1.
Exploitation
Strategy
Author:
Sabina
Cisek
Contributing
Authors:
Carla
Basili,
Monika
Krakowska,
Carol
Priestley,
Maria
Próchnicka,
Magdalena
Wójcik,
Bulent
Yilmaz
Ver:
0.3
This
project
has
been
funded
with
support
from
the
European
Commission
1

2.
Empower Autonomous Learning through Information Competencies
Exploitation
Strategy
Author:
Sabina
Cisek,
Contributing
Authors:
Carla
Basili,
Monika
Krakowska,
Carol
Priestley,
Maria
Próchnicka,
Magdalena
Wójcik,
Bulent
Yilmaz
This
project
has
been
funded
with
support
from
the
European
Commission
This
publication
reflects
the
views
only
of
the
authors,
and
the
Commission
cannot
be
held
responsible
for
any
use
which
may
be
made
of
the
information
contained
therein
2

3.
EXECUTIVE
SUMMARY
The
present
report
constitutes
the
delivery
D7.1
of
the
Work
Package
7:
Exploitation
strategy.
The
core
objectives
of
the
EMPATIC
project
are
to:
1. draw
together
and
valorise
the
results
of
previous
Information
Literacy
initiatives
and
projects
across
the
school,
university,
adult
and
vocational
learning
sectors;
2. use
this
evidence
to
influence
policy
makers’
perceptions
and
actions
to
support
a
marked
increase
in
piloting
and
mainstreaming
of
Information
Literacy;
3. have
a
significant
impact
on
validating
new
learning
paradigms
and
strategic
thinking
on
curriculum
reform.
Within
the
work
plan
of
EMPATIC,
the
Work
Package
7
is
aimed
to
provide
a
strategy
and
set
of
recommendations
setting
out
ways
and
means
to
improve
the
spread
and
level
of
Information
Literacy
at
both
transversal
level
and
across
the
four
sectors.
It
also
proposes
a
future
means
of
stakeholder
community
ownership
and
maintenance
of
the
portal
environment.
3

4.
TABLE
OF
CONTENTS
EXECUTIVE
SUMMARY
.................................................................................................................
3
SECTION
1:
INTRODUCTION
.........................................................................................................
5
SECTION
2:
STRATEGY
..................................................................................................................
6
2.1.
EmPatic
impact
and
sustainability
..........................................................................................
6
2.2.
strategy
of
il
promotion
....................................................................................................
7
SECTION
3:
SUMMARY
FINDINGS
.................................................................................................
7
3.1.
SUMMARY
FINDINGS
–
INFORMATION
LITERACY
IN
THE
SCHOOL
SECTOR
...........................
7
3.2.
SUMMARY
FINDINGS
–
INFORMATION
LITERACY
IN
THE
HIGHER
EDUCATION
SECTOR
........
8
3.3
SUMMARY
FINDINGS
–
INFORMATION
LITERACY
IN
THE
VOCATIONAL
EDUCATION
AND
TRAINING
SECTOR
...................................................................................................................
9
3.4
SUMMARY
FINDINGS
–
INFORMATION
LITERACY
IN
THE
ADULT
EDUCATION
/
LIFELONG
LEARNING
SECTOR
................................................................................................................
10
SECTION
4:
RECOMMENDATIONS
TO
POLICY
MAKERS
...............................................................
11
4.1
CONTEXT
...............................................................................................................................
12
4.2
Information
Literacy
in
the
school
learning
sector
–Recommendations
to
Policy
Makers
(the
Comenius
programme
area)
.................................................................................................
15
4.3
Informtioan
Literacy
in
the
Higher
Education
learning
sector
(HE)
Recommendations
to
Policy
Makers
(the
Erasmus
programme
area)
.....................................................................
16
4.4
Information
Literacy
in
the
vocational
education
and
training
sector
(VET)
Recommendations
to
Policy
Makers
(the
Leonardo
da
Vinci
programme
area)
..................
17
4.5
Information
Literacy
in
the
adult
learning
sector
–
Recommendations
to
Policy
Makers
(the
grundtvig
programme
area)
..................................................................................................
18
4.6.
Information
Literacy
in
the
four
learning
sectors
(school,
higher
education,
vocational
education
and
training,
and
adult/lifelong
learning)
–
General,
Non-­‐sector
Specific
Recommendations
to
Policy
Makers
made
by
the
final
conferences
participants
...............
19
5.
CONCLUSIONS
.......................................................................................................................
20
REFERENCES
..............................................................................................................................
21
4

5.
SECTION
1:
INTRODUCTION
The
present
text
constitutes
the
Deliverable
7.1
of
the
Work
Package
7
of
the
EMPATIC
project.
It
utilises
the
results
of
all
of
the
project’s
work
and
evidence
gained
to
date
in
formulating
a
set
of
recommendations
to
policy
makers
about
Information
Literacy
(IL).
The
main
purpose
of
those
recommendations
is
to
stimulate
action
at
national
levels.
The
EMPATIC
project
is
funded
under
the
EU
Lifelong
Learning
Programme
(LLP)
and
has
a
transversal
nature.
Consequently,
the
present
document
exposes
the
educational
side
of
the
Information
Literacy
development
and
takes
into
account
four
learning
sectors
encompassed
by
LLP,
related
to
the
four
ongoing
sectoral
programmes,
that
is
school
(Comenius),
higher
education
(Erasmus),
vocational
(Leonardo
da
Vinci)
and
adult
(Grundtvig)
ones.
The
Deliverable
7.1,
embraces
the
IL-­‐related
strategy
and
recommendations,
is
aimed
at
setting
out
ways
and
means
to
improve
the
spread
and
level
of
Information
Literacy
at
both
transversal
level
and
across
the
four
learning
sectors.
As
it
makes
a
part
of
the
larger
work
and
should
be
read
together
with
the
previous
EMPATIC
products,
in
particular
–
the
Deliverable
1.1,
where
the
concept
of
Information
Literacy
(IL)
itself
has
been
discussed
and
defined.
Also,
in
the
Deliverable
1.1,
entitled
“Report
on
current
state
and
best
practices
in
Information
Literacy”,
various
aspects,
dimensions
and
levels
of
IL
have
been
meticulously
characterized
on
the
basis
of
the
extensive
literature
research.
In
addition,
EMPATIC
hosted
two
events
for
the
IL
stakeholders
and
policy
makers
(academics,
educators,
IL
authors,
information
professionals,
librarians,
school
and
HE
authorities,
teachers,
etc.)
to
verify
findings
and
recommendations.
The
first
one
was
the
International
Conference
“Literacy
and
Society,
Culture,
Media,
&
Education”
[http://www.literacyconference2012.ugent.be/],
held
on
9-­‐11
February
2012
in
Ghent,
Belgium,
and
organized
by
the
Department
of
Educational
Studies
of
Ghent
University
in
cooperation
with
the
EMPATIC
and
EMSOC
(User
Empowerment
in
a
Social
Media
Culture,
http://emsoc.be/)
teams.
The
second
one,
that
of
the
Final
Conference,
was
organized
in
conjunction
with
EMMILE
(the
European
Meeting
on
Media
and
Information
Literacy,
http://emmile.wordpress.com/)
in
Milan,
Italy
on
27-­‐29
February
2012.
This
paper
consists
of
the
four
sections,
although
the
ones
of
main
importance
are
the
sections
“Summary
Findings”
and
“Recommendations
to
Policy
Makers”.
5

6.
SECTION
2:
STRATEGY
In
Section
2
we
discuss
two
interrelated
but
not
dissimilar
issues,
that
is:
• How
to
properly
exploit
findings
of
the
EMPATIC
project
after
it
is
completed?
What
steps
can
be
taken
for
continued
sustainability
and
impact
of
EMPATIC?
How
to
make
its
results
lastingly
useful
for
1)
general
public
and
2)
specified
target
groups?
• How
to
promote
the
importance
of
Information
Literacy
to
policy
makers?
What
kind
of
strategy
needs
to
be
implemented
in
this
respect?
2.1.
EMPATIC
IMPACT
AND
SUSTAINABILITY
The
means
and
ways
to
ensure
continued
sustainability
and
impact
of
EMPATIC
are
as
follows:
2.1.1 The
EMPATIC
official
website
http://empat-­‐ic.eu/
and
other
webpages
and
blogs
related
to
the
project
should
be
maintained
and
updated
also
after
the
EMPATIC
project
is
formally
completed.
EMPATIC
PMB
members
discussed
this
point
very
carefully.
Two
possible
hosts
became
possible
to
consider:
a) European
network
for
Information
Literacy
(EnIL):
coordinated
by
one
of
the
EMPATIC
project
partners
CERIS,
and
b) the
European
Conference
for
Information
Literacy
(ECIL)
–
a
new
informal
association
of
significant
persons
and
institutions
committed
to
IL,
with
the
intention
to
host
an
annual
conference
to
discuss
issues
emerging
as
important
or
to
be
resolved
in
the
field.
After
considering
all
aspects,
the
PMB
selected
EnIL
as
the
future
host
of
the
website.
Familiarisation
and
training
was
provided
by
MDR
and
the
maintenance
of
the
website
transferred
to
EnIL
in
March
2012.
2.1.2 Project
members
will
write
articles
related
to
EMPATIC
and
Information
Literacy
and
publish
them
in
professional/scholarly
journals
or
collective
works,
in
different
languages,
not
only
English.
2.1.3 Project
members
will
take
part
in
the
appropriate
national
and
international
conferences
speaking
about
EMPATIC-­‐related
matters.
At
the
time
of
writing
this
report,
events
where
the
findings
and
recommendations
of
EMPATIC
will
be
promoted
and
discussed
already
include:
• QQML4
in
Limerick,
Ireland,
May
2012
• The
Road
to
Information
Literacy:
Librarians
as
Facilitators
of
Learning,
IFLA
Satellite
meeting
in
Tampere,
Finland,
August
8,
9,
10,
2012
• World
Congress
on
Libraries
and
Information
(WLIC),
14-­‐18th
August
2012,
Helsinki
• Media
&
Learning
Conference
2012,
14-­‐15
November,
Brussels
• Collaboration
with
organizations
interested
in
the
IL
development,
both
international,
including
UNESCO,
and
national
like
Komisja
Edukacji
Informacyjnej
SBP
in
Poland.
6

7.
A
meeting
with
UNESCO
and
IFLA
has
been
planned
for
14
August
2012,
where
discussion
will
take
place
on
collaboration
between
the
UNESCO
work
in
curriculum
and
IL
indicators
and
potential
EMPATIC
work
in
the
area
of
policy.
2.2.
STRATEGY
OF
IL
PROMOTION
As
many
organizations
are
involved
in
the
field
of
IL,
a
number
of
additional
measures
to
increase
the
involvement
of
communities,
Government,
academic,
non-­‐profit,
and
different
social
groups
through
activities
can
be
employed.
These
should
have
the
aims
to:
•
provide
a
forum
for
discussion
and
for
advice
to
decision
makers,
committees,
or
other
executive
boards;
•
inform
and
advise
on
behalf
of
decision
makers,
including
development
of
good
practice
and
providing
expertise;
•
assist
practitioners
in
developing
policy
and
practice
and
stimulates
further
development
of
policy
and
strategic
thinking;
•
provide
a
route
for
communicating
with
IL
interests
and
professional
groups.
SECTION
3:
SUMMARY
FINDINGS
In
Section
3
we
discuss
summary
findings
of
the
entire
EMPATIC
project
(desk
research,
discussions,
four
sectoral
validation
workshops,
two
international
final
conferences).
3.1.
SUMMARY
FINDINGS
–
INFORMATION
LITERACY
IN
THE
SCHOOL
SECTOR
Through
EMPATIC’s
validation
process,
the
important
issues
for
Information
Literacy
(IL)
in
the
Schools
Sector
have
been
identified
to
include:
• IL
development
strategies
in
European
countries
are
“taken-­‐for-­‐granted”
but
valid
IL
policy
assumptions
do
not
necessarily
exist;
• a
detailed
Information
Literacy
strategy
is
needed.
However,
educational
systems,
information
cultures,
and
experiences
with
IL
development
in
every
EU
country
are
different,
so
what
works
in
one
part
of
Europe
may
not
work
in
the
other.
As
a
result
it
would
be
better
to
formulate
European
Information
Literacy
standards
in
terms
of
learning
outcomes;
these
would
identify
a
set
of
IL
goals
to
be
achieved
in
different
appropriate
ways
and
by
various
means
within
formal,
informal
and
non-­‐formal
learning
environments.
In
other
words,
the
aims
of
IL
should
be
the
same
across
Europe
in
general,
but
IL
development
strategies
need
to
be
national
in
specifics;
• who
is
to
be
responsible
for
the
introduction
and
development
of
Information
Literacy?
Should
it
be
a
central
national
body?
The
answer
is
not
simple.
Generally,
central
bodies
are
appropriate
to
set
goals
but
the
cooperative
work
of
all
interested
parties
and
stakeholders
at
local
level,
in
local
communities,
is
where
real
work
is
or
can
be
achieved;
7

8.
• the
young
generation,
so-­‐called
“digital
natives”,
do
not
necessarily
have
an
“inherent”
culture
of
information;
they
also
must
undergo
education
and
training
in
the
field
of
Information
Literacy;
• school
management
and
teachers
are
the
most
important
stakeholders
in
the
schools
sector,
they
must
be
aware
of
what
Information
Literacy
is,
why
it
is
so
important
and
how
to
learn/teach
IL
in
schools;
• librarians
and
information
professionals,
who
are
traditionally
engaged
in
IL-­‐related
matters
everywhere,
must
cooperate
with
all
other
parties/stakeholders
involved
in
the
educational
processes,
to
include:
headmasters,
teachers,
parents,
students,
local
authorities,
and
other
people
having
important
social
functions
in
their
local
communities.
3.2.
SUMMARY
FINDINGS
–
INFORMATION
LITERACY
IN
THE
HIGHER
EDUCATION
SECTOR
Developing
lifelong
learners
is
central
to
the
mission
of
higher
education
institutions.
Colleges
and
universities
provide
their
graduates
with
the
foundation
for
continued
growth
throughout
their
future
careers,
as
well
as
in
their
roles
as
informed
citizens
and
members
of
communities
by
ensuring
that
individuals
have
the
intellectual
abilities
of
reasoning
and
critical
thinking,
and
by
helping
them
to
construct
a
framework
for
learning
how
to
learn.
As
has
already
been
stressed,
Information
Literacy
is
a
key
component
of,
and
contributor
to,
lifelong
learning.
Through
EMPATIC’s
validation
process,
it
has
been
determined
that:
• Information
Literacy
is
internationally
recognised
as
a
requisite
of
the
Information
Society
and
of
the
Knowledge
Economy;
• the
labour
market
requires
flexibility
in
terms
of
professional
self-­‐requalification
and
lifelong
learning
attitude.
This,
in
turn,
requires
individuals
–
inter
alia–
to
dominate
the
current
information
environment
in
HE.
The
major
challenge
to
IL
in
the
HE
sector
is
curricular
reform,
where
a
number
of
elements
are
to
be
considered,
including:
• learning
outcomes;
• recognition
of
informal
learning;
• flexible,
modernised
curricula
at
all
levels
which
correspond
to
the
needs
of
the
labour
market
(transversal
skills).
8

9.
These
challenges
lead
to
a
number
of
questions:
• is
Information
Literacy
a
discipline
of
study?
A
strong
assumption
underlying
the
institutionalisation
of
IL
is
to
recognise
that
it
is
a
discipline
in
its
own
right,
to
be
conceived
mainly
as
"knowledge"
rather
than
"ability";
• can
Information
Literacy
be
inserted
into
university
curricula,
for
example,
like
Computer
Science?
IL
is
a
diffused
discipline;
it
is
transversal
and
useful
to
every
course
of
study;
• how
can
Information
Literacy
be
inserted
into
the
Bologna
process?
A
first
step
should
be
promoting
awareness
of
the
importance
of
IL
amongst
academics
and
policy
makers;
a
second
step
could
be
to
insert
IL
among
the
learning
outcomes
of
European
universities,
particularly,
among
the
so-­‐called
“generic
instrumental
competencies”.
3.3
SUMMARY
FINDINGS
–
INFORMATION
LITERACY
IN
THE
VOCATIONAL
EDUCATION
AND
TRAINING
SECTOR
Through
EMPATIC’s
validation
process,
the
functions
of
Information
Literacy
in
the
Vocational
Education
and
Training
sector
have
been
determined:
• IL
is
essential
for
productivity
and
efficiency
at
work;
• IL
is
a
main
provision
for
personal
and
institutional
development;
• IL
is
related
to
the
concepts
of
ongoing
education,
lifelong
learning
and
self-­‐education;
• IL
facilitates
the
adaptation
of
changes
and/or
development
at
work;
• IL
provides
a
work
force
of
high
quality;
• IL
supports
economic
growth.
Challenges
and
recommendations
to
the
sector
have
been
identified
and
include:
• lack
of
awareness
of
the
importance
of
Information
Literacy
by
decision
makers
and
politicians.
It
is
not
yet
fully
recognised
that
people
outside
formal
education
can
gain
the
competence
of
Information
Literacy
via
VET;
• lack
of
awareness
on
the
level
of
Society;
they
do
not
understand
that
many
of
the
problems
they
face
in
utilizing
information
and
communication
technologies
(ICTs)
in
social
life
are
caused
by
a
lack
of
Information
Literacy;
• lack
of
recognition
of
the
relationship
between
Vocational
Education
and
Information
Literacy.
Information
Literacy
is
or
should
be
a
key
component
of
vocational
education;
• lack
of
sufficient
coordination
and
cooperation
within
and
between
related
formal
and
civil
institutions
working
in
VET.
This
leads
to
unproductiveness
and
wastage
in
resources
in
VET
activities;
• lack
of
national
policies
in
the
subject
of
Vocational
Education
means
that
VET
activities
cannot
be
determined
at
a
national
level;
activities
are
often
ad
hoc
and
their
consistency
cannot
be
realized
or
maintained.
9

10.
3.4
SUMMARY
FINDINGS
–
INFORMATION
LITERACY
IN
THE
ADULT
EDUCATION
/
LIFELONG
LEARNING
SECTOR
Through
EMPATIC’s
validation
process,
the
important
issues
for
Information
Literacy
(IL)
in
the
adult
education/lifelong
learning
sector
have
been
identified
to
include:
•
IL
is
essential
for
the
development,
prosperity
and
freedom
of
society;
•
IL
contributes
to
the
personal,
social,
occupational
and
educational
level
of
society
and
individuals;
•
IL
is
related
to
the
concepts
of
ongoing
education,
self-­‐education,
vocational
training;
•
IL
facilitates
the
adaptation
of
changes
and
development
at
work;
•
IL
effects
productivity
and
work
efficiency,
and
contributes
to
the
improvement
of
the
quality;
•
IL
is
essential
for
people
and
organisations
to
survive
and
develop
themselves;
•
IL
supports
economic
growth;
•
IL
is,
therefore,
a
basic
human
right
that
promotes
social
inclusion
in
all
nations
(IFAP
mid-­‐
term
strategy
2008-­‐2013
http://portal.unesco.org/.../12114609343ifap.../ifap_draf_strategic_plan.pdf).
10

11.
It
has
been
perceived
that:
• there
is
a
low
level
of
awareness
of
Information
Literacy
at
the
level
of
Society:
society
is
not
yet
persuaded
of
its
importance;
• IL
channels
face
difficulties
in
spreading
knowledge
of
the
role
and
the
necessity
of
Information
Literacy
in
politics
as
well
as
in
real
life
(school,
higher
education,
jobs,
employees
etc.);
• politicians
and
decision
makers
should
pay
attention
to
the
potential
of
IL
in
social
coherence.
National
governments
have
a
specific
responsibility
as
they
determine
the
form
and
content
of
educational
systems
in
which
pupils
are
prepared
for
their
future
lives
as
responsible
and
participative
citizens.
If
IL
could
be
linked
through
to
employment,
decision
makers
will
be
persuaded
to
accept
it;
• there
is
poor
visibility
of
IL
courses
in
both
formal
and
informal
educational
sectors.
IL
starts
in
schools
and
continues
through
to
higher
education
but
the
IL
process
is
problematic
outside
formal
education;
• there
is
the
lack
of
coordination
and
cooperation
amongst
different
IL
stakeholders;
and,
• there
is
a
lack
of
recognition
for
libraries’
innovative
role
in
the
IL
development
and
the
central
role
librarians
can
and
do
play.
SECTION
4:
RECOMMENDATIONS
TO
POLICY
MAKERS
In
Section
4
we
formulate
a
set
of
Information
Literacy
development
recommendation
to
policy
makers
in
Europe.
Information
Literacy
is
understood
here
as
the
important
social
objective,
what
means
it
is
seen
as
a
prerequisite
for
the
Information
Society,
the
objective
of
educational
policy,
it
also
implies
a
massive
operation
and
requires
changes
in
the
education
systems.
Of
course,
Information
Literacy
as
social
objective
is
inevitably
connected
with
the
IL
as
cognitive
acquisition
of
individuals,
a
competence
of
general
character
or
“liberal
art”
(see
Deliverable
1.1,
p.
64-­‐68).
Our
recommendations
are
addressed
to
all
and
different
IL
stakeholders
in
Europe,
but
the
main
ones
might
be
the
national
bodies
responsible
for
the
Lifelong
Learning
(LLL)
and
National
Qualifications
Frameworks
(NQR)
development1.
The
other
important
groups
of
addressees
are
educators
and
the
education
authorities
as
well
as
library
and
information
professionals.
All
recommendations
offered
here
are
based
on
the
entire
EMPATIC
project
findings
and
products
up
to
date,
including
the
previous
Deliverables,
in
particular
of
numbers
1.1,
4.1,
4.2,
5.1,
5.2,
5.3,
5.4
and
6.1,
the
discussions
during
the
four
validation
workshops
and
two
final
conferences,
that
is
“Literacy
and
Society,
Culture,
Media
and
Education”
in
Ghent,
Belgium
(9-­‐11
February
2012)
and
“EMMILE
European
Meeting
on
Media
and
Information
Literacy”
in
Milan,
Italy
(27-­‐29
February
2012).
The
main
purpose
of
the
EMPATIC
recommendations
is
to
stimulate
action.
1
See the Lifelong Learning Programme National Agencies at http://ec.europa.eu/education/lifelong-­‐learning-­‐
programme/doc1208_en.htm, and the EQF National Coordination Points at
http://ec.europa.eu/eqf/uploads/file/EQF%20National%20Coordination%20Points.pdf).
11

12.
4.1
CONTEXT
The
European
Area
of
Lifelong
Learning
The
main
context
for
the
recommendations
is/should
be
the
E u r o p e a n
A r e a
o f
L i f e l o n g
L e a r n i n g
(Europa,
Summaries
of
EU
Legislation
2011b,
http://europa.eu/legislation_summaries/education_training_youth/lifelong_learning/c11054_en.
htm),
and
the
commitments
and
responsibilities
involved
by
that
enterprise.
The
policy
of
European
Union
(EU),
despite
the
impression
of
a
huge
impact
on
the
status
of
individual
countries,
the
steps
undertaken
to
create
the
Information
Society,
and
involvement
in
the
promotion
of
Information
Literacy,
is
actually
not
coherent,
lacks
accumulation
and
relevant
linking
between
various
aspects
of
the
IL
area.
Among
the
main
and
important
long-­‐term
strategic
objectives
of
the
EU
education
and
training
policies,
where
the
Information
Literacy
strategy
needs
to
be
transparently
and
openly
implemented,
are:
•
Making
lifelong
learning
and
mobility
a
reality;
•
Improving
the
quality
and
efficiency
of
education
and
training;
•
Promoting
equity,
social
cohesion
and
active
citizenship;
•
Enhancing
creativity
and
innovation,
including
entrepreneurship,
at
all
levels
of
education
and
training
(European
Commission,
Education
and
Training
http://ec.europa.eu/education/lifelong-­‐learning-­‐policy/doc28_en.htm).
At
the
same
time,
the
European
Union
points
to
the
key
competences,
relevant
to
the
objectives
and
tasks
within
Lifelong
Learning
(LLL).
As
the
combination
of
knowledge,
skills
and
attitudes
appropriate
to
the
context,
the
key
competences
are
particularly
necessary
for
personal
fulfilment
and
development,
social
inclusion,
active
citizenship
and
employment.
Among
the
eight
key
competencies,
contained
also
in
the
Information
Literacy
area,
forming
the
basis
for
the
essential
knowledge,
skills
and
attitudes
related
to
each
of
these
there
are:
communication
in
mother
tongue,
communication
in
foreign
languages,
mathematical
competence
and
basic
competences
in
science
and
technology,
digital
competence,
learning
to
learn,
social
and
civic
competences,
sense
of
initiative
and
entrepreneurship,
cultural
awareness
and
expression
(Europa,
Summaries
of
EU
Legislation
2011a,
http://europa.eu/legislation_summaries/education_training_youth/lifelong_learning/c11090_en.
htm).
12

13.
Evaluation
of
the
key
competences,
and
also
Information
Literacy,
should
be
a
reference
tool
for
EU
countries
and
their
education
and
training
policies.
The
EU
countries
try
to
ensure:
•
That
initial
education
and
training
offer
all
young
people
the
means
to
develop
the
key
competences
to
a
level
that
equips
them
for
adult
and
working
life,
thus
also
providing
a
basis
for
future
learning;
•
That
appropriate
provision
is
made
for
young
people
who
are
disadvantaged
in
their
training
so
that
they
can
fulfil
their
educational
potential;
•
That
adults
can
develop
and
update
key
competences
throughout
their
lives,
particularly
priority
target
groups
such
as
persons
who
need
to
update
their
competences;
•
That
appropriate
infrastructure
is
in
place
for
continuing
education
and
training
of
adults,
that
there
are
measures
to
ensure
access
to
education
and
training
and
the
labour
market
and
that
there
is
support
for
learners
depending
on
their
specific
needs
and
competences;
•
The
coherence
of
adult
education
and
training
provision
through
close
links
between
the
policies
concerned
(Europa,
Summaries
of
EU
Legislation
2011
http://europa.eu/legislation_summaries/education_training_youth/lifelong_learning/c11
090_en.htm).
The
next
important
enterprise
in
this
area,
the
one
applying
to
four
learning
sectors
and
all
levels
of
education
is
EQF
–
the
European
Qualification
Framework
for
Lifelong
Learning.
In
the
European
Commission
document
we
read:
As
an
instrument
for
the
promotion
of
lifelong
learning,
the
EQF
encompasses
all
levels
of
qualifications
acquired
in
general,
vocational
as
well
as
academic
education
and
training.
Additionally,
the
framework
addresses
qualifications
acquired
in
initial
and
continuing
education
and
training.
The
eight
reference
levels
are
described
in
terms
of
learning
outcomes.
(…)
In
the
EQF
a
learning
outcome
is
defined
as
a
statement
of
what
a
learner
knows,
understands
and
is
able
to
do
on
completion
of
a
learning
process.
The
EQF
therefore
emphasizes
the
results
of
learning
rather
than
focusing
on
inputs
such
as
length
of
study.
Learning
outcomes
are
specified
in
three
categories
–
as
knowledge,
skills
and
competence
(European
Commission
2008,
p.
3).
And
also:
The
EQF
aims
to
relate
different
countries'
national
qualifications
systems
to
a
common
European
reference
framework.
Individuals
and
employers
will
be
able
to
use
the
EQF
to
better
understand
and
compare
the
qualifications
levels
of
different
countries
and
different
education
and
training
systems.
Agreed
upon
by
the
European
institutions
in
2008,
the
EQF
is
being
put
in
practice
across
Europe.
It
encourages
countries
to
relate
their
national
qualifications
systems
to
the
EQF
so
that
all
new
qualifications
issued
from
2012
carry
a
reference
to
an
appropriate
EQF
level
(European
Commission,
European
Qualifications
Framework
2011.
http://ec.europa.eu/eqf/about_en.htm)
It
should
be
also
mentioned
that
the
EQF
framework
is
intended
for
policy
makers,
education
and
training
providers,
employers
and
learners.
13

14.
Advice
from
the
International
Federation
of
Library
Associations
and
Institutions
(IFLA)
In
the
Guidelines
on
Information
Literacy
for
Lifelong
Learning
(Lau,
2006),
published
by
the
Information
Literacy
Section
of
IFLA
with
the
aim
of
providing
a
pragmatic
framework
for
those
professionals
who
are
interested
in
starting
an
Information
Literacy
program,
Jesus
Lau
identified
the
list
of
actions
to
be
undertaken.
He
writes:
The
complete
success
of
an
information
literacy
program
depends
on
the
commitment
at
the
institutional
level.
However,
a
commitment
is
not
always
present
or
clear
at
top
management
levels.
Therefore,
information
professionals
must
devote
time
to
create
the
relevant
strategies
to
convince
and
sell
the
benefits
of
information
literacy
to
institutional
leaders
to
get
their
support.
The
basic
steps
to
market
information
literacy
programs
(…)
are:
•
Adapt
or
adopt
international
information
literacy
standards
and
practices
•
Identify
the
information
literacy
program
that
works
best
for
you
and
your
institution
•
Adopt
or
design
a
program
based
on
national
and
international
experiences
•
Identify
what
is
required
to
implement
the
program
•
Regard
the
information
literacy
process
as
non-­‐linear,
you
may
skip
steps
and
change
their
order
•
Work
on
a
strategic
plan
to
chart
the
course
of
your
goals
and
actions
–See
Chapter
5
for
specifics
•
Involve
all
relevant
parties
in
the
planning
process:
your
library
team,
faculty/teachers,
administrators,
and
the
final
decision-­‐maker
for
the
project
(Lau,
2006,
p.
20).
Advice
from
the
UNESCO’s
Information
for
All
Programme
(IFAP)
The
Information
for
All
Programme
(IFAP)
is
intended
to
help
UNESCO
Member
States
develop
and
implement
national
information
policies
and
knowledge
strategies
using
information
and
communication
technologies
(ICT).
As
the
other
goals,
also
the
Information
Literacy
commitment
should
be
developed
and
implemented
by
IFAP
worldwide,
through
the
activities
that
should:
•
promote
international
reflection
and
debate
on
the
ethical,
legal
and
societal
challenges
of
the
information
society;
•
promote
and
widen
access
to
information
in
the
public
domain
through
the
organization,
digitization
and
preservation
of
information;
•
support
training,
continuing
education
and
lifelong
learning
in
the
fields
of
communication,
information
and
informatics;
•
support
the
production
of
local
content
and
foster
the
availability
of
indigenous
knowledge
through
basic
literacy
and
ICT
literacy
training;
•
promote
the
use
of
international
standards
and
best
practices
in
communication,
information
and
informatics
in
UNESCO's
fields
of
competence;
and
•
promote
information
and
knowledge
networking
at
local,
national,
regional
and
international
levels
(UNESCO
2011,
http://www.unesco.org/new/en/communication-­‐and-­‐information/intergovernmental-­‐
programmes/information-­‐for-­‐all-­‐programme-­‐ifap/about-­‐ifap/objectives/).
14

15.
4.2
INFORMATION
LITERACY
IN
THE
SCHOOL
LEARNING
SECTOR
–
Recommendations
to
Policy
Makers
(the
Comenius
programme
area)
Through
EMPATIC’s
validation
workshops,
a
process
of
consultation
and
the
Final
Conferences,
the
following
recommendations
to
policy
makers
in
the
schools’
sector
have
been
identified:
1. Information
Literacy
and
its
specialized
fields
must
be
promoted
to
society,
decision
makers,
politicians
and
users.
2. Clearly
formulated
national
IL
policy
assumptions
are
required;
some
elements
of
IL
development
strategies
are
present
in
European
countries
but
are
“taken-­‐for-­‐
granted”.
3. National
IL
development
strategies
should
be
flexible
and
built
on
an
all-­‐European
scheme
of
IL
standards,
and
those
in
turn
should
be
formulated
in
terms
of
learning
outcomes.
Consequently
there
is
a
strong
recommendation
to
prepare
IL
standards.
o Detailed
Information
Literacy
strategies
are
needed.
However,
educational
systems,
information
cultures,
and
experiences
with
IL
development
in
every
EU
country
are
different,
so
what
works
in
one
part
of
Europe
may
not
work
in
another.
As
a
result
it
would
be
better
to
formulate
European
Information
Literacy
standards
in
terms
of
learning
outcomes;
these
would
identify
a
set
of
IL
goals
to
be
achieved
in
different
appropriate
ways
and
by
various
means
within
formal,
informal
and
non-­‐formal
learning
environments.
In
other
words,
the
aims
of
IL
should
be
the
same
across
Europe
in
general,
but
IL
development
strategies
need
to
be
national
in
specifics.
4. Ministries
of
education,
departments
of
Library
and
Information
Science
at
higher
educational
institutions
and
relevant
libraries
should
cooperate
with
each
other.
5. Identification
of
roles
for
multi-­‐dimensional
cooperation
of
different
IL
stakeholders
is
crucial
(for
example,
local
authorities
and
other
local
figures,
parents,
school
authorities,
students,
teachers).
o It
is
not
simple
to
indicate
who
is
to
be
responsible
for
the
introduction
and
development
of
Information
Literacy,
but
surely
it
could
be
national,
central
units.
Generally,
central
bodies
are
appropriate
to
set
goals
but
the
cooperative
work
of
all
interested
parties
and
stakeholders
at
local
level,
in
local
communities,
is
where
real
work
is
or
can
be
achieved.
6. School
management
and
teachers
are
the
most
important
stakeholders
in
the
schools
sector,
they
must
be
aware
of
what
Information
Literacy
is,
why
it
is
so
important
and
how
to
learn/teach
IL
in
schools.
o All
the
changes
related
to
Information
Literacy
development
in
the
school
(formal
education)
learning
sector
should
start
with
the
involvement
of
teachers;
they
need
to
be
convinced
and
trained
in
the
IL
didactics.
School
teachers
are
the
basis
of
educational
systems
and
send
the
most
influential
messages
to
their
students/children
in
schools.
7. School
libraries
are
important
and
the
impact
of
the
school
library
function
must
be
shown.
15

16.
8. Librarians/information
professionals,
who
are
traditionally
engaged
in
IL-­‐related
matters
everywhere,
must
cooperate
with
all
other
parties/stakeholders
involved
in
the
educational
processes,
to
include:
headmasters,
teachers,
parents,
students,
local
authorities,
and
other
people
having
important
social
functions
in
their
local
communities
(police
officers,
fire-­‐fighters,
priests,
etc.).
9. Real
work
at
the
local
level
is
the
most
important
factor
for
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.
10. The
young
generation,
so-­‐called
“digital
natives”,
do
not
necessarily
have
an
“inherent”
culture
of
information;
they
also
must
undergo
education
and
training
in
the
field
of
Information
Literacy.
11. National
education
policies
are
the
power
of
national
governments;
it
is
imperative
to
implement
IL
in
all
school
policies
that
recommend
output-­‐based
learning.
4.3
INFORMTIOAN
LITERACY
IN
THE
HIGHER
EDUCATION
LEARNING
SECTOR
(HE)
Recommendations
to
Policy
Makers
(the
Erasmus
programme
area)
Through
EMPATIC’s
validation
workshops,
a
process
of
consultation
and
the
Final
Conference,
the
following
set
of
recommendations
has
been
drafted
to
address
different
levels
of
government,
from
the
European
Union,
through
National
and
National
Academic
Systems,
to
the
individual
university
level.
1. Information
Literacy
and
its
specialized
fields
must
be
promoted
to
society,
decision
makers,
politicians
and
users.
2. Ministries
of
education,
departments
of
Library
and
Information
Science
at
higher
educational
institutions
and
relevant
libraries
should
cooperate
with
each
other.
3. European
Higher
Education
Area:
Information
Literacy
should
be
embedded
into
the
Bologna
process
as
a
new
learning
outcome,
in
order
to
fully
legitimise
Information
Literacy
within
and
at
the
level
of
European
Higher
Education
Area
(European
Commission
policy
level).
4. Support
a
European
Information
Literacy
Model:
the
diffusion
of
the
revised
2011
SCONUL
Information
Literacy
model
for
Higher
Education
should
be
supported
as
it
is
a
European
model,
widely
accepted
in
Europe
and
translated
into
various
European
languages.
Originally
(1999)
conceived
for
the
Higher
Education
sector,
its
successful
diffusion
in
European
countries,
led
to
the
definition
of
a
core
model
and
a
number
of
so-­‐called
“lenses”,
each
for
a
different
group
of
learners
(European
Commission
-­‐
Supranational
policy
level).
5. Information
Literacy
must
be
implemented
within
a
curricular
integration
process
in
Higher
Education
courses
of
study,
similar
to
the
process
already
established
for
Computer
Literacy
(University
policy
level).
16

17.
6. Legitimatise
a
curricular
configuration
for
Information
Literacy
to
be
diffused
in
European
universities
(Academic
system
policy
level).
Three
different
levels,
together
with
number
of
credits,
were
suggested:
o Library
delivered
(2-­‐4
credits)
o Academic
delivered
(4
credits)
o Embedded
(credits
included
within
the
subject
credit
amount)
7. Educational
continuum:
in
the
long
term,
Higher
Education
educational
policies
will
take
large
benefit
from
the
full
integration
of
Information
Literacy
into
school
curricula
(National
policy
level).
8. Syllabus
definition:
syllabi
should
be
tailored
according
to
the
context
of
the
specific
information
habit
of
the
discipline/subject
involved
(University
policy
level).
9. Institutionalisation
of
approach:
a
governance
approach
should
be
supportive
of
the
overall
process
of
Information
Literacy
institutionalisation
in
Higher
Education,
since
it
is
an
issue
crossing
the
domains
of
information
and
education
policies
(Academic
system
policy
level).
Targeting
central
policy
makers
may
have
greater
potential
for
change
than
working
at
local
levels,
through
'slow
research'
and
similar
processes.
4.4
INFORMATION
LITERACY
IN
THE
VOCATIONAL
EDUCATION
AND
TRAINING
SECTOR
(VET)
Recommendations
to
Policy
Makers
(the
Leonardo
da
Vinci
programme
area)
Through
EMPATIC’s
validation
workshops,
a
process
of
consultation
and
the
Final
Conference
the
following
recommendations
to
policy
makers
in
the
VET
sector
have
been
identified:
1. National
VET
policies
should
be
developed
and
information
literacy
must
be
a
vital
part
of
these
policies.
2. Awareness
of
IL
should
be
created
for
society,
decision
makers,
politicians
and
users.
In
this
context,
ministries
of
education,
librarians’
associations,
departments
of
information
management
at
universities
and
all
relevant
institutions
should
cooperate
with
each
other.
3. Information
literacy
should
be
integrated
into
the
official
lifelong
learning
programs
of
ministries
of
education.
4. Information
literacy
should
be
integrated
into
the
VET
activities
arranged
by
municipalities,
ministries,
universities
and
the
other
institutions.
In
this
framework,
IL
should
be
connected
to
municipalities
and
ministries.
5. Social
awareness
of
literacy
should
be
included
within
work
culture
and
the
way
employers
view
it;
VET
provides
a
mobile
work
force
and
innovative
economy
within
Europe.
17

18.
6. In
cooperation
with
library
associations,
Departments
of
Information
Management
and
other
relevant
parties
at
universities
should
organize
projects
and
curriculum
about
information
literacy-­‐VET
to
fulfil
the
holistic
education
of
trainers.
7. Educational
content
and
appropriate
materials
related
to
information
literacy
in
VET
should
be
prepared.
8. Courses
should
be
organized
through
cooperation
with
public
libraries
to
provide
people
with
competence
in
information
literacy.
9. Ministries
should
give
appropriate
consideration
and
recognition
to
the
attendance
and
experience
in
education
on
information
literacy
and
VET
when
considering
workers’
careers.
10. Awareness
of
IL
is
necessary
at
all
levels;
national,
local
and
institutional
bodies
must
work
together.
11. Lobbying
for
IL
in
VET
(and
indeed
all
sectors
of
education)
should
be
made
to
national
government
and
EU
politicians.
12. International
projects
and
cooperation
concerning
VET
and
information
literacy
should
be
developed.
13. Distance
education
possibilities
for
IL
in
VET
must
be
explored
and
fully
utilized.
4.5
INFORMATION
LITERACY
IN
THE
ADULT
LEARNING
SECTOR
–
Recommendations
to
Policy
Makers
(the
grundtvig
programme
area)
Through
EMPATIC’s
validation
workshops,
a
process
of
consultation
and
the
Final
Conference,
the
following
recommendations
to
policy
makers
in
the
adult
education/lifelong
learning
sector
have
been
identified:
1.
Information
Literacy
and
its
specialized
fields
must
be
promoted
to
society,
decision
makers,
politicians,
communities
and
users.
2.
Ministries
of
education
and
lifelong
learning,
departments
at
higher
educational
institutions,
all
relevant
institutions
and
libraries
should
cooperate
with
each
other.
3.
National
strategies
should
follow
from
development
of
a
European
scheme
of
IL
standards,
assessment
types
and
learning
outcomes.
4.
Lobbying
for
the
integration
of
IL
into
Adult
Education
&
Lifelong
Learning
must
be
undertaken
to
the
EU,
national
politicians,
public
libraries
and
all
relevant
institutions.
5.
Departments
of
Library
and
Information
Science,
information
literacy
professionals
and
all
relevant
bodies
should
work
together
to
prepare
educational
content
and
materials
related
to
Information
Literacy.
6.
The
learner
must
be
more
active
and
become
a
partner
in
the
process.
7.
The
media
are
very
important;
these
can
include
music,
radio,
local
newspapers,
and
popular
activities
such
as
drama
and
local
associations.
8.
IL
should
be
integrated
into
all
Lifelong
Learning
activities
that
are
run
by
various
organizations
in
a
practical
way,
this
could
be
through
financial
information,
health
education,
cultural
information,
etc.
18

19.
9.
International
cooperation
concerning
Adult
Education
and
Information
Literacy
should
be
developed.
10.
Consequently,
advocating
IL
must
be
undertaken
on
national,
local,
community
and
institutional
levels
simultaneously.
11.
Modern
technologies
to
apply
IL
in
Adult
Education
&
Life
Long
Learning
(e.g.
Web2.0,
e-­‐conferences)
must
be
utilized.
12.
Public
Libraries
have
a
very
important
role
to
play
in
the
application
of
IL
in
Adult
Education
and
Lifelong
Learning
and
therefore
have
to
be
helped
in
order
to
succeed
in
it.
4.6.
INFORMATION
LITERACY
IN
THE
FOUR
LEARNING
SECTORS
(SCHOOL,
HIGHER
EDUCATION,
VOCATIONAL
EDUCATION
AND
TRAINING,
AND
ADULT/LIFELONG
LEARNING)
–
GENERAL,
NON-­‐SECTOR
SPECIFIC
Recommendations
to
Policy
Makers
made
by
the
final
conferences
participants
As
a
result
the
following
general
recommendations
of
both
strategic
and
tactical
nature
have
been
formulated:
1. Information
Literacy
is
vital
for
the
today’s
society
in
Europe
and
as
such
should
be
developed
and
promoted
in
different
contexts
and
by
various
means.
2. The
importance
of
Information
Literacy
needs
to
be
publicized
not
only
to
governments,
ministries
and
policy
makers
at
national
and
EU
levels
but
also
to
local
authorities,
businesses,
small
social
groups
and
all
citizens.
3. The
strategy
of
IL
development
should
encompass
two
main
lines
of
action:
o IL
awareness
building
among
authorities
and
governments
at
national
and
European
levels
o Substantial,
real
work,
“step
by
step”,
“project
by
project”
on
the
local
level
by
individual
schools,
universities,
libraries,
etc.
4. Most
participants
expressed
the
feeling
that
“slow”
strategy,
based
on
“small
projects”
addressed
to
different
target
groups,
communities,
professions,
etc.
would
be
more
effective
than
having
a
central
EU
body
responsible
for
the
IL
development
or
the
formal
European
IL
policy
directives.
Thus,
the
“IL
awareness
building”
and
“central
goals”
approach
clearly
prevailed
over
the
“central
steering”
one.
Also,
having
clearly
stated
Information
Literacy
goals
(national,
European)
may
help
to
convince/influence
local
authorities
to
support
IL
development
programmes.
5. “Incentives
work
better
than
orders”,
meaning
that
IL
development
policy
based
on
incentives
for
those
who
introduce
IL
(teachers,
librarians,
businesses,
local
authorities)
would
be
an
effective
strategy.
EMPATIC
had
started
a
process
for
the
identification
of
past
experience
and
development
of
case
studies
of
good
practice
through
EC-­‐funded
programmes.
However,
this
approach
should
be
extended
to
all
known
IL
and
Information
Competencies
projects.
This
is
important
for
policy
makers.
19

20.
5.
CONCLUSIONS
To
sum
up,
the
recommendations
related
to
Information
Literacy
development
on
the
national
and
international
scale
are
as
follows:
•
initiating
and
promoting
activities
associated
with
the
provision
of
access
to
information
and
the
reducing
of
barriers
in
the
use
of
it
–
creating
and
maintaining
the
infrastructure
to
meet
information
needs
(e.g.
digitisation);
•
including
Information
Literacy
in
the
national
strategies
for
Lifelong
Learning,
the
development
of
IL
competences
should
be
a
part
of
the
national
LLL
projects;
•
assessing
the
existing
“starting”
level
of
IL
competences
in
various
social
groups;
•
creating
national
policies
to
involve
various
IL
stakeholders,
i.e.
business,
educational,
governmental
and
labour
market
institutions,
libraries,
NGOs,
in
the
training
of
information
competences;
•
determining
a
set
of
indicators
of
the
IL
development
at
the
national
level,
to
be
able
to
verify
the
extent
to
which
national
IL
policies
are
realized
(compare
Towards
Information
Literacy
Indicators
by
UNESCO,
Catts
and
Lau,
2008);
•
creating
the
working
networks
of
institutions
involved
in
the
IL
education
and
training
central
and
local
governments,
libraries,
educational
institutions,
labour
market
institutions,
NGOs,
etc.
;
•
including
IL
to
curricula
of
general
and
specialized
education
at
all
levels;
•
introducing
IL
into
the
standards
of
teachers’
training.
All
EMPATIC
partners
and
stakeholder
communities
are
now
encouraged
to
take
up,
promote
and
implement
the
findings
and
recommendations
to
begin
the
process
of
influencing
policy
makers.
20

21.
REFERENCES
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Ralph;
Lau,
Jesus
(2008).
Towards
Information
Literacy
Indicators.
[online].
Available
at:
http://www.ifla.org/files/information-­‐literacy/publications/towards-­‐
information-­‐literacy_2008-­‐en.pdf
[Retrieved
29
December
2011]
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Summaries
of
EU
Legislation
(2011a).
Key
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for
lifelong
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[online].
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at
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January
2012]
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January
2012]
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Lifelong
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January
2012]
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for
Education
and
Culture
(2004).
Common
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for
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informal
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2
January
2012]
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Education
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Training
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framework
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[Retrieved
29
December
2011]
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Education,
Audiovisual
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Culture
Executive
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EACEA
(2009
–
).
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[online].
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http://eacea.ec.europa.eu/llp/
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December
2011]
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January
2012]
9. Lau,
Jesus
(2006).
IFLA
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Literacy
for
Lifelong
Learning.
Final
Draft.
[online].
Available
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http://www.ifla.org/files/information-­‐
literacy/publications/ifla-­‐guidelines-­‐en.pdf
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2012]
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Information
for
All
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[online]
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ifap/about-­‐ifap/objectives/
[Retrieved
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2012]
21

22.
http://empat-­‐ic.eu/eng/
Project
funded
by
the
European
Commission
under
the
Lifelong
Learning
Programme
22