Illustrative	  Case	  Studies	  Authors:	  Sabina	  Cisek,	  Maria	  Próchnicka,	  Monika	  Krakowska,	  Magdalena	  Wójci...
Empower Autonomous Learning through Information Competencies	  Illustrative	  Case	  Studies	  	  Authors:	  Sabina	  Cise...
Table of ContentsINTRODUCTION	                                                                                            ...
INTRODUCTIONThe EMPATIC project aims to promote strategic (conforming to the prepared,considered, and agreed proceedings s...
SCOPE, PURPOSE AND METHODOLOGY“The potential of Information Literacy remains largely unrealized within mainstreamlearning ...
4. Learning sector – to identify the best practices segmented by the educational   environment. The sub-categories were pr...
It has been difficult to a priori establish a set of criteria of “being a good IL initiative”,partly – because of the dive...
descriptions (ministries, higher education institutions, libraries, non-profitorganizations, etc.). Unfortunately, often t...
[Available athttp://portal.unesco.org/ci/en/files/19636/11228863531PragueDeclaration.pdf/PragueDeclaration.pdf, 09.01.2011...
INFORMATION LITERACY DEVELOPMENT IN EUROPE: BEST PRACTICES  The following Information Literacy initiatives, projects, acti...
1) ALCE – Animation for reading and comprehension at schoolI: GENERAL INFORMATION  1. Country: Spain  2. EU funding progra...
2) CHILIAS – Children in Libraries: improving multimedia virtual library access andinformation skillsI: GENERAL INFORMATIO...
ResultsProject results included:   • Creation of virtual childrens libraries of multimedia materials, established in     d...
BackgroundInformation Literacy Skills – the link between secondary and tertiary education projectis a part of a National I...
ResultsThe result of project, which was finished in 2008, was to focus attention on aninformation literacy strategy which ...
The project is supervised by Programme Board, consist of representants of:   • University of Warsaw   • Warsaw University ...
password are assigned to the project participants during classes). People who did notparticipate in the classes, and want ...
BackgroundThe Verity project is connected with the idea of providing virtual library services thatare creative, stimulatin...
IL BEST PRACTICES: HIGHER EDUCATION SECTOR                                                                           Launc...
6) ALFIN-EEES – Skills And Competences In Information Management For Learning ToLearn Within European Higher EducationI: G...
successfully the access and use of the information to be unrolled in the society, toreach the personal targets and to deve...
organizing projects, in order to familiarize the student with the principal phases      of knowledge generation: creation,...
II: CHARACTERISTICConsortiumThis is the joint initiative of three universities and university libraries: NationalUniversit...
•   Identify the legal and ethical issues relating to the use of information   •   Publish and present information in an e...
Core objectivesThis is a course focusing on the area of information literacy. The aims of the courseare:   •   to develop ...
ResultsInformation literacy project at the Staffordshire University is a kind of strategicapproach to integrating informat...
9) Ma In Information Literacy. University Of SheffieldI: GENERAL INFORMATION  1. Country: United Kingdom, Sheffield  2. EU...
ResultsThe MA in Information literacy is divided into the core modules:Dissertation,Education for Information Literacy tha...
10) Swim – Streaming Webbased Information Modules. Swim Tutorial – InformationSearch Strategy. Aalborg University Library....
DetailsThe project objective is to support students in the acquisition of information literacyskills, particularly when us...
TechnologyIT Innovation, Aalborg UniversityInstitute of Electronic Systems, Aalborg UniversityVR Centre North, Aalborg Uni...
IL BEST PRACTICES: VOCATIONAL EDUCATION AND TRAINING SECTOR                                                               ...
11) SEEKS – Adult Information Seeking Strategies in the Information SocietyI: GENERAL INFORMATION  1. Country: UK  2. EU f...
The SEEKS project was concerned with the development of a transnational validatedtaxonomy of ICT-related information-seeki...
II: CHARACTERISTICConsortiumSzkolenia – to się opłaca is a Polish project carried out by PARP - the Polish Agency forEnter...
13) Training of Information ProfessionalsI: GENERAL INFORMATION  1. Country: international  2. EU funding programme: no  3...
14) Training of Media ProfessionalsI: GENERAL INFORMATION  1. Country: international  2. EU funding programme  3. Focus, i...
15) Training-the-Trainers in Information LiteracyI: GENERAL INFORMATION  1. Country: international  2. EU funding programm...
“graduated” trainer-participants were expected to offer their educational expertise totrain different sectors of society i...
IL BEST PRACTICES: ADULT / LIFELONG LEARNING SECTOR                                                                       ...
16) ENTITLE – Europe’s New Libraries Together In Transversal Learning EnvironmentI: GENERAL INFORMATION  1. Country: Europ...
Illustrative Case Studies
Illustrative Case Studies
Illustrative Case Studies
Illustrative Case Studies
Illustrative Case Studies
Illustrative Case Studies
Illustrative Case Studies
Illustrative Case Studies
Illustrative Case Studies
Illustrative Case Studies
Illustrative Case Studies
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Illustrative Case Studies

  1. 1. Illustrative  Case  Studies  Authors:  Sabina  Cisek,  Maria  Próchnicka,  Monika  Krakowska,  Magdalena  Wójcik Ver: 0.3 This  project  has  been  funded  with  support  from  the  European  Commission    
  2. 2. Empower Autonomous Learning through Information Competencies  Illustrative  Case  Studies    Authors:  Sabina  Cisek,  Maria  Próchnicka,  Monika  Krakowska,  Magdalena  WójcVik     Version  0.3  This                          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       1
  3. 3. Table of ContentsINTRODUCTION   3  SCOPE,  PURPOSE  AND  METHODOLOGY   4  INFORMATION  LITERACY  DEVELOPMENT  IN  EUROPE:  BEST  PRACTICES   9  IL  BEST  PRACTICES:  SCHOOLS’  SECTOR   9  1)  ALCE  –  Animation  for  reading  and  comprehension  at  school   10  2)  CHILIAS  –  Children  in  Libraries:  improving  multimedia  virtual  library  access  and  information  skills   11  3)  Information  literacy  skills  –  the  link  between  secondary  and  tertiary  education   12  4)  Informatyka+:  the  interregional  programme  for  the  development  of  the  secondary  school  students  qualifications  in  Information  Communication  Technology   14  5)  VERITY  –  Virtual  and  Electronic  Resources  for  Information  Skills  Training   16  IL  BEST  PRACTICES:  HIGHER  EDUCATION  SECTOR   18  6)  ALFIN-­‐EEES  –  Skills  And  Competences  In  Information  Management  For  Learning  To  Learn  Within  European  Higher  Education   19  7)  Graduate  Information  Literacy  Module.  National  University  Of  Ireland  Galway,  Trinity  College  Dublin,  University  College  Cork   21  8)  Information  Literacy  Project.  Staffordshire  University   23  9)  Ma  In  Information  Literacy.  University  Of  Sheffield   26  10)  Swim  –  Streaming  Webbased  Information  Modules.  Swim  Tutorial  –  Information  Search  Strategy.  Aalborg  University  Library.   28  IL  BEST  PRACTICES:  VOCATIONAL  EDUCATION  AND  TRAINING  SECTOR   31  11)  SEEKS  –  Adult  Information  Seeking  Strategies  in  the  Information  Society   32  12)  Szkolenia  –  to  się  opłaca   33  13)  Training  of  Information  Professionals   35  14)  Training  of  Media  Professionals   36  15)  Training-­‐the-­‐Trainers  in  Information  Literacy   37  IL  BEST  PRACTICES:  ADULT  /  LIFELONG  LEARNING  SECTOR   39  16)  ENTITLE  –  Europe’s  New  Libraries  Together  In  Transversal  Learning  Environment   40  17)  Information  And  Media  Literacy.  Unesco   42  18)  IFAP  –  Information  For  All  Programme   44  19)  Statistical  Literacy   46  20)  WKLUCZAMY.PL   48  CONCLUSIONS   50   2
  4. 4. INTRODUCTIONThe EMPATIC project aims to promote strategic (conforming to the prepared,considered, and agreed proceedings strategy) approach to Information Literacy (IL)education for citizens and societies in Europe, similar as in the USA and Australia.Currently in Europe we notice primarily the ad hoc activities, and not a coherent policy(with clear objectives, concepts, assumptions) and strategy (directions andguidelines) of the Information Literacy development. As it is stated in the EMPATICApplication Form: “in European countries (…) the IL issue has been pursued to dateonly episodically and in fragmented manner”, (Application Form, p. 25). EMPATIC is“taking a political approach to IL for the first time” (Application Form, p. 38). As“Information Literacy is a key prerequisite for Lifelong Learning” (Application Form, p.25) and a key competence for learning (Application Form, p. 38), the new approach“validating new learning paradigms and strategic thinking on curriculum reform”(Application Form, p. 41) should be proposed. 3
  5. 5. SCOPE, PURPOSE AND METHODOLOGY“The potential of Information Literacy remains largely unrealized within mainstreamlearning systems in Europe”, (Application Form, p. 39). As a result, one of the maingoals of the EMPATIC project has been to find and describe programmes, initiatives,activities of Information Literacy development that illustrate best practices in school,higher education, adult and vocational learning sectors, in formal and non-formalsettings.The process of collecting data on IL initiatives in Europe has been directed by thenature of the EMPATIC project, being transversal to all the four areas of the EULifelong Learning Programme (Comenius, Erasmus, Grundtvig, Leonardo da Vinci),segmented by educational level (university, school, adult and vocational).The earlier EMPATIC research (see Deliverable 1.1 – Report on current state and bestpractices in Information Literacy) has resulted in identifying 87 Information Literacydevelopment projects, of different nature, predominantly funded by the EU agencies.The 20 initiatives have been selected – from the above mentioned 87 IL activities – asgood practice cases for further discussion in the next phases of EMPATIC, in particular– the Work Package 4 – Validation, embracing the four round-table workshops.The following selection and evaluation criteria have been used: 1. Country – in which the IL project, initiative or activity had been implemented or developed; 2. EU funding programme – being the source of funds for an initiative. It has been assumed that most of the selected projects are financed or co-financed by EU; 3. Focus, initiative-type, including sub-categories – a. Initiatives/projects aimed at development of IL as a discipline of study (Culture of Information) i. R&D ii. Surveys iii. Theory development (concepts etc.) b. Initiatives/projects aimed at development of IL as social objective (e.g. the education policy) i. Awareness development, policy and recommendation initiatives ii. Education goals and strategies development iii. Curricula development iv. Resources and tools for learners, teachers, users’ development v. Teaching of teachers (IL educators) development c. Initiatives/projects aimed at development of IL as cognitive acquisition of individuals; 4
  6. 6. 4. Learning sector – to identify the best practices segmented by the educational environment. The sub-categories were projects’ destination for users groups – i. School ii. HE = Higher Education iii. VET = Vocational iv. Adult v. Transversal5. Literacy area – to identify the most important areas of Information Literacy or related Computer Literacy, Digital Literacy, Internet Literacy, Media Literacy, etc.6. Geographical/social range – with sub-categories that indicate the area of activity and the geographical and social range of an initiative – i. Local (within one region or institution, one society) ii. National iii. European iv. International7. Type of institution, organization, stakeholder – responsible for a project implementation – a. Official (governmental) bodies i. UE entities ii. National governments, parliaments and their official agencies iii. Local authorities, committees iv. Other official bodies (e.g. international organizations) b. Non-official bodies i. Academia ii. Business, companies iii. LIS community iv. NGOs v. Professional bodies vi. Research bodies vii. Other 5
  7. 7. It has been difficult to a priori establish a set of criteria of “being a good IL initiative”,partly – because of the diversity of the existing IL actions and projects. During theevaluation and selection of “good practices” the formal criteria have been used, asfollowing: • a good case (of IL initiative) should pertain to the above indicated categories • a good case must be illustrative, i.e. must appropriately illustrate the “message” – the EMPATIC main goal, which is of political nature – changing EU policy related to IL • a good case should be properly described (e.g. in appropriate databases, on an initiative’s website), i.e. goals, target audience, achievements, etc. should be clearly stated, there ought to be a structure and order • a good case should be related to “genuine” Information Literacy, meaning – not Computer Literacy, Media Literacy, etc.It is not easy to estimate the significance and quality of the Information Literacyprojects identified during the first phase of EMPATIC (i.e. the Work Package 1), mainly– due to the frequent lack of complete and reliable information about particular ILinitiatives in Europe.Most of the analyzed IL projects do not have their own websites. Even if such pagesexisted in the past, they disappeared on the ending of the initiatives. It makessearching for the appropriate data very difficult. Information is dispersed and oftenhardly accessible or incomplete. In the absence of the IL projects’ websites currentlyactive – which seems to be typical – often the only method of collecting informationabout a given initiative has been using the archival records of webpages accessible viathe Internet Archive site http://www.archive.org/.In this situation, the starting points for finding information about IL projects in Europewere the most popular global search engines and meta-search engines. This strategygave sometimes – though not always – interesting results, for example in the form ofthe initiatives’ documentation, notes about the projects or multimedia presentationscreated by the projects’ participants. Such materials usually contain basic informationon the duration of a given IL project, its main goals and objectives. A good tool forseeking for studies on the IL initiatives have been specialized scholarly searchengines, such as Scirus http://www.scirus.com/ and Google Scholarhttp://scholar.google.pl/. In some cases they allowed to find articles or conferencepapers discussing selected IL projects.In addition, the searching process was conducted within the European Union portalhttp://europa.eu/ and the individual databases available on that website. Usefulsources of information have been also: CORDIS – Community Research InformationService for Science, Research and Development http://cordis.europa.eu/, Portal ofEuropean Funds http://www.efs.gov.pl/, the UNESCO websitehttp://www.unesco.org/. The European Observatory on IL Policies and Research fromthe EnIL website http://www.ceris.cnr.it/Basili/EnIL/index.html has not been workingproperly and it was impossible to verify information about all IL projects or initiativesthat had been previously selected.Also, a few databases offered by commercial providers, e.g. EBSCO, Emerald, ScienceDirect have been searched with some success.The institutional websites of the identified IL projects’ participants appeared to be thenext group of information sources, to some extent. The data on Information Literacyinitiatives were searched on the websites of coordinators (e.g. libraries, non-profitorganizations or universities) and all collaborating bodies mentioned in the IL projects 6
  8. 8. descriptions (ministries, higher education institutions, libraries, non-profitorganizations, etc.). Unfortunately, often that information was unavailable or verybrief. Frequently, the aims and objectives of the projects and partners involved areindicated, but information about the results (planned or actually achieved) is rare,which has made the IL projects evaluation difficult.To conclude, all organizations participating in the Information Literacy projects shoulddo much more to provide access to complete and good-quality information about theirinitiatives, particularly through the creation of functional websites and maintainingthem not only for the duration of the projects but also afterwards.Furthermore, one gets the impression that most of the IL projects did not bring lastingresults due to the lack of a wider reflection and overall project management policy. Itis therefore necessary to develop strategic solutions that will ensure the viability ofthe project results after the termination of funding.Two great enterprises, which themselves form the basis for any business ofInformation Literacy implementing, development and education, and whose initiativeled to the key policy documents related to IL around the world, have been excludedfrom the present analysis.One of them is the Prague International Conference on Information Literacy. In 2003National Forum on Information Literacy (NFIL), UNESCO, and The NationalCommission on Libraries and Information Science (NCLIS) held the first internationalIL experts meeting in Prague, resulting in the so-called Prague Declaration Towards anInformation Literate Society. It is one of the key documents concerning theInformation Literacy initiative, education and implementation worldwide. The PragueDeclaration included a definition of IL, positioning Information Literacy within lifelonglearning, and indicated the most important and essential actions to be taken withinthe governmental, educational, social environments. The Declaration indicated:“The creation of an Information Society is key to social, cultural and economicdevelopment of nations and communities, institutions and individuals in the 21stcentury and beyond.Information Literacy encompasses knowledge of one’s information concerns andneeds, and the ability to identify, locate, evaluate, organize and effectively create, useand communicate information to address issues or problems at hand; it is aprerequisite for participating effectively in the Information Society, and is part of thebasic human right of lifelong learning.Information Literacy, in conjunction with access to essential information and effectiveuse of information and communication technologies, plays a leading role in reducingthe inequities within and among countries and peoples, and in promoting toleranceand mutual understanding through information use in multicultural and multilingualcontexts.Governments should develop strong interdisciplinary programs to promoteInformation Literacy nationwide as a necessary step in closing the digital dividethrough the creation of an Information Literate citizenry, an effective civil society anda competitive workforce.Information Literacy is a concern to all sectors of society and should be tailored byeach to its specific needs and context.Information Literacy should be an integral part of Education for All, which cancontribute critically to the achievement of the United Nations Millennium DevelopmentGoals, and respect for the Universal Declaration of Human Rights” 7
  9. 9. [Available athttp://portal.unesco.org/ci/en/files/19636/11228863531PragueDeclaration.pdf/PragueDeclaration.pdf, 09.01.2011]Such an initiative may be the basis for any action towards the development ofInformation Literacy on both the global, European Union, as well as on local andregional levels in every area of economic and socio-cultural activity. Efforts should bemade to the occurrence of such works on a global scale, the evaluation of all activitiesin this area.The second one is the International Colloquium on Information Literacy and LifelongLearning. In 2005 UNESCO, IFLA and NFIL sponsored symposium of InformationLiteracy experts in Alexandria, Egypt, producing the Alexandria Proclamation. TheColloquium proclaimed that Information Literacy and lifelong learning are the beaconsof the Information Society, illuminating the courses to development, prosperity andfreedom. The Alexandria Proclamation urges governments and intergovernmentalorganizations to pursue policies and programmes to promote Information Literacy andlifelong learning, as they are essential to the development of the Information Society.The Colloquium paid particular attention to: • facilitating the adoption of Information Literacy and lifelong learning strategies; • implementing professional development of personnel in education, library, information, archive, and health and human services in the principles and practices of Information Literacy and lifelong learning; • introducing recognition of lifelong learning and Information Literacy as key elements for the development of generic capabilities which must be required for the accreditation of all education and training programmes [Available at http://portal.unesco.org/ci/en/ev.php- URL_ID=20891&URL_DO=DO_TOPIC&URL_SECTION=201.html, 10.01.2011]Those activities are worthy of special attention, in particular from those who work inthe area of IL development strategies, for better harmonization of InformationLiteracy implementation into the educational sector. 8
  10. 10. INFORMATION LITERACY DEVELOPMENT IN EUROPE: BEST PRACTICES The following Information Literacy initiatives, projects, activities were identified in the four categories: Schools, Higher education, Vocational education and training VET, and Lifelong Learning (common). IL BEST PRACTICES: SCHOOLS’ SECTOR Launch End LearningAcronym Full name Coordinator Contact Country EU frame year year sector Fundación capto@tomill ALCE Tomillo o.es - Luis Animation for Capto – RUIZ DELALCE reading and Centro de ÁRBOL T Spain 1998 1999 COMENIUS Schools comprehension Actividades +34.915.61. at school Pedagógicas, 16.03 F +34 Spain 915 63 97 84 Children in Libraries: Ingrid improving BUSSMANN Stuttgart City multimedia Tel:+49-711-CHILIAS Library, Germany 1996 1998 FP4 Schools virtual library 2165710/573 Germany access and 0 Fax:+49- information 711-2165701 skills Information literacy skills – Glasgow J.Crawford@Information the link Caledonian gcal.ac.uk; UnitedLiteracy between 2004 2008 National Schools University christine.irvin Kingdomskills secondary and (GCU) g@gcal.ac.uk tertiary education Informatyka+: the interregional Projects programme for Wyższa office – the Szkoła Wyższa development of Informatyki SzkołaInformatyka Informatyki, the secondary (The Poland 2008 2012 National Schools+ Lewartowskie school Academy of students Informatics) go St. / 17 qualifications in in Warsaw 169 Warsaw Information / Poland Communication Technology Virtual and Jo AITKINS Electronic University of Tel:+44-191- UnitedVERITY Resources for Sunderland, 5153915 1998 2000 FP4 Schools Kingdom Information UK Fax:+44- skills Training 191-5152904 9
  11. 11. 1) ALCE – Animation for reading and comprehension at schoolI: GENERAL INFORMATION 1. Country: Spain 2. EU funding programme: Comenius 3. Focus, initiative-type: project aimed at development of IL as social objective 4. Learning sector: Schools 5. Literacy area: Information Literacy 6. Geographical / social range: International 7. Type of institution, organization, and stakeholder: FoundationII: CHARACTERISTICConsortiumThe leader of project is Fundación Tomillo Capto – Centro de Actividades Pedagógicas.The other participants are partners from Greece, Italy and Portugal.BackgroundThe ALCE project is part of Socrates Comenius programme which aims at developingyoung people and educational staff knowledge about the diversity of Europeancultures and languages and help young people acquire the basic skills and lifecompetencies necessary for personal development, future employment and activecitizenship. Information skills are one of the most important competences in theinformation society. The ALCE is also one of the EU-funded projects in the field ofeducation of children of occupational travelers.Core objectivesThe ALCE project worked with secondary-age pupils and aimed to promote reading,bibliographical research and use of ITC to carry out schoolwork.DetailsThe target group of this project are children of occupational travelers. The ALCEproject worked in schools within deprived urban zones, where the concentration ofimmigrants, Gypsies and marginalized group of people is considerable.ResultsThe main results of ALCE project, which was finished in 1999, were: • supporting the education of secondary school students • drawing attention to the problems of immigrants • promoting the idea of cultural diversity 10
  12. 12. 2) CHILIAS – Children in Libraries: improving multimedia virtual library access andinformation skillsI: GENERAL INFORMATION 1. Country: Germany 2. EU funding programme: FP4 3. Focus, initiative-type: project aimed at development of IL as social objective 4. Learning sector: Schools 5. Literacy area: Media Literacy, Information Literacy 6. Geographical / social range: international, for children 7. Type of institution, organization, and stakeholder: LibraryII: CHARACTERISTICConsortiumCHILIAS is a project of the European Commission within the framework of theTelematics Applications Programme 1994-1998 - Telematics for Libraries. Thecoordinator of project is Stuttgart City Library in Germany. The other partners, fromFinland, Great Britain, Greece, Portugal and Spain, are: Gateshead Libraries and ArtsServices, Athens College Library, Diputació de Barcelona, University of Helsinki, ITCentre for Schools, Vantaa City Library, University of Sunderland, Costeas GitonasSchool, Akateeminen Tietopalvelu, Association of Finish Local Authorities, University ofTurku, IBM Deutschland and Ravensburger Interactive Media.BackgroundThe Internet and multimedia give children new ways of searching information andlearning but require a high level of information-seeking skills. The project refers to theidea of European childrens libraries, which provide a stimulating environment forinnovative learning and creative use of multimedia.Core objectivesThe project main aim was to strengthen the information competence of children usinginteractive multimedia and communication systems to improve their informationseeking skills in new learning environments.DetailsThe project was implemented through a web site named InfoPlanet, containing: • A Virtual Library module • Storybuilder - an interactive application for creative input from children. • Guestbook - a structured discussion and feedback tool for use by children. • Infoton - an information skills tool.InfoPlanet was developed in six languages, one for each of the participating countries. 11
  13. 13. ResultsProject results included: • Creation of virtual childrens libraries of multimedia materials, established in different countries. • Integration of communications and media creation applications in the demonstrator. • A prototype and demonstrator of tools for different information skills. • Evaluations of usage of the tools and applications by children, teachers and librarians.3) Information literacy skills – the link between secondary and tertiary educationI: GENERAL INFORMATION 1. Country: UK 2. EU funding programme 3. Focus, initiative-type: project aimed at development of IL as social objective 4. Learning sector: Schools 5. Literacy area: Information literacy 5. Geographical / social range: national 6. Type of institution, organization, and stakeholder: UniversityII: CHARACTERISTICConsortiumThe Information literacy skills – the link between secondary and tertiaryeducation project is a national pilot to develop an information literacy frameworkleaded by The Department of Learner Support at Glasgow Caledonian University(GCU), realized with secondary and tertiary partners. • The partners: • North Ayrshire Council and The City of Edinburgh Council Education Resource Services • Doon Academy, Govan High School, Firrhill High School and St. Augustine’s • University of Abertay • Learning and Teaching Scotland • GAPS (General Academic and Professional Services) Department GCU 12
  14. 14. BackgroundInformation Literacy Skills – the link between secondary and tertiary education projectis a part of a National Information Literacy Framework. Research undertaken byGlasgow Caledonian University showed that students arriving at university havegenerally either poor or limited information literacy skills, for some these skills will beenhanced but many will leave as they arrived. According to the developers of theproject solution, which can help to change this unfavorable situation, is cooperationbetween the representatives of the second and the third sector of education.Core objectivesThe aim of the project was to evaluate and develop information literacy skills ofsecondary school pupils. The main objective was to make that secondary schoolgraduates completing secondary school education had a set of information skills,which then can be developed and used in the course of higher education.Specific objectives were: • identify student information literacy skills they bring to university • convert identified IL skills an IL framework extending from secondary into higher education • pilot and test developed framework • identify barriers to and constraints on the development of a national IL framework • test the link between IL, progression, and retention and the employability agendaDetailsStages of project implementation: 1. Choosing focus groups from first year students at GCU to identify what information literacy skills, if any they bring to university 2. Interviewing university subject librarians to identify what information literacy skills, they believe new students bring from secondary and or further education 3. Working with partners identified information literacy skills converted to an information literacy framework extending from secondary into higher education 4. Developing and testing framework with secondary and tertiary participants 5. Identifying barriers on the development of a national information literacy framework 6. Developing of GCUs IL training strategy into an integrated strategy which combines ICT and IL skills. 13
  15. 15. ResultsThe result of project, which was finished in 2008, was to focus attention on aninformation literacy strategy which links secondary and tertiary education andencourages the secondary and tertiary sectors to work together. The final product wasto create an information literacy framework.The outcomes were: • develop a viable, tested and piloted draft framework • creation of expertise which can be rolled out further in secondary and tertiary sectors • contribute to: - curriculum development in Scotland - the teaching and learning of IL skills within education - the understanding of the role of IL in the progression / retention and employability agendas - IL research within tertiary and secondary education - the development of the secondary / tertiary interface by encouraging partnership activity.4) Informatyka+: the interregional programme for the development of the secondaryschool students qualifications in Information Communication TechnologyI: GENERAL INFORMATION 1. Country: Poland 2. EU funding programme: European Social Fund 3. Focus, initiative-type: project aimed at development of IL as cognitive acquisition of individuals 4. Learning sector: Schools 5. Literacy area: ICT Literacy 5. Geographical / social range: National 6. Type of institution, organization, and stakeholder: CollegeII: CHARACTERISTICConsortiumInformatyka + is a cross-regional educational project in the field of computer scienceand information and communication technology initiated by The Academy ofInformatics in Warsaw. The partners of this project are nearly 1,000 teachers fromsecondary schools. 14
  16. 16. The project is supervised by Programme Board, consist of representants of: • University of Warsaw • Warsaw University of Technology • University of Wroclaw • Nicholas Copernicus University in TorunBackgroundThe Informatyka+ project is part of the Human Capital Operational Programme,whose main objectives include: • Raising the level of economic activity and employability of the unemployed and economically inactive • Reducing areas of social exclusion • Improving the adaptability of workers and enterprises to changes in the economy • Promoting public education at every stage of education while increasing the quality of educational services and their link with the needs of the knowledge economy • Increasing the capacity of public administration in developing policies and providing high quality services and strengthening partnership mechanisms • The increase in territorial cohesion.Core objectivesThe main aim of project is to increase competence in the field of computer science atthe high school students by providing them access to educational resources, lecturesand workshops.DetailsThe project provides a wide range of extracurricular activities for students in the formof lectures, workshops, courses and competitions. All activities will be implemented onthe basis of an educational program developed for the project objectives. In total, thevarious forms of teaching in the period from September 2009 to September 2012 willbe attended by 15 780 students (including 20% of students gifted in science orinterested in studying in technical fields) and 180 teachers of computer science andinformation technology.The project consists of a number of initiatives: As part of Visitors Morning andAfternoon, the Visitors will be invited for lectures and workshops at the WarsawSchool of Informatics, including 3,000 students. As part of the Visitors on Wheelsreach academics to give lectures to village schools away from Warsaw. This form ofparticipation in the project will be covered by more than 8,000 students. Provision isalso the 6th edition of specialized computer courses undertaken at the premises of theuniversity and the Regional Centres Project. These courses will be implemented withina module of the program of advanced IT +. During holidays, the project will be invitedto participate in summer camps. All participants will receive teaching materials inelectronic form and educational brochures. All the teaching resources developed bythe project are available through the educational platform - Mila Junior College. Touse the service, log on www.webfronter.com/iplus/milacollegejunior/ (login and 15
  17. 17. password are assigned to the project participants during classes). People who did notparticipate in the classes, and want to use the teaching materials for self-study canlog in as a guest. In the course of the project also envisages the organization ofconferences and the Knowledge Fair, which will be attended by a total of more than600 participants (teachers, lecturers and students). Progress of the project will bedocumented.Results • The main results of the project are: • creation of a special educational program • creation of educational web-based platform • completion of lectures and workshops for over 3,000 students • conduct lectures for more than 8 000 students from small towns • performing specific computer courses for gifted students • organizing academic summer camps • organization of conferences and the Knowledge Fairs • evidence of good practice in the form of scientific notebooks, publishers of a popular science – a collective work of prominent representatives from the fields of science and methodological guide for teachers.5) VERITY – Virtual and Electronic Resources for Information Skills TrainingI: GENERAL INFORMATION 1. Country: United Kingdom 2. EU funding programme: FP4 3. Focus, initiative-type: project aimed at development of IL as cognitive acquisition of individuals 4. Learning sector: Schools 5. Literacy area: Information Literacy 5. Geographical / social range: international, for young people 6. Type of institution, organization, and stakeholder: UniversityII: CHARACTERISTICConsortiumThe consortium headed by Information Services at the University of Sunderlandcomprises the University of Helsinki IT Centre for Schools, Stuttgart Public Libraries,Athens College Library and ISEGI based at the New University of Lisbon. The projectwas funded by the Libraries sector under the European Unions TelematicsApplications Programme. 16
  18. 18. BackgroundThe Verity project is connected with the idea of providing virtual library services thatare creative, stimulating and educational for young people. Teaching the youth how tosearch and use information is compatible with concept of lifelong learning forinformation society.Core objectivesThe main aim of project was to help young people with their information seekingprocess by providing them "The Virtual librarian" system. The system provided virtuallibrary services and tough students how to be independent learners in the informationsociety.DetailsThe target group for the project were young people aged 13-19. The Verity projectfirst produced an English prototype of "The Virtual librarian" system called “VirtualResource Finder” which had two parts: the resource finder and the infoskills. Theresource finder guides users through a series of options that assist them in locatingthe correct bibliographic information both in the OPAC and from a database ofselected web resources. Infoskills includes three sections: Learning material, Selfevaluation questionnaire and Teacher’s guide. The Learning material is a guide forinformation seeking designed for school assignment and project work. It teaches theuser how to work effectively with information. The self-evaluation questionnaireprovides a forty five questions questionnaire users can take to evaluate theirstrengths and weaknesses in searching. The Teacher’s guide discusses thechallenges of the future education and offers guidance in encouraging collaborativework. After the completion and verification of the first prototype in English additionalprototypes were also produced in Finnish, German, Greek and Portuguese.ResultsThe project, which was finished in 2000: • supported young people with their research projects in retrieving, selecting and evaluating the relevant information available in library catalogues and on the Internet • contributed to the spread of the idea of lifelong learning • gave young people ability to learn independently 17
  19. 19. IL BEST PRACTICES: HIGHER EDUCATION SECTOR Launch EU LearningAcronym Full name Coordinator Contact Country End year year frame sector Alfin-EEES – Skills and Universidad competencies de Granada. María Pinto in information Facultad Molina Tel.: managementAlfin-EEES Bibliotecono 34 958 243 Spain 2006 ongoing National HE for learning to mía y 933 Fax: 34 learn within Documentaci 958 243 490 European ón, Spain Higher Education NUI Galway, Isolde Trinity Harpur,Information Information College TrinityLiteracy Ireland ongoing National HE Literacy module Dublin and Collegemodule University Library College Cork DublinInformation Information Staffordshire 3800@staffs. Unitedliteracy ongoing National HE literacy project University ac.uk KingdomprojectMA in MA in University of s.webber@sh UnitedInformation Information ongoing National HE Sheffield effield.ac.uk KingdomLiteracy Literacy SWIM – Maj Streaming Rosenstand Web-based Aalborg Tel.: 9635SWIM Information University 9349SWIM Modules Denmark 2001 2003 National HE Library - Niels Jørgentutorial Aalborg Blåbjerg SWIM – information Tel.: 9635 search strategy 7304 18
  20. 20. 6) ALFIN-EEES – Skills And Competences In Information Management For Learning ToLearn Within European Higher EducationI: GENERAL INFORMATION 1. Country: Spain 2. EU funding programme: no EU funding; held by Universidad de Granada es Catedrática de Biblioteconomía y de Documentación and supported by Spanish Ministerio de Educatio and Spanish IL EHEA (Information Literacy European Higher Education Area) 3. Focus, initiative-type: Initiatives/projects aimed at development of IL as social objective; Education goals and strategies development; curricula development; Resources and tools for learners, teachers, users development 4. Learning sector: Higher Education 5. Literacy area: Information Literacy with the impact on Computer Literacy, Digital Literacy 6. Geographical / social range: national, for students 7. Type of institution, organization, and stakeholder: National governments and other official agencies; University; non-official bodies: LIS communityII: CHARACTERISTICConsortiumThe project is held by Universidad de Granada es Catedrática de Biblioteconomía y deDocumentación from Granada, Spain and represented by Prof. María Pinto Molina andsupported by Spanish Ministerio de Educatio and Spanish IL EHEA (InformationLiteracy European Higher Education Area)BackgroundAlfin-EEES is an educational portal targeted on students global learning processes. Itis centered on the reinforcement and acquisition of skills, competencies and know-how of a generic nature, related to all key aspects of the management, accessing anduse of information, the aim being to equip the students with autonomy in informationhandling and in acquiring new cognitive skills in todays knowledge economy.Core objectivesThe aim of the project is the development of information skills concerning with thespecial impact on digital literacy, understood as the set of attitudes referred to theuse and management of information in any of the forms in which it appears as well asof the technologies usage that lead to this information.As methodological platform for the development the Alfin-EEES have been based onthe experience accumulated in the creation of the electronic portal e-COMS ElectronicContent Management Skills (2004) and on the philosophy of the models Big Six Skills(1995), Declaration of Sorbona (1998), INTO Info (1998), Declaration of Bologna(1999), BONUS (1999), CERICE (2000), ALLAH (2000), Declaration of Prague (2001),I DESSICATE (2001), European Union (2003), Declaration of Berlin (2003), initiatoryand-EUROPE (2003-05) that put special emphasis on the changes on the organizationof the higher education based on permanent learning, in the development of skills andtransverse and generic competences for the literacy in information confronting 19
  21. 21. successfully the access and use of the information to be unrolled in the society, toreach the personal targets and to develop the proper knowledge and potential.DetailsAs generic target, Alfin-EEES tries to form generic competences of the studentsthrough education representation: • systemic: related to identification of knowledge existing, the map of concepts, the development of skills for the analysis and put together of information, capacity for the resolution of problems and the capture of decisions, aptitude to tackle progress and to propose innovations. • informative - technological: related to use of software generic and to management, organization, recovery and access of the information in any format and support. • sets of instruments: relative to the aptitude to analyze and to synthesize information, to organize it, to evaluate it and reuse. • personnel: centered on the aptitude to be employed at teams and of integration at multidisciplinary teams, acquisition of ethical values at the handling and use of the information. • evaluative: to encourage the spirit of self-criticism and the capacity of interaction of the student with the system of education - learning.Each competency and sub-competency uses the same structure for presenting theinformation, although the more specific level, that of the sub-competency, is morecomplete. For each competency, a general chart presents the contents and proceduresfor learning. The chart for sub-competencies, which is more specific, is very detailedand includes the development of knowledge and specific skills for the training inquestion, facilitating numerous activities, recommendations and resources. The basicchart is based on the theory of meaningful learning and, in general, on theconstructivist paradigm, as well as on the more general consensus on efficacy andefficiency in learning processes.ResultsAlfin-EEES is an initiative that proposes the implementation into the curricula andeducation so called generic competences related to the information literacy, developedand educated for any university student who needs to search for, to manage, toorganize and to evaluate information gathered in very diverse sources.The six blocks of transversal content have been established in the configuration of theportals content: • Learning to learn: the concept of learning to learn is explained - how to learn to learn, and how to be autonomous and in charge of our own learning process • Learning to seek and assess information • Learning to analyze, synthesize, and communicate: how to read better, how to segment the information in order to subsequently reorganize it using the techniques of outlining, graphic representation and summary, and how to communicate the new knowledge in writing, using graphic presentations while respecting the contribution of the authors whose ideas have been used. • Learning to generate knowledge: in-depth study of the processes of creation and innovation, the principles of scientific thought and the techniques for 20
  22. 22. organizing projects, in order to familiarize the student with the principal phases of knowledge generation: creation, research and development. • Learning to work with others: the ethical bases for coexistence and teamwork are posed, as well as how to recognize and approach conflict using negotiation techniques. • Using technology to learn: operating systems, IT office applications, communication tools and the e-learning environments most often used in universities are introduced.The knowledge leading to the competencies set out in Alfin-EEES is meant to beassimilated by the students using the possibilities offered by the new technologies fore-learning and teaching: hyperlinks; schemes and maps; interactive examples withproblem-solving; FAQs, which will give solutions to the most problematic questions;email, which will facilitate permanent and personalized tutoring; and forums, whichwill provide a space for virtually debating specific subjects and sharing knowledge.Alfin-EEES serves to promote the alphabetization of information (information literacy)and initiatives, resources of those who consult it, multiplying the opportunities ofelectronic self-guided learning and encouraging values as the innovation, thecreativity.Each competency and sub-competency uses the same structure for presenting theinformation, although the more specific level, that of the sub-competency, is morecomplete. For each competency, a general chart presents the contents and proceduresfor learning. The chart for sub-competencies, which is more specific, is very detailedand includes the development of knowledge and specific skills for the training inquestion, facilitating numerous activities, recommendations and resources. The basicchart is based on the theory of meaningful learning and, in general, on theconstructivist paradigm, as well as on the more general consensus on efficacy andefficiency in learning processes.7) Graduate Information Literacy Module. National University Of Ireland Galway,Trinity College Dublin, University College CorkI: GENERAL INFORMATION 1. Country: Ireland (Galway, Dublin, Cork) 2. EU funding programme: collaborative university initiative; Higher Education Authority (a member of international organization ENQA - the European Association for Quality Assurance in Higher Education and National Department Plan (NDP); partly funded by the Irish Government and part financed by the European Union under the National Development Plan 3. Focus, initiative-type: Initiatives/projects aimed at development of IL as social objective; 4. Learning sector: Higher Education 5. Literacy area: Information Literacy with the impact on Computer Literacy, Digital Literacy 6. Geographical / social range: national, for students 7. Type of institution, organization, and stakeholder: University 21
  23. 23. II: CHARACTERISTICConsortiumThis is the joint initiative of three universities and university libraries: NationalUniversity of Ireland Galway, Trinity College Dublin, and University College Cork.Initiative was supported by Higher Education Authority (a member of internationalorganization ENQA - the European Association for Quality Assurance in HigherEducation and National Department Plan (NDP) Transforming Ireland, the nationalinvestment programme 2007-2013NDP Transforming Ireland is Funded by the IrishGovernment and part financed by the European Union under the NationalDevelopment Plan.BackgroundInitiative of three collaborating universities with no funding from EU. Initiative is anattempt to establish the competence of the course trainee students at master,doctoral and young academic staff (post-doctoral). The module was incorporated intothe curricula, and is the example resource of credited courses available at universitiescollaborating with one another.Core objectivesThe initiative is prepared for postgraduate research students completing a PhD or aResearch Masters, as well as Post-Doctorate staff.DetailsThe aim of the module is: • To understand the significance of Information Literacy and its application to the research; • To enable to audit and update current Information Literacy Skills; • To expand and acquire a portfolio of Information Literacy Skills • To develop Information Literacy Skills, what will enhance the quality of research skills and expand career opportunities.ResultsIt consists of 6 units in total, and each unit will introduce to the topic through a seriesof slides explaining the subject area, and provide with an opportunity to practice andexplore its themes by means of short reflective tasks. This tutorial supplements theimportant work of the subject area librarian, and is designed to allow users to reviewthe topic at the own convenience.The Learning Outcomes are to: • Plan and undertake a comprehensive search and review of the literature • Develop effective strategies to locate and access relevant information • Analyse and critically evaluate research findings • Demonstrate and apply a range of these skills as part of wider research portfolio • Develop effective approaches to keep up to date with the latest research in research area • Manage the research information saving valuable time and effort 22
  24. 24. • Identify the legal and ethical issues relating to the use of information • Publish and present information in an effective way • Justify the application of these information literacy skills to the specific researchThe Graduate Information Literacy Module is available at:http://www.informationliteracy.ie/8) Information Literacy Project. Staffordshire UniversityI: GENERAL INFORMATION 1. Country: United Kingdom 2. EU funding programme: no EU funding 3. Focus, initiative-type: Initiatives/projects aimed at development of IL as social objective 4. Learning sector: Higher Education 5. Literacy area: Information Literacy with the impact on Computer Literacy, Digital Literacy 6. Geographical / social range: national, for students 7. Type of institution, organization, and stakeholder: UniversityII: CHARACTERISTICConsortiumInitiative is held by the Staffordshire UniversityBackgroundInformation literacy project at the Staffordshire University is a kind of strategicapproach to integrating information literacy into the learning landscape.The Statement of good practice has been implemented as an initiative in e-learning.Widening Participation and Quality can be supported by greater emphasis oninformation literacy. The information literacy statement can work in tandem with thee-learning policy and the employability policy to enrich and deepen the studentexperience of learning at Staffordshire University. This statement can be used tounderpin modular undergraduate courses, postgraduate courses, distance learningcourses (both undergraduate and postgraduate) and Staffordshire University RegionalFederation SURF courses.Information literacy project at the Staffordshire University is a kind of strategicapproach to integrating information literacy into the learning landscape. 23
  25. 25. Core objectivesThis is a course focusing on the area of information literacy. The aims of the courseare: • to develop understanding of information literacy practice, • to support learning through the information literacy, • implementation of IL toolsThe aim is to deepen the understanding of information literacy, development of theskills and to manage this transition to higher education and support them throughtheir first piece of assessed work.DetailsInformation literacy project at the Staffordshire University is a kind of strategicapproach to integrating information literacy into the learning landscape.Research into various aspects of Information Literacy and its implementation thathave been undertaken at the University are:1. ASK or the Assignment Survival Kit (http://www.staffs.ac.uk/ask) is a student centered learning support tool designed to help students tackling their first assignment. It is one of a range of deliverables being developed at Staffordshire University to underpin the University’s new strategic approach to information literacy. Information Services are developing a range of materials to support and enhance students’ Information Literacy skills, to manage this transition to higher education and support them through their first piece of assessed work2. Embedded support sessions - Embedding information literacy skills within taught courses means that students understand and apply these skills better than if they are presented separately outside the context of work done within a module.3. Information Skills module. The module has been developed with first year students in mind but as a general option is available to all students who feel that they need help in refining their research skills4. VLE Folder support activity. It is a support and collaboration help in working together with the academic staff to integrate Information Literacy activities and resources for the specific subject. The University has a standard VLE information literacy folder which can be used in its “off the peg” form or which can be tailored especially for the module’s needs5. Staffordshire University Information Literacy Community of Practice (SUILCoP). Following the success of Information Literacy: Recognizing the Need Conference held at Staffordshire University on the 17 May 2006, Staffordshire University set up an Information Literacy Community of Practice. The aim of this is to allow the sharing of good practice and discuss new ideas in Information Literacy teaching and learning within the university sector by organizing the annual workshops. 24
  26. 26. ResultsInformation literacy project at the Staffordshire University is a kind of strategicapproach to integrating information literacy into the learning landscape.The Statement of good practice has been implemented as an initiative in e-learning.Widening Participation and Quality can be supported by greater emphasis oninformation literacy. The information literacy statement can work in tandem with thee-learning policy and the employability policy to enrich and deepen the studentexperience of learning at Staffordshire University. This statement can be used tounderpin modular undergraduate courses, postgraduate courses, distance learningcourses (both undergraduate and postgraduate) and Staffordshire University RegionalFederation SURF courses.Information literacy project at the Staffordshire University is a kind of strategicapproach to integrating information literacy into the learning landscape.Research into various aspects of Information Literacy and its implementation thathave been undertaken at the University are:1. ASK or the Assignment Survival Kit (http://www.staffs.ac.uk/ask) is a student centered learning support tool designed to help students tackling their first assignment. It is one of a range of deliverables being developed at Staffordshire University to underpin the University’s new strategic approach to information literacy. Information Services are developing a range of materials to support and enhance students’ Information Literacy skills, to manage this transition to higher education and support them through their first piece of assessed work2. Embedded support sessions – Embedding information literacy skills within taught courses means that students understand and apply these skills better than if they are presented separately outside the context of work done within a module.3. Information Skills module. The module has been developed with first year students in mind but as a general option is available to all students who feel that they need help in refining their research skills4. VLE Folder support activity. It is a support and collaboration help in working together with the academic staff to integrate Information Literacy activities and resources for the specific subject. The University has a standard VLE information literacy folder which can be used in its “off the peg” form or which can be tailored especially for the module’s needs5. Staffordshire University Information Literacy Community of Practice (SUILCoP). Following the success of Information Literacy: Recognizing the Need Conference held at Staffordshire University on the 17 May 2006 Staffordshire University set up an Information Literacy Community of Practice. The aim of this is to allow the sharing of good practice and discuss new ideas in Information Literacy teaching and learning within the university sector by organizing the annual workshops. 25
  27. 27. 9) Ma In Information Literacy. University Of SheffieldI: GENERAL INFORMATION 1. Country: United Kingdom, Sheffield 2. EU funding programme: 3. Focus, initiative-type: Initiatives/projects aimed at development of IL as social objective 4. Learning sector: Higher Education 5. Literacy area: Information Literacy 6. Geographical / social range: national, for students 7. Type of institution, organization, and stakeholder: UniversityII: CHARACTERISTICConsortiumThe MA course is proposal for national and international education introduced bySheffield University, United Kingdom.BackgroundThis is a unique new master’s course focusing on the fast-developing area ofinformation literacy. The aims of the course are: • to develop the understanding of information literacy theory and practice • to prepare students for the role of educator in information literacyCore objectivesThe MA will deepen the understanding of information literacy and users informationbehaviour in different contexts. Reflecting on students’ experiences of learning andteaching, they are engaged critically with different approaches and build a foundationfor a career in which educating others in information literacy is a key role.DetailsMA in Information Literacy it is the university initiative that gives the knowledge,understanding and skills to succeed in an exciting and fast-moving field. TheUniversity, Information School has a flexible approach to teaching and learning, and itis possible to study part time or full time, and take the programme as a PostgraduateDiploma or Postgraduate Certificate as alternatives to the full MA. It is also possible tochoose to study individual modules, accumulating credits towards a qualification to becompleted later. The course aims to develop specialist practitioners, who understandthe theory and practice of information literacy, and who are qualified and motivated toeducate members of the public in their lifelong development of information literacyskills. It provides an in-depth understanding of information literacy and informationbehaviour in different contexts, as well as preparing participants for roles asinformation literacy teachers. 26
  28. 28. ResultsThe MA in Information literacy is divided into the core modules:Dissertation,Education for Information Literacy that provides critical understanding of approachesto teaching information literacy through reflection on existing experience andcompetence. It examines different approaches to education for information literacy,reflects on the different contexts (educational, national, social and disciplinary),Educational Informatics, which is introduction to current practice and research ineducational informatics. Addresses theoretical and practical issues associated with theuse of information and communication technologies (ICTs) to support learning in theinformation society.),Information Literacy Research (that deepen the understanding of the key researchproblems in information literacy and appropriate research methods for investigatingthose problems. Develops knowledge about the research contexts and problems andincreases capability in information literacy and relevant research approaches),Information Resources and Information Literacy (that is a theoretical and practicalintroduction to information needs and their satisfaction, the different types ofinformation sources and resources available. Also provides practical experience ofbasic information searching and evaluation skills using printed and online, internet-based sources),Information Retrieval: Search Engines and Digital Libraries (that is introduction into awide range of predominantly computerized techniques for the organization, searchingand processing of textual information. Focus on keyword searching; subject analysis;networked retrieval; record description and user interface issues),Research Methods and Dissertation Preparation (helps to prepare a dissertation, alsointroduces social research methods and statistics for information management),Practical Computingand modules to be chosen: Academic and Research Libraries, Archive Use andMethodology, Business Intelligence, Content Management Systems, E-Business and E-Commerce, E-Government Information, Electronic Publishing, Healthcare Information,Human Computer Interaction and User Interface Design, Information Storage andRetrieval Research, Library Services for Children and Young People, Public Libraries.More information is available in the brochure:http://www.shef.ac.uk/content/1/c6/08/48/23/MA%20Information%20Literacy.pdf 27
  29. 29. 10) Swim – Streaming Webbased Information Modules. Swim Tutorial – InformationSearch Strategy. Aalborg University Library.I: GENERAL INFORMATION 1. Country: Denmark 2. EU funding programme: no EU funding, the project is the national and local (Aalborg University) initiative funded by local and national organizations (Denmark’s Electronic Research Library) 3. Focus, initiative-type: Initiatives/projects aimed at development of IL as social objective 4. Learning sector: Higher Education 5. Literacy area: Information Literacy with the impact on Computer Literacy, Digital Literacy 6. Geographical / social range: international (Sweden, Norway), for students 7. Type of institution, organization, and stakeholder: UniversityII: CHARACTERISTICConsortiumThe SWIM-program is also used at Chalmers University of Technology in Sweden andadapted and translated to the needs of the Business School in Bergen, Norway.(http://www.ub.uib.no/felles/IK/index.htm).The project partners of the SWIM group are: • The Aarhus School of Business Library • The Royal Library • Roskilde University Library.BackgroundSWIM – Streaming Web-based Information Modules – project developed by theAalborg University Library, which use streaming-server technology, in which thetutorial enables the student to make a number of choices about search strategy andproblem solving. SWIM is based on Carol Kuhlthau’s (1994) model of the informationsearching process. The SWIM modules link together project work, informationsearching and the student’s emotional state while working. (http://www.swiminfo.dk).The project is the national and local (Aalborg University) initiative funded by local andnational organizations (Denmark’s Electronic Research Library)Core objectivesThe aim of the SWIM project is to develop a web-based multimedia programme thatfurthers the development of students information literacy skills. The programme isdesigned as a contextually relevant, interactive tutorial, which is divided into well-defined modules and integrated in various web environments relevant to library usersand teaching environments. 28
  30. 30. DetailsThe project objective is to support students in the acquisition of information literacyskills, particularly when using web-based information resources supported byDenmarks Electronic Research Library. The SWIM group will develop an easy to usetutorial consisting of modules that relate to relevant information resources, thusoffering the user the possibility of just-in-time learning when using e.g. a specificdatabase. Another objective is to secure the integration and use of those informationresources and facilities that can be accessed through the research libraries in theteaching environments of the various educational institutions.The project objective is to support students in the acquisition of information literacyskills, particularly when using web-based information resources supported byDenmarks Electronic Research Library. The SWIM group will develop an easy to usetutorial consisting of modules that relate to relevant information resources, thusoffering the user the possibility of just-in-time learning when using e.g. a specificdatabase. Another objective is to secure the integration and use of those informationresources and facilities that can be accessed through the research libraries in theteaching environments of the various educational institutions.The indirect target group is the universities teaching environments, in connectionwith curriculum planning and other activities that further the integration ofinformation literacy in the learning process. Furthermore, the target group alsoincludes a number of different users in various web environments e.g. The VirtualUniversity of Denmark (DVUNI) and those involved in Denmarks Electronic ResearchLibrary.ResultsIn order to render the project visible, secure exposure, and further the exchange ofknowledge and interplay with other projects, the SWIM group has formed a number ofattachments to centers and institutions both within and outside Aalborg University.The type of attachment depends on the characteristics of the individual networkpartner. However, it will primarily involve sparring and the exchange of experiences inconnection with specific problems relating to the themes listed below. The networkthemes are:Learning and problem-based learningE-learning Lab NordlyllandLearning Lab AarhusLearning Lab DenmarkThe Centre for the Interdisciplinary Study of Learning (VCL), Aalborg UniversityVirtual Learning Environments and Learning Methods (The VILL project)Department of Communication, Aalborg UniversityLearning and ITE-learning Lab NordjyllandLearning Lab AarhusLearning Lab DenmarkThe Centre for the Interdisciplinary Study of Learning (VCL), Aalborg UniversityVirtual Learning Environments and Learning Methods (The VILL project)VR Centre North, Aalborg UniversityIT Innovation, Aalborg University 29
  31. 31. TechnologyIT Innovation, Aalborg UniversityInstitute of Electronic Systems, Aalborg UniversityVR Centre North, Aalborg UniversityThe product must be usable to a broad circle of students in higher education, includingdistance learners. More information is available on:http://www.swiminfo.dk/index.htmlThe tutorial is available on:http://web.aub.aau.dk/swim/swim_uk/adsl/splashintro.html 30
  32. 32. IL BEST PRACTICES: VOCATIONAL EDUCATION AND TRAINING SECTOR Launch End LearninFull name Coordinator Contact Country EU frame year year g sector b.jones-SEEKS – Adult 2@umist.ac.ukInformation MANCHESTER - TelephoneSeeking United METROPOLITAN +00 44 161 2001 2003 MINERVA VETStrategies in the Kingdom UNIVERSITY, UK 275 7255 - FaxInformation +00 44 161Society 200 3505 biuro@parp.govSzkolenia – to się .pl; PARP - the Polishopłaca www.parp.gov. Agency for pl; phone +48 Poland 2010 2011 ESF VET(Database of Enterprise 22 432 80 80,training offers) Development +48 22 432 71 25Training of aw.khan@unescInformation UNESCO International 2002 2009 International VET o.orgProfessionalsTraining of Media aw.khan@unesc ongoi UNESCO International 2002 International VETProfessionals o.org ngTraining-the-Trainers in aw.khan@unesc UNESCO International 2007 2009 International VETInformation o.orgLiteracy 31
  33. 33. 11) SEEKS – Adult Information Seeking Strategies in the Information SocietyI: GENERAL INFORMATION 1. Country: UK 2. EU funding programme: MINERVA 3. Focus, initiative-type: project aimed at development of IL as social objective 4. Learning sector: VET 5. Literacy area: Internet Literacy 5. Geographical / social range: National 6. Type of institution, organization, and stakeholder: UniversityII: CHARACTERISTICConsortiumThe SEEKS project was funded by the EU Socrates Minerva programme (Promotion ofOpen & Distance Learning - Information & Communication Technologies in the Field ofEducation). The project was coordinated by the IOE Research Centre at ManchesterMetropolitan University in the UK. The other partners were Universiteit vanAmsterdam, the Institute of Applied & Computational Mathematics in Greece,Universitat de Barcelona, and Universitat des Saarlandes.BackgroundSuccess in operating in network environment requires having effective informationsearch strategies. The SEEKS project aims to elucidate the need for recognition ofdifference and offer guidelines to teachers and trainers, developers of educationalsoftware, educational websites and portals offering pathways into education andtraining which take into account different approaches to process of informationseeking. That is why the main aim of SEEKS project was to examine informationseeking strategies, which have being used by adult learners searching information onthe internet.Core objectivesThe core objectives are to: • clarify the need for recognition of difference in information seeking behaviour and to offer guidelines about those differences to be taken into account in varied learning environments • develop a trans-nationally validated taxonomy of ICT related information seeking strategies among adult learners in formal and distributed learning environments based on analyzing users seeking and searching strategies as they happen in real situations • produce a census mapping the transnational distribution of these strategies • formulate good practice guidelines for tutors, trainers and system developers to assist the development and production of appropriate curricula and training content and systems design 32
  34. 34. The SEEKS project was concerned with the development of a transnational validatedtaxonomy of ICT-related information-seeking behaviour (ISB) among adult learners.Formal and informal distributed learning environments were both taken intoconsideration.DetailsThe taxonomy and methodology for the project was developed on the basis of atheoretical review of current models of information seeking. The similar methodologyand tools were used in Spain, Germany, the United Kingdom, the Netherlands andGreece with the aim of developing a trans-nationally validated taxonomy of adults’information seeking strategies. The project team has gathered comprehensive data onthe Information Seeking Behaviors of adult learners and created a set of guidelines fordevelopers of educational software and ICT-based learning instructors.ResultsThe main project outputs are: • Development of transnational validated taxonomy of information seeking strategies • Results of transnational mapping of distribution of information seeking strategies • Guidelines for ODL teachers and trainers to facilitate optimal use of user and student information seeking strategies • Guidelines for ODL systems designers to facilitate optimum accommodation of varied information seeking strategiesThe project was finished in 2003. The outcomes of the project contribute to a processaccelerating the integration of previously excluded groups into the InformationSociety.12) Szkolenia – to się opłacaI: GENERAL INFORMATION 1. Country: Poland 2. EU funding programme: ESF 3. Focus, initiative-type: project aimed at development of IL as cognitive acquisition of individuals 4. Learning sector: VET 5. Literacy area: Information Literacy 5. Geographical / social range: National 6. Type of institution, organization, and stakeholder: PARP - the Polish Agency for Enterprise Development 33
  35. 35. II: CHARACTERISTICConsortiumSzkolenia – to się opłaca is a Polish project carried out by PARP - the Polish Agency forEnterprise Development. The project was started in 2010 and will by finished in 2011.It is co-financed by the European Union under the European Social Fund.BackgroundRaising the professional competence of staff is an element of competitive advantage.The idea of lifelong learning is the foundation of the vision of a modern knowledgesociety. The best developing countries treat lifelong learning as a priority in theirdevelopment strategies, as well as in the transformation of education.The project aims to create a system of staff training with the needs of moderneconomy. This aim is compatible with The Lisbon Strategy in the context ofemployees’ lifelong learning.Core objectivesThe aim of this campaign is to promote among small and medium-sized companiesthe idea of the professional development and draw entrepreneurs’ attention to therole of employees training. The goal is also to draw attention to the need forbusinesses to invest in staff and motivating them to take concrete actions aimed atenhancing the professional competence of employees.DetailsImplementation of the project rests on two pillars. The first of them is those of PR andmedia - broadcast radio and television spots, and the organization of debates andconferences related to the development of human capital. The second is the launchsite "Investment in human resources.” It is a website containing a database of offersof training and postgraduate studies. Currently, the portal www.inwestycjawkadry.plthere are more than 11,540 training courses, including the 6028 edition of thetraining co-financed by EU funds and approximately 719 proposals for postgraduatestudy, including 390 of the ESF funding. What is important using the database is free.ResultsThe result of this project is database of training offers available online atwww.inwestycjawkadry.pl. Portal, which was commissioned as a base for training andpostgraduate studies, today is a professional vortal. Entrepreneurs will find itspractical advice of experts on the broader human resource management andinteresting publications on this topic. 34
  36. 36. 13) Training of Information ProfessionalsI: GENERAL INFORMATION 1. Country: international 2. EU funding programme: no 3. Focus, initiative-type: project aimed at development of IL as cognitive acquisition of individuals 4. Learning sector: VET 5. Literacy area: Information Literacy 5. Geographical / social range: international 6. Type of institution, organization, and stakeholder: UNESCOII: CHARACTERISTICConsortiumThe international project Training of Information Professionals was funded by UNESCOand it is part of wider UNESCO policy connected with area of Communication andInformation Activities. Projects from this area are generally focused on providingpeople skills and abilities for critical reception and use of information in theirprofessional and personal lives. The Training of Information Professionals project is agood example of this idea.BackgroundThe project was focused on training, continuing education and lifelong learning forinformation specialists working in libraries, archives and other institutions, especiallyin developing countries. According to UNESCO building the capacity of theseinstitutions requires a continuous process of improving the knowledge and skills of theprofessionals who work within them. That is why this programme focuses on trainingand lifelong learning for media and information specialists from developing countries.Core objectivesThe main aim of the project is to provide information specialists access to training,continuing education and lifelong learning, especially through strengtheningprofessional training institutions and integrating information components into nationaldevelopment plans, poverty eradication strategies and United Nations countryprogramming exercises.ResultsTraining of Information Professionals project, which was finished in 2009, providesopportunity to train and lifelong learning for media and information specialists fromdeveloping countries. 35
  37. 37. 14) Training of Media ProfessionalsI: GENERAL INFORMATION 1. Country: international 2. EU funding programme 3. Focus, initiative-type: project aimed at development of IL as cognitive acquisition of individuals 4. Learning sector: VET 5. Literacy area: Media Literacy 5. Geographical / social range: international 6. Type of institution, organization, and stakeholder: UNESCOII: CHARACTERISTICConsortiumThe Training of Media Professionals project was funded by UNESCO in 2002. Thisinternational project is focused on building the capacities of media professionals,mostly by enhancing the quality of media training institutions, fostering communityaccess to information and increase opportunities for non-formal education.BackgroundAccording to UNESCO media are an important element for enhancing participation indevelopment processes and contributing to poverty eradication. It is part of UNESCOwider strategy connected with training and lifelong learning for media and informationspecialists, especially in developing countries.Core objectivesThe main aims of the project are: • increasing the competency of media training institutions; • improving accountability, ethical and professional standards in journalism; • providing training on investigative journalism.DetailsThis project was designed especially for people connected with media management,technicians and engineers. The high priority is also given to the training of womenmedia professionals.At the country level, the aims of this project are realized through establishment andstrengthening of media training institutions. This activity includes setting criteria ofexcellence, provision of training facilities, training of trainers, and development oftraining modules in disciplinary knowledge.ResultsThe project is still ongoing. The planning results are: increasing the competency ofmedia training institutions, fostering community access to information and buildingthe capacities of media professionals. 36
  38. 38. 15) Training-the-Trainers in Information LiteracyI: GENERAL INFORMATION 1. Country: international 2. EU funding programme 3. Focus, initiative-type: project aimed at development of IL as cognitive acquisition of individuals 4. Learning sector: VET 5. Literacy area: Information Literacy 5. Geographical / social range: international 6. Type of institution, organization, and stakeholder: UNESCOII: CHARACTERISTICConsortiumThe Training-the-Trainers in Information Literacy project is another UNESCO initiativeconnected with idea of building of knowledge societies. The Bureau of theIntergovernmental Council for the Information for All Programme (IFAP) decided in2007 to fund a global scale-up project on information literacy. This project includesseries of regional Training-The-Trainers workshops in information literacy in severalinstitutions of higher education covering all regions of the world.Many other international and national organizations, such as the InternationalFederation of Library Associations and Institutions (IFLA), the National Forum onInformation Literacy (NFIL) and the National Commission on Library and InformationScience (NCLIS) joined to this initiative.BackgroundUNESCO is strongly advocating projects focused on providing access to the knowledgepeople need to improve their daily lives and achieve their full potential. In thiscontext, information literacy skills are crucially important. The Training-the-Trainers inInformation Literacy project is connected with ideas of lifelong learning and building ofknowledge societies.Core objectivesThe main aim of project was to spread knowledge of information literacy by trainingpeople from different social groups to become information literacy specialist in theirown societies.DetailsThis project was designed especially for some groups of people: women; youth,including those out-of-schools; unemployed and under-employed adults; migrant andrefugee populations; disabled persons; rural and isolated populations; minorities livingin majority cultures; and other disadvantaged groups.The main aim of workshops was to allow “information literacy expert presenters” toinstruct 25-50 “trainer-participants” at each workshop in the best availablepedagogies for teaching information literacy. Upon completion of the training, the 37
  39. 39. “graduated” trainer-participants were expected to offer their educational expertise totrain different sectors of society in their countries.ResultsThe result of Training-the-Trainers in Information Literacy project is thatunderstanding of the information literacy paradigm spreads more widely in differentsectors of societies. 38
  40. 40. IL BEST PRACTICES: ADULT / LIFELONG LEARNING SECTOR Launc EU Cou End LearningAcronym Full name Coordinator Contact h fram ntry year sector year e Europe’s New Libraries Rob.davies”m Intern Together In TransvENTITLE drpartners.co ationa 2008 2009 common Transversal ersal m l Learning EnvironmentsInformation Information Intern aw.khan@une Internaand Media and Media UNESCO ationa ongoing common sco.org tionalLiteracy Literacy l Information b.radoykov@ Intern For All unesco.org; InternaIFAP UNESCO ationa 2000 ongoing common Programme – mc.botte@un tional l IFAP esco.org International International InternStatistical Statistical reija.helenius Interna Statistical ationa 1994 ongoing commonLiteracy Literacy @stat.fi tional Institute l Project wkluczamy.PL stowarzyszeni ("self e- e@galeriaidei. inclusion"), pl; tel. +48 Association the initiative 32 276 42wkluczamy. "Silesian Polan Region to "upgrade" 20; tel. gsm 2009 ongoing AdultsPL Gallery of d al 50+ Silesians +48 604 476 Ideas" in the 069; information www.galeriaid society ei.pl 39
  41. 41. 16) ENTITLE – Europe’s New Libraries Together In Transversal Learning EnvironmentI: GENERAL INFORMATION 1. Country: European countries: Austria, Bulgaria, Czech Republic, Denmark, Finland, Greece, Hungary, Malta, Portugal, Romania, Slovenia, United Kingdom 2. EU funding programme: Lifelong Learning Programme of the European Union and funded by European Commission (under LLP KA4 Dissemination and Exploitation of Results). 3. Focus, initiative-type: Initiatives/projects aimed at development of IL as social objective 4. Learning sector: Lifelong Learning; Adults 5. Literacy area: Information Literacy with the impact on Computer Literacy, Digital Literacy 6. Geographical / social range: 7. Type of institution, organization, and stakeholder: non-official bodies, LIS community, NGOs, Professional bodiesII: CHARACTERISTICConsortiumThe Consortium members are: • Aarhus Public Libraries, Denmark • Acrosslimits, Malta • Bulgarian Library and Information Association (BLIA), Bulgaria • BVOE (Büchereiverband Österreichs), Austria • Cluj County Library Octavian Goga, Romania • Cross Czech a.s., Czech Republic • European Bureau of Library, Information and Documentation Associations (EBLIDA), Netherlands • Helsinki City Library, Finland • Libraries and Archives Department, Lisbon, Portugal • MDR Partners, United Kingdom • Museums, Libraries and Archives Council, United Kingdom • National and University Library of Slovenia (NUK), Slovenia • Publika MKK, Hungary • The European Schoolnet Partnership (EUN) • Veria Central Public Library, Greece 40

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