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Irmgarda Kasinskaite-Buddeberg - Mainstreaming information literacy for the promotion of universal access to information - Keynote Speaker LILAC 2013

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Irmgarda Kasinskaite-Buddeberg - Mainstreaming information literacy for the promotion of universal access to information - Keynote Speaker LILAC 2013

  1. 1. Mainstreaming Information Literacyfor the Promotion of Universal Access toInformationLibrarians’ Information Literacy Annual Conference (LILAC)25-26 March 2013, Manchester, United KingdomDr Irmgarda Kasinskaite-BuddebergKnowledge Societies DivisionCommunication and Information SectorUNESCO’s Headquarters in Paris, France 1
  2. 2. What Why Who Where When How 2
  3. 3. What are the issues facing us in life – Whatthe workplace , wider community and society? NEW? Transformative period: Dependencies Situations Structures Practices Relations Ref.: UNESCO 3
  4. 4. Digital Socio- MDG divide cultural Financial related Information differencies crisis challenges fatigueNEW? Demographic Impact of Raising Illiteracy economicDependencies patters Gender inequality technological development powers and povertySituationsStructures RATE OF CHANGEPractices Peace ClimateRelations Mega urban versus rural processes change Impact of social media 4
  5. 5. Why does it matter to me, my community, my organization, and my society? Why Self-actualisation Esteem Belonging Satefy Physiological Everyone requires information and knowledge in order to satisfy needs and resolve problems… Adapted from Abraham Maslows hierarchy of needs "A Theory of Human Motivation“ (1943). 5
  6. 6. Is there something you could do or achieve? And why? Why Human Needs Human Rights Universal Declaration of Human Rights (1948) Article 19 Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers. 6
  7. 7. Access ≠ Access Right AbilityPermission Quality + Action Empowerment 7
  8. 8. Why is UNESCO working on literacy issues? Why Knowledge Societies Education Cultural and Access to Freedom For Linguistic Information of All Diversity and Expression Knowledge Information Knowledge Wisdom Access Preservation Creation Dissemination Pluralism Inclusion Diversity Openness Participation Human Need sand Rights Human Needs Human Rights 8
  9. 9. Why is a new literacy framework needed? Why, When Professional training – few selective Context Civic education Digital literacy Information Culture Media Information Tools literacy literacy Strategies, and Standards,resources Other types Approaches Other types of literacies of literacies ICT literacy Core MIL competencies towards transliteracy Lifelong learning - all citizens 9
  10. 10. Information Literacy Media Library Literacy Literacy FOE and Advertising FOI Literacy Literacy NewsLiteracy MIL Digital Literacy Television Computer Literacy Literacy Cinema Internet Literacy Literacy Games Literacy 10
  11. 11. Who,Who and with whom? Why Due to the convergence of communication technologies, all citizens are now required to obtain a broad set of competencies related to Media and Information Literacy. These competencies would help to build participatory civic societies, contribute to the consolidation of sustainable world peace, freedom, democracy and good governance. They could also foster the exchange of intercultural knowledge and constructive dialogue as well as mutual understanding. 11
  12. 12. Why consider ML and IL together? WhyPros ConsHarmonization of the fields Imbalanced approachConvergence (conceptual): Convergence (conceptual):- Common delivery platforms - Approach is too generic- Common access devices - Poor conceptual blending / integrationMainstreaming and integration Fragmentation and imbalanceCommon resources and tools Lack of coordinationJoint agenda(s), model(s), strategy(s) and Divergent and incompatible agenda(s),programme(s) models, strategy(s) and programme(s)Intersectorality Limited application - (context) 12
  13. 13. Target groups? WhoIn the past only the professional community wastargeted. However, other stakeholders should beincluded in the process:• Educators, particularly teachers in training and service• Policy and decision makers• Statisticians• Industry and employers• Marginalized and disadvanted groups• Other users 13
  14. 14. Where should we begin and when? Where When Community Lifelong learning Workplace ICT ICT Society Individual 14
  15. 15. What should be done?What is the best approach?What skills or techniques are needed? HowWhat can we learn from the experiences of others?How could mainstreaming be used as a promotion strategy for (M)IL? 15
  16. 16. How could MIL be promoted through an international normativeframework? How Convention, treaty (0) IFLA Media and Information Literacy Recommendations (2012) Recommendation on the Promotion and Use of Multilingualism and Universal Access to Cyberspace (2003) UNESCO Charter on the Preservation of Digital Heritage (2003) Recommendations (3) Moscow Declaration on Media and Information Literacy (2012) Havana Declaration on Information Literacy (2012) Fez Declaration on Media and Information Literacy (2011) Brussels Declaration on Media Literacy (2011) Declarations (10) Declaration of Lima (2009) Toledo Declaration on Information Literacy (2006) Declaration of Russian Association for Film & Media Education (2004) Prague Declaration Towards an Information Literacy Society (2003) Proclamation (1) Grunwald Declaration (1982) Declaration on the Importance of Media Literacy by National Council of Teachers of English (2008, US) Alexandria Proclamation (2005) http://www.unicef.org/crc/files/Definitions.pdf 16
  17. 17. How could MIL be mainstreamed?How could different MIL mainstreaming strategies be applied? How Informatio n Literacy Media Library Literacy Literacy Advertising FOE and Literacy FOI Literacy MIL Integrated News Digital Literacy Literacy Television Computer Literacy Literacy Cinema Internet Literacy Literacy Games Literacy Lifelong learning towards transliteracy Selective Professional community, higher education, subject related Expansive Situational, context specific (classroom, workplace, community, civil education, ICTs and media landscape, gender and culture specific, and etc. 17
  18. 18. How could MIL be promoted as an international framework? How Recommen- Programmes Tools, resource dations Strategy(s) and projects s and services Declarations Strategic policy Capacity Research framework(s) building Networks, part Advocacy, coop Proclamation Plan of Action nerships and eration support 18
  19. 19. UNESCO’s work on MIL related issues … How• MIL Curriculum for Teachers and capacity building• MIL competency framework for assessment• MIL for policy and decision makers• Intergovernmental Programme Information for All (IFAP)• Research, mapping of activities and publications• International University Network on MIL Research• Development of IL online community on literacy issues• Awareness raising through international events 19
  20. 20. Capacity building anddevelopment of training HowmaterialsBy focusing on teachers, UNESCO hopes tocapitalize on the potential multiplier effect.That is, media and information literateteachers should facilitate media andinformation literacy among their students andin turn leading to societies that are media andinformation literate.The MIL Curriculum for Teachers is designed asa flexible and comprehensive framework thateducators or curriculum developers may adaptto the local context of their countries.Series of regional training of trainer workshopsand consultation for Southern Africa, LatinAmerica and Caribbean and Southern Asiatook place for the adaption of the MILcurriculum for teachers. 20
  21. 21. MIL Competency Howframework for assessment The ultimate goal of the development of tools and resources for assessment of MIL competencies for UNESCO is to: • Give a clear understanding on MIL for policy- makers and stakeholders and its importance for building Knowledge Societies • Provide a tool for assessment of current status/situation on MIL in countries • Advice policy-makers and stakeholders on required investment in creating enabling environment in country and MIL implementation • Evaluate progress made. • Set up a standard. 21
  22. 22. MIL policy and strategy guidelines Howfor policy and decision makers 22
  23. 23. Intergovernmental Programme Information for All (IFAP) How IFAP Strategic Plan (2008 – 2013) For the development of an overall comprehensive information and knowledge policy framework and international debate, five priority areas were identified as strategic priorities: • information for development, • information literacy, • information preservation, • information ethics and • information accessibility. 23
  24. 24. Researchand publications HowThis collection of Information Literacy(IL) Resources from around the world isdivided into 42 language lists andincludes selected resources – fromwebsites, books, journals and otherkinds of publications – that wereprovided by contributors from differentcountries and institutions and compiledby Dr Forest Woody Horton Jr. 24
  25. 25. Research Howand publicationsThe aim of these guidelines is toprovide assistance by outlining ways inwhich broadcasters can promote MIL totheir audiences and at the same timeencourage the production of relevantUGC for broadcast. 25
  26. 26. Research Howand publicationsUNESCO-commissioned research onknowledge societies’ topics for theWSIS+10 Review event (25-27 February2013).The research focused on the followingthemes:• open technologies,• literacy in Knowledge Societies,• persons with disabilities,• media,• indigenous peoples,• citizen science and info-ethics. 26
  27. 27. MIL Networks –Media and Information Literacy and Intercultural Dialogue HowUNESCO and United Nations Alliance of Civilizations (UNAOC) createdthe UNESCO-UNAOC UNITWIN Media and Information Literacy and InterculturalDialogue (MILID) to carry out activities in the following broad areas:Research: act as an Observatory for the critical assessment of the role ofMILID, contribute to the development of the joint UNESCO/UNAOC InternationalClearinghouse on MIL and preparation of related publications.MILID and Education: help to diffuse MILID at all levels of the formal educationsystem and to advocate for the same in related media production practices.Participation: promote actions aimed at encouraging citizen participation and atinvolving different stakeholders, such as community-based MIL projects and youth-media initiatives. 27
  28. 28. Knowledge online communities How The purpose of the Knowledge communities’ platform is to facilitate information gathering and exchange, and the common development of ideas and projects among various multi-stakeholders through collaborative and community oriented online tools. A knowledge community was created for the Information Literacy community.http://www.wsis-community.org/ 28
  29. 29. Mapping of MIL policies and practices in Southeast Asia, (UNESCO Office in Bangkok, Thailand) HowMapping MIL in Asia-Pacific region 29
  30. 30. Raising awareness through international events: HowAbuja, Nigeria - June 2013Sachalin, Russian Federation - September 2013Istanbul, Turkey - October 2013Paris, France (WSIS+10 Review) - February 2013Moscow, Russian Federation - June 2012Fez, Morocco - May 2011 30
  31. 31. The (M)Information Literacyneeds to be mainstreamed for the promotionof Universal Access to Informationat global, regional and national levels 31
  32. 32. i.kasinskaite@unesco.orghttp://www.unesco.org 32

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