Networking for information literacy – collaborations of German university libraries - Fabian Franke

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Networking for information literacy – collaborations of German university libraries - Fabian Franke

  1. 1. S. 1Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 Networking for information literacy Collaborations of German university libraries Fabian Franke – Universitätsbibliothek Bamberg fabian.franke@uni-bamberg.de
  2. 2. S. 2Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014
  3. 3. S. 3Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014
  4. 4. S. 4Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014
  5. 5. S. 5Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014
  6. 6. S. 6Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 2. Information Literacy Statistics 1. Information Literacy in science and politics 3. Information Literacy Networks 4. Standards and Best Practice Developing Information Literacy at German Universities The Role of the University Libraries
  7. 7. S. 7Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 2. Information Literacy Statistics 1. Information Literacy in science and politics 3. Information Literacy Networks 4. Standards and Best Practice Developing Information Literacy at German Universities The Role of the University Libraries
  8. 8. S. 8Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 0 100.000 200.000 300.000 400.000 500.000 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 0 10.000 20.000 30.000 40.000 50.000 Participants Lessons (hours) Information Literacy courses of University Libraries © Deutsche Bibliotheksstatistik
  9. 9. S. 9Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 Higher education institutions in a digital age: Rethinking information competency – redirecting processes German Rectors‘ Conference
  10. 10. S. 10Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 Courses on teaching information competency should be anchored more firmly in curricula than has been the case until now and should be offered as widely as possible. Higher education institutions in a digital age: Rethinking information competency – redirecting processes German Rectors‘ Conference
  11. 11. S. 11Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 Furthermore, the fundamentals of recent developments in digital research processes should be taught, i.e. predominantly  electronic publishing and open access,  digital long-term archiving,  dealing with virtual research environments  and digital research data. Higher education institutions in a digital age: Rethinking information competency – redirecting processes German Rectors‘ Conference
  12. 12. S. 12Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 To improve the management of research data in particular it appears necessary for staff at university libraries and computer centers to expand their skills in the direction of profiles such as “Data Librarian” or “Data Curator”. Higher education institutions should establish courses that will take account of this need for further specialisms. Higher education institutions in a digital age: Rethinking information competency – redirecting processes German Rectors‘ Conference
  13. 13. S. 13Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 General Strategy for Information Infrastructure in Germany Joint Science Conference
  14. 14. S. 14Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 Knowledge of the importance of information literacy must be fixed in all parts of the society. Teaching information literacy must start in schools and continued systematically in unversities with modern didactical methods. General Strategy for Information Infrastructure in Germany Joint Science Conference
  15. 15. S. 15Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 The university libraries must be supported in their task providing, basic services for teaching information literacy in all degree programms and for the scientific staff. General Strategy for Information Infrastructure in Germany Joint Science Conference
  16. 16. S. 16Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 Commission Internet and Digital Society of the Bundestag
  17. 17. S. 17Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 Teaching information literacy is a big challenge for teachers and students in nurseries, schools and universities due to the information overflow und the lack of the necessary competencies to find relevant and reliable information. Commission Internet and Digital Society of the Bundestag
  18. 18. S. 18Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 Since e-learning lies at the cutting edge between technology, contents, didactics and design a combination of the competencies within the university (faculties, libraries and computing centers) is necessary. Commission Internet and Digital Society of the Bundestag
  19. 19. S. 19Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 Developing Information Literacy at German Universities The Role of the University Libraries Conclusio 1: The social and political climate in Germany is in favor of information literacy. Libraries have to take advantage of it.
  20. 20. S. 20Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 2. Information Literacy Statistics 1. Information Literacy in science and politics 3. Information Literacy Networks 4. Standards and Best Practice Developing Information Literacy at German Universities The Role of the University Libraries
  21. 21. S. 21Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 Information Literacy Statistics
  22. 22. S. 22Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 Information Literacy Statistics 2012 Libraries 83 Number of courses 16.489 Lessons 24.674 Participants 268.809
  23. 23. S. 23Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 IL-Statistics - Data • Length • Lessons • Participants • Course typ • Didactical methods • Level • Curricular Integration • Staff • Target Group • Topics Discrete single library course Integrated in curricula presentation exercises blended Learning voluntary compulsory course with ECTS compulsory course without ECTS elective course withECTS elective course without ECTS
  24. 24. S. 24Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 Information Literacy Statistics 2012
  25. 25. S. 25Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 Information Literacy Statistics 2012
  26. 26. S. 26Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 Information Literacy Statistics 2012
  27. 27. S. 27Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 Information Literacy Statistics 2012
  28. 28. S. 28Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 Developing Information Literacy at German Universities The Role of the University Libraries Conclusio 2: The German university libraries have accepted teaching information literacy as a core task, but are just at the beginning of a comprehensive understanding of information literacy.
  29. 29. S. 29Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 2. Information Literacy Statistics 1. Information Literacy in science and politics 3. Information Literacy Networks 4. Standards and Best Practice Developing Information Literacy at German Universities The Role of the University Libraries
  30. 30. S. 30Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 2002: North Rhine-Westphalia 2006: Baden-Württemberg 2006: Bavaria 2002: Thuringia 2006: Bremen, Hamburg, Mecklenburg- Vorpommern, Niedersachsen, Sachsen-Anhalt, Schleswig-Holstein 2008: Rheinland-Pfalz/ Saarland 2007: Hessia 2007: Saxonia 2010: Berlin/Brandenburg Information Literacy Networks
  31. 31. S. 31Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014
  32. 32. S. 32Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014
  33. 33. S. 33Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014
  34. 34. S. 34Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 Peer consulting in the Bavarian Library Network Groups of 4 Librarians Visit each other and evaluate concepts and performance Workshops „pit stops“
  35. 35. S. 35Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014
  36. 36. S. 36Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 • monitoring the information literacy activities of the university and high schools • acting as central contact for politics, science and libraries • initiating projects for piloting and evaluating information literacy programs • raising funding for the platform www.informationskompetenz.de • organizing conferences to actual questions • supporting the integration of information literacy into the curricula of universities and high schools National Commission Information Literacy German Library Association / Assocation of German Librarians
  37. 37. S. 37Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 Developing Information Literacy at German Universities The Role of the University Libraries Conclusio 3: University libraries do not understand themselves as competitors in the field of information literacy but cooperate in order to learn from each other, to improve their effectiveness and efficiency.
  38. 38. S. 38Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 2. Information Literacy Statistics 1. Information Literacy in science and politics 3. Information Literacy Networks 4. Standards and Best Practice Developing Information Literacy at German Universities The Role of the University Libraries
  39. 39. S. 39Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 Fifth Standard Students understand their responsibility while using and passing information. Fourth Standard Students manage information effectively and present the results adopted to their audience with suitable technical means. Third Standard: Students evaluate information and its sources and select information according to their needs. Second Standard: Students access needed information effectively and efficiently. First Standard: Students recognize and express their need for information and determine nature and extent of the information needed.
  40. 40. S. 40Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 Second Standard: Students access needed information effectively and efficiently. Indicators: • choose adequate search systems and search methods • develop effective search strategies • use different search systems and search methods
  41. 41. S. 41Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014
  42. 42. S. 42Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 Reference Management Internet search Web-based Reference Management professional search database search electronic publishing
  43. 43. S. 44Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 Information Literacy Standards for High School Student
  44. 44. S. 45Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 Education partner library: Agreement upon close cooperation with schools
  45. 45. S. 46Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 Developing Information Literacy at German Universities The Role of the University Libraries Conclusio 4: The university libraries have developed standards as basis for their courses. However, a comprehensive and nationwide integration into the curricula was not yet successful.
  46. 46. S. 47Networking for information literacy - Collaborations of German university libraries | Dr. Fabian Franke | LILAC 2014 Developing Information Literacy at German Universities The Role of the University Libraries Conclusio 5: Libraries have to accelerate their efforts to show the impact and the outcome of their information literacy courses. They have to seize their chances to contribute to the promotion of information literacy in Germany and therefore to strengthen their relevance and acceptance.

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