India Powerpoint 2003


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The presentation made during the INDEST Workshop & SIS 2008 Conference held at IIM Indore during 4-6 Dec 08.

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India Powerpoint 2003

  2. 2. ABSTRACT <ul><li>Information Literacy ( IL) as a skill, have been gradually becoming more embedded in many aspect of life , including the high education. University teachers and students make heavy use of the library sources, whereas they face a press need to understand how get the right information in the right time. This paper describes that what is information literacy and who is an information literate person. It reviews the impact of LI in higher education, studies on research skills among the students, and focuses on the lack of information literacy courses in the Iranian university curriculum system . The main purpose of this study is to suggest the new courses in universities towards getting the IL skills. The presenter as an university teacher has examined the LI skills among the students studied in an university located in Tehran city, as a sample. The results showed that : &quot;the information Literacy among the 272 students as the sample was low &quot;. </li></ul><ul><li>The article is also going to introduce a few course titles to make the ability to carry and specialized the research activities among the professionals and students. Then the paper describes the LI standardization and introduces the 5 main standards for Information Literacy in higher education, prepared and approved by ALA in 2003.At the end suggestions are given to improving and promoting the information skills among the students as the future researchers and professionals. </li></ul><ul><li>  </li></ul><ul><li>Keywords: Information Literacy ; Information Literate ; Information skills ; Iran ; Higher Education </li></ul>
  3. 3. INTRODUCTION <ul><li>The promotion of the professional knowledge is one of the main mission of the higher education system in every country . By ensuring that individuals have the different abilities of reasoning and critical thinking, and by helping them construct a framework for learning how to learn and research. Colleges and universities provide the foundation for develop and growth of their students ' knowledge and research skills, as the members of the academic communities. </li></ul>
  4. 4. <ul><li>The most of research and academic centers including universities have recognized the value of information and access to the right data at the right </li></ul><ul><li>time . Despite all the investment , researchers find that the information systems generate too many reports/ researches which no body reads, and when they need information to supports their work , they are not getting what they want . What has gone wrong? How we san start re-focusing on the relationships between people and information? are we going to develop better understanding of what is information literacy? </li></ul>
  5. 5. <ul><li>Every college and university in any higher education system should offers an opportunity to both understand and research how information behavior develops within the context of every day cognition in social context, including learning experiences , situation factors and the development of information behavior cognitive skills. </li></ul>
  6. 6. HIGHER EDUCATION IN IRAN <ul><li>Iran is an ancient country , where has about 5000 years of civilization . this Asian country covering an area of 1.698/000 , is the 16 th largest country of the world and has a population about 70 million in 2006 (Statistical Center of Iran , 2008 ) . </li></ul><ul><li>In 1851 , Iran established the first government college , called Dar - Al – Funoon ( house of technology ) in Tehran . from 1928 on wards , a number </li></ul><ul><li>of students were sent abroad by the government for higher education. After </li></ul><ul><li>coming back the graduates, this educational movement was followed by the establishment of the University of the Tehran in 1934, as the first university for the country ( saidi , 1977 ) </li></ul>
  7. 7. <ul><li>At the end of 1978 ( fall of the shah's regime ) ,and by 1979 ( the establishing of the Islamic Government ) , Iran had 29 universities and 206 institutions of higher education ( country education profile … , 1992 ) </li></ul><ul><li>In 1979 , all foreign university teachers left the country , except one Indian (K.S. Umapty) who was at Shiraz University , and the college and universities left with only the Iranian teachers . In 1980 ,all institutions of higher education including universities were closed for a period of three years . During this period , all courses , rules and total functioning of the higher education institutes were revised and restructured towards the new Islamic rules .after re – opening the universities in 1983 , a number of valuable suggestions for revising the university courses and related curriculum were made by the High Council of the Cultural Revolution ( HCCR ) . These suggestions included the growth and development of the universities and establishment of new courses in university levels during 1983-1995. </li></ul>
  8. 8. <ul><li>Basically at the end of the 20 th century, the country faced many reforms and development in different areas including technology , research and higher education. During the last decade (1997- 2007) , the number of colleges , universities , research centers increased enormously. </li></ul><ul><li>At present , Iran has a large network of private , public , and state affiliated universities – offering degrees in higher education . State – run universities of Iran are under the directed supervision of the Ministry of Science , Research and Technology for non-medical universities , and the Ministry of Health and Medical Education for medical schools. </li></ul>
  9. 9. <ul><li>The Iranian higher education comprises 54 state operated universities , 42 state medical universities , and 289 major private universities. In 2008 , Iran had 3.5 million students enrolled in universities ( higher_education) </li></ul>
  10. 10. WHAT IS THE INFORMATION LITERACY <ul><li>As a whole , the members of any communities are faced to three kinds of literacy: 1)writing and reading literacy 2)computer literacy 3)information literacy. </li></ul><ul><li>Information Literacy has been defined in numerous ways in the literature. ALA says : information literacy is a set of abilities requires individuals to recognize when information is needed and have the ability to locate , evaluate , and use effectively the needed information (ALA,1989) . Information literacy also is increasingly important in the contemporary environment of rapid technological change and proliferating information resources . </li></ul>10
  11. 11. <ul><li>Because of the escalating complexity of this environment, individuals are faced with diverse , abundant information choices in their academic studies , in the workplace , and in their personal lives(ALA ,2000) </li></ul><ul><li>However , it is generally understood to include: the knowledge of information sources in one’s subject area, the ability to construct effective search strategies, the ability to critically appraise information sources and the ability to use these sources appropriately. </li></ul>
  12. 12. WHO IS AN INFORMATION LITERATE PERSON <ul><li>ALA has a compelent definition of information literate person. It says: ” an information literate is one who is able to recognize when information is needed and have the ability to locate , evaluate , and effectively use the needed information. An information individuals is able to : (ALA, 2000) </li></ul><ul><li>Determine the extent of information needed </li></ul><ul><li>Access the needed information and efficiently </li></ul><ul><li>Evaluate information and its sources critically </li></ul><ul><li>Incorporate selected information into one’s knowledge base. </li></ul><ul><li>Use information effectively to accomplish a specific purpose </li></ul><ul><li>Understand the economic , legal , and social issues surrounding the use of information , and access and use information ethically and legally </li></ul>
  13. 13. INFORMATION LITERACY AND THE HIGHER EDUCATION <ul><li>Nowadays , new challenges arise for every academic individuals including university teachers , researcher , and students in their different workplace and daily living. Needless to say , institutions of higher education have a great role to play in the provision of information skills through various methods including information related courses such as : how to use the library ; information literacy ; information skills, </li></ul>
  14. 14. <ul><li>Incorporating information literacy across curricula in all programs and serious and throughout the administrative life of the university  requires the collaborative efforts of faculty members  librarians  and administrators. In 2003 the institute if information literacy attached to ACRL published a guideline titled &quot;characteristics of programs of information literacy that illustrate best practices&quot;. This guideline is recognized by many as a methodical tools to assess information literacy programs. </li></ul>
  15. 15. <ul><li>Iran as a developing country in the world and as a wellknown country in Asia  has been dominated by a focus on the use of information literacy through its higher education system. Although the volume of information and complexity of the available information are increasing significantly. </li></ul>
  16. 16. <ul><li>During the last 5 years  many of the universities in Iran have started an aggressive reform projects towards the revising the courses and curriculum for equiping their graduates with the skills of necessary for successful careers in the changing educational world. </li></ul>
  17. 17. <ul><li>The vast majority of the Iranian students come from governmental schools  where a very traditional learning environment that focuses on rote learning is the norm. The majority of these students do lack the basic research and information skills which is an obvious hurdle towards achieving their academic goals . In the past years  however there have been more attempts to establish guidelines  criteria and evidence for best practices in offering information literacy programs. </li></ul>
  18. 18. <ul><li>The main purpose of this study is to assess the new &quot; information and research skills&quot; course offered to all university students in Iran as one of the core curriculum mandatory courses . </li></ul><ul><li>An evidence-based approach will be adopted in determining how successful the courses are. Therefore the paper tries to find answers to this main questions : </li></ul><ul><li>&quot;how the higher education system in Iran will be able to establish some new courses towards satisfying the university teachers and students need towards getting a suitable information literacy skills&quot;. </li></ul>
  19. 19. EXPECTED RESULTS <ul><li>The need for higher education responding to the increasing demands of the future labor market has been stressed by society meaning that universities should produce students and researchers who are information literate and self propelling  able to act in an information –rich environment for success. But in Iran unfortunately the higher education system has not have a satisfied results to get the purpose . </li></ul>
  20. 20. <ul><li>Although here, universities have an special programs including some courses such as : how to use the library; research methods ; research seminars , etc, but so such a courses do not offer for students in all of the subjects, the majority of students are poor in the information literacy skills. </li></ul>
  21. 21. <ul><li>The presenter is a faculty member of the University of AL-Zahra located in Tehran (Iran) , and has just completed a research on a topic titled ; The Growth and Development of Information Literacy among the students in AL-Zahra University. Although this university as a single women university in Iran has not any mal students, but because of the similarity in its education system to compare with the other universities , the results can be in a popularity in a bigger students community all over the country. The mentioned above research was done based on a descriptive – analytical method and has done through a questionnaire distributed among the 272 students as the sample .In this study the information literacy skills were evaluated by some factors surrounding the ALA standards. The results showed that “ the information literacy skills among the students in AL-Zahra University is low.”(Kiani,2007) </li></ul>
  22. 22. <ul><li>So, the presenter recommends that the responsible administrators in the higher education system in Iran should create opportunities for collaboration and staff development among faculty members , librarians , and the other professionals who initiate information literacy programs. The cources planning for those programs as the core curriculum learning should outcomes the “basics skills “courses offered within the old general requirement program , has been subject to completed revision resulting in proposing selected new courses. The main objective of these new credit courses ,which consist of theory hours plus practical hours, is to equip freshman year students with the necessary skills to purse their studies in the university. </li></ul>
  23. 23. <ul><li>The courses are to be offered through the collaboration with other parties including university librarians and library and information science teachers. The presenter suggests the selected courses out of the followings for all of the new students enrolled in universities ,to make the ability to carry out specialized research activities: </li></ul><ul><li>1-Information and research skills </li></ul><ul><li>2-Informations seeking skills </li></ul><ul><li>3-How to use The library </li></ul><ul><li>4-Informations Literacy </li></ul><ul><li>5-Internet and Information Network </li></ul>
  24. 24. INFORMATION LITERACY AND STANDARDIZATION <ul><li>Gaining skills in any professional activities for individuals , requires some approved and fixed indicators to help for evaluating those situation which are existed in any subject . Standards are a collection of characteristics which provides a framework for assessing to different skills. </li></ul>
  25. 25. <ul><li>To implement the standards fully , any related institution should first review its mission and goals . In implementing these standards , institutions need to recognize that different levels of thinking skills are associated with various learning outcomes , and therefore different instruments or methods are essential to assess those outcomes ( ALA,2000,P.6) ALA has prepared a set of valid standards titled: Information Literacy Competency Standards for Higher Education “ .These standards consist of 5 original as well as the related 22 performance indicators . </li></ul>
  26. 26. <ul><li>The main 5 standards are as The following: (American Standards Committee…..,(ACRL)(2003) </li></ul><ul><li>1-The information literate student determines the nature and extent of the information needed. </li></ul><ul><li>2- the information literate student accesses needed information effectively and efficiently. </li></ul><ul><li>3- The information literate student evaluates information its sources critically and incorporates selected information into his/her knowledge base and value system. </li></ul><ul><li>4- The information literate student , individually or as a member of a group , uses information effectively to accomplish a specific purpose. </li></ul><ul><li>5-The in formation literate student understands many of the economic , legal, and social issues surrounding the use of information and information technology. </li></ul>
  27. 27. SUGGESTIONS <ul><li>At the end some suggestions are given as the following for all of the university in building “ the information literacy students” through assisting all of the new students in their effort to prepare themselves for getting the purpose : </li></ul><ul><li>1) Conducting short- time visiting and tours for introducing their university library services and its facilities. </li></ul><ul><li>2) conducting the various workshops to teach how to use the library , reference materials, computer facilities, etc. </li></ul><ul><li>3) providing continuing education for the university librarians to make them ready for presenting the better services </li></ul><ul><li>4) providing a 2 credit compulsory course titled “ how to get the information literacy skills </li></ul>