Transcript Information Literacy & Life Long Learning: Concept and

MIL in the ‘Curriculum’:
Facilitate, Lure, Oblige
Albert K. Boekhorst
IASL Bali 2013
Program
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Introduction
MIL, Why, What, How, When?
Developing an IL policy
Feedback & Final remarks
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Motto
 Don’t invent the wheel again
 All roads lead to Rome:
 there are many different ways to reach
the same outcome or destination
 Rome wasn't built in a day:
 it can take a long time to do an
important job
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Workshop
 Aim is to present background
information to enable persons to
develop an information literacy policy
in their organisation …
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IFLA BSLA
 Building Strong Library Associations
 http://www.ifla.org/bsla/training-package
 Module 5: School Libraries on the agenda
 http://www.ifla.org/node/6402
 Materials in development:
 Trainer’s Manual (30-35 pages)
 Case Studies
 PowerPoint Slides for 2 days workshop
 Materials Completed:
 School Library AdvocyCase Studies (3)
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Participants
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Name
Institution, function
In what way are you involved in IL/MIL?
What do you want to achieve today?
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Informatisation process
 Ongoing control over natural forces
 ‘technization
 Ongoing differentiation: social and
technical
 ‘differentiation’
 Expanding of interdependency
networks
 ‘globalisation’
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To survive, relax, develop etc.
People, organisations and
nations need
knowledge on:
 Themselves
 Their physical
environment
 Their social
environment
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Information Space
 Observation:
 Conversation:
 Consultation:
objects & processes
persons
 Stored / recorded information in
 Libraries, Archives, Museums, Information
institutes etc.
 ‘memory institutions’
 Both real and virtual
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Personal information space
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Barriers
 Economic
 Political
 Affective
 Cognitive
 Personal characteristics
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‘Survival of the Fittest’
Those who are better than others capable to
satisfy their information needs in an effective
and efficient way, are more capable to survive
and develop themselves than … those with less
advantageous traits ...
After Charles Darwin
"...it is not the strongest of the species that
survive, nor the most intelligent, but the one
most responsive to change...“
Therefore a need to be ‘Information Literate’
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Effects for people
 Exponential growth of information,
information media, information
channels and information services
 Growth of technology, tools and
applications to retrieve, process and
disseminate information
 Changes in communication patterns
and behaviour
 ‘Connected’ 24/7
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21st century
 Working ‘In the Cloud’
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In how many clouds?
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Cyber Attacks
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Banks
Paying systems
Public transport
Newspapers
Official organisations
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Social Media
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Need to be able to work time, place and
hard/software
independed
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Facebook Party in Haren
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Excercise
 Write down in how many ‘social
media’ you participate
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Information literacy
 Increasing complexity of environment
leads to need for more skills to select,
retrieve and process information
 External factors create backlog
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First time mentioned
 Paul Zurkowski was the originator of
the term "information literacy". He
first used it in 1974 in a proposal to
the US National Commission on
Libraries and Information Science. At
the time he coined the term he was
president of the Information Industry
Association.
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‘People trained in the application of
information resources to their work can be
called information literates. They have
learned techniques and skills for utilizing
the wide range of information tools as well
as primary range of information tools as
well as primary resources in molding
information-solutions to their problems’
 (Zurkowski 1974, p.6).
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American Library Association
(1989)
 Information literacy is a set of
abilities requiring individuals to
recognize when information is needed
and have the ability to locate,
evaluate, and use effectively the
needed information
 In an ethical way
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Further
 2003 Prague Declaration
 "Towards an Information Literate Society" and
Information Society
 2005 Alexandria Declaration
 Beacons of the Information Society
 2011 Fez Declaration on Media & Information
Literacy
 2012 UNESCO / IFLA Recommendation
 Dilemma IL or MIL …
 2012 Moscow Declaration on Media and
Information Literacy
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Information Rich - Poor
person
rich
A’
C
A
rich
poor
B
D
poor
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environment
C’
A = Information Rich person in Information Rich environment
B = Information Poor person in Information Poor environment
C = Information Rich person in Information Poor environment
D = Information Poor person in Information Rich environment
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Aspects
1.
2.
3.
4.
5.
Recognition information need
Translation information need into query
Identification suitable information source
Application knowledge of relevant ICT
Selection, integration, dissemination of
found information.
6. Continuous evaluation
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Process
E5
1
recognize
information
need
2
3
formulate
information
query
knowledge
information
sources
4
5
knowledge
of ICT
appliations
selection
intergration
dissemination
K
E1
1
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= knowledge product
E2
E1
E3
K’
E4
= evaluation moment
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SCONUL 7 pillars of information literacy
Recognise information need
Distinguish ways of addressing gap
&
Locate and access
IT Skills
Compare and evaluate
Construct strategies for locating
Information Literacy
Basic
Library
Skills
Organise, apply and communicate
Synthesise and create
http://www.sconul.ac.uk/
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Model of the Information
Search Proces
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The Big6™ Skills
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1.
2.
3.
4.
5.
6.
Task Definition
Information Seeking Strategies
Location and Access
Use of Information
Synthesis
Evaluation
Big6.com
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Models
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And more Models
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Related terms
Information
competencies
User
education
User training
Information
literacy
Bibliographic
instruction
Information
fluency
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Library
orientation
Information
skills
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Harris & Hodges (1995)
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Adult literacy
Advanced literacy
Basic literacy
Biliteracy
Community literacy
Computer literacy
Critical literacy
Cultural literacy
Emergent literacy
Family literacy
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Functional literacy
Informational literacy
Marginal literacy
Media literacy
Minimal literacy
Restricted literacy
Survival literacy
Visual literacy
Workplace literacy
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More …
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Tool literacy,
Resource literacy,
Social-structural literacy,
Research literacy,
Publishing literacy,
Emerging technology literacy,
Critical literacy.
Shapiro, & Hughes,1996
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Recently found
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Civic Literacy
News Literacy
Information Fluency
Health information Literacy
Emergent Literacy
Transliteracy
Copyright Literacy
Century Skills
21st Century Information Fluency
Augmented Reality Literate
Visual Literacy
Mobile Information Literacy
Chat Literacy
Intergenerational Literacies
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IL and Media Literacy
 Expert meetings UNESCO
 Paris June 2008
 Teacher Training Curricula for Media and
information Literacy
 Bangkok November 2010
 Towards Media and Information Literacy
Indicators
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Definition
 Media literacy is a repertoire of
competences that enable people to
analyze, evaluate, and create
messages in a wide variety of media
modes, genres, and forms.
 http://en.wikipedia.org/wiki/Media_literacy
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Umbrella concept
Information
Literacy
User
education
Bibliographic
instruction
User training
Information
competencies
Information
fluency
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Library
orientation
Information
skills
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Umbrella concept
MIL
User
education
Bibliographic
instruction
User training
Information
competencies
Information
fluency
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Library
orientation
Information
skills
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3 concepts
 The ICT concept:
 Information literacy refers to the competence to
use ICT to retrieve and disseminate information.
 The information (re)sources concept:
 Information literacy refers to the competence to
find and use information independently or with
the aid of intermediaries.
 The information process concept:
 Information literacy refers to the process of
recognizing information need, the retrieving,
evaluating, use and dissemination of information
to acquire or extend knowledge.
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Information inequality
Excluded
Participating majority
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Information elite
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Information inequality
Excluded
Participating majority
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Information elite
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Distribution of worldwide
internet users June 2012
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http://www.statista.com/
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So far ‘MIL’
 Is a container concept
 It’s a dynamic concept
 Being ‘MIL’ is a competence:
 a critical Attitude about:
 What am I doing?
 What for am I doing this?
 With what am I doing this?
 Knowledge about:
 the organization and quality of information
resources and -channels
 acquiring access to information
 Skills: being able to use required skills and
technology
 Part of Life Long Learning
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Excercise
 Make groups
 What are the main obstacles to
implement MIL in your organisation
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According to me …
 Management is not interested
 They search with one word in Google and
think that’s enough!
 ‘Teachers’ claim it’s their area
 But are the competent?
 Students think they are competent!
 They search with one word in Google and
think they are competent!
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How: by learning
 In the socialisation process:
 ‘By doing’
 Formal education
 Informal education
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Becoming information literate
 Cannot be learned in a distinct
subject
 Integrated in any subject
 Coordination between ‘teachers’ &
‘librarians’
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In each subject attention for:
 Information problems: what are relevant problems in
the subject?
 Information questions: how are questions in this
subject formulated?
 Resources: what specific information resources are
relevant for the subject?
 Selecton: which of the identified sources are relevant
 Process: what specific communication tradition are there
regarding presentation, storing and dissemination
 ICT: what specific skills are needed to use resources and
applications
 Evaluation: Does each step indeed lead to obtain the
desired information and satisfies the information need
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+
 Aspects of information literacy should be
given in such a way that they reflect the
needs of the person at that time.
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Learning Line & Moments
curriculum
Life Long Learning
Educational level C
Educational level B
Educational level A
time
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Catts & Lau 2008
Information Literacy Continum
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Towards becoming MIL
 From
 Unconscious Incompetent
 Via
 Conscious Incompetent
 To
 Conscious Competent
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Via Assessments
 Self-assessment
 Peer-assessment
 Tutor-assessment
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How?
unconscious
incompetent
step 1 raise awareness
(assessment)
conscious
incompetent
conscious
competent
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Global Trends
Originated in ‘industry’
Went into (school) libraries
Differentiation of concept
Confusing variety of ´terms
Is still there, more and more
´integrated´
 But still:
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 Lack of interest of ‘management’
 Reluctance of ‘teachers’
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Governments
 National governments have a specific
responsibility:
 They determine the form and content of
the educational system in which pupils
are prepared for their future lives as
responsible and participative citizens
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Developing an MIL Policy
Albert K. Boekhorst
Our plans miscarry because they have no aim.
When a man does not know what harbour he is making for,
no wind is the right wind
Seneca
In our minds … we know
1.
2.
3.
4.
Present situation  A
Desired situation  B
Wonder how to come from A to B
So we need a strategy for an IL policy
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Information policy
 An information policy is the vision of
the strategic management on the
main lines, that have to be observed
to achieve the required information
organisation for the near future from
one till five year
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What do we need
 A strategic planning
 A formulated policy
 Action program
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Strategic planning
 Strategic planning is the formal
consideration of an organization's
future course. All strategic planning
deals with at least one of three key
questions:
 "What do we do?"
 "For whom do we do it?"
 "How do we excel?"
http://en.wikipedia.org/wiki/Strategic_planning
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Strategic Planning Process I
 Situation - evaluate the current
situation and how it came about.
 Target - define goals and/or
objectives (sometimes called ideal
state)
 Path / Proposal - map a possible
route to the goals/objectives
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Needed
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Vision
Mission
Values
Strategy
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Vision
Defines the way an organization or
enterprise will look in the future. Vision
is a long-term view, sometimes
describing how the organization would
like the world to be in which it operates.
For example, a charity working with the
poor might have a vision statement
which reads "A World without Poverty."
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Example Hilton Hotels
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Example CIA
 Vision
 One Agency. One Community. An
Agency unmatched in its core
capabilities, functioning as one team,
fully integrated into the Intelligence
Community.
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Mission
 Defines the fundamental purpose of
an organization or an enterprise,
succinctly describing why it exists and
what it does to achieve its Vision.
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Example Hilton Hotels
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Example CIA
 Mission
 We are the nation’s first line of defense. We accomplish
what others cannot accomplish and go where others
cannot go. We carry out our mission by:
 Collecting information that reveals the plans, intentions
and capabilities of our adversaries and provides the basis
for decision and action.
 Producing timely analysis that provides insight, warning
and opportunity to the President and decisionmakers
charged with protecting and advancing America’s
interests.
 Conducting covert action at the direction of the President
to preempt threats or achieve US policy objectives.
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Example Coca Cola
 Our Mission
 Our Roadmap starts with our mission, which is
enduring. It declares our purpose as a
company and serves as the standard against
which we weigh our actions and decisions.
 To refresh the world...
 To inspire moments of optimism and
happiness...
 To create value and make a difference.
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Values
 Beliefs that are shared among the stakeholders
of an organization. Values drive an
organization's culture and priorities and
provide a framework in which decisions are
made.
 For example:
 "Knowledge and skills are the keys to success“
 “Give a man bread and feed him for a day, but teach
him to farm and feed him for life".
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Example Hilton Hotels
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Example CIA
 Core Values
 Service. We put Country first and Agency before self.
Quiet patriotism is our hallmark. We are dedicated to the
mission, and we pride ourselves on our extraordinary
responsiveness to the needs of our customers.
 Integrity. We uphold the highest standards of conduct.
We seek and speak the truth—to our colleagues and to
our customers. We honor those Agency officers who
have come before us and we honor the colleagues with
whom we work today.
 Excellence. We hold ourselves—and each other—to the
highest standards. We embrace personal accountability.
We reflect on our performance and learn from that
reflection.
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Library Values
 In all of our interactions, we are
guided by these values:
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Knowledge
Service
Quality
Integrity
Respect
Communication
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Knowledge
 We encourage the process of learning and the
life of the mind.
 We celebrate truth seeking through discourse
and investigation.
 We anticipate and contribute to scholarly
inquiry.
 We promote the Library as both a real and
virtual extended classroom.
 We embrace our role as collectors and
custodians of the intellectual record.
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Service
 We offer an environment that supports
creativity, flexibility, and collaboration.
 We believe that each user of the Library
is unique and important.
 We evolve to meet the changing needs
of the Library and its users.
 We maintain a comfortable, welcoming
and secure place for study, research,
work, reflection and interaction
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Quality
 We commit ourselves to excellence.
 We seek out the best people and
resources to accomplish our work.
 We support individual growth and
organizational development.
 We work diligently to exceed the
expectations of those we serve.
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Integrity
 We relate to each other with honesty and
candor.
 We adhere to the principles of fairness, justice
and equality in our work.
 We promote the highest standards of our
profession, including open and equitable access
to information.
 We demonstrate a strong work ethic, taking
responsibility for our actions, keeping our
word, and following through on our
commitments.
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Respect
 We treat everyone with equal
consideration and courtesy.
 We encourage differences in
perspective, opinions and ideas.
 We consider the needs of others.
 We provide an environment that is
inclusive and diverse
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Communication
 We engage in open and honest
communication at all levels.
 We recognize the importance of Librarywide participation.
 We reach out to all segments of our user
communities.
 We share information and solicit
opinions about decisions that affect the
success of the Library.
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Strategy
Strategy, narrowly defined, means "the art of the
general - a combination of the ends (goals) for
which the firm is striving and the means (policies)
by which it is seeking to get there. A strategy is
sometimes called a roadmap - which is the path
chosen to plow towards the en vision
The most important part of implementing the
strategy is ensuring the company is going in the
right direction which is towards the end vision.
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Approaches to strategic
planning I
 Situation-Target-Proposal
 Situation - evaluate the current
situation and how it came about.
 Target - define goals and/or
objectives (sometimes called ideal
state)
 Path / Proposal - map a possible
route to the goals/objectives
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Approaches to strategic
planning II
 Draw - what is the ideal image or the
desired end state?
 See - what is today's situation? What
is the gap from ideal and why?
 Think - what specific actions must be
taken to close the gap between
today's situation and the ideal state?
 Plan - what resources are required to
execute the activities?
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Report on IL policy
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Analysis present situation
Description of desired situation
Analysis of changes
Making priorities
Demands and conditions
Information plan
 = action program
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Planning lineair
ideal
situation
conceptual
desired
situation
present
situation
present
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transition
process
new
situation
reality
future
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Planning iteratief
ideal
situation
desired
situation
ideal
situation
present
situation
desired
situation
present
present
situation
present
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transition
process
transition
process
new
situation
future
new
situation
future
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Getting started
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Don’t reinvent the wheel:
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Identify the IL model that works best for your institution
Adapt existing information literacy standards and practices
Design a program based on the standards and experiences
Work on a strategic plan
Identify and focus on library responsibilities toward IL and
develop library instruction programs accordingly
Ensure to teach the research process and its concepts, and
do more than introducing electronic tools and technology
Be prepared for challenges & be aware of planning pitfalls
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Key planning issues
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Plan your Information literacy program in concert with
overall strategic library planning
Make sure that your plan is tied to library and institutional
development plans
Review past performance and try to understand reasons for
past failures
Identify opportunities
Determine learners’ needs and preferences
Understand the impact of IL training on existing operations
and staff function
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Potential challenges &
planning pitfalls
 Obstacles such as limited facilities, financial and human
resources
 Inability to get management and/or faculty involved
 Lack of clear objectives
 Assumptions
 The status problems
 Resistance towards change
 Obstacles in communication (different vocabularies)
 Student motivation (students don’t want to do anything
extra)
 Perfectionism
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Present situation
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Vision, Mission, Values Statement?
Staff
Equipment
Facilities
Instruction
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IFLA/UNESCO:
SCHOOL LIBRAY GUIDELINES
http://archive.ifla.org/VII/s11/pubs/sgu
ide02.pdf
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IFLA 1.1. Mission
The school library provides information and
ideas that are fundamental to functioning
successfully in our increasingly
information- and knowledge-based present
day society. The school library equips
students with lifelong learning skills and
develops their imagination, thereby
enabling them to live as responsible
citizens.
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IFLA 1.2 Policy
The school library should be managed
within a clearly structured policy
framework. The library policy should be
devised bearing in mind the overarching
policies and needs of the school and
should reflect its ethos, aims and
objectives as well as its reality.
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Exercise
 Make groups
 Formulate a ‘Vision Statement’ for
your organisation
 Formulate a ‘Mission Statement’ for
your organisation
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Service
 We offer an environment that supports
creativity, flexibility, and collaboration.
 We believe that each user of the Library is
unique and important.
 We evolve to meet the changing needs of the
Library and its users.
 We maintain a comfortable, welcoming and
secure place for study, research, work,
reflection and interaction.
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Enviromental scan
 Scan both internal and external environment

SWOT/TOWS analysis can be used
 Environmental scan
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Detecs social, economic, and political trends that may
affect organization’s future
Detects trends and events important to your plan
Detecs institutional factors that can help or limit the
program
Provides early warning of changing external conditions
Defines potential threats and opportunities implied by
external factors
Promotes a future orientation in the thinking of
management and staff
Enables to understand current and potential changes to
determine organizational strategies
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Internal & external factors
 Internal = Strengths and Weaknesses
 Evaluate the weaknesses and strenghts in terms of
human, economic and physical resources available in
the library for the IL program
 External = Opportunities and Threats
 Anticipate and address current and future
opportunities and challenges
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SWOT Analysis
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Strengths
Weaknesses
Opportunities
Threats
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TOWS Analysis
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External
Opportunities
External
Threats
Internal
Strengths
Strategies that
use strengths to
maximize
opportunities
Strategies that
use strengths to
minimize threats
Internal
Weaknesses
Strategies that
minimize
weaknesses by
taking advantage
of opportunities
Strategies that
minimize
weaknesses and
avoid threats
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Exercise
 Make groups
 Make a SWOT analysis for your library
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Resources
 Identify what is required to implement the
program;
 Describe the human resources required for
each action;
 Describe the physical requirements for
each action (e.g. classroom, office space,
furniture, equipment, etc.);
 Address, with clear priorities, human,
technological and financial resources,
current and projected
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Human Resources
 Build up your team
 Employ, develop, or have access to sufficient
personnel with appropriate education,
experience, and expertise
 Identify and assign leadership and
responsibilities within the team
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Human Resources
 collect and interpret data to evaluate and update instruction
programs;
 integrate and apply instructional technologies into learning
activities;
 produce instructional materials;
 employ a collaborative approach to working with others;
 actively engaged in continual professional development and
training;
 respond to changing technologies, environments, and
communities.
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Budget
 Tie your plan to library and institutional
budgeting cycles
 Estimate your budget
 Be flexible in estimating costs
 Determine how much funding the program
needs (staff = money)
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Integration into the curriculum
 Ensure that IL is incorporated into the curriculum;
 Use institutional decision making mechanisms to ensure
institution-wide integration into academic programs;
 Identify the scope (i.e., depth and complexity) of
competencies to be acquired on a disciplinary level as
well as at the course level;
 Sequence and integrate competencies throughout a
student’s academic career, progressing in
sophistication;
 Specify programs and courses charged with
implementation;
 Merge the IL concepts with the course contents
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Collaboration & partnership
 Collaborate with faculty, librarians, other
program staff and administrators;
 Establish formal and informal mechanisms for
communication and ongoing dialogue across
the institutional community;
 Collaborate at all stages (planning,
implementation, assessment of student
learning, and evaluation and refinement of the
program);
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Exercise
 Make groups
 Who are stakeholder in your institution?
 Construct an IL program planning team
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Team
 Stakeholders

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Management institute/school
Teachers
‘Librarians’
ICT staff
Students
….
 Start with small team of ‘sympathetics’
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Creating awareness
 Support can only come when faculty are aware of what
IL is, why it is important, and what problem it is solving
 Creating awareness in the minds of faculty is not a onetime event
 Faculty awareness of IL can be raised in the following
ways
 Make a powerful link between critical thinking and IL
 Talk about IL as a lifelong learning skill
 Talk about how IL helps students with their current
academic endeavors
 Talk about IL as one of the essential skills of student
academic life
 Provide data about the current level of student IL skills
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Avoiding partnership pitfalls
 It is imperative that librarians respect faculty authority
over the curriculum
 IL literacy program should be introduced as an
enterprise-wide solution to an enterprise-wide problem
 IL program should have goals that are agreed on by
the faculty and the librarians
 Avoid giving the message of exclusiveness to faculty
 Librarians should be mindful of the compactness of the
curriculum
 Do not exhaust the faculty by inundating them with a
full array of IL standards
 When introducing an IL literacy program choose the
time wisely
 Be prepared to define IL
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Modes of instruction
Instruction takes place in many ways, these may include,
but are not limited to, providing:
 Course-integrated instruction
 Drop-in workshops
 Handouts and guides (print & electronic)
 Web based instruction
 Stand alone courses
 Credit / non-credit
 Requested / elective
 Subject specific instruction
 Tours
 Video presentations
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Matrix: IL in subjects
 Standard
 Actors
 Priorities
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Subject
X
XX
XXX
Formuleren
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Assessment tool
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Strategy
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Start with small group
Start within one ‘subject’ group
Involve ‘management’
Convince ‘teachers’
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Strategy II
1. Facilitate
2. ‘Seduce’
3. Oblige
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http://lilacconference.com/WP/
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Further:
IFLA Information Literacy Section
 http://www.ifla.org/VII/s42/index.htm
 InfoLit: IFLA Information Literacy Section
Discussion List
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Media and information literacy
curriculum for teachers
Download
http://www.unesco.org/new/en/communicat
ion-and-information/resources/publicationsand-communicationmaterials/publications/full-list/media-andinformation-literacy-curriculum-forteachers/
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http://www.ala.org/ala/mgrp
s/divs/acrl/issues/infolit/inde
x.cfm
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www.infolit.org
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http://www.wsis-community.org/
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http://www.anziil.org
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http://lilacconference.com/WP
/
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Feedback
 Did you achieve what you hoped to
achieve?
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Questions?
 albertkb@gmailcom
 albertkb.nl
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