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Information Literacy Development In The International Environment Of Virtual Mobility

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Presentation by Dr. Monika Krakowska (PhD) …

Presentation by Dr. Monika Krakowska (PhD)
Institute of Information and Library Science
Jagiellonian Universit
Poland

Venue: Empatic International Workshop - Schools Sector in Krakow, Poland
Date: 8 June 2011

Published in: Education

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  • 1. INFORMATION LITERACY DEVELOPMENT IN THE INTERNATIONAL ENVIRONMENT OF VIRTUAL MOBILITY
    Dr. Monika Krakowska (PhD)
    Institute of Information and Library Science
    Jagiellonian University
    EMPATIC project ‘s workshop
    8th June 2011 Krakow, Poland
  • 2. Virtual mobility concept and challenges for scholar sector– teacher’s and lifelong learning perspective
    Information literacy in Virtual mobility
    Case study
    Identification of information skills within multicultural, international group
    Presentation content
  • 3. multitasking is important
    reality is not “real” –virtual reality is a stimulus
    doing is more important that knowing
    trial-and-error experimentation
    zero tolerance for delays
    communication and connection is essential (always and anywhere, staying connected)
    As our students enter the workforce,
    the ability to deal with complex
    and often ambiguous information
    will be more important than simply
    knowing a lot of facts or having an
    accumulation of knowledge.
    Jason L. Frand
    http://net.educause.edu/ir/library/pdf/ERM0051.pdf
     
    Lifelong Learning and new learners
  • 4.
  • 5.
    • Improvethe set of individualchoices and offersinthecontext of cultural, societal, personal, environmentalmatters
    • 6. Improvethequality and utility of education and traininginformal, non-formal and informalsector
    • 7. Raisingawareness of ICT, provokereflection, criticalthinking
    • 8. Raiseawareness for continuing development and continuingprofessionaltraining
    Informationliteracy and lifelong learning
  • 9. Virtual mobility
    The phenomenon related to the Bologna Process and the Erasmus program, as well as closely associated with the process of lifelong learning
    Could be implementedinallschoolsectors
    type of academic pilgrimage, is a common, interactive communication between stakeholders through the computer and new communications technologies, without barriers of time (Sylvia van de Bunt-Kokhuis, 1996)
    e-learning, computer assisted learning, technology enhanced learning, distance learning, flexible learning
  • 10. flexible learning approach to identify, understand and accept the needs of particular scholars(rather than the institution providing training along with staff) and the adaptation of cognitive and socio-cultural factors in the learning process
    cultural, social, economic aspect
    The use of information and communication technology (ICT) in order to obtain the same benefits obtained due to physical mobility, without having to travel (elearnigeuropa.info)
    Virtualmobility
  • 11. New types of students and changing students expectations are driving the integration of core campus functions and deployment of students services and learning on the Web
    Lifelong Learning concept
    Learners’ attitudes IL, a repertoire of learning skills, interpersonal skills, group membership
    Cross-boarder collaboration from different culture backgrounds, community building, European citizenship, knowledge exchange models raising awareness of tools, resources, culture models, social impact, enrichment of learning activities, acquisition of ICT skills, flexibility – holistic view of IL
    Collaboration within curricula creation with clear concept of IL
    Information literacy in virtual mobility
  • 12. Research background
    Virtual Learning in Higher Education course within TeaCamp (Teachers virtual campus: research, practice, apply) project
    International and multicultural, academic environment (HE institutions from Jyvaskyla University, Finland, Vytautas Magnus University; Baltic Education Technology Institute, Lithuania, Jagiellonian University, Poland, University of Aveiro, Portugal and University of Oviedo, Spain)
    14 teachers, 29 bachelor, master and doctoral students = only 13 successively finished the virtual mobility course – education and LIS students
    course lasted 12 weeks from 24 September 2010 to 10 December 2010
  • 13. Methodology = qualitative and quantitative research (observation, surveys, narrative interviews, lecture, diary, sub-task evaluation)
    The analysis has been enriched by the personal involvement - was carried out sub – module
    Impact on future teachers, educators – IL awareness
    Virtual Learning in Higher Education
  • 14. Cultural Models
    Collaborative Online Learning
    Training Strategies
    Information Literacy
    Learning Technology
    Learning Strategies
    E-assesment Strategies
    Culture models – summary, results of analysis, diaries
    VLHE sub-modules
  • 15.
  • 16. Data analysis
  • 17. Conclusions (1)
    • The desire to create a special bond based on the abandoned stereotypes - the implication of conversation and correcting mental models of reality for the national team;
    Have little knowledge on Information literacy
    Little awareness on national level (no policy, no courses, connected with library sector – then only basic skills development or only information (presentations, lecutres without practice)
    Have some problems with IL skills
    Use of information – have used only those they knew, associate past experience, resisted the implementation of tasks - there affective associations
  • 18. Conclusions (2)
    Need for new pedagogies of engagement that will turn out the kinds of resourceful, engaged workers and citizens – on each level of education, in every type
    I did not realised that the situation could be so different in other countries. We are used to IL, but there is no so typical issue for others EU
    I think that Learning to learn is at the core of information literacy
    Finding information about my country interests or awareness in Information literacy I found that in my country information amount about Information literacy is very small.
  • 19. Conclusions (3)
    The problem is communication - linguistic, technical, time
    users often they avoid obstacles, or commence individual actions aimed at increasing the activity of self or others, to encourage information processes – expectations were high!
    Find IL skills and tasks difficult
    VLHE module has developed different IL skills (media, digital, library literacy, culture awareness, etc.) that was important for raising IL awareness of teachers, scholars, pedagogy students and LIS students
    IL modules should be implemented within VM syllabuses, courses, programmes
  • 20. Conclusions (cont)
    Impact on the teacher
    The role of the teacher challenges and changes:
    - from a source of knowledge, to a manager and facilitator of learning ;
    - from passing on knowledge to students, to creating a learning environment that is linked to real life situation
    - from face-to-face based teaching to advanced pedagogical concepts in VM
    It should be not one-time activity