International perspective on information literacy: national frameworks


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This presentation was given by Sheila Webber at the meeting held to plan for an Information Literacy Strategy for Wales, on 30 November 2009 at Gregynogg Hall in Wales. In it she identifies point’s from Woody Horton’s Information Literacy “primer”, gives her own perspective on the 4 areas identified in the UNESCO-sponsored discussions (governance/ citizenship; Education; Health; Business) and talks about visions for information literacy.

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International perspective on information literacy: national frameworks

  1. 1. International perspective: national frameworks Sheila Webber Department of Information Studies University of Sheffield November 2009
  2. 2. Developing a national information literacy strategy • Pioneering! • Many definitions, models, frameworks and proclamations generated by expert groups • Some research-based models • Some strategies etc. that are claimed as information literacy, within national strategies concerning information, education etc. • Most success: small countries that value education, open use of information & the economic/social capital represented in their citizens?
  3. 3. Outline • Point’s from Horton’s “primer” • My own perspective on the 4 areas identified in the UNESCO-sponsored discussions: governance/ citizenship; Education; Health; Business • Models, frameworks and visions
  4. 4. Horton: Understanding information literacy • Background on IL and proposed model (Horton’s background as Information Management expert) • Perceived challenges & recommendations in 4 areas: Education; Health; Workforce development & human capital; Empowering people to vote & participate in governing • Steps for advocacy & awareness raising • Examples of declarations, initiatives and ideas for “best practice”
  5. 5. Themes for advocacy with each set of partners / stakeholders • Identifying level of awareness of information literacy • Identifying ways of raising awareness • Identifying key organisations, initiatives or events • Identifying champions • Having a clear idea of what you want them to do
  6. 6. “To achieve its overall socio-economic development goals, the appropriate national authorities should develop a national information literacy and Lifelong Learning strategy and vision for the country as a whole, and admonish all other institutions, each sector and citizens to treat the area as a high priority” (Horton, 41)
  7. 7. My perspective on international developments
  8. 8. Governance/ citizenship • A number of countries (& the EU) have policies or programmes on ICT and/or media literacy (but not explicitly information literacy) • Example: Finland: – Government Policy Programme for the Information Society (2007-2011): IT, media literacy and skills for information society. – Libraries are acknowledged as assets and actors for lifelong learning, civic skills, & info society services
  9. 9. Governance/ citizenship • Does the government genuinely want people to be information literate? • Is literacy itself encouraged? • Cultural issues affecting views on information literacy? • What are the predominant ways in which citizens acquire and share information? • Linguistic/ ethnic / sectoral / religious/ regional differences? • Who are potential allies? What motivates them? (logically and emotionally) How long will they be around/ allies?
  10. 10. Education: Development may be linked to • External forces for change (e.g. Bologna Process) • Educational policy (e.g. as regards teaching quality; massification; priorities) & predominant pedagogic approach of teachers/ lecturers • Nature/ existence of national curriculum • Nature of teacher education • Accreditation processes • Status/funding of libraries & of education generally
  11. 11. Health • Need for evidence based health and medical work makes this a rich area for information literacy • Developments will depend on medical education and health systems in individual countries • National health priorities and crises may provide opportunities • International initiatives such as Cochrane Collaboration imply information literate information use
  12. 12. Business • IL activities more difficult to track: – Diversity – Different terminology – Confidentiality • Meaning of IL varies more widely from academic mode & may not be recognised as such, e.g. – Collaborative use of information – Wider interpretations of information (but specific to context) • Cannot have “one size fits all”
  13. 13. Models & frameworks Alejandro Uribe Tirado, Universidad de Antioquia, Colombia, 2009
  14. 14. ANZIIL framework (2nd ed) • Standard One The information literate person recognises the need for information and determines the nature and extent of the information needed • Standard Two The information literate person finds needed information effectively and efficiently • Standard Three The information literate person critically evaluates information and the information seeking process • Standard Four The information literate person manages information collected or generated • Standard Five The information literate person applies prior and new information to construct new concepts or create new understandings • Standard Six The information literate person uses information with understanding and acknowledges cultural, ethical, economic, legal, and social issues surrounding the use of information
  15. 15. Wijetunge and Alahakoon(2005)
  16. 16. From: Information Literacy for advanced study (Masters & Doctorate): Elements for a curriculum Andral, M. et al (2006)
  17. 17. Information Literacy/ Competence Classification (Russia) № Information Description of Information Literacy/Competence Indicators Literacy/Competence Indicators 1 Motivation Motives to contact information flow: genre- or subject-based, emotional, epistemological, hedonistic, psychological, ethical, intellectual, esthetic, therapeutic, etc. 2 Contact (Communication) Frequency of contact/communication with information flow 3 Content Knowledge of media terminology, theory, and history 4 Perception Ability to perceive information flow (including media texts) 5 Interpretation/Appraisal Ability to analyze critically the functioning of information flows and media in society and media texts of various genres and types, based on perception and critical thinking development levels 6 Activity Ability to select information and media and to create/distribute one’s own information; self-training information skills 7 Creativity Creative approach to different aspects of information/media activity (perceptive, play, artistic, research, etc.) Fedorov, Gendina and Petrova (2007)
  18. 18. Missing aspect? • Information literacy for having a good life (whatever that means to you) • More than empowering people to be “good citizens” • For engaging with politicians & media – and people as human beings – can trigger motivation Quotation from interview for research by Webber, Boon & Johnston
  19. 19. Quotation from interview for research by Shahd Salha
  20. 20. ANZIIL: 4 overarching principles Information literate people • engage in independent learning through constructing new meaning, understanding and knowledge • derive satisfaction and personal fulfillment from using information wisely • individually and collectively search for and use information for decision making and problem solving in order to address personal, professional and societal issues • demonstrate social responsibility through a commitment to lifelong learning and community participation
  21. 21. Quotation from interview for research by Webber, Boon & Johnston
  22. 22. “Information literacy lies at the core of lifelong learning. It empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. It is a basic human right in a digital world and promotes social inclusion of all nations” Alexandria Proclamation on information literacy and lifelong learning
  23. 23. Quotation from interview for research by Shahd Salha
  24. 24. Themes for advocacy with each set of partners / stakeholders • Identifying level of awareness of information literacy • Identifying ways of raising awareness • Identifying key organisations, initiatives or events • Identifying champions • Having a clear idea of what you want them to do • Identifying emotional as well as practical arguments
  25. 25. Successful initiatives • Opportunism • Practicality • Good organisation & groundwork • Persistence • Networking • Belief • Passion • Models, strategy and visions
  26. 26. Quotation from interview for research by Shahd Salha
  27. 27. References & Resources • Andral, M. et al (2006) Maîtrise de l’information des étudiants avancés (master et doctorat) Eléments pour une formation. Enssib. numerique/document-21101 • Corrall, S. (2009) Exploring the Development of Information Literacy Strategies [powerpoint] literacy-strategies • Fedorov, A.,Gendina, N. and Petrova, V. (2007) "Russia: Information Literacy State-of- the Art Report". In Lau, J. (ED) Information Literacy: an international state of the art report. 2nd Draft. Veracruz. • IFLA Information Literacy Section (including Guidelines on information literacy for lifelong learning) • Infolit Global website (country reports, database and logo) • Wijetunge, P. and Alahakoon, U. (2005) "Empowering 8: the Information Literacy model developed in Sri Lanka to underpin changing education paradigms of Sri Lanka." Sri Lanka Journal of Librarianship & Information Management, 1 (1), 31-41. institutes/nilis/reports/InformationLiteracy.pdf
  28. 28. Sheila Webber