"State of the Art:Information Literacy in Spanish University Libraries".
Antonio Calderón-Rehecho, María-Isabel Domínguez-Aroca, Nieves González-Fernández-Villavicencio.
En: The European Conference on Information Literacy (ECIL) is organized by the Department of Information Management of Hacettepe University and Department of Information and Communication Sciences of Zagreb University. It will be held from 22-25 October 2013, at Harbiye Military Museum and Cultural Centre in Istanbul, Turkey.
The Horizon Report.Ib is a joint initiative of the eLearn Center (UOC) and the New Media Consortium. It’s a forecast targeting six emerging technologies, as well as the key challenges and trends associated to them, considered to have a great impact on higher education in Latin American countries, Spain and Portugal during next 5 years.
A presentation given at the Centre for Information Literacy Reserach seminar on 6 August 2009 at Sheffield University Department of Information Studies.
'Collaboration technology and the twenty-first century university : the experience of MADRID OPEN UNIVERSITY (Universidad a Distancia de Madrid- UDIMAwww.udima.es
A digital literacy proposal in online Higher Education: the UOC scenarioeLearning Papers
Authors: Montse Guitert, Teresa Romeu.
Universities have a key role in providing students with strategies and competences to allow them to be part of the current information society and hence to be able to develop a productive career.
From individual’s digital competence to digitally competent learning organisa...Riina Vuorikari
The presentation first presents the JRC-IPTS work on the Digital Competence Framework for European citizens and then introduced the new framework for Digitally competent learning organisations.
The Horizon Report.Ib is a joint initiative of the eLearn Center (UOC) and the New Media Consortium. It’s a forecast targeting six emerging technologies, as well as the key challenges and trends associated to them, considered to have a great impact on higher education in Latin American countries, Spain and Portugal during next 5 years.
A presentation given at the Centre for Information Literacy Reserach seminar on 6 August 2009 at Sheffield University Department of Information Studies.
'Collaboration technology and the twenty-first century university : the experience of MADRID OPEN UNIVERSITY (Universidad a Distancia de Madrid- UDIMAwww.udima.es
A digital literacy proposal in online Higher Education: the UOC scenarioeLearning Papers
Authors: Montse Guitert, Teresa Romeu.
Universities have a key role in providing students with strategies and competences to allow them to be part of the current information society and hence to be able to develop a productive career.
From individual’s digital competence to digitally competent learning organisa...Riina Vuorikari
The presentation first presents the JRC-IPTS work on the Digital Competence Framework for European citizens and then introduced the new framework for Digitally competent learning organisations.
Presentation by Montse Guitert Catasús, Director, Digital Competencies Program (psychology and science education), Universitat Oberta de Catalunya, Spain for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Digital Competence frameworks in Europe: an approaching to Spanish and Norweg...Universidad Nebrija
Is Spain doing a good job about the development of teacher´s digital competence?
We present a theoretical revision on the digital competence in Europe developed for citizens (DIGCOMP Project, 2011-2012) in order to focus on the Spanish model for teacher´s digital competence (an identical copy of the DIGCOMP Project, for citizens in general not for teachers), showing as example the norwegian model which was specifically developed for teacher´s digital competence.
Mapping digital competence as a new subject in the Primary School curriculumUniversidad Nebrija
In December 2006 with the European Recommendation on Key Competences, "digital competence" was acknowledged as one of the 8 key competences for Lifelong Learning by the European Union.
Although the guidelines are being worked in an international framework each country should manage to find its own way to achieve the changes needed in the educational system. We present an inquiry with experimental design focused in the development of digital competence at Primary school.
This report documents the state of the art concerning the Cloud in education in partner countries across Europe. It describes policy perspectives, agencies and organisations promoting the Cloud in education, initiatives, projects and developments in different countries, it offers a list of relevant events and activities taking place in Europe, as well as key publications related to the project’s scope. The report indicates that the Cloud is developing rapidly in business but in many countries education has not recognised the advantages offered.
Study Visit 2014- Barcelona (Catalonia)Neus Lorenzo
Institutional opening to Study Visit Group No: 183 (CEDEFOB) , “Educational cooperation with professional institutions to promote language skills 2014″.This Study Visit provides information on the Catalan Educational System and its European networking practicies for developing language learning skills. More information on the Blog: http://blocs.xtec.cat/educationalcooperation2014/
Presentation at the EDEN Open Classroom Conference 2016 “Open Schools for Open Societies, titled: “The E-LIOS project. A School Alliance for Good Practices”. The Conference was co-organized by EDEN, The Institute of Educational Policy Greece and Ellinogermaniki Agogi. Ellinogermaniki Agogi, Athens, Greece, November 4-6, 2016.
Perspectives and Policies on Educational ICT in Catalonia, SpainCITE
4 March 2010 (Thursday) | 14:00 - 15:00 | http://citers2010.cite.hku.hk/abstract/10 | Mr. Jordi VIVANCOS, Head of the Knowledge and Learning Technologies Unit, the Council of Education of Catalonia
INTERNATIONAL JOURNAL OF INSTRUCTIONAL TECHNOLTatianaMajor22
INTERNATIONAL
JOURNAL
OF
INSTRUCTIONAL
TECHNOLOGY
AND
DISTANCE LEARNING
December 2014
Volume 11 Number 12
Editorial Board
Donald G. Perrin Ph.D.
Executive Editor
Elizabeth Perrin Ph.D.
Editor-in-Chief
Brent Muirhead Ph.D.
Senior Editor
Muhammad Betz, Ph.D.
Editor
ISSN 1550-6908
International Journal of Instructional Technology and Distance Learning
December 2014 Vol. 11. No.12. ii
PUBLISHER'S DECLARATION
Research and innovation in teaching and learning are prime
topics for the Journal of Instructional Technology and Distance
Learning (ISSN 1550-6908). The Journal was initiated in
January 2004 to facilitate communication and collaboration
among researchers, innovators, practitioners, and
administrators of education and training involving innovative
technologies and/or distance learning.
The Journal is monthly, refereed, and global. Intellectual
property rights are retained by the author(s) and a Creative
Commons Copyright permits replication of articles and eBooks
for education related purposes. Publication is managed by
DonEl Learning Inc. supported by a host of volunteer editors,
referees and production staff that cross national boundaries.
IJITDL is committed to publish significant writings of high
academic stature for worldwide distribution to stakeholders in
distance learning and technology.
In its first decade, the Journal published more than 600
articles; 7,500 pages of research and theory by over 1,000
authors. It logged over ten million page views and more than a
million downloads of Acrobat files of monthly journals and
eBooks. Many authors benefited from refereed publication for
retention, promotion, tenure, and advancement in their
profession
Donald G. Perrin, Executive Editor
Elizabeth Perrin, Editor in Chief
Brent Muirhead, Senior Editor
Muhammad Betz, Editor
http://creativecommons.org/licenses/by-nc-sa/2.5/
http://creativecommons.org/licenses/by-nc-sa/2.5/
International Journal of Instructional Technology and Distance Learning
December 2014 Vol. 11. No.12. iii
Vol. 11. No. 12.
ISSN 1550-6908
Table of Contents – December 2014
Page
Editorial: Sir John’s Speech 1
Donald G. Perrin
Crossing the bridge of communication:
An analysis of ESL materials and a hybrid solution
3
Justin P. White and Caitlin Farinelli
Understanding online K-12 students through a demographic study 19
Michael Corry, William Dardick, Robert Ianacone, Julie Stella
Online faculty burn out, best practices and
student engagement strategies
31
Lisa Marie Portugal
Convergence and Divergence:
Accommodating online cross-culture communication styles
51
Bradley E. Wiggins and Susan Simkowski
English for Sp[ecific Purposes Learners’ needs related learning for
the workplace: a pragmatic study
61
Hussain Ahmed Liton
Case study: using open education resources to design ...
Participation in the round table of the ICEM-SIIE 2011. Aveiro, Portugal: Public policies about Training and Digital Technologies in the schools from Brasil and Portugal
The Most Excellent International Schools to Study in Spain, 2023.pdftheknowledgereview1
In the latest issue of The Knowledge Review, ‘The Most Excellent International Schools to Study in Spain, 2023,’ We explore Excellent International Schools to Study.
3rd Scientix Conference - 3 minute presentation of the exhibition standsBrussels, Belgium
These slides were displayed during a three minute introduction to each exhibition stand during the 3rd Scientix Conference in Brussels, Belgium, 4-6 May 2018.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Presentation by Montse Guitert Catasús, Director, Digital Competencies Program (psychology and science education), Universitat Oberta de Catalunya, Spain for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Digital Competence frameworks in Europe: an approaching to Spanish and Norweg...Universidad Nebrija
Is Spain doing a good job about the development of teacher´s digital competence?
We present a theoretical revision on the digital competence in Europe developed for citizens (DIGCOMP Project, 2011-2012) in order to focus on the Spanish model for teacher´s digital competence (an identical copy of the DIGCOMP Project, for citizens in general not for teachers), showing as example the norwegian model which was specifically developed for teacher´s digital competence.
Mapping digital competence as a new subject in the Primary School curriculumUniversidad Nebrija
In December 2006 with the European Recommendation on Key Competences, "digital competence" was acknowledged as one of the 8 key competences for Lifelong Learning by the European Union.
Although the guidelines are being worked in an international framework each country should manage to find its own way to achieve the changes needed in the educational system. We present an inquiry with experimental design focused in the development of digital competence at Primary school.
This report documents the state of the art concerning the Cloud in education in partner countries across Europe. It describes policy perspectives, agencies and organisations promoting the Cloud in education, initiatives, projects and developments in different countries, it offers a list of relevant events and activities taking place in Europe, as well as key publications related to the project’s scope. The report indicates that the Cloud is developing rapidly in business but in many countries education has not recognised the advantages offered.
Study Visit 2014- Barcelona (Catalonia)Neus Lorenzo
Institutional opening to Study Visit Group No: 183 (CEDEFOB) , “Educational cooperation with professional institutions to promote language skills 2014″.This Study Visit provides information on the Catalan Educational System and its European networking practicies for developing language learning skills. More information on the Blog: http://blocs.xtec.cat/educationalcooperation2014/
Presentation at the EDEN Open Classroom Conference 2016 “Open Schools for Open Societies, titled: “The E-LIOS project. A School Alliance for Good Practices”. The Conference was co-organized by EDEN, The Institute of Educational Policy Greece and Ellinogermaniki Agogi. Ellinogermaniki Agogi, Athens, Greece, November 4-6, 2016.
Perspectives and Policies on Educational ICT in Catalonia, SpainCITE
4 March 2010 (Thursday) | 14:00 - 15:00 | http://citers2010.cite.hku.hk/abstract/10 | Mr. Jordi VIVANCOS, Head of the Knowledge and Learning Technologies Unit, the Council of Education of Catalonia
INTERNATIONAL JOURNAL OF INSTRUCTIONAL TECHNOLTatianaMajor22
INTERNATIONAL
JOURNAL
OF
INSTRUCTIONAL
TECHNOLOGY
AND
DISTANCE LEARNING
December 2014
Volume 11 Number 12
Editorial Board
Donald G. Perrin Ph.D.
Executive Editor
Elizabeth Perrin Ph.D.
Editor-in-Chief
Brent Muirhead Ph.D.
Senior Editor
Muhammad Betz, Ph.D.
Editor
ISSN 1550-6908
International Journal of Instructional Technology and Distance Learning
December 2014 Vol. 11. No.12. ii
PUBLISHER'S DECLARATION
Research and innovation in teaching and learning are prime
topics for the Journal of Instructional Technology and Distance
Learning (ISSN 1550-6908). The Journal was initiated in
January 2004 to facilitate communication and collaboration
among researchers, innovators, practitioners, and
administrators of education and training involving innovative
technologies and/or distance learning.
The Journal is monthly, refereed, and global. Intellectual
property rights are retained by the author(s) and a Creative
Commons Copyright permits replication of articles and eBooks
for education related purposes. Publication is managed by
DonEl Learning Inc. supported by a host of volunteer editors,
referees and production staff that cross national boundaries.
IJITDL is committed to publish significant writings of high
academic stature for worldwide distribution to stakeholders in
distance learning and technology.
In its first decade, the Journal published more than 600
articles; 7,500 pages of research and theory by over 1,000
authors. It logged over ten million page views and more than a
million downloads of Acrobat files of monthly journals and
eBooks. Many authors benefited from refereed publication for
retention, promotion, tenure, and advancement in their
profession
Donald G. Perrin, Executive Editor
Elizabeth Perrin, Editor in Chief
Brent Muirhead, Senior Editor
Muhammad Betz, Editor
http://creativecommons.org/licenses/by-nc-sa/2.5/
http://creativecommons.org/licenses/by-nc-sa/2.5/
International Journal of Instructional Technology and Distance Learning
December 2014 Vol. 11. No.12. iii
Vol. 11. No. 12.
ISSN 1550-6908
Table of Contents – December 2014
Page
Editorial: Sir John’s Speech 1
Donald G. Perrin
Crossing the bridge of communication:
An analysis of ESL materials and a hybrid solution
3
Justin P. White and Caitlin Farinelli
Understanding online K-12 students through a demographic study 19
Michael Corry, William Dardick, Robert Ianacone, Julie Stella
Online faculty burn out, best practices and
student engagement strategies
31
Lisa Marie Portugal
Convergence and Divergence:
Accommodating online cross-culture communication styles
51
Bradley E. Wiggins and Susan Simkowski
English for Sp[ecific Purposes Learners’ needs related learning for
the workplace: a pragmatic study
61
Hussain Ahmed Liton
Case study: using open education resources to design ...
Participation in the round table of the ICEM-SIIE 2011. Aveiro, Portugal: Public policies about Training and Digital Technologies in the schools from Brasil and Portugal
The Most Excellent International Schools to Study in Spain, 2023.pdftheknowledgereview1
In the latest issue of The Knowledge Review, ‘The Most Excellent International Schools to Study in Spain, 2023,’ We explore Excellent International Schools to Study.
3rd Scientix Conference - 3 minute presentation of the exhibition standsBrussels, Belgium
These slides were displayed during a three minute introduction to each exhibition stand during the 3rd Scientix Conference in Brussels, Belgium, 4-6 May 2018.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. State of the Art: Information
Literacy in
Spanish
University
Libraries
Antonio Calderón-Rehecho (acaldero@ucm.es )
María-Isabel Domínguez-Aroca (misabel.dominguez@uah.es)
Nieves González-Fernández-Villavicencio (@nievesglez)
State of the Art: Information Literacy in Spanish University . ECIL 2013
2. INDEX
Terminology
Favorable context
From UT (User Training) to IL (ALFIN or IC)
Steps for implementing IL in the SUL
Events literacy in the SUL
IL/IC/ALFIN /IC2 in the SUL
To provide training
Certification /Accreditation
Conclusions and Proposals
State of the Art: Information Literacy in Spanish University . ECIL 2013
3. Terminology in Spain for IL
Information
Competency = IC
=
Information Literacy
= ALFIN = IL
Computer Competency
and Information
Competency = IC2
Information Technology Skills = Computer
Competency = CC
State of the Art: Information Literacy in Spanish University . ECIL 2013
5. Favorable Context for IL in the SUL
INTERNATIONAL
Influence of ACRL. Guidelines &
Standars :
ACRL/ALA (2000).Information
Literacy Competency Standards for
Higher Education.
ACRL/ALA (2003). Guidelines for
Instruction Programs in Academic
Libraries.
ACRL/ALA (2003, rev. 2012).
Characteristics of programs of
information literacy that illustrate
best practices: a guideline.
ACRL/ALA (2007). The Standards
for Proficiencies for Instruction
Librarians and Coordinators
SPAIN
Coincides with:
Bologna Process EHEA
(European Higher Education Area)
Legislative Publications : Reales
Decretos regulation of
undergraduate and postgraduate
Implementation of a new
teaching methodology:
“digital competence”
“management of
information”
State of the Art: Information Literacy in Spanish University . ECIL 2013
6. From UT (User Training) to IL
Opportunity
New curriculum “information management”
incorporated as cross competency in Degree in
Spanish University.
Strategy
REBIUN (Spanish University Library Network):
II Strategic Plan 2007-10 Information Literacy
Program = ALFIN = IC
III Strategic Plan 2020 progressive integratation
of computer and information skills = IC2
State of the Art: Information Literacy in Spanish University . ECIL 2013
7. From User Training to IL in the SUL
State of the Art: Information Literacy in Spanish University . ECIL 2013
8. Steps for implementing IL in the SUL
REBIUN Framework Document for CRUE: Acquisition of
Information Skills as a Necessary Subject in the University (2007)
Best Practices Guide for Development of Information Literacy in
Spanish Universities (2008)
Computer and Information Skills in Undergraduate Studies
(2009, rev. 2012) Link
Marketing Videos: Computer and information skills in a digital
world and Computer and information skills: what role
universities play?
ALFARED (2008-2011): http://www.alfared.org/
Portal CI2. http://ci2.es/
State of the Art: Information Literacy in Spanish University . ECIL 2013
9. Information Literacy. Events in the SUL
VI Conference CRAI, 2008: Resource Centres for Learning an
Research: Competencies for information on new teaching
universities. U. de Pamplona. Link
VII Conference CRAI, 2009: Information Literacy and computer in
the university. U. Politécnica de Madrid. Link
VIII Conference CRAI, 2010: Application in the working world of
information skills and computer (CI2). U. Alicante. Link
IX Conference CRAI, 2011: Assessment and accreditation of
computer and information skills (CI2). U. Santiago de Compostela.
Link
X Conference CRAI, 2012: Results of the introduction of computer
and information literacy (CI2) in Spanish Universities. U. de la
Rioja. Link
State of the Art: Information Literacy in Spanish University . ECIL 2013
10. Information Literacy. Events in the SUL
I Workshop on Information Literacy responsible work
REBIUN of Spanish university libraries. M. Cultura, 2009.
II Workshop on Information Literacy responsible work
REBIUN: Information competence and higher education:
materials for reflection / action for academic authorities
and trainers. U. de Granada, 2010.
III Workshop on Information Literacy responsible work
REBIUN in order to support the training staff by: Design
of an introductory course in information literacy. UCM,
2011.
Link Events
State of the Art: Information Literacy in Spanish University . ECIL 2013
11. IL and IC2 in the SUL
Training plans (2009-2012)
U. de Alicante
U. de Barcelona
U. de Cantabria
U. de Córdoba
U. de Extremadura
U. de Málaga
U. Nacional de Educación a Distancia
U. Oberta de Catalunya
U. de las Palmas de Gran Canaria
U. Politècnica de Catalunya
U. de Sevilla
U. de Valencia, etc.
State of the Art: Information Literacy in Spanish University . ECIL 2013
12. IL and IC2 in the SUL
LIBRARY OFFER
Credits
ECTS
UB, UCLM,
USC,
US,UNIZAR,
UNED, ULL,
UPC, etc.
Without
Credits
ALL
University
Libraries
offer
Information
Literacy
COLLABORATION
ON SUBJECTS
ALL University
Libraries with
different levels of
implementation and
execution,
depending on the
Universities,
disciplines and
knowledge areas.
INTEGRATED INTO THE
CURRICULUM
IL= IC
IC2
UNICAN,
MONGRAGON,
UNIOVI, UBU, UNAV,
UNIRIOJA, UPSA,
UNED, UAH,
UPCOMILLAS,
UC3M, UCM, IE,
USPCEU, UPC, UDG,
UAB, URV, UJI, UPV,
UV, UM, UGR, UJAN,
US, UPO, UHU,
UNEX, UIB, ULL,
ULPGC
UNED, UPF,
UA,
MONDRAGÓN,
US, UNIOVI,
UNAV, USPCEU
Modality: face-to-face, blended, virtual and Self-learning materials
State of the Art: Information Literacy in Spanish University . ECIL 2013
13. To provide Training by the SUL
ASSISTANT COURSE NUMBER 2005 TO 2012
250.000
224.660
229.953
209.198
200.000
196.823
174.188
159.891
150.000
148.057
Nº COURSES
124.450
100.000
TURNOUT
50.000
6.734
7.357
7.974
9.320
10.250
10.898
10.509
2.007
2.008
2.009
2.010
2.011
8.343
0
2.005
2.006
Data from REBIUN Statistics
State of the Art: Information Literacy in Spanish University . ECIL 2013
2.012
14. To provide Training by the SUL
Hours (formal)
16.000
Courses (formal)
14.670
14.000
Hours (no formal)
13.784
Courses (no formal)
12.067
12.000
12.002
10.000
9.864
9.262
8.743
8.000
7.711
6.184
6.000
4.000
2.000
2.072
2.296
1.851
0
2010
2011
Data from REBIUN Statistics
State of the Art: Information Literacy in Spanish University . ECIL 2013
2012
15. To provide Training by SUL
200
2010
2011
2012
Hours (formal)
9.864
12.002
Courses (formal)
180
9.262
2.072
2.296
1.851
4,5
4,3
6,5
14.670
13.784
12.067
8.743
7.711
6.184
1,7
1,8
1,9
Hours by course (formal)
Hours (no formal)
160
Courses (no formal)
Hours by course (no formal)
183
Hours (formal)
Courses (formal)
145
140
Courses (no formal)
130
121
120
111
106
100
Hours (no formal)
100
96
94
88
89
82
80
71
60
2010
2011
2012
Data from REBIUN Statistics
State of the Art: Information Literacy in Spanish University . ECIL 2013
Hours by course (no
formal)
Hours by course (formal)
16. Certification - Accreditation
Spanish Universities use different ways to certify
the success of the courses:
Library Direction
Certification ICE (Institute of Educational Sciences
of University), etc.
Acreditation
III REBIUN Strategic Plan objective to collaborate
with ACTIC (Catalan ICT Accreditation ).
ITC Accreditation by the ECDL (European Computer
Driving License).
State of the Art: Information Literacy in Spanish University . ECIL 2013
17. Conclusions
Generalization of traditional
(UT), followed by lower offer
Literacy (IC), and the low
Information
Technology
Information Literacy (IC2).
User Training
in Information
incidence of
Skills
plus
Coexistence of training offered exclusively by
the library, with or without inclusion into
curriculum, and collaborating with teachers
in subjects under curricular or non-curricular
way.
State of the Art: Information Literacy in Spanish University . ECIL 2013
18. Conclusions
Integration in the new degree mainly in the
early grades and increasingly in the final
degree project.
Trend towards training in virtual or blended
format.
Importance of evaluation and various
proposals from REBIUN being developed to
accredit these competences.
State of the Art: Information Literacy in Spanish University . ECIL 2013
19. Future proposals
Demonstrate the value of Information Literacy
or Information Technology Skills plus
Information Literacy (IC2) in University.
Increase collaboration and convergence with
other agents involved in the training,
particularly teachers and technological and
computer staff.
Improve librarian knowledge in educational
resources and technological peaks.
State of the Art: Information Literacy in Spanish University . ECIL 2013
20. Future proposals
Librarians need to explore intersections
between library services and student
learning, to identify opportunities for
library impact on student learning.
Achieving
the
implementation
of
Information Literacy
or Information
Technology Skills plus Information Literacy
(IC2) in curricula, useful for lifelong
learning.
State of the Art: Information Literacy in Spanish University . ECIL 2013
21. Epílogue = Desire
The Flipped Classroom in the Library: Integrating Formal and Informal Learning Spaces. Deborah Helman, Carrie Kruse,
University of Wisconsin – Madison Libraries and Suzanne Smith, Wisconsin Collaboratory for Enhanced Learning.
http://www.wiscel.wisc.edu/documents/ACRL_2013_Flipped_Classroom_in_the_Library_2013_no_video.pdf
ACRL, April 12, 2013, Indianapolis, IN
State of the Art: Information Literacy in Spanish University . ECIL 2013
22. State of the Art: Information Literacy in Spanish University . ECIL 2013