Competenze per la ricerca documentaria per un mondo digitale

1. SKILLS FOR A DIGITAL WORLD
RICERCA DOCUMENTARIA SPECIALISTICA
dott.ssa Maria Squarcione
INFORMATION LITERACY - 1
maria.squarcione@uniroma1.it

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data
information
knowledge
wisdom
Il dato è un elemento per la conoscenza suscettibile di elaborazione, conservazione e diffusione, ma ancora estraneo all’utilizzazione o accoglimento.
L’informazione è l’elemento che modifica uno stato di conoscenza. È il momento dinamico del dato che diviene informazione quando è recepito, inserito
in una rete di dati, correlato ad essi ed interpretato. La conoscenza costituisce un grado superiore di descrizione del mondo rispetto all’informazione
P. Bisogno, Introduzione a La documentazione in Italia.
INFORMATION
DIKW Model - «Catena della Conoscenza»

3. FROM
LITERACY
TO
METALITERACY
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Metaliteracy Model (created by Roger Lipera in Adobe Illustrator)
Metaliteracy promotes critical thinking and collaboration in a digital age, providing a
comprehensive framework to effectively participate in social media and online communities.
Mackey, Jacobson, Reframing Information Literacy as a Metaliteracy, 2011

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“Information literacy is the ability to think critically and make balanced judgements about any information we find and
use. It empowers us as citizens to reach and express informed views and to engage fully with society”
CILIP-Chartered Institute of Library and Information Professionals,
Information Literacy: definition, 2018
INFORMATION
LITERACY
ACCESS
USE
EVALUATION
NEED LOCATION
DECIDING SEARCHING
EXPRESSING SELECTING
INIZIATING RETRIEVING
INFO USE LOCATION
APPLYING ETHICAL USE
LEARNING ACKNOWLEDGING
USING STYLE STANDARDS
ASSESSMENT ORGANIZATION
ANALYZING CATEGORIZING
GENERALIZING STRUCTURING
EVALUATING ORGANIZING

5. INFORMATION
LITERATE
PERSONS RECOGNIZE
IDENTIFY
FIND
LOCATE
EVALUATE
STORE
KNOW
RETRIEVE
ETHICAL USE
APPLY
To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use
effectively the needed information. […] Ultimately, information literate people are those who have learned how to learn. They know how to learn
because they know how knowledge is organized, how to find information, and how to use information in such a way that others can learn from them.
They are people prepared for lifelong learning, because they can always find the information needed for any task or decision at hand.
ALA-American Library Association. Presidential Committee on information literacy. Final Report. January 1989
I
N
F
O
R
M
A
T
I
O
N
The IL
elements are
consistent
with the
definitions of
IL developed
for use in
higher
education
and are
applicable
across all
domains of
human
development
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25/08/2021

6. Every day, we are inundated with vast amounts of information. A 24-hour news
cycle and thousands of global television and radio networks, coupled with an
immense array of online resources, have challenged our long-held perceptions
of information management. Rather than merely possessing data, we must also
learn the skills necessary to acquire, collate, and evaluate information for
any situation. This new type of literacy also requires competency with
communication technologies, including computers and mobile devices that can
help in our day-to-day decision making. National Information Literacy Awareness
Month highlights the need for all Americans to be adept in the skills necessary to
effectively navigate the Information Age. Though we may know how to find the
information we need, we must also know how to evaluate it. Over the past decade,
we have seen a crisis of authenticity emerge. We now live in a world where anyone
can publish an opinion or perspective, whether true or not, and have that opinion
amplified within the information marketplace. At the same time, Americans have
unprecedented access to the diverse and independent sources of information, as
well as institutions such as libraries and universities, that can help separate truth
from fiction and signal from noise. Our Nation’s educators and institutions of
learning must be aware of — and adjust to — these new realities. In addition
to the basic skills of reading, writing, and arithmetic, it is equally important
that our students are given the tools required to take advantage of the
information available to them. The ability to seek, find, and decipher
information can be applied to countless life decisions, whether financial,
medical, educational, or technical. This month, we dedicate ourselves to
increasing information literacy awareness so that all citizens understand its vital
importance. An informed and educated citizenry is essential to the functioning of
our modern democratic society, and I encourage educational and community
institutions across the country to help Americans find and evaluate the
information they seek, in all its forms.
NOW, THEREFORE, I, BARACK OBAMA, President of the United States of America,
by virtue of the authority vested in me by the Constitution and the laws of the
United States, do hereby proclaim October 2009 as National Information Literacy
Awareness Month. I call upon the people of the United States to recognize the
important role information plays in our daily lives, and appreciate the need for a
greater understanding of its impact.
NATIONAL INFORMATION LITERACY AWARENESS MONTH, 2009 BY THE
PRESIDENT OF THE UNITED STATES OF AMERICA
A PROCLAMATION
DIGITAL
SKILLS
FOR
CITIZENS
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DIGITAL
CITIZENS
Digital competence involves the confident, critical and responsible use of, and engagement with, digital technologies for learning, at work,
and for participation in society
Council of the European Union, 23 may 2018
SKILLS FOR A DIGITAL WORLD
Problem solving / Critical thinking
Information and data literacy / Media Literacy
Communication and collaboration
Digital content creation / Intellectual
property related questions
Safety
Browsing, searching and filtering data, information and digital content. Evaluating data, information and
digital content.
Managing data, information and digital content
Interacting through digital technologies. Sharing through digital technologies. Engaging in citizenship
through digital technologies.Collaborating through digital technologies.
Netiquette. Managing digital identity
Developing digital content. Integrating and re-elaborating digital content. Copyright and licences.
Programming
Protecting devices. Protecting personal data and privacy. Protecting health and well-being. Protecting the
environment. / competences related to cybersecurity
Solving technical problems Identifying needs and technological responses. Creatively using digital
technologies. Identifying digital competence. gaps

8. Eight proficiency levels for each competence have been defined through learning outcomes (using action verbs, following Bloom’s taxonomy) and inspired by the
structure and vocabulary of the European Qualification Framework (EQF). Moreover, each level description contains knowledge, skills and attitudes, described in one
single descriptor for each level of each competence.
DigComp 2.1, The Digital Competence Framework for Citiziens, 2017
Pagina 8
DIGITAL
CITIZENS
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COMPETENCES
FOR
HIGHER
EDUCATION
Scholarship
as
conversation
Developing lifelong learners is central to the mission of higher education institutions. By ensuring that individuals have the intellectual abilities of
reasoning and critical thinking, and by helping them construct a framework for learning how to learn, colleges and universities provide the
foundation for continued growth throughout their careers, as well as in their roles as informed citizens and members of communities.
ACRL - 2000
Research
as inquiry
Information
creation as
a process
Information
has value Searching
as strategic
exploration
Authority is
constructed
and contextual
Communities of scholars, researchers
or professional engage in sustained
discourse with new insights and
discoveries occurring overtime as a
results of varied perpectives and
interpretations
Information resources reflect their
creators’ expertise and credibility and are
evaluated based on the information need
and the context in which the information
will be used. Authority is constructed in
that various communities may recognize
different types of authority. It is contextual
in that the information need may help to
determine the level of authority required.
Searching for information is often
nonlinear and iterative, requiring the
evaluation of a range of information
sources and the mental flexibility to
pursue alternate avenues as new
understanding develops.
Research is iterative and depends
upon asking increasingly complex or
new questions whose answers in turn
develop additional questions or lines
of inquiry in any field.
Information possesses several
dimensions of value, including as
a commodity, as a means of
education, as a means to
influence, and as a means of
negotiating and understanding
the world. Legal and
socioeconomic interests
influence information
production and dissemination.
Information in any format is
produced to convey a message
and is shared via a selected
delivery method. The iterative
processes of researching,
creating, revising, and
disseminating information
vary, and the resulting product
reflects these differences.

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“COVID-19: health literacy is an understimated
problem”.
L’alfabetizzazione sanitaria si dimostra
indispensabile non soltanto in situazioni di cronicità,
ma anche per la prevenzione di patologie infettive a
rapida e drammatica diffusione.
L'epidemia Covid - 19 ha messo in luce come non mai
come l'health literacy sia a tutti gli effetti un problema
di salute pubblica.
Improving digital health literacy in Europe

11. BIBLIOGRAFIA
• ACRL, Presidential Committee on Information Literacy: Final Report, Washington D.C., 1989 http://www.ala.org/acrl/publications/whitepapers/presidential
• AIB, Definizione di Information Literacy del CILIP Information Group, trad. It., di CILIP, Definition of Information Literacy, 2018,
https://www.aib.it/struttura/commissioni-e-gruppi/gruppo-di-studio-information-literacy/2019/75711-definizione-il-cilip/
https://infolit.org.uk/ILdefinitionCILIP2018.pdf
• La documentazione in Italia, a cura di A.M.Paci, Milano, F. Angeli, 1996
• Mackey T.P., Jacobson T.E., Reframing Information Literacy as a Metaliteracy, College & Research Libraries, ALA, Chicago, vol. 72, n. 1, 2011, pp. 62-78
https://crl.acrl.org/index.php/crl/article/view/16132/17578
• AGID, DigComp 2.1, Il Quadro di riferimento per le competenze digitali dei cittadini, traduzione ufficiale in lingua italiana di DigComp 2.1: The Digital Competence
Framework for Citizens, ed. By European Commission’s Joint Research, 2017 https://op.europa.eu/en/publication-detail/-/publication/3c5e7879-308f-11e7-9412-
01aa75ed71a1/language-en ; https://www.agid.gov.it/sites/default/files/repository_files/digcomp2-1_ita.pdf
• https://ec.europa.eu/jrc/en/digcomp ; https://data.consilium.europa.eu/doc/document/ST-9009-2018-INIT/en/pdf ;
http://publications.jrc.ec.europa.eu/repository/bitstream/JRC110624/dc_guide_may18.pdf
• RACCOMANDAZIONE DEL PARLAMENTO EUROPEO E DEL CONSIGLIO del 18 dicembre 2006 relativa a competenze chiave per l'apprendimento
permanente (2006/962/CE) https://eur-lex.europa.eu/legal-content/IT/TXT/PDF/?uri=CELEX:32006H0962&from=EN
• RACCOMANDAZIONE DEL CONSIGLIO del 22 maggio 2018 relativa alle competenze chiave per l’apprendimento permanente (Testo rilevante ai fini del SEE)
(2018/C 189/01) https://eur-lex.europa.eu/legal-content/IT/TXT/PDF/?uri=CELEX:32018H0604(01)
• https://ec.europa.eu/jrc/en/digcomp
• AIB, Manifesto per l’Information Literacy, 2016 https://www.aib.it/struttura/commissioni-e-gruppi/gruppo-literacy/ilmanifesto/
• AIB, Un quadro di riferimento per la competenza informativa per gli studi universitari, trad. It. di ACRL, Framework for Information Literacy for Higher Education,
ALA, Chicago Illinois, 2015 https://www.aib.it/attivita/2015/51715-il-framework-acrl/ ;
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/infolit/framework.pdf
• AIB, Standard sulla competenza informativa per gli studi universitari, trad. it. ACRL, Information Literacy Competency Standards for Higher Education, 2000
https://www.aib.it/aib/commiss/cnur/tracrl.htm3 ;
https://alair.ala.org/bitstream/handle/11213/7668/ACRL%20Information%20Literacy%20Competency%20Standards%20for%20Higher%20Education.pdf
?sequence=1&isAllowed=y
• Hussein H., Xiao H., International Trends in Designing Electronic Health Information Literacy for Health Sciences Students: A Systematic Review of the
Literature, The Journal of Academic Librarianship, vol.44, fasc.2, 2018, pp.300-312
• Paakkari L., OKkan O., COVID-19: health literacy is an underestimated problem, The Lancet, vol. 5, fasc. 5, 2020, pp.249-250
https://www.thelancet.com/journals/lanpub/article/PIIS2468-2667(20)30086-4/fulltext
• Ottosen T. et al., Health information literacy awareness and capacity building: Present and future, IFLA Journal, vol. 45, fasc. 3, 2019, pp.207-215
https://journals.sagepub.com/doi/full/10.1177/0340035219857441
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FIND INFORMATION
MAKE EFFECTIVE USE OF INFORMATION
APPLY INFORMATION TO CREATE AND COMMUNICATE KWNOLEDGE
UNESCO Information Literacy Indicators: Validation Report, 2010

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SURFACE WEB
DEEP WEB
DARK WEB
Medical records
Financial records
Legal documents
Subscription information
Scientific reports
Competitor websites
Academic databases
Academic records
Multilingual databases
Governament resources
Organizational repositories
Private communication
Contraband sales
Illegal information
Encrypted sites
Wikipedia
Google
Bing
RECOGNIZE
INFORMATION
NEEDS
SKILLS FOR A DIGITAL WORLD
Picture inspired by the
Semantic Web, T. Berners
Lee
Information is a difference which makes a difference
Gregory Bateson

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Google use an
artificial intelligence
called Rank Brain
Google offers easy answers to difficult questions
Tara Brabazon
FIND
INFORMATION

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Dai un pesce a un uomo e lo nutrirai per un giorno. Insegnagli a pescare e lo nutrirai per tutta la vita
Antico proverbio cinese
A B
A
A
A
B
B
B
AND
OR
NOT
A and B B and A
A or B B or A
A not B
B not A
FIND
INFORMATION
Recupera i risultati in cui compaiono solo i termini che sono presenti nella ricerca
Recupera i risultati che contengono tutti i termini cercati
Recupera i risultati che contengono solo uno dei termini cercati, escludendo gli altri inclusi nella query

16. ETHICAL
USE
OF
INFORMATION
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An information literate society is one whose peoples are able to evaluate information sources and it follows that such people will question all sources of information. In disseminating
information received from others, those who are information literate should flag the potential bias in the original sources rather than transmitting claims without qualification
UNESCO, Towards Information Literacy indicators, 2008
.

17. RECOGNIZE
INFORMATION
NEEDS
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This is the first step also in differentiating IL from the passive reception of given information. This awareness of need is not a static
capacity but one that needs to be applied to each and every situation as it arises
UNESCO, Towards Information Literacy indicators, trad. it., 2008
Risorse primarie
• Comunicazioni non formali
• Comunicazioni preliminari
• Comunicazioni formali
Risorse secondarie
• Concentrazione
• Organizzazione
• Riformulazione
Risorse Terziarie
• Organizzazione
Appunti di laboratorio
Laboratory notebooks)
Corrispondenza
Email
Indicazioni di colleghi (invisible college)
Fonti relazionali
Report tecnici
Procedure per i brevetti, per le licenze
(patent proceedings)
Lettere all’editore
Pre-print server
Articoli originali
Monografie
Dissertazioni/Convegni/Conferenze
Database full text
Enciclopedie
Trattati
Review
Handbooks
Manuali
Almanacchi
Indici
Abstract
Directories
Dizionari
Annuari
Cataloghi di biblioteche
Opac
Meta Opac
Discovery
Bibliografie di bibliografie

18. La Groenlandia è un'isola situata in un punto del globo terrestre che, se esistesse davvero, confermerebbe l'ipotesi che la Terra è quadrata
https://nonciclopedia.miraheze.org/wiki/Groenlandia#:~:text=La%20Groenlandia%20(Kalaallisut%20in%20groenlandese,di%20ghiaccio%20per%20abitante%20quadrato
.
https://www.nature.com/articles/438900a
https://it.wikipedia.org/wiki/Wikimedia_Foundation
https://commons.wikimedia.org/w/index.php?title=File:Memorie_della_R._Accademia_delle_scienze_dell%27Istituto_di_Bologna_(IA_memoriedellar57189799racc).
pdf&page=8&uselang=it
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BIBLIOGRAFIA
• Agenzia per l’Italia digitale. Presidenza del Consiglio dei Ministri, Programma Nazionale per la cultura, la formazione e le competenze digitali.
Linee guida. Indicazioni strategiche ed operative, abcdigitale, 2014
• Ballestra L., Information Literacy in biblioteca, Milano, Bibliografica, 2011
• Berners-Lee T., The Semantic Web, in Scientific American, Maggio 2001, https://www-
sop.inria.fr/acacia/cours/essi2006/Scientific%20American_%20Feature%20Article_%20The%20Semantic%20Web_%20May%202001.pdf
• Citti A., Percorsi di ricerca bibliografica per laureandi, Biblioteche oggi, settembre 2014, pp. 29-40
• Gibson C., Information Literacy and IT fluency. Convergences and divergences, Reference & User Services Quarterly, 46, 3, 2007, pp.23-26, 59
• Kuhlthau C., Seeking meaning: a process approach to library and information services, Westport, Library unlimited, 2004
• Lau J., Guidelines on Information Literacy for Lifelong Learning, 2007
• Lombard E., Information Fluency: not Information Literacy 2.0, The Journal of Academic Librarianship, 42, 2016, pp. 281-283
• Petrucco C., Ferranti C., Sviluppare il critical thinking nelle ricerche on-line: un’esperienza di Information Literacy, contributo conferenza
Ememitalia, Modena, 7-9 settembre 2016,
https://www.conftool.net/ememitalia2016/index.php?page=browseSessions&print=head&form_session=6
• Renditiso A., L’Information Literacy nelle biblioteche universitarie italiane, Bollettino AIB, 51, 3, 2011, pp. 213-226
• Squarcione M., #AGIREINFORMATI. Learning by Social Network, Sapienza Medica, Roma, Sapienza, 2018
https://sapienzamedica.uniroma1.it/agireinformati-learning-by-social-network/
• Squarcione M., #AGIREINFORMATI. Learning Information Literacy by Social Network, Senses and Sciences, Roma, Eleven Sciences, vol. 7, n.
3, 2020, pp. 1105-1114
https://sensesandsciences.com/index.php/Senses/article/view/203/174?fbclid=IwAR2JwVpgRzCgwjvs3fMysjJT8pFI1U2O0vwbJ8sjboBDdzBmD
x9AoaEQI48
• Squarcione M., La Sapienza delle biblioteche, Roma, SEU, 2013 https://www.facebook.com/sapienzabiblioteche.it
• Testoni L., Si può «apprendere» la complessità? Nuove competenze per una Information Literacy sensibile al divenire dell’ecosistema
informativo, in Bibliotecari al tempo di Google: profili, competenze, formazione, Milano, 16-17 marzo, 2016 [Conference paper]
• Towards Information Literacy Indicators. Conceptual framework paper prepared by R. Catts and J. Lau, Paris, UNESCO, 2008
http://origin-www.ifla.org/files/assets/information-literacy/publications/towards-information-literacy_2008-en.pdf
• https://opac.sbn.it/opacsbn/opac/iccu/free.jsp ; https://www.librari.beniculturali.it/it/
• https://prezi.com/view/BhpB4Iae6eNeQqaanrKv/?fbclid=IwAR3RAaTx0QaUXZL5r-5kg5-wcWaTkOMM7FWy464kthxESep4eBuJoWHLqhY
• https://web.uniroma1.it/sbs/ ; https://opac.uniroma1.it/SebinaOpacRMS/.do ; https://web.uniroma1.it/sbs/discoverysapienza
• http://ulrichsweb.serialssolutions.com/ ; https://acnpsearch.unibo.it/ ; https://nilde.bo.cnr.it/
• https://pubmed.ncbi.nlm.nih.gov/

20. dott.ssa Maria Squarcione
SKILLS FOR A DIGITAL WORLD
RICERCA DOCUMENTARIA SPECIALISTICA
•INFORMATION LITERACY - 2
maria.squarcione@uniroma1.it

21. RETRIEVE
INFORMATION
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We must find ways of producing, validating and diffusing appropriate information in a manner that involves users (consumers) in order to
guarantee a non-authoritarian practice, access for all to information and high quality information on the internet
G. Eysenbach et al. Towards quality management of medical information on the internet, BMJ 1998

22. EVALUATE
THE
QUALITY
OF
INFORMATION
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Education and training are needed to help people acquire the skills to not just locate, but also to evaluate information sources, and therefore IL
indicators must include this skill
UNESCO, Towards Information Literacy indicators, 2008

23. EVALUATE
THE
QUALITY
OF
INFORMATION
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La scienza è un prodotto collettivo e la sua proprietà è un patrimonio comune
R.K.Merton

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EVALUATE
THE
QUALITY
OF
INFORMATION
Publish or perish

25. BIBLIOMETRICS
number of time the
bibliografic record
of a paper/book is cited
in another similar
published paper
WEBOMETRICS
number of time the
URL of a document/author
webpage is linked from
another webpage
USAGEMETRICS
number of time the
document is
read/visited/downloade
d
from its publishing
place
ALTMETRICS
number of time the
Elements are mentioned
(shared) in websites,
wikis, blogs, social,
bookmarks
and networks
or search engines
EVALUATE
THE
QUALITY
OF
INFORMATION
Not everything that counts can be counted, and not everything that can be counted counts
Albert Einstein
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26. STORE
INFORMATION
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People have always appreciated the importance of storage of information and its retrieval for later use. Indigenous people often have sacred
places where such information is stored and accessed to be transmitted to each generation.
UNESCO, Towards Information Literacy indicators, 2008

27. LOCATE
INFORMATION
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The skills required to locate information depend on the context in which a person is applying their IL skills. In the workplace, the information may be located in
manuals, in published codes of practice, or in dedicated databases. In these circumstances, there is usually some assurance of the quality of the information source
UNESCO, Towards Information Literacy indicators, 2008

28. MAKE
EFFECTIVE
USE
OF
INFORMATION
Effectiveness of information use is likely to be encompassed in surveys of
problem solving and critical thinking, as well as in aspects of literacy
UNESCO, Towards Information Literacy indicators, 2008
SKILLS FOR A DIGITAL WORLD 25/08/2021 Pagina 28

29. submission
publisher
referee
peer review
Academic
institutions
Article
Author
rejected accepted
gives all rights
MAKE
EFFECTIVE
USE
OF
INFORMATION
Effectiveness of information use is likely to be encompassed in surveys of problem
solving and critical thinking, as well as in aspects of literacy
UNESCO, Towards Information Literacy indicators, 2008
SKILLS FOR A DIGITAL WORLD 25/08/2021 Pagina 29

30. APPLY
INFORMATION
TO
CREATE
AND
COMMUNICATE
KWNOLEDGE
SKILLS FOR A DIGITAL WORLD
The purpose of IL is to enable people to create and to use new knowledge and
hence this component represents the product of IL practice
UNESCO, Towards Information Literacy indicators, 2008
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