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Similar to Irmgarda Kasinskaite-Buddeberg - Mainstreaming information literacy for the promotion of universal access to information - Keynote Speaker LILAC 2013
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Irmgarda Kasinskaite-Buddeberg - Mainstreaming information literacy for the promotion of universal access to information - Keynote Speaker LILAC 2013
1. Mainstreaming Information Literacy
for the Promotion of Universal Access to
Information
Librarians’ Information Literacy Annual Conference (LILAC)
25-26 March 2013, Manchester, United Kingdom
Dr Irmgarda Kasinskaite-Buddeberg
Knowledge Societies Division
Communication and Information Sector
UNESCO’s Headquarters in Paris, France
1
3. What are the issues facing us in life –
What
the workplace , wider community and society?
NEW?
Transformative period:
Dependencies
Situations
Structures
Practices
Relations
Ref.: UNESCO
3
4. Digital
Socio- MDG
divide
cultural Financial related
Information
differencies crisis challenges
fatigue
NEW? Demographic Impact of
Raising
Illiteracy
economic
Dependencies patters Gender
inequality
technological
development
powers and
poverty
Situations
Structures RATE OF CHANGE
Practices
Peace Climate
Relations Mega urban
versus rural
processes change Impact of
social media
4
5. Why does it matter to me, my community, my organization, and my society? Why
Self-actualisation
Esteem
Belonging
Satefy
Physiological
Everyone requires information and knowledge
in order to satisfy needs and resolve problems…
Adapted from Abraham Maslow's hierarchy of needs "A Theory of Human Motivation“ (1943).
5
6. Is there something you could do or achieve? And why? Why
Human Needs Human Rights
Universal Declaration of Human Rights (1948)
Article 19
Everyone has the right to freedom
of opinion and expression;
this right includes freedom to hold
opinions without interference and
to seek, receive and impart
information and ideas through any
media and regardless of frontiers.
6
8. Why is UNESCO working on literacy issues? Why
Knowledge Societies
Education Cultural and Access to
Freedom
For Linguistic Information
of
All Diversity and
Expression
Knowledge
Information Knowledge Wisdom
Access Preservation Creation Dissemination
Pluralism Inclusion Diversity Openness Participation
Human Need sand Rights
Human Needs Human Rights
8
9. Why is a new literacy framework needed? Why,
When
Professional training –
few selective
Context Civic
education Digital
literacy Information
Culture
Media Information
Tools literacy literacy Strategies,
and Standards,
resources Other types Approaches
Other types
of literacies of literacies
ICT
literacy
Core MIL competencies
towards transliteracy
Lifelong learning - all citizens
9
10. Information
Literacy
Media Library
Literacy Literacy
FOE and
Advertising FOI
Literacy Literacy
News
Literacy MIL Digital
Literacy
Television Computer
Literacy Literacy
Cinema Internet
Literacy Literacy
Games
Literacy
10
11. Who,
Who and with whom?
Why
Due to the convergence of communication technologies,
all citizens are now required to obtain a broad set of competencies
related to Media and Information Literacy.
These competencies would help to build participatory civic societies,
contribute to the consolidation of sustainable world peace, freedom,
democracy and good governance. They could also foster the exchange
of intercultural knowledge and constructive dialogue
as well as mutual understanding.
11
12. Why consider ML and IL together? Why
Pros Cons
Harmonization of the fields Imbalanced approach
Convergence (conceptual): Convergence (conceptual):
- Common delivery platforms - Approach is too generic
- Common access devices - Poor conceptual blending / integration
Mainstreaming and integration Fragmentation and imbalance
Common resources and tools Lack of coordination
Joint agenda(s), model(s), strategy(s) and Divergent and incompatible agenda(s),
programme(s) models, strategy(s) and programme(s)
Intersectorality Limited application - (context)
12
13. Target groups? Who
In the past only the professional community was
targeted. However, other stakeholders should be
included in the process:
• Educators, particularly teachers in training and service
• Policy and decision makers
• Statisticians
• Industry and employers
• Marginalized and disadvanted groups
• Other users
13
14. Where should we begin and when? Where
When
Community
Lifelong learning
Workplace ICT ICT Society
Individual
14
15. What should be done?
What is the best approach?
What skills or techniques are needed?
How
What can we learn from the experiences of others?
How could mainstreaming be used as a promotion strategy for (M)IL?
15
16. How could MIL be promoted through an international normative
framework?
How
Convention, treaty
(0)
IFLA Media and Information Literacy Recommendations (2012)
Recommendation on the Promotion and Use of Multilingualism and
Universal Access to Cyberspace (2003)
UNESCO Charter on the Preservation of Digital Heritage (2003)
Recommendations
(3)
Moscow Declaration on Media and Information Literacy (2012)
Havana Declaration on Information Literacy (2012)
Fez Declaration on Media and Information Literacy (2011)
Brussels Declaration on Media Literacy (2011)
Declarations (10) Declaration of Lima (2009)
Toledo Declaration on Information Literacy (2006)
Declaration of Russian Association for Film & Media Education (2004)
Prague Declaration Towards an Information Literacy Society (2003)
Proclamation (1)
Grunwald Declaration (1982)
Declaration on the Importance of Media Literacy by National Council
of Teachers of English (2008, US)
Alexandria Proclamation (2005)
http://www.unicef.org/crc/files/Definitions.pdf
16
17. How could MIL be mainstreamed?
How could different MIL mainstreaming strategies be applied? How
Informatio
n Literacy
Media Library
Literacy Literacy
Advertising FOE and
Literacy FOI Literacy
MIL
Integrated
News Digital
Literacy Literacy
Television Computer
Literacy Literacy
Cinema Internet
Literacy Literacy
Games
Literacy
Lifelong learning
towards transliteracy
Selective
Professional community,
higher education,
subject related
Expansive
Situational, context specific
(classroom, workplace, community, civil education,
ICTs and media landscape, gender and culture specific, and etc. 17
18. How could MIL be promoted as an international framework? How
Recommen- Programmes Tools, resource
dations Strategy(s) and projects s and services
Declarations Strategic policy Capacity
Research
framework(s) building
Networks, part
Advocacy, coop
Proclamation Plan of Action nerships and
eration
support
18
19. UNESCO’s work on MIL related issues … How
• MIL Curriculum for Teachers and capacity building
• MIL competency framework for assessment
• MIL for policy and decision makers
• Intergovernmental Programme Information for All (IFAP)
• Research, mapping of activities and publications
• International University Network on MIL Research
• Development of IL online community on literacy issues
• Awareness raising through international events
19
20. Capacity building and
development of training How
materials
By focusing on teachers, UNESCO hopes to
capitalize on the potential multiplier effect.
That is, media and information literate
teachers should facilitate media and
information literacy among their students and
in turn leading to societies that are media and
information literate.
The MIL Curriculum for Teachers is designed as
a flexible and comprehensive framework that
educators or curriculum developers may adapt
to the local context of their countries.
Series of regional training of trainer workshops
and consultation for Southern Africa, Latin
America and Caribbean and Southern Asia
took place for the adaption of the MIL
curriculum for teachers.
20
21. MIL Competency How
framework for assessment
The ultimate goal of the development of tools and
resources for assessment of MIL competencies for
UNESCO is to:
• Give a clear understanding on MIL for policy-
makers and stakeholders and its importance for
building Knowledge Societies
• Provide a tool for assessment of current
status/situation on MIL in countries
• Advice policy-makers and stakeholders on
required investment in creating enabling
environment in country and MIL implementation
• Evaluate progress made.
• Set up a standard.
21
22. MIL policy and strategy guidelines How
for policy and decision makers
22
23. Intergovernmental Programme Information for All (IFAP) How
IFAP Strategic Plan (2008 – 2013)
For the development of an overall
comprehensive information and
knowledge policy framework
and international debate, five priority
areas were identified as strategic
priorities:
• information for development,
• information literacy,
• information preservation,
• information ethics and
• information accessibility.
23
24. Research
and publications How
This collection of Information Literacy
(IL) Resources from around the world is
divided into 42 language lists and
includes selected resources – from
websites, books, journals and other
kinds of publications – that were
provided by contributors from different
countries and institutions and compiled
by Dr Forest Woody Horton Jr.
24
25. Research
How
and publications
The aim of these guidelines is to
provide assistance by outlining ways in
which broadcasters can promote MIL to
their audiences and at the same time
encourage the production of relevant
UGC for broadcast.
25
26. Research
How
and publications
UNESCO-commissioned research on
knowledge societies’ topics for the
WSIS+10 Review event (25-27 February
2013).
The research focused on the following
themes:
• open technologies,
• literacy in Knowledge Societies,
• persons with disabilities,
• media,
• indigenous peoples,
• citizen science and info-ethics.
26
27. MIL Networks –
Media and Information Literacy and Intercultural Dialogue How
UNESCO and United Nations Alliance of Civilizations (UNAOC) created
the UNESCO-UNAOC UNITWIN Media and Information Literacy and Intercultural
Dialogue (MILID) to carry out activities in the following broad areas:
Research: act as an Observatory for the critical assessment of the role of
MILID, contribute to the development of the joint UNESCO/UNAOC International
Clearinghouse on MIL and preparation of related publications.
MILID and Education: help to diffuse MILID at all levels of the formal education
system and to advocate for the same in related media production practices.
Participation: promote actions aimed at encouraging citizen participation and at
involving different stakeholders, such as community-based MIL projects and youth-
media initiatives.
27
28. Knowledge online communities How
The purpose of the Knowledge
communities’ platform is to facilitate
information gathering and
exchange, and the common
development of ideas and projects
among various multi-stakeholders
through collaborative and community
oriented online tools.
A knowledge community was created for
the Information Literacy community.
http://www.wsis-community.org/
28
29. Mapping of MIL policies and practices in Southeast Asia,
(UNESCO Office in Bangkok, Thailand)
How
Mapping MIL in Asia-Pacific region
29
30. Raising awareness through international events: How
Abuja, Nigeria - June 2013
Sachalin, Russian Federation - September 2013
Istanbul, Turkey - October 2013
Paris, France (WSIS+10 Review) - February 2013
Moscow, Russian Federation - June 2012
Fez, Morocco - May 2011
30
31. The (M)Information Literacy
needs to be mainstreamed for the promotion
of Universal Access to Information
at global, regional and national levels
31
Coming to the international conference, such as LILAC, it is always an exciting moment. It is even more exciting when you are a keynote speaker who is supposed to set a stage for the discussion and propose something new or even extraordinary for future action. I took some time to reflect on what I want as an international civil server from one of the UN agencies to say to the participants of this conference. Perhaps, it is the only UN body which mandate is so closely linked to Information Literacy and strategy oriented towards achieving practical solutions. Honestly speaking, it is not an easy task. What is new for you, maybe not be new for me. And in opposite, what is old for me, it is new for you. So, I decided that I will not try to bring you something extraordinary and propose radical changes in your research, work or personal agendas, but I would rather share with you what we do on daily basis at UNESCO as a part of our mandate.
During my presentation time, I will try to reply to your question by answering:What, why, who, how and when type of question? One could ask “Why” I decided to use this very old standard-traditional approach. There are many reasons, but one of a crucial importance is that in nowadays society, we are more and more obliged to answer or immediately executive most of those questions without even having time to reflect.It comes from almost everywhere - Internet, media, workplace, friends, and society in general. The question “How” (wisdom related as said Steve yesterday) becomes very important leaving aside other questions which are in reality not lesser important than other one. So, as we are information literate people, let’s try to answer the questions.
Let’s start from the question “What”. What are the issues facing you and me in our life, workplace and society?During the last few decades, the radical technological, political and economic transformations have provided not only faster access to information and knowledge, improved learning process, increased productivity and but also created:New?! Dependences, complex situations, structures, practicesandrelations among people, organizations and even entire nations.The exponential growth of data and information, the constant introduction of new ICTs, and the exposure to media and its content, is imposing a number of structural and behavioral changes. Access to information and its production of knowledge in different forms and formats is no longer the exclusive domain of specialized institutions such as media or professional communities at universities.Citizens are increasingly becoming not only information or media content consumers, but also producers and evaluators, through the use of various tools and media. User-generated content is growing and new platforms for sharing information and media content are emerging. In short, information and content can now be easily produced, accessed and shared by nearly everyone, leading to increased collaboration and greater participation by citizens in society. It is also important to highlight that social media platforms and technological solutions such as interactive tablets, smart phones, etc. are not only means for learning andcommunication between people, but also powerful tools social participation, public debate, and engagement.
As we are constantly undergoing through radical changes that are having profound effects on individuals, communities, and entire nation states. The rate of any form of change will depend on how fast and efficiently existing structures can be modified, current practices adapted to new complexity, and new tools developed to solve problems in various situations and contexts. In response to these evolving needs and challenges, new notions of literacy or literacieshave emerged and provide new theoretical, pedagogical, practical, policy, and research perspectives. Some of them integrate information and communication-related competencies.
Why does it matter to me, my community, my organization, and my society?There are different reasons and needs. For this presentation, I decided to use an old model “hierarchy of needs” proposed by Abraham Maslow in his paper "A Theory of Human Motivation“ (1943). It has some supporters and receivedcriticism (such as Brudwell, Geert Hofstede and other), but in our case today, it has stillsomevalidelementswhenitcomes to information literacy. Individuals, groups, organizations and societies in general require for information and knowledge to satisfy their diverse humanneeds (to survive – for instance in natural disaster situation; ensure security; maintain expectations of clients; perform well and many others) and resolve problems, but not only.
A.Maslow proposed this model in 1943 during a period of a second World War. One could say that certain aspects work perfectly well today, but some other are less important. By focusing on human needs only, we miss one important aspects – human rights. Soon after 1943, the United Nations were establish in 1945 (UN Conference on International Organization to draw up the United Nations Charter) and later on 10 December 1948 – UN General Assembly adopted Universal Declaration of Human Rights. It is a starting point for us. Note: The development of UNESCO began in 1942, during World War II, when the governments of several European countries met in the United Kingdom for the Conference of Allied Ministers of Education (CAME). As a result, the proposal of CAME was established that focused on holding a future conference in London for the establishment of an education and cultural organization from November 1-16, 1945.The Media and Information Literacy (MIL) concept is based on universal human rights and is regarded as fundamental for individuals, communities and entire nations to exercise their freedom of expression and right to access information. The Article 19: Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers.
Few words on access. For us, accessis notequal to accessonly.It is a more complex as it leads to the action, itisalso important as it shows whatwe do after. It isalsorelated to the rights, permissions, provides information about a state of quality.
In response to the converging issues and emerging challenges, at institutional level,UNESCO proposes new concepts, approaches, structures, standards, strategies and tools. Ten years ago, many of international, regional and national organizers got involved in so called World Summit on the Information Society consultations (2003 Geneva, 2005 Tunis). UNESCO proposed instead of concentrating on connectivity and infrastructure issues to include also knowledge, capacity building, advocacy and other elements. This is how the notion of knowledge societies was introduced within the broader international agenda.At UNESCO, knowledge societies is one of the notions introduced to describe a new vision of societies that highlights the importance of the principles of openness, pluralism, inclusion, and participation. The concept is composed of building blocks such as education, cultural diversity, access to information and freedom of expression. We could clearly see that we need to operate, work, live, enjoy in the diverse environments and contexts. So, we need to introduce new literacy (ies) frameworks and information literacy is mainstreamed/embedded within the broader societal vision.
The changes and new processes lead to the association or merger of different disciplines, outlining new demands and the evolution of new concepts related to information, communication, media, and ICTs in the 21st century. A merge of different concepts and the blurring of historical boundaries between certain academic disciplines is thus observed. It becomes difficult to draw a clear line between where one type of literacy ends and another begins. In a constantly changing environment, everyone needs to develop an understanding of the factors and principles that will assist them in acting responsibly and ethically. UNESCO argues that there is a need to develop new literacies framework in order to meet the challenges and new technologies in a most effective and ethical manner.Traditionally, literacy has been defined as the ability to read, write, and count. This notion was promoted and applied in practice not only by UNESCO, but also by other United Nations system organizations, policy and decision makers, national institutions, professional communities and academia. It was jointly advocated that literacy is an inherent part of the right to education, employment, health and well-being. In 2002, the United Nations Literacy Decade Initiative was launched as a mechanism for ensuring a long-term support for literacy from multiple stakeholders. During this period, numerous programmes and concrete projects were launched to achieve international commitments. At the global level, literacy rates have increased during this period, resulting in significant improvements in basic literacy in some countries. But many other countries still need to put more effort into promoting literacy, which will involve defining new types of literacy and the application of ICTs. The UN Literacy Decade’s International Strategic Framework for Action (2009) points out that literacy is acomplex and multi-dimensional, intersecting with most domains of life and serving different purposes. Therefore, literacy should neither be reduced to a mere skill or technical competence nor be limited in the domains of use. It demands for new innovative approaches. Earlier, IL or ML were more accessible to those who were information and media professionals and had higher education degree, in some instances had higher level of research skills, but the majority of citizens had little knowledge about MIL and its role and impact.This is why UNESCO decides to include other target groups – all citizens. This shift was also supported by the idea that all citizens require new competencies related to MIL and have to acquire them during their life time. So, we believe that now we have favorable conditions for mainstreaming MIL at various levels and through diverse stakeholders.
UNESCO recognizes a primary role of information, ICTs and media in our everyday lives. The working concept is MIL which is evolving, but at the same time it is an attempt to unite various types of literacies under one umbrella in a single holistic and integrated framework. It lies at the core of freedom of expression and information - since it empowers citizens to understand the functions of media and other information providers, to critically evaluate their content, and to make informed decisions as users and producer of information and media content.FOE –Freedom of expression and FOI – Freedom of Information.
Everyonenow require obtaininga set of competencies, including Media and Information Literacy that would enable them to seek, critically evaluate and effectively use information and create new knowledge.All those information and communication related competences are integrated in the concept of Media and Information Literacy.
Taking the literacy concept further, UNESCO has introduced a composite concept of Media and Information Literacy in to the questions above. It is an attempt to unite information literacy, media literacy, ICT literacy, digital literacy, and other literacy issues within a single holistic and integrated framework. There are still many questions to be answered about whether the selected conceptual approach is inclusive enough or whether a framework can be applied at a practical level.But, it is already clear that the approach aims at establishing closer links between different types of literacies and is indeed leading to a more integrated and holistic approach towards developing the competences required for the 21st century. By bringing together ML and IL, there are positive and negative sides which have to be carefully examined:
Most of activities targeted professional community such as information, library and archive professionals, media and journalists regarding the MIL issues.Teachers are seen as gatekeepers, they are oneswho help creating a literatesocieties. Alsotechnological solutions and their impact isseenatearlyprimary and secondaryeducationlevels. If schoolchildren are not aware about criticalthinking; itisquitelate to teachthem about MIL athighereducationlevel. Digital natives, residents or generation as Steve spokeyesterdaybecomeyounger and younger; sowe are professionalcommunityneed to findways and meanswho to reachthoseyoung people. This iswhyteacherplay a significantrole. Policy and decisionmakersshouldbeconsidered as anothertarget group as they are oneswhodecisions on reforms, allocation of resources, development of strategies and implementation.They have to beprovidedwithreliable data, sothisiswhyweneed to help department of statistics to collect data for informeddecisions.Not muchworkdone on how MIL isunderstood by women and men (Woody Horton resources do not includeany of genderequalityrelatedresources).
Where should we begin? First of all, we need to acknowledge that citizens require new competencies which will be acquired not once, but at different periods of life. Secondly, lifelong learning will take place at different levels and contexts. It can be that information literacy community alone will not able to provide all solutions. The MIL competencies will be used at individual, professional and societal levels. MIL shouldbe relevant to humanneeds and build on hulan rights; Often, IL communitydoes not refer to the humanrights. Finally, MIL should be seen as one of the prerequisites for building inclusive, open, participatory and pluralistic knowledge societies. When? Life long.
At UNESCO, a transition from an individual to an integrated literacy approach was influenced by experience of working in close cooperation with international and national partners and experts on the implementation of concrete projects, carrying out research, being engaged in a dialogue with policy and decision makers, civil society, and industry representatives. It coincided with the United Nations Literacy Decade and was reinforced by the International Federation of Library Associations and Institutions (IFLA) Media and Information Literacy Recommendations (2012). This transition was influenced also by four declarations: Prague Declaration “Towards Information Literate Societies” (2003),Alexandria Proclamation (2005), Fez Declaration on Media and Information Literacy (2011), Moscow Declaration on Media and Information Literacy (2012). As well as some other declarations.
Selectivestrategy – itisused for severaldecadeswhen training information and media professionals and not onlythemseparetely. Westillneed to deepenourknowledge in the subjectfield.Integratedstrategybringstogether components of socalled of a subsysteminto a one single holisticapproach. By applyingthisstrategy, we open the doors for the debate on transliteracy.Expandedstrategybringstogether not only the elements of the samesubsystem, but alsoconnectsotherfields and domains, which are not directlylinked, but obviously have an impact. So, the literacy frame becomeseven more specific, situational, diverse and inclusive.
UNESCO mainstreams Media and Information Literacy within its programme and projects, working in close collaboration with other professional organizations, communities of practice, and individual experts.At UNESCO, a transition from an individual to an integrated literacy approach was influenced by experience of working in close cooperation with international and national partners and experts on the implementation of concrete projects, carrying out research, being engaged in a dialogue with policy and decision makers, civil society, and industry representatives.
In next slides, I will provide you with some few examples illustrating UNESCO’s work in this area.I will focus only on recent and ongoing activities only. But, there are more examples which were implemented some years ago.
By focusing on teachers, UNESCO hopes to capitalize on the potential multiplier effect. That is, media and information literate teachers should facilitate media and information literacy among their students and in turn leading to societies that are media and information literate. The MIL Curriculum for Teachers is designed as a flexible and comprehensive framework that educators or curriculum developers may adapt to the local context of their countries. The MIL Curriculum for Teachers is available in Arabic, English, French and Spanish. It is has been translated into Portuguese, Russian, and Swedish. These versions are being finalized for publishing soon. Translation into other languages such as Chinese, German, and Japanese are underway. Series of regional training of trainer workshops and consultation for Southern Africa, Latin America and Caribbean and Southern Asia took place for the adaption of the MIL curriculum for teachers.
The ultimate goal of the development of tools and resources for assessment of MIL competencies for UNESCO is to: Give a clear understanding on MIL for policy-makers and stakeholders and its importance for building knowledge societiesProvide a tool for assessment of current status/situation on MIL in countriesAdvice policy-makers and stakeholders on required investment in creating enabling environment in country and MIL implementation Evaluate progress made. Set up a standard.
UNESCOs Information for All Programme exists within the framework of the World Summit on the Information Society and UNESCO.s Medium Term Strategy 2008-2013. IFAP.s programme is one of the implementation .sharp ends. of the WSIS process. IFAP recognizes the important role that information has in development. IFAP.s focus is on ensuring that all people have access to information they can use to enhance their lives. IFAP will contribute to this outcome by assisting Member States develop national information policy frameworks and build national capacity to exploit the opportunities presented by the explosive growth in information and communication technologies. IFAP will also seek to contribute to the international debate on these matters.
The aim of these guidelines is to provide assistance by outlining ways in which broadcasterscan promote MIL to their audiences and at the same time encourage the production of relevantUGC for broadcast.The promotion of UGC and MIL and the use of UGC are vital for helping the media to fulfill itsdemocratic functions in society. By providing not only a space for the public to express themselves but also the skills and capacity to take part in public debate, broadcasters can ensure that citizens’ right to freedom of expression is realised. In particular, by promoting MIL and UGC broadcasterscan help to ensure that they achieve the following functions attributed to the media.
The summaries highlight recent development, trends and recommendations for the post 2015 world.
UNESCO-UNAOC MILID UNITWIN current universities include:The Autonomous University of Barcelona, SpainThe University of Cairo, EgyptTsinghua University, Beijing, ChinaTemple University, Philadelphia, USAThe University of Sao Paulo, BrazilQueensland University of Technology, AustraliaUniversity of the West Indies, Kingston, JamaicaMohamed Ben Abdellah University, Fez, Morocco