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    Vocational education & training Vocational education & training Presentation Transcript

    • Vocational Education & Training
      Are students prepared for information fluency?
      Dept. of Library Science and Information Systems
      Alexander TEI of Thessaloniki, Greece
    • Education-Goals
      • The preparation of independent individuals, who can
      • think critically and creatively
      • act as informed and responsible professionals and citizens
      • develop their aesthetic awareness
      • The acquisition of knowledge and skills, that will enable them to:
      • to adopt and apply them to any environment
      • to enhance them continuously
      • The development of a lifelong relationship with learning
    • “… [any academic institution’s] purpose is not to transfer knowledge but to create environments and experiences that bring students to discover and construct knowledge for themselves, to make students members of communities of learners that make discoveries and solve problems. The college aims, in fact, to create a series of ever more powerful learning environments” (Barr & Tagg, 1995)
    • “Critical thinking is not a new concept or concern in academic institutions. On the contrary, it has long been a major objective of higher education. However, the need to "cover the subject" has assumed precedence for some instructors, and many concentrate more on delivering facts and subject content than on instilling methodological or analytical skills. With a virtually unmanageable but still growing level of information now available on most topics, it is time for students to return to the most important aspect of learning: mastering thinking skills requisite to proper use of the information at their disposal.” (Engeldinger, 1988)
    • Vocational Education & Training
    • Variations in terminology
    • Vocational education and training
      Aimed at imparting skills for the labor market, at a sub-professional level
      Most diverse education sector, delivered in both the classroom and the workplace, and organized in a variety of ways internationally
      A cornerstone is the apprenticeship – combining formal education with on-the-job experience – but also delivered in schools and tertiary educational institutions (Karmel, 2010, p. 229)
    • Vocational education and training
      Institutional arrangements of vocational education complex
      (with industry playing an important role)
      Approach to teaching and learning distinctive (and contested)
      Expectations by the community demanding, with it being seen as the
      education sector best positioned to deal with social disadvantage and
      addressing issues of equity in many countries (VET offering second-
      chance education)
      The VET sector is the least understood and most poorly defined
      education sector, facing also a status and image problem
    • … for far too long, Career and Technical Education has been the neglected stepchild of education reform. That neglect has to stop
      … the need to re-imagine and remake career and technical education is urgent
      CTE has an enormous, if often overlooked impact on students, school systems, and our ability to prosper as a nation(Duncan, 2011)
      Vocational education and training
    • Education Ministers of 31 European countries adopted the Copenhagen Declaration on enhanced European cooperation in vocational education and training (2002)
      The Declaration (now known as the ‘Copenhagen Process’) gives a mandate to the European Commission to develop concrete actions in the fields of transparency, recognition and quality in vocational education and training (McBride, 2005)
      The EU and VET
    • Explicit interest and investment in improving VET in the member states
      Emphasis on dual role of VET
      support of economic growth
      promotion of social cohesion by improving the employment and career prospects of everyone, from the most highly skilled to those with low levels of qualification(Bridge, 2010)
      The EU and VET
    • Problems with quality of VET
      Diversity in responsibility for VET development, management and policy strategies at the national level
      EU Initiative to act as the coordinator of national initiatives and provide a comprehensive and convergent view, to complement and support national policies
      The EU and VET
    • The EU and VET
      Demand for new skills
      Existing knowledge and competencies to be
      Complemented through VET programs
    • EU and VET—Bridge to the Future
      A Cedefop publication
      A policy report evaluating progress achieved in European policy-making in the field since the beginning of the Copenhagen process
      Projects into the future how the new policy framework, Europe 2020, will underpin continuing reform in vocational education and training and lifelong learning in the next decade
    • Characteristics of Programs of Information Literacy that Illustrate Best Practices
      Category 1: Mission
      Category 2: Goals and Objectives
      Category 3: Planning
      Category 4: Administrative and Institutional Support
      Category 5: Articulation with the Curriculum
      Category 6: Collaboration
      Category 7: Pedagogy
      Category 8: Staffing
      Category 9: Outreach
      Category 10: Assessment/Evaluation (ACRL. Best practices, 2003)
    • A. Institutional/Strategic Planning
      Documentation and policy issues
      B. Operational/Administrative Planning
      Leadership, Cooperation, Financial, Curricular, Marketing issues
      C. Implementation/Curriculum Planning and Development
      Information Literacy Programs, Staff involved, Assessment and evaluation methods (CAUL, 2004)
      Best Practice Characteristics for Developing Information Literacy in Australian Universities: a guideline
    • OECD reviews the ways education supports integration of young people into the labor market
      Need for more and better data on the structure of VET in various countries
      Need for identification of “best practices”, i.e. models of where VET systems and the labor market work together to meet needs of students and employers (Gurría, 2007)
      Comparisons of VET systems
    • Ensure a Variety of Skills for Innovation
      Combine technical skills with problem-solving capabilities and communication and management skills
      Ensure that all TEIs focus on providing their students with flexible and transferable skills and competencies (OECD, for the knowledge society, 2011)
    • Explore the potential of a National Qualifications Framework
      Encourage employers to specify competencies for employment
      Encourage educational institutions to design programs to develop these competencies in students
      Ensure that students know what competencies they need in order to become employable
      Set up a qualifications framework to make transfers across fields of study and institutions more flexible
      Facilitate the assessment and recognition of prior learning
    • Australia
      In 1995 implementation of national framework for credit transfer between vocational and higher education systems
      In March 2007, country’s elite institutions, signed a credit-transfer agreement permitting full transfer of credits among them
      Great Britain
      Credit-transfer arrangements in the form of regional articulation agreements involving just a few institutions
      Scotland and Wales
      Have nearly full credit-transferability within their borders
      Transferability between vocational and higher-education systems-Examples, CCL
    • New Zealand
      Emphasis in credit-transferability has been to promote credit transfers within the higher-education system
      Flexibility and openness cornerstone of postsecondary education system
      All states have tried to find ways to promote credit transfer between two- and four-year systems
      Transferability across state lines or between public and private institutions (whether in- or out-of-state) largely conducted ad hoc
      Transferability between vocational and higher-education systems-Examples
    • Specific occupational skills needed - in professional, managerial and technical jobs, in expanding fields such as health care, as well as in traditional trades like electricians
      Two projects:
      Learning for jobs—initial VET www.oecd.org/edu/learningforjobs
      Skills beyond School— postsecondary level
      (OECD. Policy reviews, 2010)
      Policy Reviews of Vocational Education and Training (VET)
    • Cross-country survey on adult skills (in 2011, results in 2013)
      Identify current skills of the labor force, and establish a benchmark
      Understand ways skills are acquired, enhanced or lost
      Coverage of general competencies
      Ability to solve problems in technology-rich environments
      Will measure skills and competencies needed for individuals to participate in society and for economies to prosper
      Will help governments better understand how education and training systems can nurture these skills (PIAAC, 2008)
      Programme for the International Assessment of Adult Competencies (PIAAC)
    • Cross-country survey on adult skills (in 2011, results in 2013)
      Identify current skills of the labor force, and establish a benchmark
      Understand ways skills are acquired, enhanced or lost
      Coverage of general competencies
      Ability to solve problems in technology-rich environments
      Will measure skills and competencies needed for individuals to participate in society and for economies to prosper
      Will help governments better understand how education and training systems can nurture these skills (PIAAC, 2008)
      Programme for the International Assessment of Adult Competencies (PIAAC)
    • Key competencies for LifeLong Learning
      • Communication in mother tongue
      • learning to learn
      • communication in foreign languages
      • social and civic competences
      • competences in maths, science, technology
      • sense of initiative and entrepreneurship
      • digital competencies
      • cultural awareness and expression (Bridge to the future, 2010)
    • Computer literacy
      Information Technology (IT)/ Electronic Information Literacy (EIT)
      Library literacy
      Media literacy
      Network literacy/ Internet Literacy/ Hyper-Literacy
      Digital Literacy/ Digital Information Literacy (Bowden, 2001)
      Skill based competencies
    • The skills and abilities for location, critical reception, assessment
      and use of information and media in individuals’ professional and personal lives
      Information literacy
    • Information fluency
      Information fluency is achieved when computing skills
      are combined with a knowledge of information, including
      its many forms and sources, and critical thinking skills
      (Associated Colleges of the South, 2007)
    • Information literacy  
      Ability [of individuals] to define problems in terms of their information needs, and to apply a systematic approach to search, locate, apply, and synthesize the information and evaluate the entire process in terms of effectiveness and efficiency (Business dictionary, 2009)
    • Information literate people will demonstrate an awareness of how they gather, use, manage, synthesize and create information and data in an ethical manner and will have the information skills to do so effectively (Sconul, 2011)
      Information literate people
    • ‘information literate people are those who have learned
      how to learn because they know how knowledge is organized,
      how to find information, and how to use information in a way
      that others can learn from them’ (Ford, 1991)
      Information literate people
    • define information literacy within the higher literacies and its importance to student performance, lifelong learning, and active citizenship;
      design one or more models for information literacy development appropriate to formal and informal learning environments throughout people's lifetimes; and
      determine implications for the continuing education and development of teachers
      The American Library Association's Presidential Committee on Information Literacy
    • The American Library Association's Presidential Committee on Information Literacy
      emergence of the InformationAge offers great challenges
      information expanding at unprecedented rate, rapid strides in technology for storing, organizing, and accessing the ever growing tidal wave of information
      …large components of which are only available to people with money and/or acceptable institutional affiliations
      shift in how we should teach and learn, how we should live and work in the 21st century
      3Rs alone – reading, writing, and arithmetic – no longer represent basic literacy skills needed by all to achieve educational and workplace success in this new millennium (ALA Final report, 1989)
    • The importance of Information Literacy
      Need for information literacy skills great in today's work environment
      Efforts to "manage" knowledge increasingly necessary to keep a strategic advantage within a global market
      Business leaders calling for information literate workers (Breivik, 2005)
    • Importance and applicability of Information Literacy
      Few executives yet know how to ask:
      What information do I need to do my job?
      When do I need it?
      In what form?
      And from whom should I be getting it?
      Fewer still ask:
      What new tasks can I tackle now that I have all this data?
      Which old tasks should I abandon?
      Which tasks should I do differently? (Drucker, 1992)
    • In ascending order of complexity
      simple information skills – using a single information tool, e.g. a library catalog
      compound information skills – combining simple information
      skills/tools, e.g. preparing a bibliography by searching several databases
      complex/integrated information skills – making use of a variety of information networks, evaluating and repackaging information (Tuckett, 2001)
      Levels of Information Literacy Skills Hierarchy
    • International Initiatives
    • The Alexandria Proclamation
      … recognizes information literacy as “a basic human right in the digital world” as it empowers individuals “in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals”(Alexandria proclamation, 2005)
    • The creation of an Information Society is key to social, cultural and economic development of nations and communities, institutions and individuals in the 21st century and beyond.
      Information Literacy encompasses knowledge of one’s information concerns and needs, and the ability to identify, locate, evaluate, organize and effectively create, use and communicate information to address issues or problems at hand; it is a prerequisite for participating effectively in the Information Society, and is part of the basic human right of life long learning
      Information Literacy, in conjunction with access to essential information and effective use of information and communication technologies, plays a leading role in reducing the inequities within and among countries and peoples, and in promoting tolerance and mutual understanding through information use in multicultural and multilingual contexts
      The Prague DeclarationTowards an Information Literate Society
    • The Prague DeclarationTowards an Information Literate Society
      Governments should develop strong interdisciplinary programs to promote Information Literacy nationwide as a necessary step in closing the digital divide through the creation of an information literate citizenry, an effective civil society and a competitive workforce
      Information Literacy is a concern to all sectors of society and should be tailored by each to its specific needs and context
      Information Literacy should be an integral part of Education for All, which can contribute critically to the achievement of the United Nations Millennium Development Goals, and respect for the Universal Declaration of Human Rights
    • National Initiatives
    • “Rather than merely possessing data, we must also learn the skills necessary to acquire, collate, and evaluate information for any situation
      This new type of literacy also requires competency with communication technologies, including computers and mobile devices that can help in our day-to-day decision making
      National Information Literacy Awareness Month highlights the need for all Americans to be adept in the skills necessary to effectively navigate the Information Age” (Obama, 2009)
      National Information Literacy Awareness Month, 2009
    • National Information Literacy Awareness Month, 2009
      “Over the past decade, we have seen a crisis of authenticity emerge. We now live in a world where anyone can publish an opinion or perspective, whether true or not, and have that opinion amplified within the information marketplace. At the same time, Americans have unprecedented access to the diverse and independent sources of information, as well as institutions such as libraries and universities, that can help separate truth from fiction and signal from noise” (Obama, 2009)
    • National Information Literacy Awareness Month, 2009
      NOW, THEREFORE, I, BARACK OBAMA, President of the United States of America, by virtue of the authority vested in me by the Constitution and the laws of the United States, do hereby proclaim October 2009 as National Information Literacy Awareness Month. I call upon the people of the United States to recognize the important role information plays in our daily lives, and appreciate the need for a greater understanding of its impact
    • Both Associations foster lifelong learning and take initiatives to ensure that students at all educational levels prepared to meet challenges of 21st century
      For both Associations Information Literacy skills are necessary for student success
      Promote the idea of Information Literacy
      Ensure the adequate preparation of trainers
      Committee on collaboration of university and K-12 librarians for the benefit of their constituencies (BluePrint, 1998)
      BluePrint for collaboration ACRL/AASL
    • Goals
      Achieve seamless continuation of AASL standards for IL to ACRL standards of IL
      Promote information literacy standardscompetency for higher education
      Develop specific information literacy performance indicators and measurable outcomes for education students
      Encourage ALISE members to include modules on IL in their programs
      Develop relationships with local school boards to create and promote information literacy programs for school librarians' continuing education
      BluePrint for collaboration ACRL/AASL
    • Students and Information Literacy
      • Plagiarism is going social
      • Legitimate educational sites are more popular than cheat sites
      • 15% of content matches, come directly from sites that promote and benefit from academic dishonesty
      • Wikipedia is the most popular site for matched content
      • Educators with the knowledge and tools can address the growing problem (Plagiarism and Web, 2011)
      Where students find material
    • The top eight matched sites, along with their given category, are:
      1) en.wikipedia.org - Encyclopedia
      2) answers.yahoo.com – News & Portal
      3) www.answers.com - Social & Content Sharing
      4) www.slideshare.net - Social & Content Sharing
      5) www.oppapers.com - Cheat Sites & Paper Mills
      6) www.scribd.com - Social & Content Sharing
      7) www.coursehero.com - Homework & Academic
      8) www.medlibrary.org - Homework & Academic (Plagiarism and Web, 2011)
      Where students find material
    • College Students and Information Seeking
      Head, Alison & Michael B. Eisenberg (2009). HowCollege Students SeekInformationintheDigitalAge. TheInformationSchool, UniversityofWashington.
      Project informationliteracy
      1. Progressreport, no. 1: “LessonsLearned” |
    • College Students and InformationSeeking
      The research group conducted research among 27,666 students of 6 American universities, in April and May 2009
      2,318 responses were collected
      ChaffeyCommunityCollege (CA)
      ShorelineCommunityCollege (WA)
      VolunteerStateCommunityCollege (TN)(Head & Eisenberg, 2009)
    • CollegeStudents and InformationSeeking
      In general findings reveal that most students are not aware of the abundance of resources available to them
      Whether doing research for a course or for personal reasons almost all students developed a search strategy based on a limited number of common sources of information— close at hand, tried and true. Almost all of them relied at first on suggested readings and Google, for course research, or Google and Widipedia for addressing issues arising in their everyday lives
      The majority of students did not indicate any variations in frequency or order of use of these sources, regardless of their information goals or despite the plethora of other electronic sources or personal assistance existing (Head & Eisenberg, 2009)
    • College Students andInformationSeeking
      A significant number of students, when conducting research and finding information, leveraged scholarly sources and public Internet sites and favored brevity, consensus, and currency
      Findings indicate that students conceptualize research, especially information seeking, as a competency learned by rote, rather than as an opportunity to learn, develop, or expand upon an information-gathering strategy which leverages the wide range of resources available to them in the digital age (Head & Eisenberg, 2009)
    • Recommendation by researchers:
      Students should be given course-related research assignments that encourage the collection, analysis, and synthesis of
      multiple viewpoints from a variety of sources, so the transfer of information literacy and critical thinking competencies may be more actively called up, practiced, and learned by students (Head & Eisenberg, 2009)
      CollegeStudents andInformationSeeking
    • Cannot read a citation
      Have difficulties in using a call number to locate a book on the shelf
      Do not know how to evaluate/think critically about sources
      Wikipedia their main/only source
      Little research experience beyond Google
      Have difficulties in selecting a proper research topic
      Have difficulties in identifying appropriate key words for searching
      Ignore plagiarism problems
      What our students do not know
    • Information literacy not included in learning outcomes/assessment
      No experience with libraries-lack of school libraries
      Lack of resources or access to them
      Lack of professionals to educate them-librarians
      Untrained teachers or with dated research abilities
      Information Literary not among high priority skills
      What our students do not know--Reasons
    • Information Literacy in
      Higher education
    • Association of College and Research Libraries, ACRL (2000). Information literacy competency standards for higher education.
      Retrieved from
    • Information Competencies for Higher Education
      Standard I. The information competent student determines the nature and extent of the information needed
      Standard II. The information competent student accesses needed information effectively and efficiently
      Standard III. The information competent student evaluates information and sources critically and incorporates selected information into his or her knowledge base and value system.
    • Information Competencies for Higher Education
      Standard IV. The information competent student, individually or as a member of a group, uses information effectively to accomplish a specific purpose
      Standard V. The information competent student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally
    • I. The information competent student determines the nature and extent of the information needed
      “Students will be able to …”
      • confer with the instructor and participate in class and work
      group discussions to identify a research topic or information
      • develop a thesis statement and formulate research questions
      • explore background sources (encyclopedias, chronologies,
      handbooks, etc.) to increase familiarity with the topic
      • review and revise the information need to achieve a
      manageable focus
    • I. The information competent student determines the nature and extent of the information needed
      “Students will be able to …”
      • identify key concepts and words that describe the research
      • recognize that knowledge is organized into disciplines that
      influence the way in which information is accessed
      • identify the purpose and audience of potential resources
      (e.g., popular versus scholarly, current versus historical)
      • differentiate between primary and secondary sources,
      recognizing how their use and importance vary with each
    • I. The information competent student determines the nature and extent of the information needed
      “Students will be able to …”
      • recognize that information may need to be constructed
      using raw data from primary sources
      • broaden the information seeking process beyond local
      resources when necessary by using resources at other
      locations or utilizing interlibrary loan services
      • describe criteria used to make information decisions and
    • II. The information competent student accesses
      needed information effectively and efficiently
      EXAMPLE (Maughan, 2010)
      Standard II Students will be able to identify Students will be directed to the and use controlled vocabulary Library website and told to search and terms specific to the discipline for books on a given topic.
      They will be asked to report their
      results and indicate the type of
      search they performed and the
      words they searched
    • Australian and New Zealand Information Literacy Framework:
      principles, standards and practice. 2n ed. Ed. By Alan Bundy. Adelaide: Australian and New Zealand Institute for Information Literacy, 2004.
    • ANZIIL
      Standard 1. The information literate person recognises the need for information and determines the nature and extent of the information needed
      Standard 2. The information literate person finds needed information effectively and efficiently
      Standard 3. The information literate person critically evaluates information and the information seeking process
      Standard 4. The information literate person manages information collected or generated
      Standard 5. The information literate person applies prior and new information to construct new concepts or create new understandings
      Standard 6. The information literate person uses information with understanding and acknowledges cultural, ethical, economic, legal, and social issues surrounding the use of information
    • Society of College, National and University Libraries, SCONUL. (2011). The Seven Pillars of Information Literacy. SCONUL Working Group on Information Literacy
    • Management of Information Literacy
    • A mission statement for information literacy should be established by educational authorities to ensure compatibility among various institutions and adherence to international standards
      Individual educational institutions might adopt this to specific needs and conditions
      Mission statements
    • Examples of mission statements
      Wartburg College. Vogel Library, Iowa
      Vogel Library’s mission is to educate information-literate
      lifelong learners
    • Wartburg College. Vogel Library
      We believe that information literacy is so fundamental that it is an integral part of the academic experience in and out of the classroom
      We believe course-integrated instruction connected with a real academic need is more effective than stand-alone information literacy courses or disconnected tours and library orientations
      We believe in a planned curriculum with distinct, sequenced information literacy content that allows practice and reinforcement without duplication
      We believe that our information literacy instruction and any subsequent activity must help to achieve a faculty member’s course objectives
    • Wartburg College. Vogel Library
      We believe that professors and students must be guided toward the understanding that the librarians’ goals are interconnected with their own course goals and curricular needs
      Above all, we emphasize the teaching of concepts over skills as a means to achieve our information literacy mission of educating information-literate lifelong learners
    • Austin Community College
      …of the mission of Library Services is to provide "instruction to promote information literacy and life-long learning"
      Students graduating from Austin Community College should be prepared to apply the information skills they learn as students to all aspects of their lives as citizens, family members, employees, and professionals
      Information literate students have transferable skills from their formal education they can use throughout life and as a means toward continued learning (http://library.austincc.edu/help/infolit/InfoLit-Overview.php )
    • The mission of Palomar College Library/Media Center is to collaborate with all disciplines to empower and teach students to find, evaluate, and use information effectively
      We will collect, organize, and maintain information in all its formats to support the intellectual growth of students and the professional needs of our faculty(http://www.palomar.edu/library/libmission.htm)
      Palomar College
    • Owensboro Community and Technical College Library
      We will strive to promote information literacy across campus with the purpose of enhancing the pursuit of knowledge in all disciplines, requiring students to think critically, and strengthening life-long learning skills. We will strive to educate students, faculty, and other campus personnel to understand all aspects of information literacy, including organization of information into knowledge, and evaluation of all information in all forms. We will provide resources and services in an environment that fosters independent thinking, helping students to become confident in their skills to be used in their professional and personal lives (http://legacy.owensboro.kctcs.edu/library/infoliteracy.htm)
    • Factors to be considered
      Level and Educational goals of program
      Desired learning outcomes
      Adaptation of existing standards
      Tailored to the needs and background of recipients
      Teaching strategies: focus on learning, pedagogical issues, application of new technologies
      Assessment methods
      Design of an Information Literacy Program
    • Sections to be included
      1. Introduction—definition of IL/IF, scope
      2. History of similar efforts in institution
      3. Goals and objectives of program
      4. Body of the plan
      5. Oversight
      6. Methods of assessment
      7. Timeline for implementation
      8. Marketing plan (Burkhardt, 2005)
      Design of an Information Literacy Program
    • Agencies (VET)
    • European Centre for the Development of Vocational Training, Cedefop
      Centre of expertise to support the development of VET and evidence based policy making
      Provides advice, research, analysis, information, stimulates European cooperation and common learning
      Works closely with the European Commission, governments, representatives of employers and trade unions, as well as with researchers and practitioners
      Cedefop shares its expertise through electronic and hard-copy publications, conferences and working groups
    • The mission of OECD is to promote policies that will improve the economic and social well-being of people around the world
      Education among its topics
      Pre school and school
      Higher education and adult learning 
      Education, economy and society 
      Human Capital 
      Research and knowledge management 
      Organisation for Economic Co-operation and Development, OECD
    • International Labour Organization, ILO
      The international organization responsible for drawing up and overseeing international labor standards.
      United Nations agency that brings together representatives of governments, employers and workers to jointly shape policies and programs promoting Decent Work for all
      Topic: Skills, knowledge and employability
    • The Center works to improve
      • The engagement
      • Achievement, and
      • Transition of high school and postsecondary CTE students
      Through technical assistance to
      • States
      • Professional development for CTE practitioners, and
      • Dissemination of knowledge derived from scientifically based research
      National Research Center for Career and Technical Education (NRCCTE)
    • The largest national education association dedicated to the advancement of education that prepares youth and adults for careers
      Association for Career and Technical Education
    • The Foundation strives to help people achieve their potential by expanding access to and success in education beyond high school
      Tuning USA launches faculty-led process that will involve students and employers in linking college degrees to workplace relevance and students’ mastery of agreed-upon learning objectives
      Lumina Foundation
    • Agencies (Information Literacy)
    • Unesco
      Strengthening education systems
      Entrepreneurship Education
      Education should encompass both academic knowledge and practical skills to prepare young people for responsible citizenship and the world of work
      Fostering entrepreneurship attitudes and skills in secondary schools raises awareness of career opportunities, as well as of ways young people can contribute to the development and prosperity of their communities. It helps reduce youth vulnerability, social marginalization and poverty
      Themes: Information and Media Literacy
    • Information Literacy Section (2002- )
      Primary purpose to foster international cooperation in the development of information skills education in all types of libraries
      Action Plan, 2011-2012
      • Long-term strategy to implement and adapt concepts and programs of IL
      • Core curriculum within the National Information Society Policy Framework
      • Set of indicators to assess IL of population
      International Federation of Library Associations and Institutions, IFLA
    • International Alliance for Information Literacyhttp://enil.ceris.cnr.it/Basili/EnIL/Iailpage.html
      Founding Members
      Australian and New Zealand Institute for Information Literacy (ANZIIL) http://www.anziil.org/
      European Network on Information Literacy (EnIL) (European Union) http://www.ceris.cnr.it/Basili/EnIL/index.html
      National Forum on Information Literacy/NFIL (United States)http://www.infolit.org
      NORDINFOlit (Scandinavia) http://www.nordinfolit.org
      SCONUL Advisory Committee on Information Literacy (United Kingdom)http://www.sconul.ac.uk/groups/information_literacy
    • Mission
      to promote information literacy at home and abroad
      to provide programmatic research and training activities to a broad spectrum of constituencies
      National Forum on Information Literacy, http://infolit.org/
    • Mission
      Dedicated to playing leadership role in assisting individuals and institutions in integrating information literacy throughout the full spectrum of the educational process
      Prepare librarians to become effective teachers of information literacy programs
      Support librarians and other educators and administrators in playing leadership roles in the development and implementation of information literacy programs
      Forge new relationships throughout the educational community to work towards information literacy curriculum development
      Offer opportunities for growth and development in the changing field of information literacy
      Institute for Information Literacy, IIL http://www.ala.org/ala/mgrps/divs/acrl/issues/infolit/professactivity/iil/welcome.cfm
    • ACRL Information Literacy website, The ACRL Information Literacy Coordinating Committee's gateway to resources on information literacy
    • http://www.ala.org/apps/primo/public/search.cfm
      Promote & share peer-reviewed instructional materials created by librarians to teach people about discovering, accessing and evaluating information in networked environments
    • ANimatedTutorialsSharing Project
    • International Journal of Vocational and Technical Education
      Journal of Education and Work
      Journal of Career and Technical Education
      (former title: Journalof Vocational and Technical Education)
      Journal of Vocational Education Research
      Journal of Vocational Education & Training http://www.tandf.co.uk/journals/titles/13636820.asp
      Vocational Education Journal
      Vocational Training: European Journal(information, full text some issues www.cedefop.eu.int/publications.asp
      Vocations and Learning http://www.springerlink.com/content/120916/
    • Communications in Information Literacy
      http://www.comminfolit.org/index.php/cil (open access)
      Journal of Information Literacy http://jil.lboro.ac.uk/ojs/index.php/JIL/index (open access)
      College & Research Libraries
      Community & Junior College Libraries
      Journal of Academic Librarianship
      Research Strategies (ceased publication)
      School Library Media Quarterly
      Journals—Information Literacy
    • Recommendations--VET
      Necessity for improved and attractive VET
      Development of policies and strategies to advance lifelong learning opportunities for all at all levels
      Promote the creation of a new culture in educational institutions, which will support student involvement in the educational process
      Consensus on student learning outcomes
    • Recommendations
      Information literacy skills more important for VET students, considering their lower economic and social background
      Advocate, at various levels and to important stakeholders, the benefits of Information Literacy
      Associate Information Literacy skills with accreditation, assessment and employability
      Prepare, with selective faculty members, examples of course integrated information literacy programs
    • Recommendations
      “International practice shows that, for successful development of an IL education system, it is necessary to set unified state-level standards, evaluation tools, and methodology. These components could promote cooperation between the actors of IL and the education system” (Krumina, 2011)
    • Need for research to estimate information fluency of students
      Under-prepared students have little natural curiosity to explore ambiguous ideas that make them uncomfortable
      People who are less skilled at a task tend to overestimate their skill levels
      Less skilled people have difficulty recognizing that others have better skills than they do
      Although training helps improve skills, the less skilled are less likely to seek such training (Dunning-Kruger, 1999)
      Understand what students do to accomplish assignments
      Assist students progress from summarizing what they found to analysis and interpretation
    • Establish a National Forum to serve as the National Focal Point for Information Literacy programs provided to every educational sector. Application of web 2.0 technologies will facilitate participation and communication.
      Establish a National Resource Center, which will include exemplary online tutorials, surveys, current news etc.
      Encourage faculty enhancement of own information literacy skills and involvement in IL programs
      Establish a Teaching & Learning Center, staffed with education experts, information technology professionals, discipline specialists and information scientists to support the development of information literacy programs
    • …it also backs the case for investing in education, even when other areas of public spending are under pressure. “Education is an essential investment for responding to the changes in technology and demographics that are re-shaping labor markets” (Gurría, 2010)
    • “Information should not be seen as mere capital to be accumulated, bought, and sold, but instead, it should be seen as a means to empower all people to make our world a better place… Without the ability to command information, students will not only find themselves left out of the information economy, they will find themselves unable to have a voice in our society”(Swanson, 2005)