This document summarizes Sirje Virkus' research on information literacy in Europe over the past 10 years since her 2003 paper. It provides an overview of developments in the IL movement in Europe, including trends identified through literature reviews, personal observations, and an exploratory study of IL practices at European higher education institutions. Key findings include the limited progress integrating IL into teaching and policy agendas, as well as perceptions of IL and obstacles to its development, such as lack of understanding of the concept, resources, and leadership support. The study concluded that a holistic, multi-dimensional approach is needed to effectively develop IL competencies.
Knowledge Management Practices In (Comsat) Academic Library Networkinventionjournals
Our society today is immensely impacted by the progress in information and communication technologies (ICTs). Literature names this change and the rise of new environment as “period of rapid change”. There is hardly any professional or field which has not stirred by the ICTs. In this globally competitive environment, librarianship is also deeply affected by ICTs and acts as a web among all the educational institutions. Libraries of various educational institutions must go with the flow by transforming the information into knowledge and introduce productive and new services. Knowledge is indeed the root to stay firm in this economy-run society today. This research article attempts to analyze the KM tools, their usage, awareness, and advantages. This study will show how COMSAT University (CIIT) Library network around different campuses convert the intellectual assets of Library and there workers and staff members into higher productive services by using KM tools and techniques.
Knowledge Management Practices In (Comsat) Academic Library Networkinventionjournals
Our society today is immensely impacted by the progress in information and communication technologies (ICTs). Literature names this change and the rise of new environment as “period of rapid change”. There is hardly any professional or field which has not stirred by the ICTs. In this globally competitive environment, librarianship is also deeply affected by ICTs and acts as a web among all the educational institutions. Libraries of various educational institutions must go with the flow by transforming the information into knowledge and introduce productive and new services. Knowledge is indeed the root to stay firm in this economy-run society today. This research article attempts to analyze the KM tools, their usage, awareness, and advantages. This study will show how COMSAT University (CIIT) Library network around different campuses convert the intellectual assets of Library and there workers and staff members into higher productive services by using KM tools and techniques.
Theoretical Basis, Methods and Methods of Formation and Determination of Pote...ijtsrd
Information Technology to adequately study and formulate their thinking skills in this field. Because, as the day goes by, Information Systems, which are fundamental for information technology, are constantly developing and being enriched with various modes, technologies. This requires repeated study and a certain amount of time, if the potential for knowledge and skills learned in the school is not formed. Murodova Zarina Rashidovna "Theoretical Basis, Methods and Methods of Formation and Determination of Potential in the Educational System" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd37928.pdf Paper Url :https://www.ijtsrd.com/engineering/computer-engineering/37928/theoretical-basis-methods-and-methods-of-formation-and-determination-of-potential-in-the-educational-system/murodova-zarina-rashidovna
Presentation of Dr. Juneman Abraham on Open Access in Indonesia in Global Minds 2019. As cited in https://www.arts.kuleuven.be/english/intercult, "This event focuses on the implementation of Open Access, with presentations about community-owned, non-commercial alternatives in use in the Global South and a debate on the ambitious plan of major funders, united in cOAlition S, to make all European research publications available in Open Access."
The role of information literacy in higher education an initiative at al akh...Aziz EL Hassani
Abstract
This paper, part of which was presented at the 12th annual AMICAL conference at the American University in Bulgaria held in Blagoevgrad, on 29 May 2015, reports on a doctoral research project which explores the meaning and role of information literacy in higher education and lifelong learning. It also highlights an information literacy initiative at a Moroccan university, namely Al Akhawayn University in Ifrane, and how its academic library strives to promote it. Living in an age of information tsunami and technological advancement, issues of information access, evaluation, retrieval and effective use, have become significantly critical in our societies. Directing the attention to the issue of information literacy and framing the best practices on how they can be best blended into the learning process of students are of paramount importance. Like other libraries across the globe, Mohammed VI Library at Al Akhawayn University in Morocco has realized the importance of information literacy and has worked in various ways to address this issue. This paper will describe the university strategy of teaching Information Literacy to graduate and undergraduate students in a number of ways. Recommendations to improve and support this initiative, including incorporating information literacy and skills across the university's curriculum, and fostering more effective partnerships between the Al Akhawayn university library and the teaching faculty, will be also discussed in this paper.
A supervised e smart based learning & population study in eastern trai re...eSAT Journals
Abstract
Due to rapid advancement in information technology, digital revolution creates a new era & scope in technology based learning system (TBLS). Considering the scenario a place which is extremely poor in every aspect of human development index (HDI) so called TRAI region of eastern Uttar Pradesh. New portable and electronic devices take place of old text books in this region. In this study we introduced some key questions with novel emerging e-Smart based learning environment. Smart based learning simply means that learning and teaching by electronic devices. Our study also established some key findings especially in human quality based development (HQBD) in this region such as thinking ability, living standered, human value, future based life planning etc. We also observe during our study, living standered are significantly improve and also this things create a new space to eradicate the poverty allevation in trai region. For our study we take data of 800 hundred students from different colleges of this region as well as concerned demographic data of rural areas. During study we also focus & delineate to ask people about what are the changes they observe or found when they adopt new way of learning.
Keywords: TBLS, HDI, HQBD, Trai Region, Smart Learning etc.
SADL UP - Keynote presentation at HEA Changing the Learning Landscape event 7...LSESADL
Jane Secker and Maria Bell's presentation of the findings thus far of the LSE Student Ambassadors for Digital Literacy project at the HEA Changing the Learning Landscape - Digital Literacy event.
Putting students in the SADL: keynote paper at HEA Changing the Learning Land...Maria Bell
Keynote by Jane Secker and Maria Bell, presenting the findings of the LSE Student Ambassadors for Digital Literacy (SADL) project at HEA Changing the Learning Landscape Digital Literacy workshop at LSE, 7 May 2014
Theoretical Basis, Methods and Methods of Formation and Determination of Pote...ijtsrd
Information Technology to adequately study and formulate their thinking skills in this field. Because, as the day goes by, Information Systems, which are fundamental for information technology, are constantly developing and being enriched with various modes, technologies. This requires repeated study and a certain amount of time, if the potential for knowledge and skills learned in the school is not formed. Murodova Zarina Rashidovna "Theoretical Basis, Methods and Methods of Formation and Determination of Potential in the Educational System" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd37928.pdf Paper Url :https://www.ijtsrd.com/engineering/computer-engineering/37928/theoretical-basis-methods-and-methods-of-formation-and-determination-of-potential-in-the-educational-system/murodova-zarina-rashidovna
Presentation of Dr. Juneman Abraham on Open Access in Indonesia in Global Minds 2019. As cited in https://www.arts.kuleuven.be/english/intercult, "This event focuses on the implementation of Open Access, with presentations about community-owned, non-commercial alternatives in use in the Global South and a debate on the ambitious plan of major funders, united in cOAlition S, to make all European research publications available in Open Access."
The role of information literacy in higher education an initiative at al akh...Aziz EL Hassani
Abstract
This paper, part of which was presented at the 12th annual AMICAL conference at the American University in Bulgaria held in Blagoevgrad, on 29 May 2015, reports on a doctoral research project which explores the meaning and role of information literacy in higher education and lifelong learning. It also highlights an information literacy initiative at a Moroccan university, namely Al Akhawayn University in Ifrane, and how its academic library strives to promote it. Living in an age of information tsunami and technological advancement, issues of information access, evaluation, retrieval and effective use, have become significantly critical in our societies. Directing the attention to the issue of information literacy and framing the best practices on how they can be best blended into the learning process of students are of paramount importance. Like other libraries across the globe, Mohammed VI Library at Al Akhawayn University in Morocco has realized the importance of information literacy and has worked in various ways to address this issue. This paper will describe the university strategy of teaching Information Literacy to graduate and undergraduate students in a number of ways. Recommendations to improve and support this initiative, including incorporating information literacy and skills across the university's curriculum, and fostering more effective partnerships between the Al Akhawayn university library and the teaching faculty, will be also discussed in this paper.
A supervised e smart based learning & population study in eastern trai re...eSAT Journals
Abstract
Due to rapid advancement in information technology, digital revolution creates a new era & scope in technology based learning system (TBLS). Considering the scenario a place which is extremely poor in every aspect of human development index (HDI) so called TRAI region of eastern Uttar Pradesh. New portable and electronic devices take place of old text books in this region. In this study we introduced some key questions with novel emerging e-Smart based learning environment. Smart based learning simply means that learning and teaching by electronic devices. Our study also established some key findings especially in human quality based development (HQBD) in this region such as thinking ability, living standered, human value, future based life planning etc. We also observe during our study, living standered are significantly improve and also this things create a new space to eradicate the poverty allevation in trai region. For our study we take data of 800 hundred students from different colleges of this region as well as concerned demographic data of rural areas. During study we also focus & delineate to ask people about what are the changes they observe or found when they adopt new way of learning.
Keywords: TBLS, HDI, HQBD, Trai Region, Smart Learning etc.
SADL UP - Keynote presentation at HEA Changing the Learning Landscape event 7...LSESADL
Jane Secker and Maria Bell's presentation of the findings thus far of the LSE Student Ambassadors for Digital Literacy project at the HEA Changing the Learning Landscape - Digital Literacy event.
Putting students in the SADL: keynote paper at HEA Changing the Learning Land...Maria Bell
Keynote by Jane Secker and Maria Bell, presenting the findings of the LSE Student Ambassadors for Digital Literacy (SADL) project at HEA Changing the Learning Landscape Digital Literacy workshop at LSE, 7 May 2014
CLIR staff present the results of a 2011 survey of student engagement with projects funded through the Cataloging Hidden Special Collections and Archives program. See also:
http://www.clir.org/hiddencollections/student_survey_results.html
CLIR officers describe results of recent survey of student engagement in Cataloging Hidden Special Collections and Archives projects. See also: http://www.clir.org/hiddencollections/student_survey_results.html
SADL up: Putting students in the driving seat for digital literacy. LILAC 2014Maria Bell
Ellen Wilkinson and Maria Bell, London School of Economics and Political Science
Student Ambassadors in Digital Literacy (SADL) http://blogs.lse.ac.uk/lsesadl, an HEA funded project, was launched in October 2013 at the London School of Economics (LSE) aiming to further embed digital and information literacy in the curriculum. During this paper, project team members reflect on their progress to date, emerging findings and challenges.to date, emerging findings and challenges.
This paper was presented at LILAC 2014 on 24 April 2014: http://www.lilacconference.com
The National Forum for the Enhancement of Teaching and Learning in Higher Education (National Forum) is Ireland’s advisory body for teaching and learning in Irish higher education. In 2015 the National Forum developed a professional development framework for all staff who teach in Higher Education (PDF). In2016, library staff from Carlow IT DIT (now TU Dublin) and Dundalk IT were awarded substantial funding for a 2 year project (L2L) to review the PDF through a library lens. L2L was the first library-based project to be funded by the National Forum in this way.
All library staff teach formally or informally, while also performing a wide array of other library tasks. The PDF provides a framework to prompt a deeper exploration of such multi-layered roles and, in doing so, helps to identify our complex and evolving professional development needs.
Tangible outcomes include the website l2l.ie, with its wealth of resources, and a book recording the experiences of project participants. Other outcomes include greater self-confidence and recognition of all library staff as educators.
It is essential now that these outcomes are disseminated widely amongst the library community. So the conference presentation will describe the project, discuss its findings and encourage attendees to engage with it.
Relevance of the presentation to the conference theme of ‘Inclusive Libraries’:
All library staff in all libraries (academic, public and special) ‘teach’ their users in some way and all users benefit (including those disadvantaged or excluded). In addition, the presentation will be equally relevant to attendees from the North and the south. Finally, the success of the project will encourage other library staff to apply for similar funding in future.
This presentation by Sara Bragg (University of Brighton) was part of the Higher Education Academy (HEA) symposium at BERA Annual Conference in London, September 2014.
The project, funded by the HEA, offered groups of student teachers to reflect on the increased use of technology in schools to track students and the use of technology by students outside schools.
To find out more, read the project report at http://bit.ly/ZCqNq8
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Information Literacy in Europe: Ten Years Later. Presentation at the ECIL 2013 in Istanbul
1. Information Literacy in Europe:
Ten Years Later
Sirje Virkus
Institute of Information Studies
Tallinn University,
23rd October, 2013
2. Content and Structure
• A follow up to the article
“Information literacy in
Europe: a literature review“,
Information Research, 2003.
• Examines the IL movement in
Europe since 2003, and
provides an overview of some
trends and developments.
• The overview is based on
• literature reviews,
• personal observations &
involvement, and
• an exploratory study.
Divided into three parts:
• Conclusions from IR paper.
• Selected findings of the
exploratory study - results still
relevant.
• Review of the current context,
conceptual development,
strategy & policy and the
educational developments of IL.
3. Conclusions of my Paper in 2003
Much work was undertaken on the The majority of initiatives came
from formal education settings
part of librarians to deliver IL.
and examples in the workplace,
Interest in IL was illustrated by
community & CE context were
– the number of projects,
very rare.
– conferences, workshops,
• IL initiatives in HE took a
– working groups,
variety of forms:
– adaptation of IL competency
–
–
–
–
standards,
teaching initiatives in many
institutions,
development of Web sites
Web-based tutorials and
in the area of research.
–
–
–
–
stand-alone courses or classes,
Web-based tutorials,
course-related instruction, or
course-integrated instruction.
• Trends towards the integration
of IL into subject areas
4. Conclusions of my Paper in 2003
• References to IL initiatives in Europe were, however, quite
rare and fragmented (descriptions of innovation).
• The majority of publications came from the UK.
• Part of the problem of understanding European IL
activities stemmed from the language barrier (Virkus,
2003).
5. My Observation from 2003
• “… the constructivist approach to learning has close
connections with the process of information-seeking and
use […] to learn constructively involves active seeking,
processing and using of information, critical analysis and
metacognition. In this context, information-related
competencies may be viewed as context- and contentdependent competencies which are integral elements in a
constructive learning environment and are closely related
with the characteristics of constructive learners (prior
knowledge, metacognition, motivation, and the complex
variable ‘learning style’)” (Virkus, 2003).
6. An Exploratory Study:
Development of Information-related
Competencies in European Higher
Open and Distance Learning: An
Exploration of Contextual Factors
7. Exploratory Study
• During the period of 2003 to 2005 an exploratory study
was conducted in European ODL HEIs to understand the
experience of those involved in the development of IRC.
• The research problem was concerned with why progress
in developing IRC in HE has been so modest and the belief
that a better understanding of what academics, senior
managers, librarians and students are thinking and doing
would help better to engage them in effective development
of IRC.
• Research Question: What is the nature of successful IL
educational practice and what are the factors which
influence this?
8. Methodology
A mixed methods approach:
• Survey and
• Multiple-case studies
• The survey aimed to find
out the size and scope of
the development of IRC in
EADTU member
institutions and to explore
the role of libraries within
this process.
Descriptive analysis
• EADTU - the European
Association of Distance
Teaching Universities, 156
dual/mixed-mode universities +
7 open universities/ providers =
163 institutions
• E-mail survey (policy/strategy,
curriculum integration, staff
development, research,
supervision, a role of the
library) 71 respondents,16
countries (43.6 %)
9. Multiple Case Studies
• Multiple Case Studies: site • 72 semi-structured interviews
visits, interviews,
with four actors (views,
observations, document
attitudes, beliefs): 22 students,
analysis in European ODL
21 academics, 21 librarians
institutions.
and 8 senior managers
• 6 best practice institutions
• The areas: policy and strategy,
in 5 European countries: 2
integration of IRC into
open universities and 4
curriculum, a role of the
dual/mixed mode ODL
library (collaboration,
universities
partnership), staff
development, research
Constant comparative
method of data analysis
10. Survey Results
• Findings from the survey
indicated that there were
some promising
developments in terms of
• institutional policy,
• faculty-library collaboration
• staff development.
• Limited progress was
identified as regards
– IRC being incorporated into
governmental agendas,
– into teaching and learning
– developing research and
supervision partnerships.
Survey findings showed that European higher ODL institutions
were actively involved in the development of IRC but the
manifestation of that involvement was patchy and varied in the
period of this study.
11. Selected Case Study Results
• The integration of IRC into curriculum was in the beginning
stage in all institutions of good practice in the period 20032005.
• Academic staff delivered some of these IRC in their courses
themselves (PBL, RBL) or in collaboration with librarians,
but there wasn’t a solid enough framework for thinking about
–
–
–
–
how students develop these competencies,
how these are recorded and assessed,
how students are made more aware of their development of IRC
how to give a range of opportunities to develop those competencies.
12. Obstacles for IRC
• Lack of time
• Lack of human resources
• Continuous changes & challenges
in educational environment
(Lisbon Strategy, Bologna
process, technological
developments, etc.)
• High workload of faculty and
librarians
• Lack of awareness among
teachers to either understand or
know how to integrate/embed
IRC into learning
• A lack of a positive attitude
toward IRC integration.
• A lack of good and convincing
examples of IRC development
• Poor leadership or few enthusiastic
leaders
• The modular nature of the
programmes, each course is very free
standing [OU]
• University has used to provide the
students with all the resources they
need
• Difficulties in terms of economy of
students’ and tutors’ time and effort
• A lack of pedagogical skills amongst
librarians and
• A lack of the culture of collaboration.
13. Obstacles for IRC
In that a sort of contained course, the
tutors are pretty well clear about the
material the students will have been
using. We have to go certain way in that
direction, but I don’t think we can make
the all courses with that kind of open
source approach [ACADEMIC STAFF].
We have so many other dimensions on
which we have to assess students, if you
like, that I can’t image that ...IL is ever
going to be the leading edge of a course
assessment [SENIOR MANAGER].
It is connected with persons,
unfortunately. Our administration at the
moment at the library is very
conservative and wanting to have as
much results as little money and
resources as possible. It has made it very
stressful and difficult... [AC. STAFF].
14. Lack of Pedagogical Skills
…there is no need at all, it seems to
me, for you to determine what it is
that should to be investigated as a
main project, because if you really do
have the expertise that you claim by
virtually publishing this course you
would be able to check very quickly
whether or not there is any particular
The course seems to me not to have
understood why somebody would want to search, any particular project that
be doing research, the model that they had was satisfactorily done, it would only
take you 10 minutes to do it. So, why
of learning was the knowledge is out
there, all you have to do is to go and hunt not allow your students to investigate
the matter of their interest and
for it. This is a librarian’s view of the
world, it’s not the researcher’s view of the curiosity… [STUDENT]
world [STUDENT]
Well, to be honest, it was slightly
disappointing, I mean they gave you some
tick boxes, we worked with tick boxes ...
and they rated you, I think out of three …
achieved, well achieved… or something
like that [STUDENT].
15. IL Concept
The nature of the concept was accepted and appreciated
among students, academics, senior managers and
librarians, but the term itself created confusion and was not
sufficiently understandable, and therefore was found to be
an obstacle to develop effectively IRC.
16. Concept of IL
The first time I heard of it was four years
ago, when two consultant from the library
held a presentation. I remember I thought
hmmm, they do have a word for these
things [ACADEMIC STAFF].
It does not create much interest to be
involved if they are not able to
determine very exactly what it is we
should develop…and
how…[ACADEMIC STAFF]
Probably they don’t talk and probably
even don’t think about it as IL. But they do
see a range of skills what we probably
recognise as information literacy skills
important to learning, either the name is
widely known or widely understood it is
the different matter ... [ACADEMIC
STAFF].
I think that there are some courses
where say call these research skills, I
don’t think that this terminology
translates very well to the academic
environment. People don’t know what
we are exactly talking about. I don’t
know either it means that we as
librarians need to talk more about it.
Probably yes. Or either we actually
need the different term entirely to
make it make sense. [LIBRARIAN].
17. Policy supporting IRC development
• The research participants noted that the national
policy supported IRC building via different
initiatives even the notion of IL or IRC were not
explicitly mentioned:
–
–
–
–
–
–
in the context of information society developments
the Bologna process,
electronic or digital library projects,
e-learning
key skills initiatives and
the lifelong learning agenda.
18. Leadership – library/university
Emerged from the answers, not asked directly…
• Influences to take IL initiatives
• Influences collaboration/partnership
• Influences the development of IL
• Influences the policy development
• Influences the the image of library and librarian
• Influences the library culture
• Influences staff development
• Influences research
19. Leadership
Ooh…, I think, we had a director at
that time who did not like our library
education programme. She said that
we should do something that no one
had seen before …, and she said things
like that, you could almost get afraid of
her... [LIBRARIAN].
It is connected with persons,
unfortunately. Our administration at
the moment at the library is very
conservative and wanting to have as
much results as little money and
resources as possible. It has made it
very stressful and difficult
[LIBRARIAN].
They got a new head librarian, not
this one, she was a woman before
this one, and she was very very very
good. She created together with
some people this new policy of
openness and interaction with the
study programmes and et cetera.
So, I think, that really changed the
attitude of the library, but also the
conception of the library for the
faculty [LIBRARIAN]
20. Leadership
Part of that is structural, because
[X], our library director, her boss is
the pro vice chancellor of learning
and teaching and it means she is
very close to him. She has a lot of
influence on him. And in fact, two
weeks ago, he came and spent a
half-day with library senior
management team. Doing the
visioning exercise. That was very
useful to find out what his vision is
and what our vision is. And he seems
to be very committed to IL.
[LIBRARIAN].
Not in the way that the leader can
do everything, but the leader can
help create and support the culture,
the different culture, depending on
what leadership style to use and
our leader style was very
consultative, emphatic, you know,
she had studied Chinese and she
was very culturally aware of other
people, different cultures, you
know, … if you are aware of
differences you can handle it, if you
can’t see any differences, well, you
get a problem [LIBRARIAN].
21. Dimensions Influencing the
Development of IRC
• Strategic Dimension
–
–
–
–
Policy & strategy
Leadership & management
Physical & human resources
Organizational culture
• Educational Dimension
–
–
–
–
–
Curriculum development
Learning & teaching approaches
Assessment
Leadership
Collaboration
• Professional Dimension
–
–
–
–
Roles & responsibilities
Competencies
Collaboration & partnership
Leadership
• Research Dimension
–
–
–
–
–
Research into IL
Research resources & management
Supervision
Collaboration
Leadership
22. Conclusions of the Study
• A complex interaction of factors in each of these dimensions
that enhance the development of IRC.
• Therefore, the lack of a holistic approach to IRC in European
HEIs may be an obstacle for the effective development of IRC
• Differing perceptions & expectations of different actors’ roles
& responsibilities in academia might create unexpected
behaviours and have an adverse impact on the implementation
of activities that facilitate the development of IRC.
• The concept university as a learning organisation was
suggested as an umbrella construct which ties together the four
dimensions and forms a framework which illuminates the
overall goal of the strategic, educational, professional and
research initiatives within the university
24. Web of Science 2003-2013
•
•
•
•
•
•
•
•
•
•
2114 (45,1%) - USA
379 (8,1%) - UK
363 (7,7%) - AUSTRALIA
257 (5,5%) - CANADA
137 (2,9%) - CHINA
128 (2,7%) - SPAIN
109 (2,3%) - GERMANY
91 (1,9%)
- SOUTH AFRICA
89 (1,8%)
- NETHERLANDS
82 (1,7%)
- TAIWAN
25. IL in Europe 2003-2013
•
•
•
•
•
•
•
•
•
•
•
•
•
UK 379
SPAIN 128
GERMANY 109
NETHERLANDS 89
TURKEY 57
SWEDEN 53
FINLAND 47
NORWAY 30
IRELAND 29
FRANCE 27
GREECE 27
ITALY 26
BELGIUM 25
•
•
•
•
•
•
•
•
•
•
•
•
•
SWITZERLAND 25
PORTUGAL 22
CZECH REPUBLIC 19
DENMARK 18
LITHUANIA 15
SLOVENIA 13
CROATIA 12
ESTONIA 11
HUNGARY 11
ROMANIA 11
AUSTRIA 10
SERBIA 10
SLOVAKIA 8
•
•
•
•
•
CYPRUS 6
POLAND 6
LATVIA 5
ICELAND 4
MACEDONIA 3
1252 publications
from 31 countries
English 1153 (92%)
Spanish 38 (3%)
German 16 (1,3%)
French 12 (1%)
26. Research Field 2003-2013
World
•
•
•
•
•
•
•
•
Europe
• LIS 428 (34%)
LIS 1344 (29%)
Educational Research 986 (21%) • Educational Research 323 (26%)
Computer Science 665 (14%) • Computer Science 272 (22%)
• Psychology 96 (8%)
Public Environmental
Occupational Health 460 (10%) • Public Environmental
Occupational Health 75 (6%)
Health Care Sciences Services
327 (7%)
• Health Care Sciences Services
61 (5%)
Psychology 315 (6,7%)
• Communication 44 (3,5%)
Nursing 193 (4%)
• Engineering 44 (3,5%)
Communication 192 (4%)
27. ECIL 2013: the European Contribution
•
•
•
•
•
•
•
•
•
•
•
•
•
Albania 1
Austria 2
Belgium 3
Bulgaria 4
Croatia 10
Czech Republic 7
Denmark 3
Estonia 3
Finland 7
France 8
Germany 9
Greece 3
Hungary 3
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Iceland 2
Ireland 2
Italy 5
Lithuania 1
Malta 1
The Netherlands 3
Norway 3
Poland 4
Portugal 3
Romania 1
Serbia 3
Slovakia 1
Slovenia 2
Spain 5
Sweden 5
Switzerland 2
Turkey 10
UK 12
126 publications from
31 countries
Croatia/Slovenia
Romania/Norway
South Africa/Norway
Colombia/Spain
Bulgaria/USA
France/Brazil
Germany/Brazil
Estonia/Mexico
28. Changing Context
• The information and learning environment has changed
significantly since 2003
–
–
–
–
–
Societal needs
Students’ expectations
Technological developments
Innovative Pedagogies (OER and MOOCs)
Costs and Cuts
• Information behaviour and learning has changed,
information practices and learning practices have changed
(LisbonSCOP2013).
30. Changes and Challenges
Societal needs
• The expectations for HE to create personal and societal
economic growth are high and increasing.
• Increasing demand for HE means globally building 4
conventional universities with 30,000 students each every
week for the next 12 years.
• 650 million youths are neither working nor studying
• Employability is secured through skilling and re-skilling.
• More education is needed to re-educate people for highly
skilled jobs.
• Sustainable change towards more flexible, responsive and
cost-effective HEIs and systems (LisbonSCOP2013). .
31. Changes and Challenges
Students’ expectations
• Students increasingly demand flexibility in education, so
they can enjoy high quality education anytime, anywhere
at low cost
• Flexibility, accessibility, openness, responsiveness,
relevance, inclusion, employability (LisbonSCOP2013).
32. Changes and Challenges
• How to achieve excellence in teaching and learning with
the time of costs and cuts?
Technology
• Access to technology and the Internet revolutionize the
opportunities for learning (social networking, mobile
technology), innovative pedagogies
• By 2020, 70-80% of the global population is expected to
have internet access, up from 35% today
• The current paradigm of HE delivers on-campus lectures,
but open and online education has the potential to lower
the costs, some claim by 70-80% (LisbonSCOP2013).
33. Changes and Challenges
OER and MOOCs
• Te opportunity to enable everyone to attain all the education
they desire
• Informal learning opportunities by OER and MOOCs
(Elearningeurope has become openeducationeuropa.eu and
now listed 270 MOOCs from Europe)
• But Open Educational Practices struggle to take off. The
current models for HE don’t favour an open educational
culture. They don’t give incentives for OER or Open Access.
In short, are not optimized for Open Knowledge, open
knowledge sharing, open educational ecosystems
(LisbonSCOP2013).
34. European Commission Responses
• Through a series of documents, the EC has committed
itself to a programme of transformation in the education
systems of Europe between now and 2020.
• A range of documents is prepared on rethinking education
and investing in skills and competencies (e.g. Supporting
Jobs and Growth: an agenda for the modernisation of
Europe's higher education systems (September 2011 ) .
• The Opening up Education initiative is a positive
contribution to the EC’s Modernisation Agenda in HE.
• The EC has placed open and flexible learning at the heart
of this vision for the future (Keywords: Collaboration,
Leadership, Innovation) (LisbonSCOP2013).
35. Conceptual Discussions 2003-2013
• A number of different understandings of IL and debates of
its relationship to other literacies (DL, media literacy, basic
literacy etc.) A lack of shared conceptual understanding
(Bawden, 2008; Rantala, 2010, Andretta, 2011).
• Tuominen et al. (2005) believe that the IL debate is a
necessary one because background assumptions and theories
have crucial effects on how IL training is implemented.
• Our understanding of IL has shifted from the generic
functional skills/individual skills-based approaches to the
situated social practices (Tuominen et al., 2005; Sundin,
2005; Sundin, 2008; Sundin & Francke, 2009; Papen, 2013),
Walsh & Coonan, 2013).
36. Conceptual Discussions 2003-2013
• IL is understood in varied ways and is related to various
practices as these are being shaped in institutions, disciplines,
discourses or occupations. IL ultimately derives its meaning
from the cultural, material and historical contexts where it is
defined and applied (Limberg et al, 2012, p.118).
• It is recognised that a "one size fits all approach” to developing
IL is not effective: what will work well with one person in one
context may be unsatisfactory for another person in another
context (different educational levels, LLL, geographical
locations, cultural settings. IL takes different forms in different
social & cultural context and therefore multiple approaches and
delivery channels need to be used (Virkus et al, 2005, O’Brien
& Russell, 2012; Hampson Lundh & Lindberg, 2012).
37. Conceptual Discussions 2003-2013
• There is no right or wrong way to be information literate, there
are simply ways that work, or don’t work, for an individual in
their current context (Walsh and Coonan, 2013).
• Various forms of ILs in different contexts and therefore IL is
perceived as a plural construct and terms like information
literacies, multi-literacies and metaliteracies are recommended
(Limberg, 2010; Pilerot & Lindberg, 2011; Whitworth et al,
2011: Hampson Lundh & Lindberg, 2012).
38. Conceptual Discussions 2003-2013
• It is believed that a socio-cultural approach to learning and
practice is a new emerging framework for IL that offers a view
of IL as ‘a dimension of modern literacy’ (Lundh & Limberg,
2008; Sundin, 2008).
• Influence of literacy studies on IL has become more visible
(various perspectives and methodologies, the focus on social
and cultural issues, ICT influence - New Literacies & New
Literacy Studies).
39. Conceptual Discussions 2003-2013
• Limberg & Sundin (2006) and Julien & Williamson (2010)
have identified differences between practitioners’ and scholars’
conceptions of IL
• Practitioners define IL mainly instrumentally and scholars
more conceptually.
• While information seeking is a foundational concept for
information science scholars, IL has been a concern primarily
of practitioners;
• The relationship between these concepts has not been fully
explored and largely ignored in the research literature (Julien
and Williamson, 2010).
40. Conceptual Discussions 2003-2013
• An increased interest in the relationship between IS research and
IL, and in the connections between information use and learning
process in the last decade (Limberg and Sundin, 2006; Kari and
Savolainen, 2010).
• Five main relationship categories of information use and learning
have been identified: (a) learning is a part of information use; (b)
information use is a part of learning; (c) learning affects
information use; (d) information use affects learning; and (e)
information use and learning interact (Kari & Savolainen, 2010).
• These offer differing points of view from which to consider these
phenomena, combined efforts from information studies,
pedagogy and psychology are needed in this area.
41. Information Seeking
• IL as Seeking information for learning purposes, i.e. “IS for
a purpose beyond itself”
• IL as Learning information seeking and use, i.e. “IL as the
object of learning”
• IL as Teaching information seeking, i.e. “IL as the object of
teaching”
• IL as Learning from information, i.e. highly related to ways
of using information, meaning-making from information,
transforming information into meaning
• Information seeking and use as tools for learning (Limberg,
2013)
42. Conceptual Discussions 2003-2013
• Transformative aspect of IL - transform individuals and
society (Limberg et al, 2012). Transition to different
environments, educational levels, landscapes – transliteracies
(Andretta, 2011; Martin, 2013).
• Both internal and external forces shape an individual’s IL
development.
• Integration of behavioural, cognitive, metacognitive and
affective learning (Martin, 2013).
43. Conceptual Discussions 2003-2013
• Critics of the detailed competency standards and models: if
you fix IL in too much detail you can create something lacking
in life and meaning (Walsh and Coonan, 2013).
• IL is not a fixed set of skills and cannot be measured as a
percentage or grade. The diversity of ways we can be
information literate (Walsh and Coonan, 2013).
• However, models provide guidance to help practitioners with
implementation and advocacy
44. Conceptual Discussions 2003-2013
• A lack of clarity with regard to the term of IL and what it
means can often be an obstacle for formulating an
institutional or national policy as well as collaborating
institutionally, nationally or internationally and develop
efficient the curricula (Ponjuan, 2010; Virkus, 2011).
• It is also believed that it can lead to IL ‘not being fully
embraced by practitioners and can contribute to a lack of
recognizing IL’s importance amongst policy-makers, the
public, and indeed, library users and patrons’ (Ponjuan, 2010;
Johnson et al., 2012).
45. Some References from 2012
• “At a political and social level, literacy is much more of a
priority in Ireland with IL lacking any real explicit understanding
or meaning outside of the library arena” (O’Brien & Russell,
2012, p.4).
• Language and terminology seem to remain problematic albeit
with a growing acceptance around usage of the phrase and
international IL logo (O’Brien & Russell, 2012, p.5).
• IL means different things in different sectors and people apply IL
specifically to meet their own users’ needs. Despite this fairly
obvious lack of consensus, the recognition for IL was clearly
evident (O’Brien & Russell, 2012, p.5).
46. Some References from 2012
• No cohesive national strategy, policy guidelines or approach to IL,
the lack of an integrated approach for IL development in Ireland.
• IL activities have been fragmented and ad hoc
• Struggling with time-constraints, inadequate resources, and a
congested curriculum, uneven development of IL programmes,
lack of time, inadequate resources (funding, facilities, qualified or
suitable staff), indifference and lack of appreciation from end-users
and the wider community, poor understanding and awareness of
the necessity and importance of IL, insufficient training and CPD
initiatives to up-date staff, ICT infrastructure, Web 2.0 and
technological issues. The need for continued leadership and
guidance at institutional and national levels (O’Brien & Russell,
2012, p.5).
47. Some References from 2012
• EU-funded EMPATIC (Empowering Autonomous
Learning Through Information Competencies) project
• Frequent lack of complete and reliable information about
particular IL actions in Europe.
• No coherent Information Literacy policy actions are
undertaken by the interested “industries” or societies, often
a lack of involvement, commitment and funding from the
government agencies, local authorities or the EU is
observed within the selected “cases”, the strategic thinking
is frequently missing.
48. Conclusions
• During the last decade our understanding of IL has shifted
from skills-based approaches towards a broader and more
social understanding of information practice.
• However, there is still confusion around the term
• IL is embedded in European strategy and policy documents,
although not always explicitly mentioned but no coherent
policy and strategy at international, national and often
institutional level
• Many successful projects and initiatives (research & practice)
• The lack of a holistic approach to IRC in European HEIs,
many obstacles for developing IRCs in a systematic and
sustainable way.
49. References
• Andretta, S. (2011). Information Literacy: A Term Whose
Time has Passed? Journal of Information Literacy, 5(1)
• Bawden, D. (2008). Origins and Concepts of Digital
Literacy. In: Lankshear, C.& Knobel, M. (Eds.) Digital
Literacy: Concepts, Policies and Practices,17-32. New York:
Peter Lang.
• EMPATIC (Empowering Autonomous Learning Through
Information Competencies) Project Webpage http://empatic.eu/eng
• Lundh, A. & Lindberg, J. (2012). Information Literacies:
Concepts, Contexts and Cultural Tools. Introduction to the
Special Issue of Human IT. Human IT11.2, 155–164.
http://www.hb.se/bhs/ith/2-11/ahljl.pdf
50. References
• Johnson, A. M., Sproles, C., Detmering, R., English, J.
(2012). Library Instruction and Information Literacy 2011.
Reference Services Review, 40 (4), 601-703.
• Julien, H. & Williamson, K. (2010). Discourse and practice
in information literacy and information seeking: gaps and
opportunities. Information Research,16(1) paper 458.
http://InformationR.net/ir/16-1/paper458.html
• Kari, J., Savolainen, R. (2010). On the Connections between
Information Use and Learning Process. In: Lloyd, A. & Talja,
S. (Eds.) Practicing Information Literacy: Bringing Theories
of Learning, Practice and Information Literacy Together,
229-249. Centre for Information Studies, Wagga Wagga,
NSW
51. References
• Limberg, L., Sundin, O. (2006). Teaching Information
Seeking: Relating Information Literacy Education to Theories
of Information Behavior. Information Research, 12(1) paper
280. http://InformationR.net/ir/12-1/paper280.html
• Limberg, L. (2010). Information Literacies at the Intersection
between Information Seeking and Learning: Contexts and
Values. Introductory paper at the International Information
Literacies Research Network seminar at CoLIS7, 23 June
2010, London.
• Limberg, L. (2013). CoLIS 8, IL panel, 21 August, 2013.
• Limberg, L., Sundin, O., Talja, S. (2012). Three Theoretical
Perspectives on Information Literacy. HUMAN IT 11.2, 93–
130.
52. References
• LISBONSCOP2013. Leadership for Change in a time of
Openness http://www2.uab.pt/scop/programme.php
• Lundh, A., Limberg, L. (2008). Information Practices in
Elementary School. Libri. 58(2), 92-101.
• Martin, J. M. (2013). Refreshing information literacy.
Learning from recent British information literacy models.
Communications in Information Literacy, 7(2), 2013.
• O’Brien, T., Russell P. (2012). The Irish Working Group on
Information Literacy: Edging towards a national policy.
International Information and Library Review, 44(1).
http://arrow.dit.ie/cgi/viewcontent.cgi?article=1003&context
=ittsupart
53. References
• Papen, U. (2013). Conceptualising Information Literacy as
Social Practice: A Study of Pregnant Women's
Information Practices. Information Research, 18(2) paper
280 http://InformationR.net/ir/18-2/paper280.html
• Pilerot, O.; Lindberg, J. (2011). The Concept of
Information Literacy in Policy-Making Texts: An
Imperialistic Project? Library Trends, 60 (2), 338-60.
• Ponjuan, G. (2010). Guiding Principles for the Preparation
of a National Information Literacy Program. International
Information & Library Review, 42, 91-97
54. References
• Rantala, L. (2010). Digital Literacies as School Practices.
In: Lloyd, A.& Talja, S. (Eds.) Practicing Information
Literacy: Bringing Theories of Learning, Practice and
Information Literacy Together,.121-141. Centre for
Information Studies, Wagga Wagga, NSW.
• Sundin, O. (2005). Conflicting Approaches to User
Information Seeking Education in Scandinavian WebBased Tutorials. In: Grove, A. (ed.) ASIST 2005:
Proceedings of the 68th ASIS&T Annual Meeting.
Melford, N. J.: American Society for Information Science
and Technology.
55. References
• Sundin, O. (2008). Negotiations on Information Seeking
Expertise: A Study of Web-Based Tutorials for Information
Literacy. Journal of Documentation, 64(1), 22-44.
• Tuominen, K., Savolainen, R., Talja, S. (2005).Information
Literacy as a Sociotechnical Practice. The Library Quarterly,
75(3), 329-345
• Virkus, S. (2003). Information Literacy in Europe: A Literature
Review. Information Research. 8(4) paper no. 159,
http://informationr.net/ir/8-4/paper159.html
• Virkus, S. (2011). Development of Information-related
Competencies in European Higher Open and Distance
Learning: An Exploration of Contextual Factors. PhD Thesis.
Manchester: Manchester Metropolitan University
56. References
• Virkus, S., Boekhorst, A.K., Gomez-Hernandez, J.A., Skov,
A., Webber, S. (2005). Information literacy and learning. In: L.
Kajberg and L. Lørring (Eds). European Curriculum
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• Walsh, A.; Coonan, E. (2013) Only Connect … Discovery
pathways, library explorations, and the information adventure.
Huddersfield: Innovative Libraries.
• Whitworth, A., Fishwick, I., McIndoe, S. (2011). Framing
Multiliteracies. In: T. Mackey & T. Jacobson (eds.) Teaching
Information Literacy Online, 47-64. Neal-Schulman, New
York
57. Thank you for your attention!
Sirje Virkus sirvir@tlu.ee