Information Literacy in Lifelong learning
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Presentation by Anthi Katsirikou Venue:QQML 2011- EMPATIC Workshop Hellenic National Research Foundation Greece 27 May 2011
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This document discusses opportunities and challenges for using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. There are four key areas for ICT application: 1) ICT-mediated learning, 2) Internet/intranet access, 3) education management information systems, and 4) distance/lifelong learning support. While ICT provides opportunities to improve and expand education, challenges include lack of infrastructure, resources, and readiness for technological and educational change. Overcoming these challenges could help developing countries better educate their populations and advance socioeconomic development.
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This document discusses opportunities and challenges for using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. Key opportunities include using ICT to support distance learning and lifelong learning, as well as for education management systems. However, there are also significant challenges, such as lack of infrastructure, resources, and resistance to new technologies. Overall, the document argues that ICT could help address education issues, but only if countries make meaningful investments and prepare their education systems and populations for technological change.
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This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
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The document summarizes the International Workshop "Information Literacy Development in the School Sector" held in Krakow, Poland on June 8, 2011. The workshop aimed to validate models, standards, and case studies related to information literacy (IL) in schools that were developed as part of the EMPATIC project. Over 30 participants from Poland and abroad discussed various topics regarding IL in K-12 education, including national strategies, teacher training, best practices, and real-world IL initiatives in Polish schools.
Validation Report - Higher Education Sector
This document provides a summary of a validation workshop on information literacy policies in higher education. The workshop brought together policymakers and stakeholders to discuss models of information literacy, challenges to developing strategies, and best practices. Key issues identified included whether information literacy should be a formal discipline or integrated into curricula, and how it could be aligned with the Bologna Process for higher education in Europe. The workshop finalized several case studies of successful information literacy programs to share with stakeholders.
Validation Report - Adult Education and Lifelong Learning Sector
This document summarizes the proceedings of an international workshop on Information Literacy (IL) in the adult/lifelong learning sector. The workshop aimed to discuss the role and importance of IL in lifelong learning and identify challenges. Key points discussed included the lack of awareness and prioritization of IL, especially outside formal education. Suggestions were made to strengthen several case studies of best practices in IL. Overall, the workshop highlighted the need to better integrate IL into lifelong learning curricula and raise awareness among policymakers about its importance for social development.
Validation Report - Vocational Education & Training Sector
The document provides a summary of a validation workshop for the EMPATIC project regarding information literacy in the vocational education sector in Turkey. The workshop discussed:
- The importance and current state of vocational education and information literacy in Turkey
- Challenges integrating information literacy into the vocational education system in Turkey
- Suggestions for best practices and case studies from other countries that could be applied, including developing an information literacy training database and training more information literacy trainers
- Major issues identified were the lack of awareness of and budget for information literacy and the need for better cooperation between vocational education institutions in Turkey
Strategic Models for Information Literacy
This document proposes a strategic framework for developing information literacy in Europe. It begins with defining information literacy and explaining its importance for lifelong learning, education, and society. The document then outlines a methodology for creating an information literacy strategy based on existing models.
The proposed strategic framework includes establishing a mission to mainstream information literacy, a vision of information literate citizens and societies, and goals around awareness, institutionalization, and integrating information literacy into education curricula. It identifies stakeholders and provides examples of strategic actions and standards that could be used to measure performance. The framework is intended to guide the development of more specific information literacy models for different educational sectors.
Quality, risk and impact strategy.pdf
The document outlines the quality assurance, risk management, and impact assessment strategies for the EMPATIC project. It describes the processes for ensuring high quality outputs through peer review. It also establishes a risk management framework that includes identifying risks, quantifying their likelihood and impact, and monitoring risks and responses throughout the project. Finally, it details the approach for evaluating the impact of the project's work on policymakers.
Empatic final conference report
EMPATIC Final Conference European Meeting on Media and Information Literacy Education (EMMILE)
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27-‐29 February 2012
Ghent Conference Report
International Conference Literacy and Society, Culture, Media, & Education
Ghent University,
EMPATIC & EMSOC
9-‐11 February 2012
EMPATIC - Exploitation Strategy
This document provides an exploitation strategy and recommendations for improving information literacy across four educational sectors. It summarizes the key findings from the EMPATIC project regarding information literacy in schools, higher education, vocational education, and adult learning. The document then outlines recommendations for policy makers in each sector and in general to help mainstream information literacy and validate new learning paradigms. The overall goal is to stimulate action at the national level to spread information literacy skills.
Illustrative Case Studies
The document describes the scope, purpose and methodology used to identify 20 best practice cases of Information Literacy development initiatives in Europe. It aimed to find programs that illustrated strategic, coherent approaches to IL education across different sectors. Selection criteria included the country, funding source, focus/type, learning sector, literacy area, and range/stakeholders of each initiative. The best cases were meant to exemplify how to change IL policy at the EU level, as currently most activities are ad hoc and fragmented. It was difficult to evaluate initiatives due to lack of complete information, but formal criteria like illustrating the EMPATIC goals and having clear descriptions were used.
Report on Finalised Information Literacy Case Studies
This report provides case studies of Information Literacy initiatives across four learning sectors: Higher Education, Schools, Vocational Education, and Adult Education. In each sector, the report identifies key problems or potential benefits of Information Literacy based on previous Empatic project deliverables. For each sector, 2-3 case studies are then summarized that address one or more of the identified issues. The case studies provide concrete examples of Information Literacy initiatives to raise awareness among policymakers of how Information Literacy can be implemented and the benefits it provides to different learning sectors.
Recommendations - Schools: Final
The document outlines 11 recommendations for policy makers in the schools sector regarding information literacy (IL):
1. IL must be promoted to stakeholders and a national IL policy developed with common European standards and learning outcomes.
2. Cooperation is needed between ministries of education, library science departments, libraries and all IL stakeholders including teachers, students, and local communities.
3. Real work and development of IL must happen at the local level but be supported by national and European policies and law.
EMPATIC Recommendations - General (final)
EMPATIC: Information Literacy in the four learning sectors (school, higher education, vocational education and training, and adult/lifelong learning)
Non-sector specific recommendations to Policy Makers made by the final conference participants
EMPATIC Recommendations- Vocational: Final
EMPATIC: Information Literacy in the vocational education and training sector (VET) - recommendations to policy makers.
EMPATIC Recommendations - Adult Education: Final
EMPATIC: Information Literacy in the Adult Education & Lifelong Learning Sector – recommendations to policy makers.
the GRUNDTVIG programme area
EMPATIC Recommendations - Higher Education: Final
EMPATIC: Information Literacy in the Higher Education learning sector (HE) – recommendations to policy makers.
(the ERASMUS programme area)
Report on Current State and Best Practices in Information Literacy
This section provides an overview of the state of the art in information literacy. It discusses the strong connection between information literacy and lifelong learning established in influential definitions and frameworks. Information literacy is seen as a key component of independent learning and lifelong learning. The section also examines definitions of information literacy put forward by international organizations, researchers, and library bodies. It analyzes frameworks for information literacy developed by bodies like ACRL, ANZIIL and SCONUL. Finally, it explores the role of information literacy in different educational contexts like higher education, schools, vocational training and lifelong learning.
EMPATIC Workshop Programme - Higher Education Sector
This document provides an agenda for the Qualitative and Quantitative Methods in Libraries International Conference (QQML2011) taking place from May 24-26, 2011. The conference includes keynote speeches, sessions, and workshops on topics related to qualitative and quantitative research methods in libraries. Sessions will cover areas such as library assessment, bibliometrics, information literacy, human resources, and users and their behaviors. The agenda lists the date, time, chairs, presenters, and titles for each session slotted throughout the three day conference.
EMPATIC Workshop Programme - Vocational Sector
The one-day EMPATIC Project International Workshop was held on May 30, 2011 at the National Library of Turkey in Ankara. The program included opening speeches, two keynote speeches on the importance of information literacy and on vocational education and training, breaks, a presentation on the EMPATIC Project, lunch, a workshop on vocational education and information literacy, remarks and an evaluation, and closing. The workshop aimed to discuss topics related to information literacy and vocational education.
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- 19. Thank you, anthi [email_address]