Metro ICT Literacy in Libraries (METRO NY Dec 2009)

ICT Literacy in Libraries METRO Workshop December 7, 2009 Kathryn Shaughnessy, MA, MLS Assistant Professor Instructional Services Librarian Senior Fellow, Center for Teaching and Learning

Information & ICT Literacy : History & Overview
Who’s responsible for Information Literacy?
For teaching information literacy
Library Instruction Classroom Instruction Librarian Teacher Information Literacy

Information & ICT Literacy : History & Overview (’00)
Hallmarks of the “Information Literacy” include
Determine the extent of information needed
Access the needed information effectively and efficiently
Evaluate information and its sources critically
Incorporate selected information into one’s knowledge base
Use information effectively to accomplish a specific purpose
Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally
From the ACRL Information Literacy Competency Standards for Higher Education January 18, 2000
http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm#f2

In this definition “Information Literacy” includes life long and task-oriented literacy
Examples:
buying an affordable and reliable car
getting information on a company for a job interview
researching a new neighborhood if you are moving
picking through information on a political candidate
incorporating education expenses into your tax return

“ Information Literacy” broader than “IT Literacy” (2000)
“ Information literacy is related to information technology skills, but has broader implications for the individual, the educational system, and for society. Information technology skills enable an individual to use computers, software applications, databases, and other technologies to achieve a wide variety of academic, work-related, and personal goals. Information literate individuals necessarily develop some technology skills. “

“ Information Literacy” broader than “IT Fluency” (2000)
“ ‘ Fluency’ with information technology may require more intellectual abilities than the rote learning of software and hardware associated with "computer literacy", but the focus is still on the technology itself. Information literacy, on the other hand, is an intellectual framework for understanding, finding, evaluating, and using information- -activities which may be accomplished in part by fluency with information technology, in part by sound investigative methods, but most important, through critical discernment and reasoning.
Information literacy initiates, sustains, and extends lifelong learning through abilities which may use technologies but are ultimately independent of them.” (emphasis added)

“ Information Communications Technology Literacy” emerges
In 2002 , ETS convenes “The International ICT Literacy Panel was comprised of educators, technology experts, scholars and industry and labor representatives from Australia, Brazil, Canada, France, and the United States. Our deliberations resulted in the following definition:
ICT literacy is using digital technology, communications tools, and/or networks to access, manage, integrate, evaluate and create information in order to function in a knowledge society .
ETS, May 2002 Digital Transformation: A Framework for ICT Literacy

“ ICT Literacy” as distinct from IT literacy (2002)
… [ICT] represents the set of activities and technologies that fall into the union of IT and communication technologies. Global industry, international media, and academics increasingly now use ICT to describe this union. The real benefit of adding “communication” doesn’t derive from including specific technologies, such as routers or servers, but from the dynamism implicit in interconnected social, economic, and information networks . ICT is characterized by unprecedented global flows in information, products, people, capital, and ideas. (emphasis added)
ETS, May 2002 Digital Transformation: A Framework for ICT Literacy

Cognitive Proficiency — the desired foundational skills of everyday life at school, at home, and at work. Literacy, numeracy, problem solving, and spatial/visual literacy demonstrate these proficiencies.
Technical Proficiency — the basic components of digital literacy. It includes a foundational knowledge of hardware, software applications, networks, and elements of digital technology.
ICT Proficiency — the integration and application of cognitive and technical skills. ICT proficiencies are seen as enablers; that is, they allow individuals to maximize the capabilities of technology. At the highest level, ICT proficiencies result in innovation, individual transformation, and societal change.
May 2002 Digital Transformation: A Framework for ICT Literacy Page 26
image & text copyright ETS

“ ICT s” begin to be recognized as larger factors in IL
2006 Information Literacy Summit produces American Competitiveness in the Internet Age Report which explored “the urgent need to address and correct America’s information-literacy deficits.”
“ More than a hundred people participated in the Summit. At the conclusion of the Summit, the establishment of a National ICT Literacy Policy Council to develop national standards for information literacy was announced: “The National Forum on Information Literacy announced today that 16 influential education and business leaders have formed a policy council that will determine national standards for information and communication technology (ICT) literacy.”
http://infolit.enktesis.net/Documents/InfoLitSummit16Oct2007B.pdf

ETS’s ICT Literacy Assessment test debuts in 2006 .
Working from the ACRL “Information literacy competency standards for higher education” and other key documents, ETS and education partners identified seven ICT literacy skill areas that the assessment should measure: defining, accessing, managing, evaluating, integrating, creating and communicating information
Preliminary findings 2007: while students may be tech savvy when it comes to entertainment, they may not have the critical thinking skills to perform the kinds of information management and research tasks necessary for academic success.“
From Katz, I.R. (2007). Testing information literacy in digital environments:
The ETS iSKILLS ™assessment. Information Technology and Libraries 26(3), 4-13 ]

DEFINE: Understand and articulate the scope of an information problem in order to facilitate the electronic search for information,
ACCESS: Collect and/or retrieve information in digital environments. Information sources might be web pages, databases, discussion groups, email, or on-line description of print media.
EVALUATE: Judge whether information satisfies an information problem by determining authority, bias, timeliness, relevance, and other aspects of materials.
MANAGE: Organize information to help you or others find it later
INTEGRATE: Interpret and represent information, such as by using digital tools to synthesize, summarize, compare, and contrast information from multiple sources
CREATE: Adapt, apply, design, or construct information in digital environments,
COMMUNICATE: Disseminate information tailored to a particular audience in an effective digital format
From Katz, I.R. (2007). Testing information literacy in digital environments: The ETS iSKILLS ™assessment.
Information Technology and Libraries 26(3), 4-13

ICT has its origin in teaching people how to use computers and has only more recently entered the world of information acquisition and evaluation. While it covers many of the goals of information literacy, ICT does not really have a foundation in an understanding of information itself--where it comes from, what its varied natures are, and so on. Media literacy is great for evaluation, particularly of audiovisual materials, but it has no real grounding in information literacy.
Information literacy; coming from a background of libraries, has a comprehensive understanding of information in many formats within a high-tech environment.
Badke, William. "Media, ICT, and Information Literacy." Online 33.5 (2009): 47-9.

Who’s responsible for ICT Literacy?
Following Badke (with ICT Literacy is under the umbrella of information literacy) and the ICT framework…I propose that a new ICT model may look like this.
Librarian: Cog & ICT Proficiency Teacher: Cog & Tech Proficiency Information Literacy ICT Literacy Self taught technology IT workshops Technical Proficiency

ICT Literacy, Technical Proficiency & Social Web
To date, IL in Libraries
have focused
primarily on
“ Cognitive
Proficiency”
In addressing
the “Technical Proficiency”
element of ICT literacy:
IT departments and Tech Librarians,
Faculty, or the user themselves
(and all early adopters) might learn
how to use any particular ICT program,
but librarians specifically need to understand (cognitively) and
to model use of ICT and Social Web Technology, especially
noting how they impact on the Information Cycle
Librarian: Cog & ICT Proficiency Teacher: Cog & Tech Proficiency Information Literacy ICT Literacy Self taught technology IT workshops Technical Proficiency

ICT Literacy & Social Web : InfoCycle
Hallmarks of the “Social Web” include the entire info cycle:
Ease of web-based content creation
Ease of web-based distribution: RSS / subscription
Ease of communication among self-selected members
Comments & Feedback
Sharing, Bookmarking, podcasting
Tagging
Preservation
For all Libraries: Development in the way information is created, distributed, cited, stored, archived, repurposed; has impact on privacy, legal and educational issues in libraries
Academic & Special Libraries: Specific development in the process of Scholarly Communication and Open Access movements

RSS and the Social Web… mass disemination  info portal creation
1997-1999: scriptingNews format, designed by Dave Winer
2000 : RSS 1.0 format is developed by Rael Dornfest at O’Reilly independently
January 2001 : Wikipedia launches (now 2,827,861 articles)
March 2002: “MetaWeblog powerful blogging API. “
September 2002: Winer Develops RSS 2.0, MetaWeblog updates
May 2003 : LinkedIn launches (33 million members as of 2008)
July 2003 : RSS 2.0 spec, Winer “released CC license “ thru Harvard
February 2004: Flickr launches, Facebook debuts (Undergrads only)
August 2004: “iPodders” RSS (Winer& Curry) – podcasting begins
July 2005: iTunes supports podcasts , get 1 million subscribers in first 2 days; 8,000 podcasts & 6 million listeners in one month
August 2006: Public Launch of Twitter
January 2008: Library of Congress uploads collections to Flickr
Hobson and Holtz Report, 8/4/2005 http://forimmediaterelease.biz/index.php/weblog/2005/08/05/ )
RSS 2.0 at Harvard Law website, http:// cyber.law.harvard.edu/rss/rssVersionHistory.html

Hallmarks of the “Social Web” include
Ease of web-based content creation
RSS: notifies editor of changes to wikis

Hallmarks of the “Social Web” include : Comments & Feedback
RSS: allows subscriptions for new channel content & comments/feedback

Hallmarks of the “Social Web” include Ease of web-based distribution of information -- RSS of text
RSS: notifies reader of new blog entries

Hallmarks of the “Social Web” include Ease of web-based distribution of information -- RSS of audio and video podcasts
RSS: notifies reader of new audio & video files

Hallmarks of the “Social Web” include :
Ease of communication among self-selected members
RSS: is what allows the “newsfeeds” from “groups” & “fan pages” in social networks to show up on your profile page

Hallmarks of the “Social Web” include :
Sharing, Bookmarking
RSS: “Grabs” xml to make content quickly shareable and re-displayable

Hallmarks of the “Social Web” include: tagging
RSS: allows “subscriptions” to metadata, & social “tags”

Hallmarks of the “Social Web” include: tagging
RSS: allows “subscriptions” to metadata

Hallmarks of the “Social Web” include: Preservation: TwapperKeeper
Internet Archive
MirrorServers

ICT Literacy, RSS & Social Web: Overview
ICT Literacy and the Social Web:
Librarians: Personal/Professional growth: Need to keep on top of Changing Information Cycle, and how Social web changes the way information is created, distributed, cited, stored, archived, repurposed; has impact on privacy, legal and educational issues in libraries
Student ICT Literacy: (in addition to above) requires critical thinking skills to perform the kinds of information management and research tasks necessary for academic success and future work with Information and Communication Technologies
All Patrons ICT Literacy: (in addition to above) RSS marks the major difference between old “static” web content and dynamic web resources; Social web  complication of IP and privacy issues. Life-long learning!

ICT Literacy & Social Web : Library models
Social-Web facilitates creation through WYSIWYG interfaces that allow for easy publishing of web-based resources.
(Pictured: blog for program support)
Examples include:
Wikis
Blogs
YouTube
Flickr, Picasa

Social-Web facilitates distribution through RSS feeds that allow users to subscribe to audio, video and text content on web-based resources using readers/catchers
Examples include:
iGoogle
iTunes
BlogLines
Juicer
NewsGator
(Pictured: Feeds from Universities’ LIBlog)
Browsers: FireFox, Safari and Chrome

Social-Web facilitates sharing text and sites
(Pictured: Share icons from LibGuides)

Social-Web facilitates discovery of specific or like resources through folksonomy/tagging
Delicious
StumbleUpon
CiteULike
Library Thing
Flixster
(Pictured: Scientific Inquiry Resources tagged by Title III faculty )

Social Networking Sites allow members to gather/create/share a variety of social web resources (like photos, links, audio files, books, films etc) within the same interface
FaceBook
MySpace
Ning
ELGG
Orkut
LinkedIn
Idealist.org
(Pictured: Libraries’ Facebook Page )

Modeling ICT Literacy in Library Instruction
Libraries should “Model” use of ICTs in instruction:
Explore new ICTs to see what they are capable of
(even if you never actually use it!)
2. Take advantage of ICTs to increase library-related information
3. Create/find tutorial on how to use ICT resources for research
4. Create/find tutorial how to create an ICT resource
EXAMPLES: http://stjohns.campusguides.com/Social_web

Modeling ICT Literacy in Library Instruction Explore new ICTs to see what they are capable of

Modeling ICT Literacy in Library Instruction
ICTs used for Creation of Tutorials:
Tutorials  Captivate (WINK is OS version)
Podcasts  Audacity and/or Olympus recorder
… and for Enhancing distribution / communication
Blogs (WordPress, Blogger)
Wikis (PBWiki, WikiSpaces)
RSS: (RefWorks & iGoogle)
LibGuides
Skype / Facebook / Twitter
Del.icio.us tagging & RefShare
Portal Group / Courseware

ICT Literacy, RSS & Social Web: Library Uses Display the uses of RSS (then point to ICT Literacy tutorials for more info)

ICT Literacy, RSS & Social Web: Library Resources Instructions: tutorials cover 1) how to use the resource, 2) how to create a resource

ICT Literacy, RSS & Social Web: Library Resources Cross reference to tutorials at every “model” point

LibBlog: points faculty to resources & tutorials
Blog benefits:
Subscription distribution
Timely but archive list
write/journal as part of e-portfolio
Comment/feedback
Blog Pitfalls
Creating/editing takes time
Timely and interesting
Spam

BLOG: Auto-syndicate text, tutorials, podcasts in Courses
Blog benefits:
Subscription distribution
Timely but archive list
write/journal as part of e-portfolio
Comment/feedback
Blog Pitfalls
Creating/editing takes time
Timely and interesting
Spam

WIKIS: DLIS assignment: collaborate with professionals Cross reference to tutorials at every “model” point

Del.icio.us: T3 faculty share web-resources informally…. Cross reference to tutorials at every “model” point

Facebook: getting the word out, ICT to model IL issues Use ICT vehicle to demonstrate ICT literacy lesson: (ex: privacy issues regarding 3 rd party software – here Facebook “quizzes”)

Twitter: getting the word out, ICT to model IL issues Use ICT vehicle to demonstrate ICT literacy lesson: (ex: phishing and privacy issues of 3 rd party software – here “foursquare,” via “bit.ly”)

YouTube: getting the word out, ICT to model IL issues Use ICT vehicle to demonstrate ICT literacy lesson: (ex: linking to and/or embedding an “illegal” YouTube posting as “contributory infringement”

“ ICT Literacy Models” are always in Beta
All of these content-creation and content-delivery technologies are “in Beta,” especially given that we are always getting feedback and always tweaking/ expanding/ instructing, and the technologies are changing quickly.
Many thanks to our GDSJ Masters’ students for being my patient and enthusiastic Beta-testers. Many thanks also to the faculty and steering committee of the GDSJ Masters’ programs, as well as my very energetic, early-adopter colleagues in Title III, CTL, DLIS, Library, and the Distance Learning Pedagogy course for their generous collaboration.

ICT Literacy in the Library
Thank you for your time!
Kathryn Shaughnessy
Instructional Services Librarian
[email_address]

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Metro ICT Literacy in Libraries (METRO NY Dec 2009)

by Kathryn Shaughnessy

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