1.
Report
on
Finalised
Information
Literacy
Case
Studies
Authors:
Carla
Basili
This
project
has
been
funded
with
support
from
the
European
Commission

2. EXECUTIVE SUMMARY
The present report constitutes the delivery D6.1 of the Work Package 6: Resource
development of the EMPATIC project.
Within the work plan of EMPATIC, the Work Package 6 is aimed at:
− providing finalised good practice case studies of Information Literacy in action at each
level of education;
− providing links to key IL resources across Europe.
In view of the above, in its Section 1, the deliverable explains how and why the methodology
of case studies is of central importance to the goals of the Empatic project, as an awareness-
raising tool of immediate impact. It is also explained the basic criteria applied for the selection
of the 20 case studies over the 87 identified in the Desk Research WP1 (see deliverable D1.1).
In order to provide a more up to date picture, a number of more recent initiatives have
replaced some of those originally identified.
The section also explains the rationale of the whole report and the reasons of its articulation in
sections, each devoted to a single learning sector (Schools, Higher Education, Vocational
Education and Adult Education) with the relative case studies.
According to the above, the sections of the report provide illustrative case studies of each
learning sector, focussing on their relevance with respect to one or more problematic or
beneficial dimensions of Information Literacy of that learning sector.
More specifically, section 2 of the report is devoted to Higher Education, section3 to Schools,
section 4 to Vocational Education and section 5 to Adult Education.
Section 6 includes a set of links to key IL resources across Europe and worldwide.

3. Table
of
Contents
EXECUTIVE SUMMARY ................................................................................................... 1
SECTION 1: INTRODUCTORY METHODOLOGICAL REMARKS: THE ROLE OF CASE STUDIES
WITHIN EMPATIC ACTIVITIES ........................................................................................ 3
1.1. CASE STUDIES AS METHODOLOGICAL APPROACH TO RAISING POLICY AWARENESS ............................. 3
SECTION 2: CASE STUDIES IN THE HIGHER EDUCATION LEARNING SECTOR ....................... 5
2.1 PROBLEMS, QUESTIONS AND POTENTIAL BENEFITS .................................................................. 5
2.2 CHARACTERISTICS OF CASE STUDIES MATCHING THE ISSUES ...................................................... 5
SECTION 3: CASE STUDIES IN THE SCHOOL LEARNING SECTOR ........................................ 7
3.1 PROBLEMS, QUESTIONS AND POTENTIAL BENEFITS .................................................................. 7
3.2. CHARACTERISTICS OF CASE STUDIES MATCHING THE ISSUES ..................................................... 8
SECTION 4: CASE STUDIES IN THE VOCATIONAL EDUCATION LEARNING SECTOR ................ 9
4.1 PROBLEMS, QUESTIONS AND POTENTIAL BENEFITS .................................................................. 9
CASE STUDIES ....................................................................... ERROR! BOOKMARK NOT DEFINED.
4.2 CHARACTERISTICS OF CASE STUDIES MATCHING THE ISSUES ...................................................... 9
SECTION 5: CASE STUDIES IN THE ADULT EDUCATION LEARNING SECTOR ....................... 11
5.1 PROBLEMS, QUESTIONS AND POTENTIAL BENEFITS .................................................................11
THE LACK OF NATIONAL POLICY ON THE LIBRARIES COOPERATION. .............................................. 11
THE CENTRAL ROLE OF THE LIBRARIANS. ............................................................................. 11
5.2 CHARACTERISTICS OF CASE STUDIES MATCHING THE ISSUES .....................................................12
SECTION 6: LINKS TO KEY IL RESOURCES ACROSS EUROPE ............................................ 13
SCHOOL LEARNING SECTOR ................................................................................................13
HIGHER EDUCATION LEARNING SECTOR ..................................................................................13
LIFELONG LEARNING SECTOR: ADULT EDUCATION – VOCATIONAL EDUCATION .....................................14
GENERAL PURPOSE RESOURCES ............................................................................................14
REFERENCES ............................................................................................................. 15

4. SECTION 1: INTRODUCTORY METHODOLOGICAL REMARKS: THE ROLE OF CASE STUDIES WITHIN
EMPATIC ACTIVITIES
1.1. Case studies as methodological approach to raising policy awareness
Case study approach is a methodology largely used to generate convincing evidence of the
importance and potential value of neglected issues. The case study methodology also results in
an immediate impact, particularly when addressed to people not specifically acquainted with
the matter to be promoted.
In the case of Empatic, main aim of the whole project is to raise policy awareness of the
potential benefits of Information Literacy among policy makers and stakeholders.
Previous deliverables of the Empatic project provided stakeholders with essential theoretical
background to the Information Literacy international scenario, in terms of definitions, models
and strategies, in order to demonstrate how the ratio of the dissemination activities carried out
by Empatic relies on sound bases.
A part from libraries – whose historical role as “ambassadors” of the Information Literacy
message has been already acknowledged in previous deliverables of the project – most of the
stakeholders addressed by Empatic lack of a specialised knowledge of Information Literacy
and, of utmost importance, have few time to spend in improving it.
For such a target audience, therefore, higher levels of attention could be reached through
methodologies of immediate impact – like exactly the case studies approach.
To summarise, in order to spread over the awareness about Information Literacy, it seems
reasonable to rely on a process in which the attention of decision makers is firstly captured
through case studies and then consolidated through sound background information. To this
respect, it has been already noticed that Empatic project provides both the elements of the
envisaged process.
According to the definition of Süßmann (2005)1 a case study can be defined as:
Accounts which present what is depicted as a case; that is to say, they make it into
something concrete and specific, something that points beyond itself to an abstract and
general phenomenon (this may be a concept, a norm, a rule, a habitus, or a case structure).
In our case, it describes an Information Literacy initiative, which is representative of a learning
sector among those encompassed by the EC Lifelong Learning Programme (Schools, Higher
Education, Vocational Education, Adult Education). A set of 20 Information Literacy initiatives
was chosen out of the set of 87 identified by Empatic’s Desk Research Work Package (see
deliverable D1.1) according to specific criteria.
Initially, it was considered to base the best practices selection on the guidelines from ACRL
(Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline.
Best Practices Initiative. Institute for Information Literacy- Draft Revision – January 2011)2
Nevertheless, this approach was discarded for various reasons, principally because it applies
1
Süßmann, Johannes (2005) ‘Fallstudien: Theorie-Geschichte-Methode’. Conf. on Fallstudien: Theorie-Geschichte-
Methode. Johann Wolfgang Goethe Universität, Frankfurt am Main. 15.9.2005 as cited by Apitzsch, U. and Siouti, S.
“Interdisciplinarity, Research Policies and Practices: Two Case Studies in Germany”. The University of York, 2006
2
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/characteristics_rev_.pdf

5. only to the Higher Education sector, and also because the guidelines are mainly focused to
Information Literacy programmes carried out by libraries.
On the contrary, the declared goal of individual projects/initiatives to support and enhance
lifelong learning was among the most relevant selection criteria.
Alongside the lifelong learning commitment, selection criteria were also based on the diverse
problematic dimensions of Information Literacy – as they came out through the four Empatic
workshops - in each of the four learning sectors considered in the project.
More specifically, each learning sector (Schools, Higher Education, Vocational Education, Adult
Education) addressed by the project presents a number of specific issues – both problems and
potential benefits - as identified and described in other deliverables of the Empatic project (see
D1.1, D5.1, D5.2, D5.3, D5.4 etc). Based on these problems and potential benefits, the 20
case studies were thus selected as they solve or exploit at least one of those issues. In order
to provide a more up to date picture, a number of more recent initiatives have replaced some
of those originally identified.
The next sections of this report, for each learning sector, will illustrate the results of this
methodological approach through first recall the major problems or potential benefits of
Information Literacy in the sector, and then underlining those characteristics of each selected
initiative that constitute an answer or recipient to those problems/potential benefits.
An empty “problem/benefit area” means that the case study goal is auto-explicative.

6. SECTION 2: CASE STUDIES IN THE HIGHER EDUCATION LEARNING SECTOR
2.1 Problems, questions and potential benefits
The main issues raised from the Higher Education workshop of Empatic (see deliverable D5.2)
con be summarised in a series of issues, as follows.
Connotation of Information Literacy as a discipline of study
A strong assumption underlying the institutionalisation of IL is to recognise it as a discipline in
its own, to be conceived mainly as "knowledge" then as mere "ability", independent from any
subject discipline, except for its applicative component, which can be related to a specialised IL
competency level.
This point was the first addressed since it is the base for further analysis on how IL could be
inserted into the Bologna process. A debate started as to consider IL a discipline or simply a
skill.
Information Literacy vs Computer Literacy
A major problem with IL is a diffused degree of misconception of the distinction between IL
and Computer Literacy. The idea of replicating – mutatis mutandis – an institutional
configuration path similar to that of Computer Literacy can be suggested. Both disciplines, in
fact, are transversal and useful to every course of study.
Information Literacy insertion into the Bologna process
The EU Higher Education landscape is governed by the Bologna Process, a process started in
1999 and aimed at creating a European Higher Education Area, in which students can choose
from a wide and transparent range of high quality courses and benefit from smooth recognition
procedures.
Responsibility for teaching
This point is also linked to the (still open) question of credit assignment or not to the discipline.
Among the best practices, the MA in Information Literacy was an example of a curricular
initiative, while the SWIM tutorial constitutes an example of library initiative.
Teaching the “teachers”
The need to promote Information Literacy among both the teachers and the students was
recognised as a need, but quite difficult to reach, given the hard task of make academics being
“receivers of education”.
2.2 Characteristics of case studies matching the issues
The ALFIN-EEES case study was appreciated as an example of high level policy awareness
since it implies the involvement of the Ministry of Education as supporting body, and a variety
of public and private stakeholders as promoters.
The Graduate Information Literacy represents a case of a joint initiative of three universities.
This constitutes a significant step towards implementing Information Literacy within the
National Higher Education System of a country.
EMPATIC suggestion is to include IL among the set of learning outcomes, specifically among
the generic competencies defined by the Tuning project for the Bologna process.

7. The Information Literacy project at Staffordshire University is a very important example of how
Information Literacy can be part of a university policy strategy. The most meaningful part of
the initiative includes: a Statement of Good Practice; its Implementation Plan; a set of
Learning Outcomes encompassing also Information Literacy; a Student handbook Texts. All
these documents could be used as guidelines by other universities wishing to institutionalise
IL.
The Master in Information Literacy at the University of Sheffield represents a form of
institutionalization as a stand alone disciplinary domain, in line with the conception of
Information Literacy as a discipline of study (Basili, 2008a).
The Streaming Web-based Information Modules (SWIM) - as an example of library tutorial -
represents a case in which the library plays the role of promoter organisation.
Initiative Problem/potent. benefit Matching features
− supported by the Spanish
ALFIN-EEES − Policy awareness Ministry of Education and
− Institutionalisation Spanish IL EHEA
− joint initiative of three
universities
− supported by Higher Education
Authority (a member of
GRADUATE
− Policy awareness international organization
INFORMATION
− Institutionalisation ENQA - the European
LITERACY MODULE
Association for Quality
Assurance in Higher Education
and National Department Plan
(NDP)
INFORMATION − Campus policy − IL statement of good practice
LITERACY PROJECT initiative
− disciplinary − Curriculum integration
MA IN INFORMATION − Credit bearing discipline
LITERACY connotation
− Institutionalisation
SWIM tutorial − Teaching responsibility − Library managed solution

8. SECTION 3: CASE STUDIES IN THE SCHOOL LEARNING SECTOR
3.1 Problems, questions and potential benefits
The main issues raised from the School workshop of Empatic (see deliverable D5.1) con be
summarised in a series of issues, as follows.
European goals vs national strategies
The first and essential issue identified and discussed was if a Europe-wide, one d e t a i l e d
Information Literacy strategy is really needed. The workshop participants observed that the
educational systems, information culture, and experiences with IL development in every EU
country are different, so what works in one part of Europe may not in the other. As a result it
might be better to formulate the all-European Information Literacy standards in terms of
l e a r n i n g o u t c o m e s , the set of IL goals to be achieved in different appropriate ways and
by various means within formal, informal and non-formal learning environments. In other
words, the proper direction in the area of Information Literacy development is not “central
planning”, but setting common European goals, to be accomplished in each country in their
own way.
Central vs. local responsibility
Another important question has been: who is to be responsible for the introduction and
development of Information Literacy in any of the European countries? Should it be the central
national body or central goals? The answer is not simple. Generally, participants spoke out
against the central body for the method of “small steps” and cooperative work of all interested
parties/stakeholders on the l o c a l level, in local communities where real work is or can be
done.
"Digital natives" and Information Literacy
Young generation, so-called “digital natives” do not necessarily have the “inherent” culture of
information; they also must undergo education and training in the field of Information Literacy.
Teaching the teachers
Teachers must be aware of what Information Literacy is, why it is so important and how to
learn/teach IL in schools (the methodology). In other words, the school management and
teachers are the most important stakeholders.
Cooperation of different stakeholders
Discussed examples of Information Literacy good practices show that the development of IL
competencies cannot be a unilateral effort of librarians. Modern education of IL competencies
requires extensive cooperation of different stakeholders: schools, libraries, cultural institutions,
local authorities, teachers, parents and students.
Information Literacy and contiguous competencies
The analysed examples also showed a trend to combine “pure” IL education with
teaching/learning of other skills, such as media or digital literacy competencies. Also, using a
wide range of innovative methods and tools to make IL education more interesting and
effective has been characteristic for all concerned projects.

9.
3.2. Characteristics of case studies matching the issues
Initiative Problem/potential benefit Matching features
UNESCO MIL − formal teacher
Curriculum for − lack of teacher IL education education
teachers integration
− Timely awareness − project strt date within
− early reaction the period 1994-1998
CHILIAS − early awareness of the − funded by the
Commission, but almost European Commission
isolated initiative under FP4
Information literacy
skills – the link between − gap among different level of − education continuity
secondary and tertiary education
education
− disciplinary connotation − Institutionalisation
Informatyka+
− Institutionalisation (regional level)
− Library oriented
VERITY
solution

10. SECTION 4: CASE STUDIES IN THE VOCATIONAL EDUCATION LEARNING SECTOR
4.1 Problems, questions and potential benefits
The main issues raised from the Vocational Education workshop of Empatic (see deliverable
D5.3) con be summarised in a series of issues, as follows.
Lack of Information Literacy Awareness in the Society
One of the most significant problems about VET in Turkey is the lack of awareness in
information literacy on the level of society. The society has not conceived the importance of
information literacy yet. They do not think that the problems they face about utilizing
information and communication technologies in social life are caused by the lack of information
literacy.
Lack of Information Literacy Awareness by Politicians and Users
The lack of awareness in information literacy on the level of society is also seen for decision
makers, politicians and users in Turkey. They are not aware sufficiently of how much
information literacy is important for society. Moreover, they have not completely realized that
people outside formal education can gain the competence of information literacy via VET.
No Relationship between Vocational Education and Information Literacy
The fact that information literacy is or should be a part of vocational education (VET) is not
known in Turkey. In other words, information literacy has not been regarded as the field of
VET yet.
Lack of Cooperation between the Institutions Connected with Vocational Education
There is not sufficient coordination and cooperation within and between related formal and civil
institutions on VET. This leads to unproductiveness and extravagance in VET activities.
Lack of National Policy in the Subject of Vocational Education
The other significant problem about VET in Turkey is lack of national policy in the subject of
vocational education. That is why, the VET activities cannot discipline and continued neatly,
the cooperation between institutions cannot be established, and the fields’ lack of education
cannot be determined and VET activities on national level cannot be realized.
General Vocational Education Problems in Turkey
The following points have been considered as problematic for the vocational education system
in Turkey :
• institutional arrangements of vocational education is a complex process;
• the VET sector is the least understood and most poorly defined education sector, facing
also a status and image problem;
• quality is still an open problem with the VET system
• different levels of policy operate on VET from different points of view, thus generating
decisions not as coherent as they should be.
4.2 Characteristics of case studies matching the issues
Given the problematic picture of the whole VET system just described, not surprisingly the
most meaningful Information Literacy initiatives selected for this sector come from
international organisations like Unesco.

11. Initiative Problem/potential benefit Matching features
− development of a
transnational
SEEKS – Adult
validated taxonomy of
Information Seeking
ICT-related
Strategies in the
information-seeking
Information Society
behaviour (ISB)
among adult learners
− system of staff
Szkolenia – to się opłaca
− Lack of Information Literacy training with the
- Database of training
Awareness in the Society needs of modern
offers/PARP
economy
− a first step to raise
Training of Information
awareness in
Professionals
education
− Lack of Cooperation
Training of Information between the Institutions − Filling the gap
Professionals/UNESCO Connected with Vocational
Education
Training-the- − No Relationship between − a first step to raise
Trainers in Vocational Education and awareness in
Information Information Literacy education
Literacy/UNESCO

12. SECTION 5: CASE STUDIES IN THE ADULT EDUCATION LEARNING SECTOR
The main issues raised from the Adult Education workshop of Empatic (see deliverable D5.4)
con be summarised in a series of issues, as follows.
5.1 Problems, questions and potential benefits
General problems of Adult Education programs in Greece
• Institutional arrangements of lifelong learning projects are even now complex and
bureaucratic;
• lifelong learning is not widely considered as an educational branch, but as the impulsive
force against unemployment;
• to date, no widely accepted common quality standards for Adult Education;
• The adoption of the Information Literacy outside formal education is problematic.
Lack of Information Literacy Awareness in the Society
Society is not yet persuaded on the significance of Information Literacy, while different
specialised terms and disciplines have been identified, such as: Digital literacy, Health literacy,
Computer literacy, Advanced and Basic literacy, Community literacy, Critical literacy, Cultural
literacy, Emergent literacy, Family literacy, Media Literacy, Political Literacy, Business literacy.
Information Literacy requires social coherence
National governments have a specific responsibility in determining form and content of the
educational system, in which pupils are prepared for their future lives as responsible and
participative citizens. If we connect this to the employment, this is a good way to persuade
decision makers and people to accept IL. As things change gradually, the prerequisite is to
change the way of teaching, how libraries see themselves and the library environment.
Public libraries and school libraries play a crucial role
The most of the LLL projects, are designed without a library professionals’ involvement. This is
a central problem. Public libraries should be strong enough to undertake the role and
responsibility they ought to develop, manage and implement LLL projects. The information
Literacy should start at the primary schools, so the establishment of libraries at primary
educational level is essential.
The Lack of National Policy on the Libraries cooperation.
Another significant problem is the lack of national policy in libraries’ innovative role and the IL.
Actually the cooperation between different kinds of libraries is not legislated.
The central role of the librarians.
According to Stevens and Campbell
“In the …. library setting, librarians can enhance social capital by collaborating with …
and other … constituencies, immersing themselves in … and community life, bridging
the gaps …, and working … to create authentic learning experiences in which
individuals’ development of information literacy competencies is inextricably linked to

13. learning about the world and ways of participating productively in it” (Stevens
&Campbell, 2006)3
In view of this statements, librarians:
• are key players in information literacy program development,
• should be involved in teaching,
• take into great account students’ learning needs,
• should be visible in the academic community and participate in educational activities.
• can play an efficient advocacy action.
5.2 Characteristics of case studies matching the issues
Initiative Problem/potential Matching features
benefit
− Exportable library
ENTITLE
solution
Information and Media − Proliferation of mass − media education
Literacy /UNESCO media
− Information Literacy
IFAP – Information For All with the impact on − Digital and
Programme /UNESCO Computer Literacy, information divide
Digital Literacy
− Statistical literacy
education,
Statistical Literacy
promotion and
activities
WKLUCZAMY.PL − Digital divide − Formal Education
3
Stevens, C.R. & Campbell, P.J. (2006). “Collaborating to connect global citizenship, information literacy, and lifelong
learning in the global studies classroom.” Reference Services Review, 34(4), 536-556. UNESCO (2003) UIE Annual
Report. http://unesdoc.unesco.org/images/0014/001493/149312e.pdf. Referred by Moreleli-Cacouris (2011).

14. SECTION 6: LINKS TO KEY IL RESOURCES ACROSS EUROPE
School Learning Sector
Information Literacy in the classroom: secondary school teachers’ conceptions
http://www4.rgu.ac.uk/files/acf4daa.pdf
Information Literacy Standards for Teacher Education
EBSS Instruction for Educators Committee 2006-2007 – 2010-2011,
Approved by the ACRL Board of Directors at the Spring Executive Committee Meeting May 11,
2011
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/ilstandards_te.pdf
Standards for the 21st Century Learner
http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_Lear
ningStandards.pdf
American Association of School Librarians and the Association for Educational Communications
and Technology, Information Literacy Standards for Student Learning, 1998
http://www.alastore.ala.org/detail.aspx?ID=203
Higher Education Learning Sector
Information Literacy Competency Standards for Higher Education
http://www.ala.org/acrl/standards/informationliteracycompetency
SCONUL Working group on Information literacy
http://www.sconul.ac.uk/groups/information_literacy/
DISCUS (Developing Information Skills & Competence for University Students)
http://discus.tu-harburg.de
IL Recommendation for the Finnish Universities
http://www.helsinki.fi/infolukutaito/english/recommendation.pdf

15. Lifelong Learning Sector: Adult Education – Vocational Education
Information Literacy Competency Standards for Journalism Students and Professionals, ACRL,
October 2011
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/il_journalism.pdf
Information literacy work at CILIP
http://www.cilip.org.uk/get-involved/advocacy/information-literacy/Pages/default.aspx
Information Literacy Section
http://www.ifla.org/VII/s42/index.htm
Nordic Information Literacy Summer School
Transformation from Digital Library to Digital Learning, Korpo, Finland, 7-11 June, 2010
http://www.helsinki.fi/infolukutaito/ILajankohtaista/2010summerschool.html
General purpose resources
Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/characteristics_rev_.pdf
The DOTEINE Project
Documentation and Information Technologies for Education: Instruments for Information
Literacy and the Organization of Educational Resources
http://doteine.uc3m.es/doteine_en.htm
Teaching, Learning and Technology. Information Literacy Best Practices
http://www.tltgroup.org/InfoLit/BestPractices.htm
THE ALEXANDRIA PROCLAMATION.
http://www.ifla.org/III/wsis/BeaconInfSoc.html

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19. 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.
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