Validation Report - Schools Sector
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Validation Report - Schools Sector

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Authors: Sabina Cisek, Maria Próchnicka

Authors: Sabina Cisek, Maria Próchnicka

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Validation Report - Schools Sector Validation Report - Schools Sector Document Transcript

  •                        Validation  Report    in  the  Schools  Sector    Authors:  Sabina  Cisek,  Maria  Próchnicka   Ver:  Final             This  project  has  been  funded  with  support  from  the  European  Commission    
  • 2  Table  of  Contents    INTRODUCTION    SECTION  1:  INTERNATIONAL  WORKSHOP  “INFORMATION  LITERACY  DEVELOPMENT  IN  THE  SCHOOL  SECTOR”,  8TH  JUNE  2011,  KRAKÓW,  POLAND      1.1.  VENUE,  DATES,  WEBSITE,  AND  PARTICIPANTS    1.2.  WORKSHOP  CHAIR,  COMMITTEE,  KEYNOTE  SPEAKER,  INVITED  SPEAKERS,  AND  WORKSHOP  RAPPORTEURS    1.3.  AGENDA/PROGRAMME  WITH  SPEAKERS      1.4  BRIEF  OUTLINE  OF  POINTS  DISCUSSED    1.4.1  Scope,  aims  and  goals  of  the  workshop      1.4.2  Information  Literacy  development  in  schools    1.4.3  Planning  and  developing  an  Information  Literacy  programme  in  schools    1.4.4  Secondary  school  curriculum  from  the  perspective  of  Information  Literacy  issues    1.4.5  Selected  examples  of  IL  good  practices  in  the  education  systems  in  Europe.  Information  Literacy  standards  for  schools  of  different  levels  and  types.    1.4.6  Information  Literacy  development  through  the  eTwinning  projects    1.4.7  Various  aspects  of  Information  Literacy  development  in  the  international  environment  of  Virtual  Mobility    1.5  MAJOR  ISSUES  IDENTIFIED    1.5.1  Common  goals,  same  learning  outcomes,  different  national  strategies    1.5.2  Issue  of  responsibility,  central  vs.  local    1.5.3  "Digital  natives"  and  Information  Literacy    1.5.4  Value  of  cooperation,  the  key  role  of  school  teachers    1.6  MODIFICATIONS/ADDITIONS  SUGGESTED  TO  CASE  STUDIES    1.6.1  Cooperation  of  different  stakeholders    1.6.2  IL  education  “mixed”  with  teaching/learning  other  competencies    1.7  FINALIZED  BEST  PRACTICES/CASE  STUDIES  FOR  SCHOOL  SECTOR    1.7.1  ALCE  –  Animation  for  reading  and  comprehension  at  school    1.7.2  CHILIAS  –  Children  in  Libraries:  improving  multimedia  virtual  library  access  and  information  skills    1.7.3  Information  literacy  skills  –  the  link  between  secondary  and  tertiary  education    1.7.4  Informatyka+:  the  interregional  programme  for  the  development  of  the  secondary  school  students  qualifications  in  Information  Communication  Technology    1.7.5  VERITY  –  Virtual  and  Electronic  Resources  for  Information  Skills  Training    SECTION  2:  DESCRIPTION  OF  THE  “REAL-­‐LIFE”  IL  ACTIVITIES  IN  POLAND  IN  THE  SCHOOL  SECTOR    
  • 32.1  Brief  outline  of  points  discussed    2.1.1  Information  Literacy  initiative  in  Sucha  Beskidzka  (based  on  Hanna  Batorowskas  presentation)    2.1.2  The  acquisition  of  Information  Literacy  through  the  eTwinning  projects  (based  on  Gracjana  Więckowskas  presentation)    2.1.3  Education  in  the  field  of  Information  Literacy  by  the  project  method  (based  on  Maria  Mendelas  post-­‐workshop  article)    SECTION  3  CONCLUSIONS    APPENDICES    Appendix  1  Workshop  documents  presented  for  discussion    Appendix  2  Workshop  list  of  participants    Appendix  3  Workshop  copies  of  presentations    Appendix  4  Copies  of  photos,  press  releases  and  media  coverage  from  workshops             View slide
  • 4INTRODUCTION      The  present  text  constitutes  the  delivery  D5.1  of  the  Workpackage  5:  Validation,  that  is  the  ONLINE  VALIDATION  REPORT  ON  IL  IN  SCHOOLS,  based  on  the  achievements  of  the  International  Workshop  “Information  Literacy  in  the  School  Sector”,  Kraków,  June  8,  2011.    The  main  aim  of  the  Workpackage  5  has  been  to  validate  models,  standards,  performance  measures  and  case  approaches  developed  within  the  previous  stages  of  EMPATIC.       View slide
  • 5SECTION  1:  INTERNATIONAL  WORKSHOP  “INFORMATION  LITERACY  DEVELOPMENT  IN  THE  SCHOOL  SECTOR”,  8TH  JUNE  2011,  KRAKÓW,  POLAND    1.1.  VENUE,  DATES,  WEBSITE,  AND  PARTICIPANTS    Venue:  Institute  of  Information  and  Library  Science,  Jagiellonian  University  in  Krakow,  4  Prof.  Stanisława  Łojasiewicza  Street,  30-­‐348  Kraków,  Poland    Date:  8  June  2011,  10am    Website:  http://informationliteracyintheschoolsector.blogspot.com/    Participants:  36  people  from  Poland  and  abroad,  including  librarians,  teacher-­‐librarians,  members  of  the  Polish  Library  Association’s  IL  Committee,  school    authorities,  university  faculty  specializing  in  Information  Literacy,  representatives  of  local  authorities,  and  EU  LLP  Programmes.      1.2.   WORKSHOP   CHAIR,   COMMITTEE,   KEYNOTE   SPEAKER,   INVITED   SPEAKERS,   AND   WORKSHOP  RAPPORTEURS    Workshop   Chair:   Professor   Maria   Próchnicka,   Director   of   the   Institute   of   Information   and   Library  Science,  Jagiellonian  University  in  Krakow,  Poland    Workshop  Committee:  Professor  Maria  Próchnicka,  Dr  Sabina  Cisek,  Dr  Agnieszka  Korycińska-­‐Huras,  Dr  Monika  Krakowska,  Ms  Magdalena  Wójcik  Keynote  Speaker:  Professor  Hanna  Batorowska,  Pedagogical  University  of  Krakow,  Poland    Professor  Hanna  Batorowska  is  a  well-­‐known  IL  researcher,  an  expert  in  the  field  of  information  culture,  school  media  centres,  media  education,  and  a  long-­‐term  leader  of  a  few  successful  real-­‐life  initiatives  in  the  school  libraries’  sector.  She  is  the  author  of  the  book  “Kultura  informacyjna  w  perspektywie  zmian  w  edukacji”  (Information  Culture  in  the  Perspective  of  Changes  in  Education,  2009).    Invited  International  Speakers  (in  alphabetical  order):      Tibor  KOLTAY  (Hungary)    Monika  KRAKOWSKA  (Poland)    Serap  KURBANOGLU  (Turkey)    Anu  OJARANTA  (Finland)    Sheila  WEBBER  (United  Kingdom)    Gracjana  WIĘCKOWSKA  (Poland)    Workshop  Rapporteurs:  Sabina  Cisek,  Magdalena  Wójcik      1.3.  AGENDA/PROGRAMME  WITH  SPEAKERS  9:30  –  10:15  –  Organizational  issues  
  • 610:15  –  10:25  –  MARIA  PRÓCHNICKA,  the  EMPATIC  project,  Jagiellonian  University  in  Krakow,  Poland,  Welcome  10:25  –  10:45  –  SABINA  CISEK,  MARIA  PRÓCHNICKA,  the  EMPATIC  project,  Jagiellonian  University  in  Krakow,   Poland,   “The   EMPATIC   project   –   general   characteristics.   The   scope,   aims   and   goals   of   the  International  Workshop  „Information  Literacy  Development  in  the  School  Sector”  10:45   –   11:15   –   HANNA   BATOROWSKA,   Pedagogical   University   in   Krakow,   Poland,   the   keynote  speaker,  „Information  Literacy  development  in  Schools”  11:15   –   11:45   –   SERAP   KURBANOGLU,   Hacettepe   University,   Turkey,   „How   to   Plan   and   Develop   an  Information  Literacy  Program  in  Schools”  11:45  –  12:00  –  Discussion  12:00  –  12:30  –  Coffee  break  12:30   –   12:50   –   ANU   OJARANTA,   Åbo   Akademi,   Finland,   "Information   Literacy   and   a   View   of   the  Finnish  Secondary  School  Curriculum"  12:50   –   13:40   –   SHEILA   WEBBER,   University   of   Sheffield,   Great   Britain,   TIBOR   KOLTAY,   Szent   István  University,   Hungary,   Opinions   and   discussion   on   selected   examples   of   the   IL   good   practices   in   the  education  systems  in  Europe  (as  in  Document  D4.2)  and  existing  Information  Literacy  standards  for  schools  of  different  levels  and  types  (as  in  Document  D4.1)  13:40  –  14:00  –  Discussion  14:00  –  14:45  –  Lunch  14:45  –  15:00  –  GRACJANA  WIĘCKOWSKA,  Fundacja  Rozwoju  Systemu  Edukacji  (the  Polish  national  agency  for  LLP),  Poland,  „Information  Literacy  development  through  the  eTwinning  projects”  15:00   –   15:20   –   MONIKA   KRAKOWSKA,   Jagiellonian   University   in   Krakow,   Poland,   „Information  Literacy  development  in  the  international  environment  of  Virtual  Mobility”  15:20  –  16:00  –  Discussion  16:00  –  16:30  –  SABINA  CISEK,  MARIA  PRÓCHNICKA,  the  EMPATIC  project,  Jagiellonian  University  in  Krakow,  Conclusions      1.4  BRIEF  OUTLINE  OF  POINTS  DISCUSSED    Within  the  workshop  eight  presentations  were  given  by  seven  invited  speakers  from  four  countries  (Finland,   Hungary,   Poland,   and   United   Kingdom):   Hanna   BATOROWSKA,   Tibor   KOLTAY,   Monika  KRAKOWSKA,  Serap  KURBANOGLU,  Anu  OJARANTA,  Sheila  WEBBER,  and  Gracjana  WIĘCKOWSKA  as  well  as  two  organizers,  i.e.  Sabina  CISEK  and  Maria  PRÓCHNICKA.      1.4.1  Scope,  aims  and  goals  of  the  workshop    The  workshop  has  been  aimed  at:     - discussing  strategies,  models  and  methods  of  Information  Literacy  (IL)  development  in  the   school  learning  sector  across  the  UE   - sharing   experiences,   opinions,   advice   on   development   of   the   information   competencies   and  culture  among  students,  teachers  and  other  groups  
  • 7 - validating   the   EMPATIC   products   up   to   date,   in   particular   the   Deliverables   4.1   and   4.2,   related   to   IL   development   strategies   as   well   as   IL   standards   and   performance   indicators,   and  examples  of  good  IL  practice  (cases)      1.4.2  Information  Literacy  development  in  schools  The  workshop  Keynote  Speaker,  Professor  HANNA  BATOROWSKA  from  the  Pedagogical  University  in  Krakow,  Poland,  discussed  „Information  Literacy  development  in  schools”.    She  started  her  speech  with  tracking  the  development  of  Polish  concept  of  Information  Literacy  (IL)  and  noticed  that  many  different  terms  are  used  in  the  area  of  information  and  digital  literacies,  and  there  are  also  a  lot  of  different  ways  of  perceiving  those  problems.    After  theoretical  reflections  Batorowska  described  how  Information  Literacy  had  been  developed  in  one  school  in  Sucha  Beskidzka  (a  town  in  the  Southern  Poland),  using  this  as  an  inspiring  case  study.  She   depicted   the   initiative   focused   on   “training   the   trainers”,   that   is   training   school   teachers   to  become   IL   educators   for   their   students,   in   order   to   create   the   generation   of   teachers   who   could  really   understand   the   IL   problems.   In   addition,   Batorowska   strongly   emphasized   the   importance   of  cooperation   with   local   authorities   and   local   institutions   (such   as   local   museums).   She   also   stressed  that   all   of   the   initiatives   she   talked   about   took   10   years   to   fulfil,   so   it   was   the   long-­‐term   project,  STRATEGIC  in  its  very  nature.      1.4.3  Planning  and  developing  an  Information  Literacy  programme  in  schools    Professor  SERAP  KURBANOGLU  (Hacettepe  University,  Turkey)  spoke  about  planning  and  developing  an  Information  Literacy  programme  in  schools.  She  drew  attention  to  problems  associated  with  the  process   of   IL   development   planning   and   implementing   the   IL   strategies.   She   carefully   analysed  potential   challenges   and   planning   pitfalls   as   well   as   opportunities   and   strengths   of   different  approaches.   She   also   stressed   a   crucial   role   of   “human   factor”   in   every   strategy.   At   the   end   of   her  presentation  she  discussed  some  interesting  examples  of  good  Information  Literacy  practices.      1.4.4  Secondary  school  curriculum  from  the  perspective  of  Information  Literacy  issues    ANU  OJARANTA  (Åbo  Akademi,  Finland)  presented  a  view  of  the  Finnish  secondary  school  curriculum  from   the   perspective   of   Information   Literacy   issues.   Anu   Ojaranta   is   a   school   librarian   and   a   PhD  student   at   Abo   Akademi   (Turku,   Finland).   Her   research   focuses   on   IL   issues   as   present   in   school  curricula  and  teaching.  She  investigates  teachers’,  students’,  librarians’,  and  headmasters’  perception  of  IL  problems.  During  workshop  she  presented  some  of  her  research  results.      1.4.5  Selected  examples  of  IL  good  practices  in  the  education  systems  in  Europe.  Information  Literacy  standards  for  schools  of  different  levels  and  types.  The  next  speakers  were  SHEILA  WEBBER  (University  of  Sheffield,  UK)  and  TIBOR  KOLTAY  (Szent  István  University,   Hungary).   They   presented   selected   examples   of   IL   good   practices   in   the   education  systems  in  Europe  (as  in  EMPATIC’s  Document  D4.2)  and  existing  Information  Literacy  standards  for  schools  of  different  levels  and  types  (as  in  EMPATIC’s  Document  D4.1).    Sheila   Webber   is   a   faculty   member   of   the   Information   School,   University   of   Sheffield,   UK   and   the  Director   of   the   Centre   for   Information   Literacy   Research   there.   She   publishes   a   well-­‐known  
  • 8“Information   Literacy   Weblog”   at   http://information-­‐literacy.blogspot.com/   and   participates   in  creating   two   other   blogs:   “Information   Literacy   meets   Library   2.0”   and   “iSchool   Blog”.   Within   the  workshop   she   spoke   about   IL   in   school   libraries,   including   progression   of   Information   Literacy,  models   of   IL   and   national   frameworks   for   IL.   Sheila   Webber   drew   attention   to   the   problem   of  librarians’  status  and  issues  connected  with  approaches  to  teaching  IL.    Professor   Tibor   Koltay   is   the   Head   of   Department   of   Information   and   Library   Studies,   Szent   István  University,  Hungary  and  the  Course  Director  for  LIS  programs.  He  spoke  about  old  and  new  questions  connected  with  Information  Literacy  in  schools  and  asked  whether  the  present  educational  systems  really  prepare  schoolchildren  to  use  information  consciously  and  “critically”.  Tibor  Koltay  overthrew  the   myth   of   the   high   degree   of   IL   skills   among   “digital   natives”.   At   the   end   of   his   presentation   Koltay  showed  the  example  of  IL  good  practice  in  Hungary  called  “The  Digital  Fortress  Game”.  This  is  a  part  of   the   eMapps   project,   aiming   at   motivating   primary   school   children   to   actively   participate   in  creating  opportunities  through  multimedia.      1.4.6  Information  Literacy  development  through  the  eTwinning  projects    GRACJANA   WIĘCKOWSKA,   discussed   issues   connected   with   Information   Literacy   development  through  the  eTwinning  projects.  Gracjana  Więckowska  works  for  the  Polish  National  Agency  for  LLP  and   is   the   editor   of   the   portal   www.etwinning.pl.   She   presented   the   most   important   features   of  eTwinning   and   discussed   a   wide   range   of   advantages   arising   from   the   eTwinning   projects.   At   the   end  of  her  presentation  Gracjana  Więckowska  discussed  examples  of  good  practices,  based  on  eTwinning  projects  realized  in  Polish  schools  and  kindergartens.      1.4.7  Various  aspects  of  Information  Literacy  development  in  the  international  environment  of  Virtual  Mobility    MONIKA  KRAKOWSKA  (Jagiellonian  University  in  Krakow)  presented  the  idea  of  Virtual  Mobility.  Dr  Monika   Krakowska   is   a   faculty   member   in   the   Institute   of   Information   and   Library   Science   of   the  Jagiellonian   University,   and   conducts   research   in   the   fields   of   new   communication   tools   in   the  Internet   environment,   the   area   of   higher   education   in   Europe,   cooperation   between   libraries   and  other  institutions  within  the  European  Union,  and  Information  Literacy.  In  her  presentation  Monika  Krakowska   analysed   various   aspects   of   Information   Literacy   development   in   the   international  environment  of  Virtual  Mobility  and  presented  her  IL-­‐related  experiences  resulting  from  participation  in  the  TeaCamp  project  (Teachers  Virtual  Campus:  Research,  Practice,  Apply).      1.5  MAJOR  ISSUES  IDENTIFIED    The   invited   speakers’   presentations   inspired   the   workshop   participants,   both   foreign   and   Polish,  “theorist”   and   “practitioners”,   to   formulate   their   own   opinions   and   share   personal   IL   experiences.  The   discussion   turned   out   to   be   very   dynamic,   even   hot,   and   productive.   It   concerned   the   IL  development   strategies   in   European   countries,   “taken-­‐for-­‐granted”   but   not   necessarily   valid   IL   policy  assumptions,   as   well   as   examples   of   good   IL   practices.   A   few   major   topics,   described   underneath,  have  been  identified.      
  • 91.5.1  Common  goals,  same  learning  outcomes,  different  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.   Also   carefully   selected   and   purposively   analysed  examples   of   IL   development   good   practices   should   be   prepared   to   serve   as   illustrative   cases   and  inspiration  for  all.    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.  The  workshop  participants  expressed  the  feeling  that  aims  should  be  the  same  across  Europe  (general),   but   the   IL   development   strategies   need   to   be   national   (particular).   As   the   examples   may  serve  the  Scottish  and  Welsh  Information  Literacy  strategies,  presented  during  the  workshop.      1.5.2  Issue  of  responsibility,  central  vs.  local    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.      1.5.3  "Digital  natives"  and  Information  Literacy    Tibor   Koltays   presentation   was   met   with   great   response.   Participants   agreed   that   the   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.      1.5.4  Value  of  cooperation,  the  key  role  of  school  teachers    A   very   important   theme   in   the   discussion   was   the   question   of   cooperation   between  librarians/information   professionals,   who   everywhere   are   traditionally   engaged   in   the   IL-­‐related  matters,   with   other   parties/stakeholders   involved   in   the   educational   processes,   i.e.   headmasters,  teachers,  parents,  students,  local  authorities,  and  other  people  having  important  social  functions  in  their  local  communities  (police  officers,  fire-­‐fighters,  priests,  etc.).    Especially  the  key  role  of  teachers  has  been  repeatedly  stressed  by  all  participants.  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.      1.6  MODIFICATIONS/ADDITIONS  SUGGESTED  TO  CASE  STUDIES    The  analysis  of  Polish  and  international  IL  “cases”  discussed  within  the  workshop,  allowed  verifying  the  examples  of  good  IL  practices,  which  were  selected  in  previous  stages  of  the  EMPATIC  project.    
  • 10  1.6.1  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.      1.6.2  IL  education  “mixed”  with  teaching/learning  other  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.      1.7  FINALIZED  BEST  PRACTICES/CASE  STUDIES  FOR  SCHOOL  SECTOR    During  the  previous  stages  of  the  EMPATIC  project  five  IL  development  best  practices  for  the  school  sector  have  been  chosen  and  described.  Within  the  workshop  these  projects  have  been  validated  in  a  sense   that   none   of   them   was   considered   to   be   inappropriate.   But   it   has   to   be   noticed   that   the  workshop  participants  were  much  more  interested  in  the  IL  development  strategies,  the  roles  of  IL  stakeholders   on   national   and   local   levels,   the   real-­‐life,   ongoing   IL   enterprises   and   the   work   to   be  done  in  the  near  future.    Below  there  are  descriptions  of  the  validated  cases.      1.7.1  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  
  • 11 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  travellers.     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   travellers.   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.      1.7.2   CHILIAS   –   Children   in   Libraries:   improving   multimedia   virtual   library   access   and  information  skills     I:  GENERAL  INFORMATION     1.  Country:  Germany     2.  EU  funding  programme:  FP4     3.  Focus,  initiative-­‐type:  project  aimed  at  development  of  IL  as  social  objective     4.  Learning  sector:  Schools     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  was   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    
  • 12 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   childrens   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  website  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.     Results     Project  results  included:     • Creation   of   virtual   childrens   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.      1.7.3  Information  literacy  skills  –  the  link  between  secondary  and  tertiary  education     I:  GENERAL  INFORMATION     1.  Country:  UK     2.  EU  funding  programme     3.  Focus,  initiative-­‐type:  project  aimed  at  development  of  IL  as  social  objective     4.  Learning  sector:  Schools     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  
  • 13partners.    The  partners:    North   Ayrshire   Council,   the   City   of   Edinburgh   Council   Education   Resource   Services,   Doon  Academy,  Govan  High  School,  Firrhill  High  School,  University  of  Abertay,  Learning  and  Teaching  Scotland  (LTS),  Scottish  Further  Education  Unit  (SFEU)  and  other.    Background    The   “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,   what   can   help   to   change   this  unfavourable  situation  is  cooperation  between  the  representatives  of  the  second  and  the  third  sectors  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   sure   that   secondary   school   graduates  completing   secondary   school   education   had   a   set   of   information   skills,   which   then   could   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   GCUs   IL   training   strategy   into   an   integrated   strategy   which   combines   ICT   and  IL  skills.    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  
  • 14 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.      1.7.4   Informatyka+:   the   interregional   programme   for   the   development   of   the   secondary  school  students  qualifications  in  Information  Communication  Technology     I:  GENERAL  INFORMATION     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     4.  Learning  sector:  Schools     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.     The  project  is  supervised  by  Programme  Board  consisting  of  representatives  of:     • University  of  Warsaw     • Warsaw  University  of  Technology     • University  of  Wroclaw     • Nicholas  Copernicus  University  in  Torun     Background     The  Informatyka+  project  is  a  part  of  the  Human  Capital  Operational  Programme,  whose  main   objectives  include:    
  • 15• 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   that   project   is   to   increase   the   ICT   competences   of   high   school   students   by  providing  them  with  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  students   will   be   invited   to   participate   in   summer   camps.   All   participants   receive   teaching  materials  in  electronic  form  and  educational  brochures.  All  the  teaching  resources  developed  by   the   project   are   available   through   the   educational   platform   –   Mila   College   Junior  (www.webfronter.com/iplus/milacollegejunior).  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  
  • 16 • 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.      1.7.5  VERITY  –  Virtual  and  Electronic  Resources  for  Information  Skills  Training     I:  GENERAL  INFORMATION     1.  Country:  United  Kingdom     2.  EU  funding  programme:  FP4     3.   Focus,   initiative-­‐type:   project   aimed   at   development   of   IL   as   cognitive   acquisition   of   individuals     4.  Learning  sector:  Schools     5.  Literacy  area:  Information  Literacy     5.  Geographical  /  social  range:  international,  for  young  people     6.  Type  of  institution,  organization,  and  stakeholder:  University     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  Unions  Telematics  Applications  Programme.     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  
  • 17 future   education   and   offers   guidance   in   encouraging   collaborative   work.   On   the   completion   and  verification  of  the  first  prototype  in  English  additional  prototypes  were  also  produced  in   Finnish,  German,  Greek  and  Portuguese.     Results     The  project  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      
  • 18SECTION   2:   DESCRIPTION   OF   THE   “REAL-­‐LIFE”   IL   ACTIVITIES   IN  POLAND  IN  THE  SCHOOL  SECTOR    2.1  BRIEF  OUTLINE  OF  POINTS  DISCUSSED    Below  there  are  descriptions  of  „real  life  trials”  for  the  school  sector  in  Poland.      2.1.1   Information   Literacy   initiative   in   Sucha   Beskidzka   (based   on   Hanna   Batorowskas  presentation)     General  information     The   workshop   for   school   librarians   was   organized   from   5th   to   7th   March   2011   in   Sucha   Beskidzka   (Southern   Poland)   by   five   cooperating   institutions:   Institute   of   Information   and   Library   Science,   Pedagogical   University   in   Krakow,   Valery   Goetels   School   in   Sucha   Beskidzka,   Sucha   Beskidzka   City   Museum,   Pedagogical   Library   in   Cracow   –   Regional   Branch   in   Sucha   Beskidzka,  Suska  Library.       The  topic  of  workshop  was  “Information  Culture  and  school  libraries  in  the  local  environment”.     School  librarians  were  the  workshops  main  target  group  but  representatives  of  other  groups   were  also  invited.  Among  the  participants  were:     -­‐ school  librarians     -­‐ representatives  of  local  authorities     -­‐ directors  of  schools,  libraries  and  educational  institutions  in  Sucha  Beskidzka     -­‐ teachers  and  students  of  Pedagogical  University  in  Kraków.     Main  objectives     The  main  goal  of  the  workshop  was  to  provide  school  librarians  with  the  knowledge  and  skills   that  would  enable  them  to  take  effective  actions  in  the  field  of  IL  education  in  schools.     Details     The  workshop  participants  could  learn  about  such  issues  as:   -­‐ theoretical  and  practical  aspects  of  creating  school  information  centres   -­‐ new  technologies  impact  on  the  functioning  of  school  libraries   -­‐ school  libraries  in  the  information  society   -­‐ information  culture  in  the  perspective  of  changes  in  education   -­‐ risks  of  lack  of  information  competences    for  sustainable  student  development     -­‐ Multimedia  Information  Centres  in  the  local  environment   -­‐ librarians  involvement  in  the  implementation  of  educational  projects   -­‐ library  organizational  culture  and  its  influence  on  shaping  their  users  information  culture   Essence  of  good  practice    
  • 19 The   essence   of   the   good   practice   undertaken   in   Sucha   Beskidzka   was   extensive   cooperation   of   several  institutions  working  together  in  the  local  environment.  The  success  of  the  project  was   achieved  thanks  to  close  cooperation  of  school,  museum,  libraries  and  university.  One  of  the   most   important   elements   was   the   inclusion   of   local   authorities   in   actions   taken,   which   provided   the   organizational   and   economic   support.   It   is   worth   noting   that   a   workshop   organized  in  Sucha  Beskidzka  was  one  of  the  elements  of  long-­‐term  actions.      2.1.2   The   acquisition   of   Information   Literacy   through   the   eTwinning   projects   (based   on  Gracjana  Więckowskas  presentation)   General  information     eTwinning   is   a   European   co-­‐operation   of   kindergartens,   elementary   schools,   middle   schools   and  high  schools  through  the  electronic  media.     Participants  of  eTwinning  projects  may  be:   -­‐ teachers  in  all  subjects,  pupils,  headmasters,  librarians,  logotherapists  and  other  school  staff;   -­‐ European   Union   countries   schools   and   schools   from   Norway,   Iceland,   Turkey,   Croatia,   Macedonia  and  Switzerland;   -­‐ kindergartens,   elementary   schools,   middle   schools   and   secondary   schools   (age   range   of   pupils  3-­‐19  years).     Most  important  features  of  eTwinning  projects  are:   -­‐ Using  a  computer,  Internet,  software,  digital  camera  or  other  tools   -­‐ Practising  foreign  languages,  which  are  necessary  for  direct  communication  with  the  partner   schools   -­‐ Topic  of  project  must  be  related  to  the  curriculum  objectives.     Within  the  framework  of  eTwinning  project  students  carry  out  tasks  such  as:   -­‐ Collecting  information  on  a  specific  topic;   -­‐ Filing  of  information;   -­‐ Verification  of  information;   -­‐ Developing  information  in  the  form  of  presentation,  photo  gallery,  album,  movie,  book,  blog,   wiki,  comic;   -­‐ Developing  a  common  material  in  cooperation  with  European  partner  school;   -­‐ Inserting   that   material   on   the   web   platform   TwinSpace   (common   space   for   all   the   project   partners).     Among  the  main  advantages  of  eTwinning  projects  are:   -­‐ increasing  ability  to  use  modern  technology;   -­‐ enhancing  motivation,  enthusiasm  for  learning;   -­‐ development  of  creativity  and  openness.   Main  objective    
  • 20 One   of   the   main   objectives   of   the   eTwinning   project   is   to   develop   information   literacy   and   digital   literacy   competencies   among   students   and   teachers   by   giving   them   opportunities   for   creative  collaboration  with  foreign  partners.      2.1.3  Education  in  the  field  of  Information  Literacy  by  the  project  method  (based  on  Maria  Mendelas  post-­‐workshop  article)     General  information     The   school   library   in   the   Economic   and   Chemistry   School   Complex   (Trzebinia,   Poland)   works   intensively   in   the   field   of   IL   education   by   using   the   project   method.   The   initiator   of   these   actions  is  the  school  librarian  Maria  Mendela.     Main  objective     The  main  objective  of  undertaken  actions  was  to  develop  students  IL  competencies  as  well  as   training   teachers   and   parents.   Another   important   aim   was   to   fight   against   negative   stereotype   of   school   librarians   and   make   teachers,   parents   and   students   aware   of   the   importance   of   school  libraries.     Examples  of  good  practices     1)  eTwinning  project  “Learn  the  world  of  professions”     Project  aims  were  to  gain  or  improve:   -­‐ ability  to  use  various  sources  of  information  available  on  the  Internet   -­‐ knowledge  of  methods  of  information  retrieval   -­‐ ability  to  search  and  organize  information   -­‐ ability  to  plan  career  paths     -­‐ English  language  skills   -­‐ understanding  the  cultures  of  European  countries   Students  worked  together  on  the  eTwinning  portal  using  the  TwinSpace  tools  and  Web  Quests.   Through   conversation   and   negotiation   group   members   had   to   choose   one   profession   to   describe.  Students  had  to  make  the  division  of  roles  and  perform  the  task  according  to  work   schedule.   Each   student,   to   complete   the   task,   had   to   learn   the   methods   of   information   retrieval  on  the  Internet.  The  whole  project  was  very  successful  and  gained  a  lot  of  awards  and   distinctions,  such  as:     -­‐ National  Quality  Medal  awarded  by  the  National  eTwinning  Support  Service  in  Poland   -­‐ Turkey  National  Medal  awarded  by  the  National    eTwinning  Support  Service  in  Turkey   -­‐ European  Quality  Medal  awarded  by  the  Central  eTwinning  Support  Service  in  Brussels   -­‐  Second  place  in  the  competition  “eTwinning  in  school  library”   -­‐ First  place  in  the  national  contest  "eTwinning  in  Turkey"     -­‐ Place  in  final  of  international  competition  „Global  Junior  Challenge”     2)”Civil  society  in  the  lens  of  camera”  project    
  • 21 The   main   objective   of   the   project   was   to   increase   the   level   of   social   activity   of   students   and   teachers   in   schools   and   raising   awareness   of   the   civil   society,   through   using   innovative   and   attractive  methods  and  tools.  The  specific  objectives  were:  -­‐ improving   the   knowledge   on   human   rights   as   the   basis   for   building   the   schools   self-­‐ government  as  well  as  civil  society  -­‐ improving  knowledge  on  social  determinants  affecting  the  equality  of  men  and  women  -­‐ improving  the  knowledge  about  how  to  use  the  media  to  work  for  society  -­‐ teaching  young  people  the  principles  of  group  work  and  discussion.     During  the  project,  students  took  part  in  multi-­‐day  workshops,  held  on  the  Wolin  Island.  The   aim  of  the  workshop  was  to  stimulate  participants’  creativity  and  sensitivity.  Workshops  were   divided  into  several  thematic  blocks  in  accordance  with  established  objectives  of  the  project.   Then,  students’  task  was  to  design  and  implement  a  project  of  the  social  campaign  for  the  local   community   (each   campaign   consisted   of   a   short   reportage   and   promotional   action   -­‐   posters,   reports,  and  press  releases).     As  a  result,  students  gain  practical  skills  how  to:  -­‐ search  information  -­‐ create  public  awareness  campaigns  -­‐ approach  problems  creatively  -­‐ create  films  and  documentaries  -­‐ create  other  promotional  materials.    
  • 22SECTION  3  CONCLUSIONS      I.  The  main  conclusions  of  the  workshop,  related  to  the  issue  of  IL  development  in  the  school  sector,  combined  with  the  EMPATIC  observations  to  the  moment  are:    -­‐  Do  not  believe  in  the  myth  of  “digital  natives”  and  do  not  base  on  it,  children  and  young  people  in  schools  might  be  ICT  literate  and  may  consider  themselves  also  information  literate  but  in  most  cases  they  are  not.    -­‐   Identification   of   roles   and   multi-­‐dimensional   cooperation   of   different   IL   stakeholders   (local  authorities  and  other  local  figures,  parents,  school  authorities,  students,  teachers)  is  crucial.    -­‐  If  you  want  to  make  change  you  must  convince  and  train  school  teachers,  they  are  the  basis  of  the  educational  systems  and  send  the  most  influential  message  to  their  students/children  in  schools.    -­‐   National   IL   development   strategies   should   be   flexible   and   built   on   the   all-­‐European   scheme   of   IL  standards,  and  those  in  turn  should  be  formulated  in  terms  of  learning  outcomes.  Consequently  it  is  strongly  advised  to  prepare  such  a  scheme.    -­‐  Real  work  on  the  local  level  is  the  most  important  factor  of  IL  development  in  the  school  sector  in  Europe,   and   as   a   result   it   has   to   be   strongly   supported   by   national   and   European   law   and   policy  makers.      II.  Also,  “illustrative  case  studies”,  the  Information  Literacy  best  practices,  i.e.  selected  examples  of  the  IL  development  projects  in  the  four  learning  sectors  in  different  European  countries,  should  be  made  available  for  future  reference.    But,  if  these  are  to  offer   r e a l   a d v i c e ,  then   c o m p r e h e n s i v e  and   i n -­‐ d e p t h   information  about  them  must  be  published  and  made  accessible  (not  just  a  project’s  title,  dates,  goals,  and  main  events).    As   we   have   noted   before   (Deliverable   4.2),   in   case   of   completed   EU-­‐funded   Information   Literacy  projects  there  is  frequently  a  lack  of  data  concerning  further  development  of  the  given  IL  initiatives  or  the  projects’  impact  on  educational  policy  and  other  actions  related  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.    
  • 23APPENDICES    APPENDIX  1  WORKSHOP  DOCUMENTS  PRESENTED  FOR  DISCUSSION    The  invitation  for  the  workshop,  containing  active  Web  links  to  documents  presented  for  discussion  is  available  online  through  the  webpage  “The  workshop  invitations  and  programs  in  English  and  Polish  /  Program  i  zaproszenie”  at  http://informationliteracyintheschoolsector.blogspot.com/2011/06/httpsdocs.html      APPENDIX  2  WORKSHOP  LIST  OF  PARTICIPANTS    Available  in  print,  will  be  attached  if  needed    APPENDIX  3  WORKSHOP  COPIES  OF  PRESENTATIONS    The  workshop  presentations  are  available  online  through  the  webpage  in  English  and  Polish  “The  workshop  presentations  (in  alphabetical  order)  /  Prezentacje  (alfabetycznie  wg  autorów)”  at  http://informationliteracyintheschoolsector.blogspot.com/2011/06/workshop-­‐presentations.html      APPENDIX   4   COPIES   OF   PHOTOS,   PRESS   RELEASES   AND   MEDIA   COVERAGE   FROM   THE  WORKSHOP    The  workshop   p h o t o s  are  available  online  through  the  webpage  in  English  and  Polish  “Photos  /  Zdjęcia”  at  http://informationliteracyintheschoolsector.blogspot.com/2011/06/photos-­‐zdjecia.html  or  http://skryba.inib.uj.edu.pl/galerie/2011/2011-­‐06-­‐08/index.html.    Here  we  give  only  selected  examples.      Hanna  Batorowska  (Poland)      
  • 24  Sheila  Webber  (UK)  and  Anu  Ojaranta  (Finland)        Tibor  Koltay  (Hungary)        Serap  Kurbanoglu  (Turkey)        Participants        
  • 25P r e s s   r e l e a s e s   and   m e d i a   c o v e r a g e  of  the  workshop  are  accessible  online  through  the  webpage  “Other  websites  related  to  the  workshop  /  Inne  strony  związane  z  warsztatami”  at  http://informationliteracyintheschoolsector.blogspot.com/2011/06/other-­‐workshop-­‐sites.html                   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.