Information literacy 2.0 Mihaela Banek Zorica [email_address] Sonja Špiranec [email_address] University of Zagreb, Faculty of Humanities and Social Sciences Department of Information Sciences

What is Information Literacy the ability to locate, evaluate and use information In the knowledge/information society Information literacy is fundamental for educated individuals

the ability to locate, evaluate and use information

In the knowledge/information society Information literacy is fundamental for educated individuals

Information literacy has always been influenced and determined by the current information environment. the concept of IL is seen as advancing from the practice of teaching tool-based skills toward teaching competencies that are applicable in diverse environments. as a prerequisite for lifelong learning

has always been influenced and determined by the current information environment.

the concept of IL is seen as advancing from the practice of teaching tool-based skills toward teaching competencies that are applicable in diverse environments.

as a prerequisite for lifelong learning

Characteristics of the contemporary information environment Information is networked Information is digital Information is in abundance (Warlick, 2006)

Information is networked

Information is digital

Information is in abundance

(Warlick, 2006)

Successful surviving in todays’ information space ACCESSING INFORMATION Find PROCESSING INFORMATION Decode Critically evaluate Organize COMMUNICATING INFORMATION Present Apply

ACCESSING INFORMATION

Find

PROCESSING INFORMATION

Decode

Critically evaluate

Organize

COMMUNICATING INFORMATION

Present

Apply

Information Perspectives of today ’ s users Baby Boomers Value authoritative information Involved in information seeking Value library as place Use technology as tool Personalized service Millennials Information is information Media formats don’t matter Visual learners Process immediately Different research skills

Baby Boomers

Value authoritative information

Involved in information seeking

Value library as place

Use technology as tool

Personalized service

Millennials

Information is information

Media formats don’t matter

Visual learners

Process immediately

Different research skills

Information erosion Tuominen (2007) In the era of print culture the information context was based on textual permanence, unity and identifiable authorship, and was therefore stable. Emergence of the web environment - blurring of authority Web 2.0 with its collaborative model of knowledge production and mash-up philosophy finally brought an end to the stability of information context by creating flat and fluid information spaces .

In the era of print culture the information context was based on textual permanence, unity and identifiable authorship, and was therefore stable.

Emergence of the web environment - blurring of authority

Web 2.0 with its collaborative model of knowledge production and mash-up philosophy finally brought an end to the stability of information context by creating flat and fluid information spaces .

Web 1.0 – Web 2.0 Web 1.0: Searching of static data Usage of da t a from large databases Web as a repository Web 2.0 I nteractivity User generates their own content web 2.0 as a platform form collaboration

Web 1.0:

Searching of static data

Usage of da t a from large databases

Web as a repository

Web 2.0

I nteractivity

User generates their own content

web 2.0 as a platform form collaboration

Web 2.0 offers EVERYBODY Web 2.0 create publish share collaborate influence connect

http://www.andybudd.com/presentations/dcontruct05

Library 2.0 reaction to the web-based developments in ICT and the widespread use of social software Curran et al., 2007 Web 2.0 largely focuses on information-based services which naturally have an impact on IL.

reaction to the web-based developments in ICT and the widespread use of social software

Curran et al., 2007

Web 2.0 largely focuses on information-based services which naturally have an impact on IL.

Information literacy 2.0 INFORMATION LITERACY INFORMATION LITERACY 2.0

Development of information literacy Sundin (2008)

Teaching IL does not merely involve library or bibliographic instruction (library skills) or user education the ability to use different information sources effectively (information skills). It also includes teaching critical and analytical thinking skills regarding the use of information as well as the ability to generate new ideas from current information and prior knowledge. Abdullah, A. 2008.

does not merely involve

library or bibliographic instruction (library skills) or user education

the ability to use different information sources effectively (information skills).

It also includes teaching critical and analytical thinking skills regarding the use of information as well as the ability to generate new ideas from current information and prior knowledge.

How to teach IL 2.0 Usage of tools and services Educate teachers and students Teaching the importance of the context in which information is found and applied

Usage of tools and services

Educate teachers and students

Teaching the importance of the context in which information is found and applied

… and school libraries The social networking literate librarian possesses the skills necessary for providing services in and with online social networking sites. Librarians need a new branch of skill sets specific to utilizing and leveraging social networking sites to provide quality services and maintain their role as information experts in a Web2.0 world.

The social networking literate librarian possesses the skills necessary for providing services in and with online social networking sites.

Librarians need a new branch of skill sets specific to utilizing and leveraging social networking sites to provide quality services and maintain their role as information experts in a Web2.0 world.

Further steps The only way for educational institutions to control or influence information behavior of students in these new realms is indirectly through IL programs. We need to go towards the integration of tagging issues, the issues of reliability, authenticity and privacy, including various other questions related to learning communities in IL programs Librarians and teachers have to use Web 2.0 services and applications, not as isolated tools, but within their IL programs and sessions.

The only way for educational institutions to control or influence information behavior of students in these new realms is indirectly through IL programs.

We need to go towards the integration of tagging issues, the issues of reliability, authenticity and privacy, including various other questions related to learning communities in IL programs

Librarians and teachers have to use Web 2.0 services and applications, not as isolated tools, but within their IL programs and sessions.