - Telematics for Libraries. The coordinator of project is Stuttgart City Library in Germany. The other partners, from Finland, Great Britain, Greece, Portugal and Spain, are: Gateshead Libraries and Arts Services, Athens College Library, Diputació de Barcelona, University of Helsinki, IT Centre for Schools, Vantaa City Library, University of Sunderland, Costeas Gitonas School, Akateeminen Tietopalvelu, Association of Finish Local Authorities, University of Turku, IBM Deutschland and Ravensburger Interactive Media.

Background

The Internet and multimedia give children new ways of searching information and learning but require a high level of information-seeking skills. The project refers to the idea of European children's libraries, which provide a stimulating environment for innovative learning and creative use of multimedia.

Core objectives

The project main aim was to strengthen the information competence of children using interactive multimedia and communication systems to improve their information seeking skills in new learning environments.

Details The project was implemented through a web site named InfoPlanet, containing:

• A Virtual Library module

• Storybuilder - an interactive application for creative input from children.

• Guestbook - a structured discussion and feedback tool for use by children.

• Infoton - an information skills tool.

InfoPlanet was developed in six languages, one for each of the participating countries.

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Results Project results included:

• Creation of virtual children's libraries of multimedia materials, established in different countries.

• Integration of communications and media creation applications in the demonstrator.

• A prototype and demonstrator of tools for different information skills.

• Evaluations of usage of the tools and applications by children, teachers and librarians.

3) Information literacy skills – the link between secondary and tertiary education


1. Country: UK

2. EU funding programme



5. Literacy area: Information literacy

5. Geographical / social range: national

6. Type of institution, organization, and stakeholder: University

II: CHARACTERISTIC

Consortium

The Information literacy skills – the link between secondary and tertiary education project is a national pilot to develop an information literacy framework leaded by The Department of Learner Support at Glasgow Caledonian University (GCU), realized with secondary and tertiary partners.

• The partners:

• North Ayrshire Council and The City of Edinburgh Council Education Resource Services

• Doon Academy, Govan High School, Firrhill High School and St. Augustine’s

• University of Abertay

• Learning and Teaching Scotland

• GAPS (General Academic and Professional Services) Department GCU

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Background

Information Literacy Skills – the link between secondary and tertiary education project is a part of a National Information Literacy Framework. Research undertaken by Glasgow Caledonian University showed that students arriving at university have generally either poor or limited information literacy skills, for some these skills will be enhanced but many will leave as they arrived. According to the developers of the project solution, which can help to change this unfavorable situation, is cooperation between the representatives of the second and the third sector of education.

Core objectives

The aim of the project was to evaluate and develop information literacy skills of secondary school pupils. The main objective was to make that secondary school graduates completing secondary school education had a set of information skills, which then can be developed and used in the course of higher education.

Specific objectives were:

• identify student information literacy skills they bring to university

• convert identified IL skills an IL framework extending from secondary into higher education

• pilot and test developed framework

• identify barriers to and constraints on the development of a national IL framework

• test the link between IL, progression, and retention and the employability agenda

Details Stages of project implementation:

1. Choosing focus groups from first year students at GCU to identify what information literacy skills, if any they bring to university

2. Interviewing university subject librarians to identify what information literacy skills, they believe new students bring from secondary and or further education

3. Working with partners identified information literacy skills converted to an information literacy framework extending from secondary into higher education

4. Developing and testing framework with secondary and tertiary participants

5. Identifying barriers on the development of a national information literacy framework

6. Developing of GCU's IL training strategy into an integrated strategy which combines ICT and IL skills.

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Results The result of project, which was finished in 2008, was to focus attention on an information literacy strategy which links secondary and tertiary education and encourages the secondary and tertiary sectors to work together. The final product was to create an information literacy framework. The outcomes were:

• develop a viable, tested and piloted draft framework

• creation of expertise which can be rolled out further in secondary and tertiary sectors

• contribute to:

- curriculum development in Scotland

- the teaching and learning of IL skills within education

- the understanding of the role of IL in the progression / retention and employability agendas

- IL research within tertiary and secondary education

- the development of the secondary / tertiary interface by encouraging partnership activity.

4) Informatyka+: the interregional programme for the development of the secondary school students' qualifications in Information Communication Technology


1. Country: Poland

2. EU funding programme: European Social Fund

3. Focus, initiative-type: project aimed at development of IL as cognitive acquisition of individuals


5. Literacy area: ICT Literacy

5. Geographical / social range: National

6. Type of institution, organization, and stakeholder: College

II: CHARACTERISTIC

Consortium

Informatyka + is a cross-regional educational project in the field of computer science and information and communication technology initiated by The Academy of Informatics in Warsaw. The partners of this project are nearly 1,000 teachers from secondary schools.

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The project is supervised by Programme Board, consist of representants of:

• University of Warsaw

• Warsaw University of Technology

• University of Wroclaw

• Nicholas Copernicus University in Torun

Background

The Informatyka+ project is part of the Human Capital Operational Programme, whose main objectives include:

• Raising the level of economic activity and employability of the unemployed and economically inactive

• Reducing areas of social exclusion

• Improving the adaptability of workers and enterprises to changes in the economy

• Promoting public education at every stage of education while increasing the quality of educational services and their link with the needs of the knowledge economy

• Increasing the capacity of public administration in developing policies and providing high quality services and strengthening partnership mechanisms

• The increase in territorial cohesion.

Core objectives

The main aim of project is to increase competence in the field of computer science at the high school students by providing them access to educational resources, lectures and workshops.

Details The project provides a wide range of extracurricular activities for students in the form of lectures, workshops, courses and competitions. All activities will be implemented on the basis of an educational program developed for the project objectives. In total, the various forms of teaching in the period from September 2009 to September 2012 will be attended by 15 780 students (including 20% of students gifted in science or interested in studying in technical fields) and 180 teachers of computer science and information technology.

The project consists of a number of initiatives: As part of Visitors Morning and Afternoon, the Visitors will be invited for lectures and workshops at the Warsaw School of Informatics, including 3,000 students. As part of the Visitors on Wheels reach academics to give lectures to village schools away from Warsaw. This form of participation in the project will be covered by more than 8,000 students. Provision is also the 6th edition of specialized computer courses undertaken at the premises of the university and the Regional Centres Project. These courses will be implemented within a module of the program of advanced IT +. During holidays, the project will be invited to participate in summer camps. All participants will receive teaching materials in electronic form and educational brochures. All the teaching resources developed by the project are available through the educational platform - Mila Junior College. To use the service, log on www.webfronter.com/iplus/milacollegejunior/ (login and

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password are assigned to the project participants during classes). People who did not participate in the classes, and want to use the teaching materials for self-study can log in as a guest. In the course of the project also envisages the organization of conferences and the Knowledge Fair, which will be attended by a total of more than 600 participants (teachers, lecturers and students). Progress of the project will be documented.

Results • The main results of the project are:

• creation of a special educational program

• creation of educational web-based platform

• completion of lectures and workshops for over 3,000 students

• conduct lectures for more than 8 000 students from small towns

• performing specific computer courses for gifted students

• organizing academic summer camps

• organization of conferences and the Knowledge Fairs

• evidence of good practice in the form of scientific notebooks, publishers of a popular science – a collective work of prominent representatives from the fields of science and methodological guide for teachers.

5) VERITY – Virtual and Electronic Resources for Information Skills Training


1. Country: United Kingdom

2. EU funding programme: FP4




5. Geographical / social range: international, for young people


II: CHARACTERISTIC

Consortium

The consortium headed by Information Services at the University of Sunderland comprises the University of Helsinki IT Centre for Schools, Stuttgart Public Libraries, Athens College Library and ISEGI based at the New University of Lisbon. The project was funded by the Libraries sector under the European Union's Telematics Applications Programme.

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Background

The Verity project is connected with the idea of providing virtual library services that are creative, stimulating and educational for young people. Teaching the youth how to search and use information is compatible with concept of lifelong learning for information society.

Core objectives

The main aim of project was to help young people with their information seeking process by providing them "The Virtual librarian" system. The system provided virtual library services and tough students how to be independent learners in the information society.

Details The target group for the project were young people aged 13-19. The Verity project first produced an English prototype of "The Virtual librarian" system called “Virtual Resource Finder” which had two parts: the resource finder and the infoskills. The resource finder guides users through a series of options that assist them in locating the correct bibliographic information both in the OPAC and from a database of selected web resources. Infoskills includes three sections: Learning material, Self evaluation questionnaire and Teacher’s guide. The Learning material is a guide for information seeking designed for school assignment and project work. It teaches the user how to work effectively with information. The self-evaluation questionnaire provides a forty five questions questionnaire users can take to evaluate their strengths and weaknesses in searching. The Teacher’s guide discusses the challenges of the future education and offers guidance in encouraging collaborative work. After the completion and verification of the first prototype in English additional prototypes were also produced in Finnish, German, Greek and Portuguese.

Results The project, which was finished in 2000:

• supported young people with their research projects in retrieving, selecting and evaluating the relevant information available in library catalogues and on the Internet

• contributed to the spread of the idea of lifelong learning

• gave young people ability to learn independently

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IL BEST PRACTICES: HIGHER EDUCATION SECTOR

Acronym Full name Coordinator Contact Country Launch year End year EU

frame Learning

sector

Alfin-EEES

Alfin-EEES – Skills and competencies in information management for learning to learn within European Higher Education

Universidad de Granada. Facultad Biblioteconomía y Documentación, Spain

María Pinto Molina Tel.: 34 958 243 933 Fax: 34 958 243 490

Spain 2006 ongoing National HE

Information Literacy module

Information Literacy module

NUI Galway, Trinity College Dublin and University College Cork

Isolde Harpur, Trinity College Library Dublin

Ireland ongoing National HE

Information literacy project

Information literacy project

Staffordshire University

[email protected]

United Kingdom ongoing National HE

MA in Information Literacy

MA in Information Literacy

University of Sheffield

[email protected]

United Kingdom ongoing National HE

SWIM

SWIM tutorial

SWIM – Streaming Web-based Information Modules

SWIM – information search strategy

Aalborg University Library - Aalborg

Maj Rosenstand Tel.: 9635 9349 Niels Jørgen Blåbjerg Tel.: 9635 7304

Denmark 2001 2003 National HE

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6) ALFIN-EEES – Skills And Competences In Information Management For Learning To Learn Within European Higher Education


1. Country: Spain

2. EU funding programme: no EU funding; held by Universidad de Granada es Catedrática de Biblioteconomía y de Documentación and supported by Spanish Ministerio de Educatio and Spanish IL EHEA (Information Literacy European Higher Education Area)

3. Focus, initiative-type: Initiatives/projects aimed at development of IL as social objective; Education goals and strategies development; curricula development; Resources and tools for learners, teachers, users development

4. Learning sector: Higher Education

5. Literacy area: Information Literacy with the impact on Computer Literacy, Digital Literacy 6. Geographical / social range: national, for students

7. Type of institution, organization, and stakeholder: National governments and other official agencies; University; non-official bodies: LIS community

II: CHARACTERISTIC

Consortium

The project is held by Universidad de Granada es Catedrática de Biblioteconomía y de Documentación from Granada, Spain and represented by Prof. María Pinto Molina and supported by Spanish Ministerio de Educatio and Spanish IL EHEA (Information Literacy European Higher Education Area)

Background

Alfin-EEES is an educational portal targeted on students' global learning processes. It is centered on the reinforcement and acquisition of skills, competencies and know-how of a generic nature, related to all key aspects of the management, accessing and use of information, the aim being to equip the students with autonomy in information handling and in acquiring new cognitive skills in today's knowledge economy.

Core objectives

The aim of the project is the development of information skills concerning with the special impact on digital literacy, understood as the set of attitudes referred to the use and management of information in any of the forms in which it appears as well as of the technologies usage that lead to this information.

As methodological platform for the development the Alfin-EEES have been based on the experience accumulated in the creation of the electronic portal e-COMS Electronic Content Management Skills (2004) and on the philosophy of the models Big Six Skills (1995), Declaration of Sorbona (1998), INTO Info (1998), Declaration of Bologna (1999), BONUS (1999), CERICE (2000), ALLAH (2000), Declaration of Prague (2001), I DESSICATE (2001), European Union (2003), Declaration of Berlin (2003), initiatory and-EUROPE (2003-05) that put special emphasis on the changes on the organization of the higher education based on permanent learning, in the development of skills and transverse and generic competences for the literacy in information confronting

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successfully the access and use of the information to be unrolled in the society, to reach the personal targets and to develop the proper knowledge and potential.

Details As generic target, Alfin-EEES tries to form generic competences of the students through education representation:

• systemic: related to identification of knowledge existing, the map of concepts, the development of skills for the analysis and put together of information, capacity for the resolution of problems and the capture of decisions, aptitude to tackle progress and to propose innovations.

• informative - technological: related to use of software generic and to management, organization, recovery and access of the information in any format and support.

• sets of instruments: relative to the aptitude to analyze and to synthesize information, to organize it, to evaluate it and reuse.

• personnel: centered on the aptitude to be employed at teams and of integration at multidisciplinary teams, acquisition of ethical values at the handling and use of the information.

• evaluative: to encourage the spirit of self-criticism and the capacity of interaction of the student with the system of education - learning.

Each competency and sub-competency uses the same structure for presenting the information, although the more specific level, that of the sub-competency, is more complete. For each competency, a general chart presents the contents and procedures for learning. The chart for sub-competencies, which is more specific, is very detailed and includes the development of knowledge and specific skills for the training in question, facilitating numerous activities, recommendations and resources. The basic chart is based on the theory of meaningful learning and, in general, on the constructivist paradigm, as well as on the more general consensus on efficacy and efficiency in learning processes.

Results

Alfin-EEES is an initiative that proposes the implementation into the curricula and education so called generic competences related to the information literacy, developed and educated for any university student who needs to search for, to manage, to organize and to evaluate information gathered in very diverse sources.

The six blocks of transversal content have been established in the configuration of the portal's content:

• Learning to learn: the concept of learning to learn is explained - how to learn to learn, and how to be autonomous and in charge of our own learning process

• Learning to seek and assess information

• Learning to analyze, synthesize, and communicate: how to read better, how to segment the information in order to subsequently reorganize it using the techniques of outlining, graphic representation and summary, and how to communicate the new knowledge in writing, using graphic presentations while respecting the contribution of the authors whose ideas have been used.

• Learning to generate knowledge: in-depth study of the processes of creation and innovation, the principles of scientific thought and the techniques for

21

organizing projects, in order to familiarize the student with the principal phases of knowledge generation: creation, research and development.

• Learning to work with others: the ethical bases for coexistence and teamwork are posed, as well as how to recognize and approach conflict using negotiation techniques.

• Using technology to learn: operating systems, IT office applications, communication tools and the e-learning environments most often used in universities are introduced.

The knowledge leading to the competencies set out in Alfin-EEES is meant to be assimilated by the students using the possibilities offered by the new technologies for e-learning and teaching: hyperlinks; schemes and maps; interactive examples with problem-solving; FAQs, which will give solutions to the most problematic questions; email, which will facilitate permanent and personalized tutoring; and forums, which will provide a space for virtually debating specific subjects and sharing knowledge.

Alfin-EEES serves to promote the alphabetization of information (information literacy) and initiatives, resources of those who consult it, multiplying the opportunities of electronic self-guided learning and encouraging values as the innovation, the creativity.

Each competency and sub-competency uses the same structure for presenting the information, although the more specific level, that of the sub-competency, is more complete. For each competency, a general chart presents the contents and procedures for learning. The chart for sub-competencies, which is more specific, is very detailed and includes the development of knowledge and specific skills for the training in question, facilitating numerous activities, recommendations and resources. The basic chart is based on the theory of meaningful learning and, in general, on the constructivist paradigm, as well as on the more general consensus on efficacy and efficiency in learning processes.

7) Graduate Information Literacy Module. National University Of Ireland Galway, Trinity College Dublin, University College Cork


1. Country: Ireland (Galway, Dublin, Cork)

2. EU funding programme: collaborative university initiative; Higher Education Authority (a member of international organization ENQA - the European Association for Quality Assurance in Higher Education and National Department Plan (NDP); partly funded by the Irish Government and part financed by the European Union under the National Development Plan

3. Focus, initiative-type: Initiatives/projects aimed at development of IL as social objective;


5. Literacy area: Information Literacy with the impact on Computer Literacy, Digital Literacy

6. Geographical / social range: national, for students


22

II: CHARACTERISTIC

Consortium

This is the joint initiative of three universities and university libraries: National University of Ireland Galway, Trinity College Dublin, and University College Cork. Initiative was supported by Higher Education Authority (a member of international organization ENQA - the European Association for Quality Assurance in Higher Education and National Department Plan (NDP) Transforming Ireland, the national investment programme 2007-2013NDP Transforming Ireland is Funded by the Irish Government and part financed by the European Union under the National Development Plan.

Background

Initiative of three collaborating universities with no funding from EU. Initiative is an attempt to establish the competence of the course trainee students at master, doctoral and young academic staff (post-doctoral). The module was incorporated into the curricula, and is the example resource of credited courses available at universities collaborating with one another.

Core objectives

The initiative is prepared for postgraduate research students completing a PhD or a Research Masters, as well as Post-Doctorate staff.

Details The aim of the module is:

• To understand the significance of Information Literacy and its application to the research;

• To enable to audit and update current Information Literacy Skills;

• To expand and acquire a portfolio of Information Literacy Skills

• To develop Information Literacy Skills, what will enhance the quality of research skills and expand career opportunities.

Results It consists of 6 units in total, and each unit will introduce to the topic through a series of slides explaining the subject area, and provide with an opportunity to practice and explore its themes by means of short reflective tasks. This tutorial supplements the important work of the subject area librarian, and is designed to allow users to review the topic at the own convenience.

The Learning Outcomes are to:

• Plan and undertake a comprehensive search and review of the literature

• Develop effective strategies to locate and access relevant information

• Analyse and critically evaluate research findings

• Demonstrate and apply a range of these skills as part of wider research portfolio

• Develop effective approaches to keep up to date with the latest research in research area

• Manage the research information saving valuable time and effort

23

• Identify the legal and ethical issues relating to the use of information

• Publish and present information in an effective way

• Justify the application of these information literacy skills to the specific research

The Graduate Information Literacy Module is available at: http://www.informationliteracy.ie/

8) Information Literacy Project. Staffordshire University


1. Country: United Kingdom

2. EU funding programme: no EU funding

3. Focus, initiative-type: Initiatives/projects aimed at development of IL as social objective


5. Literacy area: Information Literacy with the impact on Computer Literacy, Digital Literacy 6. Geographical / social range: national, for students


II: CHARACTERISTIC

Consortium

Initiative is held by the Staffordshire University

Background

Information literacy project at the Staffordshire University is a kind of strategic approach to integrating information literacy into the learning landscape.

The Statement of good practice has been implemented as an initiative in e-learning. Widening Participation and Quality can be supported by greater emphasis on information literacy. The information literacy statement can work in tandem with the e-learning policy and the employability policy to enrich and deepen the student experience of learning at Staffordshire University. This statement can be used to underpin modular undergraduate courses, postgraduate courses, distance learning courses (both undergraduate and postgraduate) and Staffordshire University Regional Federation SURF courses.


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Core objectives

This is a course focusing on the area of information literacy. The aims of the course are:

• to develop understanding of information literacy practice,

• to support learning through the information literacy,

• implementation of IL tools

The aim is to deepen the understanding of information literacy, development of the skills and to manage this transition to higher education and support them through their first piece of assessed work.

Details


Research into various aspects of Information Literacy and its implementation that have been undertaken at the University are:

1. ASK or the Assignment Survival Kit (http://www.staffs.ac.uk/ask) is a student centered learning support tool designed to help students tackling their first assignment. It is one of a range of deliverables being developed at Staffordshire University to underpin the University’s new strategic approach to information literacy.

Information Services are developing a range of materials to support and enhance students’ Information Literacy skills, to manage this transition to higher education and support them through their first piece of assessed work

2. Embedded support sessions - Embedding information literacy skills within taught courses means that students understand and apply these skills better than if they are presented separately outside the context of work done within a module.

3. Information Skills module. The module has been developed with first year students in mind but as a general option is available to all students who feel that they need help in refining their research skills

4. VLE Folder support activity. It is a support and collaboration help in working together with the academic staff to integrate Information Literacy activities and resources for the specific subject. The University has a standard VLE information literacy folder which can be used in its “off the peg” form or which can be tailored especially for the module’s needs

5. Staffordshire University Information Literacy Community of Practice (SUILCoP). Following the success of Information Literacy: Recognizing the Need Conference held at Staffordshire University on the 17 May 2006, Staffordshire University set up an Information Literacy Community of Practice. The aim of this is to allow the sharing of good practice and discuss new ideas in Information Literacy teaching and learning within the university sector by organizing the annual workshops.

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Results


The Statement of good practice has been implemented as an initiative in e-learning. Widening Participation and Quality can be supported by greater emphasis on information literacy. The information literacy statement can work in tandem with the e-learning policy and the employability policy to enrich and deepen the student experience of learning at Staffordshire University. This statement can be used to underpin modular undergraduate courses, postgraduate courses, distance learning courses (both undergraduate and postgraduate) and Staffordshire University Regional Federation SURF courses.


Research into various aspects of Information Literacy and its implementation that have been undertaken at the University are:

1. ASK or the Assignment Survival Kit (http://www.staffs.ac.uk/ask) is a student centered learning support tool designed to help students tackling their first assignment. It is one of a range of deliverables being developed at Staffordshire University to underpin the University’s new strategic approach to information literacy.

Information Services are developing a range of materials to support and enhance students’ Information Literacy skills, to manage this transition to higher education and support them through their first piece of assessed work

2. Embedded support sessions – Embedding information literacy skills within taught courses means that students understand and apply these skills better than if they are presented separately outside the context of work done within a module.

3. Information Skills module. The module has been developed with first year students in mind but as a general option is available to all students who feel that they need help in refining their research skills

4. VLE Folder support activity. It is a support and collaboration help in working together with the academic staff to integrate Information Literacy activities and resources for the specific subject. The University has a standard VLE information literacy folder which can be used in its “off the peg” form or which can be tailored especially for the module’s needs

5. Staffordshire University Information Literacy Community of Practice (SUILCoP). Following the success of Information Literacy: Recognizing the Need Conference held at Staffordshire University on the 17 May 2006 Staffordshire University set up an Information Literacy Community of Practice. The aim of this is to allow the sharing of good practice and discuss new ideas in Information Literacy teaching and learning within the university sector by organizing the annual workshops.

26

9) Ma In Information Literacy. University Of Sheffield


1. Country: United Kingdom, Sheffield

2. EU funding programme:




6. Geographical / social range: national, for students


II: CHARACTERISTIC

Consortium

The MA course is proposal for national and international education introduced by Sheffield University, United Kingdom.

Background

This is a unique new master’s course focusing on the fast-developing area of information literacy. The aims of the course are:

• to develop the understanding of information literacy theory and practice

• to prepare students for the role of educator in information literacy

Core objectives

The MA will deepen the understanding of information literacy and users information behaviour in different contexts. Reflecting on students’ experiences of learning and teaching, they are engaged critically with different approaches and build a foundation for a career in which educating others in information literacy is a key role.

Details

MA in Information Literacy it is the university initiative that gives the knowledge, understanding and skills to succeed in an exciting and fast-moving field. The University, Information School has a flexible approach to teaching and learning, and it is possible to study part time or full time, and take the programme as a Postgraduate Diploma or Postgraduate Certificate as alternatives to the full MA. It is also possible to choose to study individual modules, accumulating credits towards a qualification to be completed later. The course aims to develop specialist practitioners, who understand the theory and practice of information literacy, and who are qualified and motivated to educate members of the public in their lifelong development of information literacy skills. It provides an in-depth understanding of information literacy and information behaviour in different contexts, as well as preparing participants for roles as information literacy teachers.

27

Results

The MA in Information literacy is divided into the core modules:

Dissertation,

Education for Information Literacy that provides critical understanding of approaches to teaching information literacy through reflection on existing experience and competence. It examines different approaches to education for information literacy, reflects on the different contexts (educational, national, social and disciplinary),

Educational Informatics, which is introduction to current practice and research in educational informatics. Addresses theoretical and practical issues associated with the use of information and communication technologies (ICTs) to support learning in the information society.),

Information Literacy Research (that deepen the understanding of the key research problems in information literacy and appropriate research methods for investigating those problems. Develops knowledge about the research contexts and problems and increases capability in information literacy and relevant research approaches),

Information Resources and Information Literacy (that is a theoretical and practical introduction to information needs and their satisfaction, the different types of information sources and resources available. Also provides practical experience of basic information searching and evaluation skills using printed and online, internet-based sources),

Information Retrieval: Search Engines and Digital Libraries (that is introduction into a wide range of predominantly computerized techniques for the organization, searching and processing of textual information. Focus on keyword searching; subject analysis; networked retrieval; record description and user interface issues),

Research Methods and Dissertation Preparation (helps to prepare a dissertation, also introduces social research methods and statistics for information management),

Practical Computing

and modules to be chosen: Academic and Research Libraries, Archive Use and Methodology, Business Intelligence, Content Management Systems, E-Business and E-Commerce, E-Government Information, Electronic Publishing, Healthcare Information, Human Computer Interaction and User Interface Design, Information Storage and Retrieval Research, Library Services for Children and Young People, Public Libraries. More information is available in the brochure:

http://www.shef.ac.uk/content/1/c6/08/48/23/MA%20Information%20Literacy.pdf

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10) Swim – Streaming Webbased Information Modules. Swim Tutorial – Information Search Strategy. Aalborg University Library.


1. Country: Denmark

2. EU funding programme: no EU funding, the project is the national and local (Aalborg University) initiative funded by local and national organizations (Denmark’s Electronic Research Library)



5. Literacy area: Information Literacy with the impact on Computer Literacy, Digital Literacy 6. Geographical / social range: international (Sweden, Norway), for students


II: CHARACTERISTIC

Consortium

The SWIM-program is also used at Chalmers University of Technology in Sweden and adapted and translated to the needs of the Business School in Bergen, Norway. (http://www.ub.uib.no/felles/IK/index.htm).

The project partners of the SWIM group are:

• The Aarhus School of Business Library

• The Royal Library

• Roskilde University Library.

Background

SWIM – Streaming Web-based Information Modules – project developed by the Aalborg University Library, which use streaming-server technology, in which the tutorial enables the student to make a number of choices about search strategy and problem solving. SWIM is based on Carol Kuhlthau’s (1994) model of the information searching process. The SWIM modules link together project work, information searching and the student’s emotional state while working. (http://www.swiminfo.dk). The project is the national and local (Aalborg University) initiative funded by local and national organizations (Denmark’s Electronic Research Library)

Core objectives

The aim of the SWIM project is to develop a web-based multimedia programme that furthers the development of students' information literacy skills. The programme is designed as a contextually relevant, interactive tutorial, which is divided into well-defined modules and integrated in various web environments relevant to library users and teaching environments.

29

Details The project objective is to support students in the acquisition of information literacy skills, particularly when using web-based information resources supported by Denmark's Electronic Research Library. The SWIM group will develop an easy to use tutorial consisting of modules that relate to relevant information resources, thus offering the user the possibility of just-in-time learning when using e.g. a specific database. Another objective is to secure the integration and use of those information resources and facilities that can be accessed through the research libraries in the teaching environments of the various educational institutions.

The project objective is to support students in the acquisition of information literacy skills, particularly when using web-based information resources supported by Denmark's Electronic Research Library. The SWIM group will develop an easy to use tutorial consisting of modules that relate to relevant information resources, thus offering the user the possibility of just-in-time learning when using e.g. a specific database. Another objective is to secure the integration and use of those information resources and facilities that can be accessed through the research libraries in the teaching environments of the various educational institutions.

The indirect target group is the universities' teaching environments, in connection with curriculum planning and other activities that further the integration of information literacy in the learning process. Furthermore, the target group also includes a number of different users in various web environments e.g. The Virtual University of Denmark (DVUNI) and those involved in Denmark's Electronic Research Library.

Results In order to render the project visible, secure exposure, and further the exchange of knowledge and interplay with other projects, the SWIM group has formed a number of attachments to centers and institutions both within and outside Aalborg University. The type of attachment depends on the characteristics of the individual network partner. However, it will primarily involve sparring and the exchange of experiences in connection with specific problems relating to the themes listed below. The network themes are:

Learning and problem-based learning E-learning Lab Nordlylland Learning Lab Aarhus Learning Lab Denmark The Centre for the Interdisciplinary Study of Learning (VCL), Aalborg University Virtual Learning Environments and Learning Methods (The VILL project) Department of Communication, Aalborg University

Learning and IT E-learning Lab Nordjylland Learning Lab Aarhus Learning Lab Denmark The Centre for the Interdisciplinary Study of Learning (VCL), Aalborg University Virtual Learning Environments and Learning Methods (The VILL project) VR Centre North, Aalborg University IT Innovation, Aalborg University

30

Technology

IT Innovation, Aalborg University Institute of Electronic Systems, Aalborg University VR Centre North, Aalborg University

The product must be usable to a broad circle of students in higher education, including distance learners. More information is available on:

http://www.swiminfo.dk/index.html

The tutorial is available on:

http://web.aub.aau.dk/swim/swim_uk/adsl/splashintro.html

31

IL BEST PRACTICES: VOCATIONAL EDUCATION AND TRAINING SECTOR

Full name Coordinator Contact Country Launch year

End year EU frame Learnin

g sector

SEEKS – Adult Information Seeking Strategies in the Information Society

MANCHESTER METROPOLITAN UNIVERSITY, UK

[email protected] - Telephone +00 44 161 275 7255 - Fax +00 44 161 200 3505

United Kingdom 2001 2003 MINERVA VET

Szkolenia – to się opłaca

(Database of training offers)

PARP - the Polish Agency for Enterprise Development

[email protected]; www.parp.gov.pl; phone +48 22 432 80 80, +48 22 432 71 25

Poland 2010 2011 ESF VET

Training of Information Professionals

UNESCO [email protected] International 2002 2009 International VET

Training of Media Professionals UNESCO aw.khan@unesc

o.org International 2002 ongoing International VET

Training-the-Trainers in Information Literacy

UNESCO [email protected] International 2007 2009 International VET

32

11) SEEKS – Adult Information Seeking Strategies in the Information Society


1. Country: UK

2. EU funding programme: MINERVA


4. Learning sector: VET

5. Literacy area: Internet Literacy



II: CHARACTERISTIC

Consortium

The SEEKS project was funded by the EU Socrates Minerva programme (Promotion of Open & Distance Learning - Information & Communication Technologies in the Field of Education). The project was coordinated by the IOE Research Centre at Manchester Metropolitan University in the UK. The other partners were Universiteit van Amsterdam, the Institute of Applied & Computational Mathematics in Greece, Universitat de Barcelona, and Universitat des Saarlandes.

Background

Success in operating in network environment requires having effective information search strategies. The SEEKS project aims to elucidate the need for recognition of difference and offer guidelines to teachers and trainers, developers of educational software, educational websites and portals offering pathways into education and training which take into account different approaches to process of information seeking. That is why the main aim of SEEKS project was to examine information seeking strategies, which have being used by adult learners searching information on the internet.

Core objectives

The core objectives are to: • clarify the need for recognition of difference in information seeking behaviour

and to offer guidelines about those differences to be taken into account in varied learning environments

• develop a trans-nationally validated taxonomy of ICT related information seeking strategies among adult learners in formal and distributed learning environments based on analyzing users' seeking and searching strategies as they happen in real situations

• produce a census mapping the transnational distribution of these strategies

• formulate good practice guidelines for tutors, trainers and system developers to assist the development and production of appropriate curricula and training content and systems design

33

The SEEKS project was concerned with the development of a transnational validated taxonomy of ICT-related information-seeking behaviour (ISB) among adult learners. Formal and informal distributed learning environments were both taken into consideration.

Details The taxonomy and methodology for the project was developed on the basis of a theoretical review of current models of information seeking. The similar methodology and tools were used in Spain, Germany, the United Kingdom, the Netherlands and Greece with the aim of developing a trans-nationally validated taxonomy of adults’ information seeking strategies. The project team has gathered comprehensive data on the Information Seeking Behaviors of adult learners and created a set of guidelines for developers of educational software and ICT-based learning instructors.

Results The main project outputs are:

• Development of transnational validated taxonomy of information seeking strategies

• Results of transnational mapping of distribution of information seeking strategies

• Guidelines for ODL teachers and trainers to facilitate optimal use of user and student information seeking strategies

• Guidelines for ODL systems designers to facilitate optimum accommodation of varied information seeking strategies

The project was finished in 2003. The outcomes of the project contribute to a process accelerating the integration of previously excluded groups into the Information Society.

12) Szkolenia – to się opłaca


1. Country: Poland

2. EU funding programme: ESF





6. Type of institution, organization, and stakeholder: PARP - the Polish Agency for Enterprise Development

34

II: CHARACTERISTIC

Consortium

Szkolenia – to się opłaca is a Polish project carried out by PARP - the Polish Agency for Enterprise Development. The project was started in 2010 and will by finished in 2011. It is co-financed by the European Union under the European Social Fund.

Background Raising the professional competence of staff is an element of competitive advantage. The idea of lifelong learning is the foundation of the vision of a modern knowledge society. The best developing countries treat lifelong learning as a priority in their development strategies, as well as in the transformation of education.

The project aims to create a system of staff training with the needs of modern economy. This aim is compatible with The Lisbon Strategy in the context of employees’ lifelong learning.

Core objectives The aim of this campaign is to promote among small and medium-sized companies the idea of the professional development and draw entrepreneurs’ attention to the role of employees training. The goal is also to draw attention to the need for businesses to invest in staff and motivating them to take concrete actions aimed at enhancing the professional competence of employees.

Details Implementation of the project rests on two pillars. The first of them is those of PR and media - broadcast radio and television spots, and the organization of debates and conferences related to the development of human capital. The second is the launch site "Investment in human resources.” It is a website containing a database of offers of training and postgraduate studies. Currently, the portal www.inwestycjawkadry.pl there are more than 11,540 training courses, including the 6028 edition of the training co-financed by EU funds and approximately 719 proposals for postgraduate study, including 390 of the ESF funding. What is important using the database is free.

Results The result of this project is database of training offers available online at www.inwestycjawkadry.pl. Portal, which was commissioned as a base for training and postgraduate studies, today is a professional vortal. Entrepreneurs will find its practical advice of experts on the broader human resource management and interesting publications on this topic.

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13) Training of Information Professionals


1. Country: international

2. EU funding programme: no




5. Geographical / social range: international

6. Type of institution, organization, and stakeholder: UNESCO

II: CHARACTERISTIC

Consortium

The international project Training of Information Professionals was funded by UNESCO and it is part of wider UNESCO policy connected with area of Communication and Information Activities. Projects from this area are generally focused on providing people skills and abilities for critical reception and use of information in their professional and personal lives. The Training of Information Professionals project is a good example of this idea.

Background

The project was focused on training, continuing education and lifelong learning for information specialists working in libraries, archives and other institutions, especially in developing countries. According to UNESCO building the capacity of these institutions requires a continuous process of improving the knowledge and skills of the professionals who work within them. That is why this programme focuses on training and lifelong learning for media and information specialists from developing countries.

Core objectives

The main aim of the project is to provide information specialists access to training, continuing education and lifelong learning, especially through strengthening professional training institutions and integrating information components into national development plans, poverty eradication strategies and United Nations country programming exercises.

Results

Training of Information Professionals project, which was finished in 2009, provides opportunity to train and lifelong learning for media and information specialists from developing countries.

36

14) Training of Media Professionals






5. Literacy area: Media Literacy



II: CHARACTERISTIC

Consortium

The Training of Media Professionals project was funded by UNESCO in 2002. This international project is focused on building the capacities of media professionals, mostly by enhancing the quality of media training institutions, fostering community access to information and increase opportunities for non-formal education.

Background

According to UNESCO media are an important element for enhancing participation in development processes and contributing to poverty eradication. It is part of UNESCO wider strategy connected with training and lifelong learning for media and information specialists, especially in developing countries.

Core objectives

The main aims of the project are:

• increasing the competency of media training institutions;

• improving accountability, ethical and professional standards in journalism;

• providing training on investigative journalism.

Details This project was designed especially for people connected with media management, technicians and engineers. The high priority is also given to the training of women media professionals.

At the country level, the aims of this project are realized through establishment and strengthening of media training institutions. This activity includes setting criteria of excellence, provision of training facilities, training of trainers, and development of training modules in disciplinary knowledge.

Results

The project is still ongoing. The planning results are: increasing the competency of media training institutions, fostering community access to information and building the capacities of media professionals.

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15) Training-the-Trainers in Information Literacy









II: CHARACTERISTIC

Consortium

The Training-the-Trainers in Information Literacy project is another UNESCO initiative connected with idea of building of knowledge societies. The Bureau of the Intergovernmental Council for the Information for All Programme (IFAP) decided in 2007 to fund a global scale-up project on information literacy. This project includes series of regional Training-The-Trainers workshops in information literacy in several institutions of higher education covering all regions of the world.

Many other international and national organizations, such as the International Federation of Library Associations and Institutions (IFLA), the National Forum on Information Literacy (NFIL) and the National Commission on Library and Information Science (NCLIS) joined to this initiative.

Background

UNESCO is strongly advocating projects focused on providing access to the knowledge people need to improve their daily lives and achieve their full potential. In this context, information literacy skills are crucially important. The Training-the-Trainers in Information Literacy project is connected with ideas of lifelong learning and building of knowledge societies.

Core objectives

The main aim of project was to spread knowledge of information literacy by training people from different social groups to become information literacy specialist in their own societies.

Details

This project was designed especially for some groups of people: women; youth, including those out-of-schools; unemployed and under-employed adults; migrant and refugee populations; disabled persons; rural and isolated populations; minorities living in majority cultures; and other disadvantaged groups.

The main aim of workshops was to allow “information literacy expert presenters” to instruct 25-50 “trainer-participants” at each workshop in the best available pedagogies for teaching information literacy. Upon completion of the training, the

38

“graduated” trainer-participants were expected to offer their educational expertise to train different sectors of society in their countries.

Results

The result of Training-the-Trainers in Information Literacy project is that understanding of the information literacy paradigm spreads more widely in different sectors of societies.

39

IL BEST PRACTICES: ADULT / LIFELONG LEARNING SECTOR

Acronym Full name Coordinator Contact Country

Launch

year

End year

EU fram

e

Learning sector

ENTITLE

Europe’s New Libraries Together In Transversal Learning Environments

Rob.davies”mdrpartners.com

Internationa

l 2008 2009 Transv

ersal common

Information and Media Literacy

Information and Media Literacy

UNESCO [email protected]

Internationa

l ongoing Interna

tional common

IFAP

Information For All Programme – IFAP

UNESCO

[email protected]; [email protected]

Internationa

l 2000 ongoing Interna

tional common

Statistical Literacy

International Statistical Literacy Project

International Statistical Institute

[email protected]

Internationa

l 1994 ongoing Interna

tional common

wkluczamy.PL

wkluczamy.PL ("self e-inclusion"), the initiative to "upgrade" 50+ Silesians in the information society

Association "Silesian Gallery of Ideas"

[email protected]; tel. +48 32 276 42 20; tel. gsm +48 604 476 069; www.galeriaidei.pl

Poland 2009 ongoing Region

al Adults

40

16) ENTITLE – Europe’s New Libraries Together In Transversal Learning Environment


1. Country: European countries: Austria, Bulgaria, Czech Republic, Denmark, Finland, Greece, Hungary, Malta, Portugal, Romania, Slovenia, United Kingdom

2. EU funding programme: Lifelong Learning Programme of the European Union and funded by European Commission (under LLP KA4 Dissemination and Exploitation of Results).


4. Learning sector: Lifelong Learning; Adults

5. Literacy area: Information Literacy with the impact on Computer Literacy, Digital Literacy 6. Geographical / social range:

7. Type of institution, organization, and stakeholder: non-official bodies, LIS community, NGOs, Professional bodies

II: CHARACTERISTIC

Consortium

The Consortium members are:

• Aarhus Public Libraries, Denmark

• Acrosslimits, Malta

• Bulgarian Library and Information Association (BLIA), Bulgaria

• BVOE (Büchereiverband Österreichs), Austria

• Cluj County Library Octavian Goga, Romania

• Cross Czech a.s., Czech Republic

• European Bureau of Library, Information and Documentation Associations (EBLIDA), Netherlands

• Helsinki City Library, Finland

• Libraries and Archives Department, Lisbon, Portugal

• MDR Partners, United Kingdom

• Museums, Libraries and Archives Council, United Kingdom

• National and University Library of Slovenia (NUK), Slovenia

• Publika MKK, Hungary

• The European Schoolnet Partnership (EUN)

• Veria Central Public Library, Greece

41

Background

ENTITLE is a multilateral project under LLP KA4 Dissemination and Exploitation of Results, designed to support and extend the progress made to date by Europe’s public libraries in supporting learning for all age groups and sections of society, by disseminating, consolidating and enhancing the work of key existing networks, projects and initiatives in this area.

It will focus on the contribution to be made through informal learning settings in libraries to lifelong learning, combating digital illiteracy and social exclusion, paying special attention to gains achieved through the applications of ICT. ENTITLE is supporting learning for all age groups and sections of society, by disseminating, consolidating and enhancing the work of key existing networks, projects and initiatives in lifelong learning area

Core objectives

ENTITLE aims to provide library and partner adult professionals, researchers and decision makers in Europe with a common, validated means of collecting and presenting data on the impact of their learning provision on learners, across their major target learning 'sectors' and to establish a basis upon which they can in future establish trends and developments in a manner which is convincing to strategic policy makers, funding bodies in the education, culture employment sectors etc.

In documents prepared during the project implementation and realization The expert-validated impact assessment framework designed for use at institutional, regional/national level in supporting quantitative and qualitative evaluation of the impact of libraries' learning activities and services on learning participation, outcomes etc for children/schools, adult learners in general and learners involved in vocational education are available in the documents prepared during the project implementation and realization. The framework is adaptable for the conducting of comparative studies in future at each of the levels described up to and including pan-European level.

The website is available on: http://www.entitlelll.eu/eng

Details The specific case for investment is the area of public libraries that have a number of natural advantages including: their strong roots in local communities, a tradition of partnership with schools and provision of learning-oriented services of various kinds for children; and an increasingly established role as part of Lifelong Learning ‘landscape’. There is a strong political assumption, both implicit and explicit, that informal/non-formal learning organizations such as libraries have a vital job to do by supporting individual learners’ needs, providing them with choices and flexibility, helping people to continue and return to learning, enabling adults to get a job or qualification, signposting and inspiring people to take up other courses, helping children to learn and supporting schools in diversifying children’s experiences. ENTITLE aims to provide library and partner adult professionals, researchers and decision makers in Europe with a common, validated means of collecting and presenting data on the impact of their learning provision on learners, across their major target learning 'sectors' and to establish a basis upon which they can in future establish trends and developments in a manner which is convincing to strategic policy makers, funding bodies in the education, culture employment sectors etc.

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The current consortium has access, through its previous and current activities, to some of the most active and important dissemination networks in the fields: of digital services provided by libraries at local level (CALIMERA), school-based education (European Schoolnet) and Adult Education (European Adult Education Association).

Results ENTITLE aims to provide library and partner adult professionals, researchers and decision makers in Europe with a common, validated means of collecting and presenting data on the impact of their learning provision on learners, across their major target learning 'sectors' and to establish a basis upon which they can in future establish trends and developments in a manner which is convincing to strategic policy makers, funding bodies in the education, culture employment sectors etc. The core document is the expert-validated impact assessment framework designed for use at institutional, regional/national level in supporting quantitative and qualitative evaluation of the impact of libraries' learning activities and services on learning participation, outcomes etc for children/schools, adult learners in general and learners involved in vocational education. The framework is adaptable for the conducting of comparative studies in future at each of the levels described up to and including pan-European level.

17) Information And Media Literacy. Unesco





4. Learning sector: Lifelong Learning, Transversal

5. Literacy area: Information Literacy and Media Literacy


7. Type of institution, organization, stakeholder: international organization; United Nations Educational, Scientific and Cultural Organization UNESCO

II: CHARACTERISTIC

Consortium

United Nations Educational, Scientific and Cultural Organization UNESCO based in Paris (Headquarters). Part of UNESCO Communication and Information Sector and Capacity building Observatory portal. Website is available on: http://portal.unesco.org/ci/en/ev.phpURL_ID=15886&URL_DO=DO_TOPIC&URL_SECTION=201.html

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Background

UNESCO’s action to provide people with the skills and abilities for critical reception, assessment and use of information and media in their professional and personal lives.

Core objectives

The aim is fostering information and media literate societies by encouraging the development of national information and media literacy policies, including in education. That means the impact on actions for different bodies official and non-official, especially connected with educational and lifelong learning sector.

Details UNESCO’s mission in this area consists of fostering information and media literate societies by encouraging the development of national information and media literacy policies, including in education. A particular focus is on training teachers to sensitize them to the importance of information and media literacy in the education process, enable them to integrate information and media literacy into their teaching and provide them with appropriate pedagogical methods and curricula. An essential element of the strategy is the integration of libraries into the programmes as they provide an environment with resources and services for free and open learning and play a key role in people’s life-long learning.

Media literacy section of UNESCO is the action to provide critical knowledge and analytical tools, empowering media consumers to function as autonomous and rational citizens, and enabling them to critically make use of the media.

Related actions are e-literacy development and IFAP (the Information for All Programme – IFAP). In September 2007, the Bureau of the Intergovernmental Council for IFAP decided to fund a global scale-up project on information literacy and agreed on a series of regional Training-The-Trainers workshops in information literacy. Experts specializing in teacher training, curriculum development, media education and information literacy representing regions across the globe will gather to agree upon a framework for a model teacher-training curriculum on media and information literacy.

The curriculum aims to integrate media education and information literacy in the initial training of teachers at secondary school levels, and will be designed for application and adaptation worldwide, according to the needs of each country. The framework will assert the desired competencies of teachers in this field and will focus on raising the awareness of youths in using information and media.

The initiative is dedicated for Lifelong Learning, but could be addressed to students (all levels of education), educators, trainers and other users for whom media and information literacy is important part of holistic understanding of information literacy competences education.

The action held to provide people with the skills and abilities for critical reception, assessment and use of information and media in their professional and personal lives.

Results

The project contributes to the spread of information and media literacy in lifelong learning. The resources – documents, publications (concerning education, indicators, new technologies for IL development, etc.) are available on the website.

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18) IFAP – Information For All Programme


1. Country: international; United Nations Educational, Scientific and Cultural Organization UNESCO

2. EU funding programme:


4. Learning sector: Lifelong Learning/common; Awareness development, policy and recommendation initiatives; Education goals and strategies development; Resources and tools for learners, teachers, users’ development

5. Literacy area: Information Literacy with the impact on Computer Literacy, Digital Literacy 6. Geographical / social range: international

7. Type of institution, organization, stakeholder: United Nations Educational, Scientific and Cultural Organization UNESCO; National governments, parliaments and their official agencies;

II: CHARACTERISTIC

Consortium

United Nations Educational, Scientific and Cultural Organization UNESCO based in Paris (Headquarters) The IFAP is guided in its planning and implementation by an Intergovernmental Council comprising 26 UNESCO Member States that are elected by UNESCO’s General Conference. The functioning of the Council is financed by UNESCO’s regular budget.

IFAP works closely with other intergovernmental organizations and international NGOs, particularly those with expertise in information management and preservation, for example the International Federation of Library Associations and Institutions (IFLA) and the International Council on Archives (ICA).

IFAP works closely with other intergovernmental organizations and international NGOs, particularly those with expertise in information management and preservation, for example the International Federation of Library Associations and Institutions (IFLA) and the International Council on Archives (ICA).

Background

The Information for All Programme is ongoing, intergovernmental programme, created in 2000. Through IFAP, Governments of the world have pledged to harness the new opportunities of the information age to create equitable societies through better access to information. The Information for All Programme is closely integrated with UNESCO's regular programme, especially in the area of communication and information. IFAP works closely with other intergovernmental organizations and international NGOs, particularly those with expertise in information management and preservation, for example the International Federation of Library Associations and Institutions (IFLA) and the International Council on Archives (ICA). IFAP works through the National Committees, providing a focus at the country level as well as an opportunity to interpret and mobilize the IFAP vision for local communities through e.g. organization of workshops, meetings and publications.

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Core objectives

The overall goal of IFAP is to help UNESCO Member States develop and implement national information policies and knowledge strategies in a world increasingly using information and communication technologies (ICT). In order to achieve this goal, the Programme concentrates also its efforts on Information Literacy that empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goal.

Details

IFAP try to:

• promote and widen access to information in the public domain through the organization, digitization and preservation of information;

• support training, continuing education and lifelong learning in the fields of communication, information and informatics;

• support the production of local content and foster the availability of indigenous knowledge through basic literacy and ICT literacy training;

• promote the use of international standards and best practices in communication, information and informatics in UNESCO's fields of competence; and promote information and knowledge networking at local, national, regional and international levels.

Database of existed IFAP projects is available on http://www.unesco-ci.org/cgi-bin/ifapprojects/page.cgi?d=1

The Bureau of the Intergovernmental Council for IFAP was launched in 2005 and funds proposals in one of the three priority areas that is promoting information literacy, through capacity building particularly for information professionals;

Results UNESCO’s Information for All Programme (IFAP) wishes to encourage communities using information for development to share their success stories. The aim is to promote good practices in using information for development in all parts of the world. The stories collected in open platform provide practical examples that we believe will inspire others and raise the visibility of the critically important role that information plays in development and are available on: http://www.unesco-ci.org/cgi-bin/ifapstories/page.cgi?g=;d=1

The IFAP website is available on:

http://www.unesco.org/new/en/communication-and-information/intergovernmental-programmes/information-for-all-programme-ifap/homepage/

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19) Statistical Literacy




3. Focus, initiative-type: Initiative/project aimed at development of IL as social objective; Awareness development, policy and recommendation initiative; Education goals and strategies development; Curricula development; Resources and tools for learners, teachers, users development

4. Learning sector: Lifelong Learning; Transversal

5. Literacy area: Information Literacy with the impact on Computer Literacy, Digital Literacy 6. Geographical / social range: international

7. Type of institution, organization, and stakeholder:

II: CHARACTERISTIC

Consortium

The International Statistical Literacy Project of the International Statistical Institute has as main objective to contribute to statistical literacy across the world, among young and adults, in all walks of life. The International Statistical Literacy Project is under the umbrella of the International Association for Statistical Education (IASE), a section of the International Statistical Institute (ISI). It is overseen jointly by the Executive Committee of the IASE and the International Statistical Literacy Project (ISLP) Advisory Committee. The members group is based on professionals from national, governmental bodies and higher education institutions.

Background

The mission of the International Statistical Literacy Project (ISLP) is to support, create and participate in statistical literacy activities and promotion around the world. To facilitate communication among many countries and projects, ISAP support the webpage, which is a forum where those interested in acquiring or providing statistical literacy can meet (in a virtual sense), exchange needs, information and resources, and learn to disseminate statistical literacy in their communities. It replaces the World Numeracy Project of the International Statistical Institute (ISI). To make the mission of the ISLP possible, the webpage was converted to the Wiki Environment accessible for every member of the IASE to be active participants in the forum. Activities and editing can be done by anyone after login.

Core objectives

The project aim is to contribute to statistical literacy education, promotion and activities.

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Details International Statistical Literacy Project (ISLP) provides an online repository of international resources and news in Statistical Literacy on the website (available on: http://www.stat.auckland.ac.nz/~iase/islp/), international activities to promote the resources and the individuals and institutions behind them and outreach activities to increase awareness of statistical literacy.

The International Statistical Literacy Project is under the umbrella of the International Association for Statistical Education (IASE), a section of the International Statistical Institute (ISI). It is overseen jointly by the Executive Committee of the IASE and the International Statistical Literacy Project (ISLP) Advisory Committee.

The ISLP is comprised of several projects, each of them focused on one area of statistical literacy. Each project is coordinated by expert volunteers (the project coordinator) who highlight news, compile resources, maintain a web page for their project and execute activities dedicated to increase statistical literacy in their area of expertise. The resources compiled by each project coordinator are useful for acquiring and developing statistical literacy at all levels from Primary/Elementary School through Adult Learners. There are also resources available for official statisticians and for journalists and the mass media. Further, there are also resources devoted statistical literacy projects, websites, etc. that have been developed by national statistical offices, national statistical societies, and other non-profit organizations.

Results

International Statistical Literacy Project (ISLP) disseminates resources (articles, references, bibliographies, portals, websites, tutorials, etc.) divided for special users’ groups. The online resources are selected and designed for:

• Adults learners and educators

• Articles with Statistics

• Assessment of Stats Literacy

• Census for Children

• Definitions of Stats Literacy

• General Resources on Stats Literacy

• Media and Journalist Training

• Statistical Offices/Training and Projects

• Teachers/Resources and Training

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20) WKLUCZAMY.PL


1. Country: Poland

2. EU funding programme: no EU funding; project is the social and individual initiative


4. Learning sector: Lifelong Learning; Adult

5. Literacy area: Information Literacy with the impact on Computer Literacy, Digital Literacy and Internet literacy

6. Geographical / social range: national, regional (Silesia region)

7. Type of institution, organization, and stakeholder: non-profit organization – "Silesian Gallery of Ideas”

II: CHARACTERISTIC

Consortium

The initiative is sponsored and patronized by media Zabrze Television (Silesia region) and weekly magazine Nowiny Zabrzanskie.

Regional, civic and social action against the phenomenon of the digital divide, especially of the inhabitants of Silesia aged 50+ years. The web site is available on: http://www.wkluczamy.pl/

Background

The project is based on activity of non-profit organization – "Silesian Gallery of Ideas", in the battle with a huge social problem, which in Silesia is a "digital divide" of people 50+. Corporate Social Responsibility (CSR) Initiative WKLUCZAMY.PL is based on extensive sociological studies, which are implemented in the Silesia region by Dr. Romana Pawlinska-Chmara, a faculty member of the Opole University. She founded the organization "Silesian Gallery of Ideas” that aims at fighting against various social exclusions, especially those of 50+ citizens in the region of Silesia.

Core objectives

The main aim of project is to help adults and other users from Silesia region to develop cultural awareness and information literacy through a series of trainings, workshops, proposed software and e-communication tools.

Details In the framework of the activity WYKLUCZAMY.PL the society of the initiative is assembled in Club Active 50+. The aim of the Club Active 50 + is to develop the intellectual ability, physical and cultural, and building interpersonal relationships and the integration of the people from the area surrounding Zabrze. Proposed various forms of activities allow the participants to lead an active lifestyle, develop interests and skills, especially those related to support for new forms of communication.

The project aim is develop the Information Literacy especially Computer Literacy, Digital Literacy counteracting e-exclusion of information society through the specified

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amount of workshops, trainings, meetings and research on digital inclusion of adults in Silesia region. The users are able to use the free of charge resources such as: operating system, search engine, office package, e-mail software and network software (Internet connection). The project also helps to receive the ECDL European Computer Driving License Certificate.

Results The main results are improvement of computer, ICT skills within 50+ group of users. The impact was put on e-inclusion of adults. The project incited the awareness of social, cultural, interpersonal and collaborative capacities to create information society with e-communication possibilities, tools and forms usage for all citizens.

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CONCLUSIONS

No coherent Information Literacy policy actions are undertaken by the interested organizations – often a lack of funding from the EU is observed within the selected “cases”. The government agencies do not fund most of the initiatives or research.

Information Literacy has been implemented mainly by academic centers; all kinds of tutorials and training are created. In some academic and library institutions, thanks to the participation and realization of IL projects, the issues related to IL education have been included into the curricula.

In the case of completed projects there is a lack of data concerning further development of the selected IL initiatives or the projects’ impact on educational policy and other actions taken with respect to teaching information skills. Furthermore, one gets the impression that most of the IL projects did not bring lasting results due to the lack of a wider reflection and overall project management policy. It is therefore necessary to develop strategic solutions that will ensure the viability of the project results after the termination of funding. Also, as it has been mentioned earlier, all organizations participating in the Information Literacy projects should do much more to provide access to complete and good-quality information about their initiatives, particularly through the creation of functional websites and maintaining them not only for the duration of the projects but also afterwards.

Within the implementation and realization aspects the lack of uniformity is seen, but on the other hand, there should be some differences because of the diversity of users.

The impact should be put more on building strategies for the sustainable implementation of the IL policy, the inclusion of government, academic and other bodies’ activity. The emphasis ought to be put on:

• Development of transnational validated taxonomy of Information Literacy strategies

• Results of transnational mapping of distribution of Information Literacy strategies

• Guidelines for teachers and trainers to facilitate optimal use of user and student Information Literacy strategies

1

http://empat-ic.eu/eng/

Project funded by the European Commission

under the Lifelong Learning Programme

This publication reflects the views only of the author, and the Commission cannot be

held responsible for any use which may be made of the information contained therein.

illustrative case studies

Documents

information literacy

adult information

information literacy

information society

information management

ifap information

information skills training

il project