Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Information Literacy in Europe, MIL and Sustainable Development goals

2,291 views

Published on

Presented at the WLIC conference in Columbus, Uhio, USA 16 August 2016 by Sheila Webber

Published in: Education
  • Be the first to comment

  • Be the first to like this

Information Literacy in Europe, MIL and Sustainable Development goals

  1. 1. Information Literacy in Europe, MIL and Sustainable Development goals Sheila Webber, Information School, University of Sheffield, UK WLIC, Columbus, USA, August 2016
  2. 2. Outline • Some notes on Information Literacy in Europe • UNESCO’s MIL initiative and GAPMIL European Sub-Chapter • Relating IL to UN SDG Sheila Webber, 2016 This presentation at http://www.slideshare.net/sheilawebber
  3. 3. A varying picture • Different educational systems and approaches • Differing approaches to national healthcare • Different Government priorities • Different histories • Different languages • Different economic issues • Differing situation of public library services • (and so forth) Sheila Webber, 2016
  4. 4. • Informationskompetenz • la maîtrise de l’information • La culture d’information • Informaatiolukutaito • Informationskompetens • La alfabetización informacional • Las competencias informacionales • (etc.) Different languages and different translations leading to different meanings Sheila Webber, 2016
  5. 5. Different models, frameworks, conferences, associations etc. e.g. • Models and frameworks used in the UK include – SCONUL 7 Pillars model used in higher education; – James Herring’s PLUS model (Purpose Location Use Self-evaluation) used in some schools – Welsh Information Literacy project & Framework – Scottish IL Community of Practice & Framework – Royal College of Nursing’s Nursing, midwifery health and social care information literacy competences – InformALL’s Determining the Value of Information Literacy for Employers tool Sheila Webber, 2016
  6. 6. Some other examples of models or frameworks • Information Literacy Standards for University students (2009) (Germany) (see http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/p df/Events/mil2016_lativa_forum_fabian_franke.pdf) • AKVS/ IVIG (2008). The concept of Information education in universities in the Czech Republic (includes standards for IL) http://www.akvs.cz/komise-iniciativy/komise- ivig/dokumenty/zakladni-dokumenty-o-iv-a-ig/ • Three phases model (searching/ managing/ communication) proposed by Blasco Olivares & Durban Roca (2012) (Spain) • InFlow model (outcome of a European project, iTec) https://sites.google.com/site/inflowinformationflow/ Sheila Webber, 2016
  7. 7. Sheila Webber, 2016 Source: https://sites.google.com/site/inflowinformationflow/
  8. 8. UNESCO and Media and Information Literacy
  9. 9. “UNESCO’s strategy brings together these two fields [Information Literacy and Media Literacy] as a combined set of competencies (knowledge, skills and attitude) necessary for life and work today. MIL considers all forms of media and other information providers such as libraries, archive, museums and Internet irrespective of technologies used.” (UNESCO, 2016) The ecology of MIL, notions of MIL (Wilson et al., 2011: 19) Sheila Webber, 2016
  10. 10. Intercultural dialogue “Intercultural dialogue is largely dependent on intercultural competencies, defined as the complex of abilities needed to interact appropriately with those who are different from oneself. These abilities are essentially communicative in nature, but they also involve reconfiguring our perspectives and understandings of the world; for it is not so much cultures as people – individuals and groups, with their complexities and multiple allegiances – who are engaged in the process of dialogue” (Grizzle and Carme Torras Calvo, 2013:151) Sheila Webber, 2016
  11. 11. Intercultural dialogue Includes “Indigenous/traditional knowledge and sharing; Religious freedom/inter- faith dialogue; Conflict aspect of cultural diversity; Inter-generational dialogue” (ibid, 154) Also strongly mentioned are diversity of media representation and freedom of expression. Sheila Webber, 2016
  12. 12. MIL curriculum for teachers: core modules • Citizenship, freedom of expression and information, access to information, democratic discourse and life-long learning • Understanding the news, media and information ethics • Representation in media and information • Languages in media and information • Advertising • New and traditional media • Internet opportunities and challenges • Information literacy and library skills • Communication, MILl and learning Is being piloted in a number of countries Sheila Webber, 2016
  13. 13. Most large conferences result in a declaration/ recommendation on MIL • Paris Agenda-12 Recommendations on MIL (2007) • Fez Declaration on MIL (2011) • Moscow Declaration on MIL (2012) • Framework and Action Plan of the Global Alliance for Partnerships on MIL (2013) • Paris Declaration on MIL in the Digital Age (2014) • Riga Recommendations on MIL in a Shifting Media and Information Landscape (2016) Sheila Webber, 2016
  14. 14. Global Alliance for Partnerships on Media and Information Literacy Formed in 2013 with interim international committee; 2015 established regional chapters with interim committees; Any organisation can join http://www.unesco.org/new/en/communication-and-information/media- development/media-literacy/global-alliance-for-partnerships-on-media-and- information-literacy/ Ignore the 2013 deadline mentioned on the page linked here Fill in the form AND join the discussion forum Sheila Webber, 2016
  15. 15. “GAPMIL seeks to globally reposition MIL around the core objectives of: • “Articulating key strategic partnerships to drive MIL development globally and its application to eight key development areas e.g. “Governance, citizenship and freedom of expression” • “Enabling the MIL community to speak and address, with a unified voice, certain critical matters, including the need for policies; and • “Further deepening the strategy for MIL to be treated as a composite concept by providing a common platform for MIL related networks and associations globally that will ensure convergence of regional and international initiative and amplification of global impact.”
  16. 16. GAPMIL European chapter • Interim committee – UNESCO invited people associated with organisations or large projects or initiatives • Mainly academics/researchers; larger number of people from Media Literacy, although there is now awareness of imbalance • Met in Paris in October 15, Forum in June 16 • Like IFLA – don’t normally get expenses, so relies on you or your employer funding them Sheila Webber, 2016
  17. 17. GAPMIL activities so far? • Conferences, MILID/MIL week • Statements/ recommendations • MOOCs / online training • Publications • Initiatives on piloting the curriculum and assessment guidelines • Lobbying Sheila Webber, 2016
  18. 18. 2nd European Media and Information Literacy Forum: links • Storify https://storify.com/sheilayoshikawa/2nd-european-mil-forum-riga- latvia-27-29-june-2016 • My liveblogs of the conference: http://information- literacy.blogspot.co.uk/search/label/2ndeurmil • Conference presentations http://www.unesco.org/new/en/communication-and- information/media-development/media-literacy/global-alliance-for- partnerships-on-media-and-information-literacy/second-european-media-and- information-literacy-forum/ • Riga Recommendations on MIL in a Shifting Media and Information Landscape http://www.unesco.org/new/en/media-services/single- view/news/riga_recommendations_highlight_media_and_information_literac/ • Twitter stream https://twitter.com/search?q=%232ndeurmil Sheila Webber, 2016
  19. 19. Sustainable Development Goals https://sustainabledevelopment.un.org/sdgs
  20. 20. Look at the SDGs with MIL lenses! • Just taking the first 6 – pulling out some broad ways in which MIL supports the goal • Messages from earlier in the conference – to act and also have confidence in the value of what we do (ignoring the put-downs) • Often the MIL of those in power needs development, in order for the disadvantaged to benefit – with this aspect, sometimes be more cunning, sometimes persuasive, sometimes assertive • Roles: e.g. researching, scoping, implementing, reflecting, documenting Sheila Webber, 2016
  21. 21. IL opportunities include … 1 “No poverty” – enabling people to use information resources in all forms so they can have “access to basic services, ownership and control over land and other forms of property, inheritance, natural resources, appropriate new technology and financial services” – developing IL of officials & administrators so they are better able to identify and solve problems – many different groups affected 2 “Zero hunger” – developing citizens’ nutritional literacy and developing farmers’ ability to use information to farm sustainably Sheila Webber, 2016
  22. 22. 3 “Ensure healthy lives and promote well-being for all at all ages”- understanding (investigating) the real information experience of those living with diseases such as HIV/AIDs, to develop more effective, culturally- senstive information and awareness campaigns, and to develop the IL of patients, carers, medical and administrative staff – engagement in health literacy work with people of all ages – increasing IL in use of food and health apps (e.g. food logging) Sheila Webber, 2016
  23. 23. 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” – IL programmes (in and outside formal education) that “ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles” (e.g. more informed choices) – this goal also includes development of literacy – outreach programmes from unis to less priveleged schools Sheila Webber, 2016
  24. 24. 5 “Achieve gender equality and empower all women and girls” – initiatives or programmes that are enabling girls and women to become more confident and skilled in engaging with information in all its forms, to improve their lives and achieve their potential (all age groups!) 6 “Ensure availability and sustainable management of water and sanitation for all” – supporting understanding of how a good local knowledge base can be developed, for use by experts and accessible to citizens Sheila Webber, 2016
  25. 25. Questions • Am I already working with IL to meet SDGs? • Will it help others if I document and share this work? • How can I develop this work further? • Who might be partners? • What are the most feasible/ important next steps – the next goal I’d like to work on? • Power of the global community of librarians Sheila Webber, 2016
  26. 26. “Find your inner activist” Maura Marx, on Sunday Sheila Webber, 2016
  27. 27. Sheila Webber s.webber@sheffield.ac.uk http://information-literacy.blogspot.com/ http://www.slideshare.net/sheilawebber Twitter: @sheilayoshikawa SL: Sheila Yoshikawa Orcid ID 0000-0002-2280-9519 Pictures by Sheila Webber
  28. 28. References • Blasco Olivares, A. & Durban Roca, G. (2012). La competencia informacional en la enseñanza obligatoria a partir de la articulación de un modelo específico. Revista Española de Documentación Científica, 100-135. http://redc.revistas.csic.es/index.php/redc/article/viewArticle/746 (chapter in a book edited by A. Calderón-Rehecho, Competencias sin competencia: la ALFIN y sus circunstancias) • Grizzle, A. and Carme Torras Calvo (Eds) (2013). Media and Information Literacy: policy and strategy guidelines. Paris: UNESCO. • Ministerio de Educación y Ciencia. (2007). Real Decreto 1631/2006, de 29 de diciembre, por el que se establecen las enseñanzas mínimas correspondientes a la Educación Secundaria Obligatoria. (BOE-A-2007-238). http://www.boe.es/ • UNESCO (2016) Media and Information Literacy. http://www.unesco.org/new/en/communication-and-information/media-development/media- literacy/mil-as-composite-concept/ • Wilson, C. et al (2011) Media and information literacy curriculum for teachers. Paris: UNESCO. http://www.unesco.org/new/en/communication-and- information/resources/publications-and-communication-materials/publications/full-list/media- and-information-literacy-curriculum-for-teachers/ Sheila Webber, 2016
  29. 29. UK models etc. • SCONUL 7 Pillars model http://www.sconul.ac.uk/sites/default/files/documents/coremodel. pdf • James Herring’s model http://farrer.csu.edu.au/PLUS/ • Welsh Information Literacy project & Framework https://libraries.wales/national-information-literacy-framework/ • Scottish IL Community of Practice & Framework http://www.therightinformation.org/framework-home/ • Royal College of Nursing’s Nursing, midwifery health and social care information literacy competences (2011) https://www.rcn.org.uk/professional- development/publications/pub-003847 • InformALL’s Determining the Value of Information Literacy for Employers tool https://www.informall.org.uk/employment/il-value/il-value-tool/

×