Information literacy projects around the world - Empatic Information Competences

LIS 1321 – Information Literacy and Reference Sources
Assignment 1:
Information Literacy Projects
around the world
-EMPATIC-
Luke Brincat (537588M)

TABLE OF CONTENTS
1 Introduction................................................................................................................................................................3
1.1 What is EMPATIC? ...............................................................................................................................................3
1.2 What is Information Literacy? .............................................................................................................................3
1.3 Any Developments in the IL Field? ......................................................................................................................3
2 It’s all about EMPATIC.................................................................................................................................................4
2.1 Why I chose EMPATIC?........................................................................................................................................4
2.2 What Does EMPATIC aim to achieve? .................................................................................................................5
2.3 How will EMPATIC work?.....................................................................................................................................5
3 EMPATIC’s Objectives.................................................................................................................................................6
3.1 Analyse what has been done...............................................................................................................................6
3.2 Education is the Key.............................................................................................................................................7
3.3 Raising awareness................................................................................................................................................8
3.4 Getting recommendations...................................................................................................................................8
3.5 Final Conference..................................................................................................................................................9
3.6 Web Interface......................................................................................................................................................9
4 Conclusion ................................................................................................................................................................10
4.1 Overall opinion ..................................................................................................................................................10
Bibliography.................................................................................................................................................................11
Appendices ..................................................................................................................................................................12

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LIS 1321 Assignment 1: Information Literacy Projects around the world – EMPATIC
1 INTRODUCTION
1.1 WHAT IS EMPATIC?
The EMPATIC project is funded under the EU Lifelong Learning Programme with support from the European
Commission. EMPATIC stands for Empowering Autonomous Learning Through Information Competencies. The
objective of this projects stands to provide people with the right tools to help them get the correct information
they need. It empowers autonomous learning, hence it facilitates self-access learning through information
competencies.
Information competency has evolved through recent evident changes in technology, and people today are faced
with mounds of information everyday. Similar projects will promote new and better ways for people to get the
right information. According to a study conducted by OCLC (Online Computer Library Centre) in 2005, a majority
of students believe they can accomplish all their research online using Google and Wikipedia, and are overlooking
good resources such as online magazines, databases and library resources. However, although usage of many of
the library electronic resources is relatively low, most college students are aware of library electronic resources.
This shows us that in today’s knowledge-based society, one can easily get lost whenever he/she starts that journey
to find the right information. This is because there are plenty of paths one can take, however, not all are reliable
Therefore, people need guidance. People need Information Literacy!
1.2 WHAT IS INFORMATION LITERACY?
The ALA (American Libraries Association (date)) States “To be information literate, a person must be able to
recognize when information is needed and have the ability to locate, evaluate and effectively use the needed
information” information literacy is the foundation of lifelong learning. It empowers users with the necessary skills
to acquire information and learn autonomously and assume greater control of their own learning. Information
literacy is applicable to all learning environments, and to all levels of education.
1.3 ANY DEVELOPMENTS IN THE IL FIELD?
In Europe, Information literacy is unappreciated, it’s role is undervalued, and it has been often misunderstood for
Digital Literacy or Digital Competence. This can be seen in a document published in 2007 by the European
Commission entitled Key competences for lifelong learning. In this publication in the section entitled Digital
competence , it states under Digital Competence skills, “the ability to search, collect and process information and
use it in a critical and systematic way...” nowhere is information literacy mentioned. This is just a misinterpretation
of the name; the need of information and right skills on how to get it has always existed.

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In 1974, The Intergovernmental Conference on the Planning of National Documentation, Library and Archives
Infrastructures was convened by UNESCO in cooperation with the International Federation for Documentation, the
International Federation of Library Associations and the International Council of Archives. This conference
unanimously accepted the concept and objectives of the national documentation, library and archives information
system (NATIS). The NATIS implied that the government should maximize the availability of all relevant information
through documentation, library and archive services, for the benefit of the basic education, primary and secondary
levels of its citizens, within a flexible framework.
In 1989 the ALA’s Definition of Information Literacy had a great influence on higher education sector; also the
National Forum on Information Literacy was established. The Influence of Information Literacy slowly started
growing and by 1999 the association of College and Research Libraries (ACRL) formulated the Information Literacy
Standards for Higher education. When the Australian and New Zealand Institute for Information Literacy released
its’second edition of the Australian and New Zealand Information Literacy Framework in 2004, it emphasises upon
the importance of information literacy, particularly in higher education. It states “generic graduate attributes in
Australia have come to be accepted as the, knowledge skills and abilities of university graduates, beyond
disciplinary knowledge, which are applicable to a range of contexts. It’ purpose is for university students to help
them acquire these qualities as one of the outcomes of successful completion of any undergraduate degree at
university.”
When we focus on the Euro zone one cannot fail to mention the European Network on Information Literacy (EnIL)
which is a research initiative of the Institute for Studies on Scientific Research and Documentation (Isrds), that
started in 2001. EnIL’s research agenda was the development of a system for the assessment and certification of
information skills of higher education students in Europe.
2 IT’S ALL ABOUT EMPATIC
2.1 WHY I CHOSE EMPATIC?
I chose EMPATIC as basis for this paper, for the simple reason that this initiative draws together and valorises
results of previous information literacy initiatives across the school, university, adult and vocational learning. In
few words this project’s mission is to mainstream information literacy at the national and European Union levels, it
also encourages and gives guidelines for future information literacy initiatives. This project envisions its citizens,
business, government, societies in Europe grasping and making use of basic IL competencies.

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2.2 WHAT DOES EMPATIC AIM TO ACHIEVE?
EMPATIC improves current perceptions among policy makers in Europe, stating that “Information Literacy is a vital
component of the future development of a people-centred, inclusive and development-oriented European
Information Society. A society in which everyone can create, access, utilize and share information and knowledge
enabling individuals, communities and peoples to achieve their full potential in promoting their sustainable
development and improving their quality of life”.
This project is funded by the European Commission and is focused on promoting the creation of a framework for
Lifelong Learning. Also it studies previous frameworks, and related programmes in the Information Literacy area,
promotes the use of Information Literacy amongst our society. Such a project, which had no specific or small
target audience, but rather aimed to diffuse these competencies with the general public resembles the “UNESCO
Information for all Programme”
2.3 HOW WILL EMPATIC WORK?
The programme has been constructed to ensure that over the course of its 2 year duration, it attempts to achieve
its aims, objectives and produces the deliverables and outputs on time.
Here is a list of the major objectives:
● A report on the current state practices in IL: this report is to analyse over 87 IL programmes in the four
educational sectors which the EU and other bodies have supported in this area between 1994 and 2010.
● A strategic review of information literacy: the aim here is to define a conceptual, generic and tentative
framework for information literacy
● Reports from four separate workshops involving policy makers and other stakeholders to discuss and
define major issues according to each of the sectors.
● Promotional resources to support the dissemination strategy of the project for the inclusion of
information literacy at each educational level.
● A series of recommendations to policy makers and politicians to stimulate action and the emulation of
good practice at national level.
● A final conference which would present the final case studies and promotional materials which will be
presented and discussed.
● An interactive web environment presenting the project and its information in an attractive and structured
way.

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3 EMPATIC’S OBJECTIVES
3.1 ANALYSE WHAT HAS BEEN DONE
Throughout recent years there have been many Information Literacy related projects. EMPATIC analysed 87 of
these initiatives (See Appendix A for the List), such work was done with the support of EnIL (European network on
Information Literacy) to collect and inform professionals about initiatives in this area. The graph below represents
the IL initiatives by year of launch.
The proposal analyses information literacy from three aspects:
● Disciplinary: Impact of IL as a form of study in education to instil and enhance the culture of information.
● Social / Political : Impact of IL as an educational policy
● Cognitive: Impact of IL as a personal competence to teach IL skills

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EMPATIC categorise Information Literacy in three levels
● Basic
○ fundamental concepts: value of information a general picture of the Information universe
○ basic information mapping, Information Retrieval basics, minimum set of evaluation criteria
● Advanced
○ Basic IL competencies
○ Analysis of information sources
○ The logic of the information retrieval process
○ Semantic representation of documents (basic concepts)
○ Scientific writing
● Specialised
○ Advanced IL competencies
○ Disciplinary information mapping
○ specific search tools
○ Disciplinary writing
3.2 EDUCATION IS THE KEY
EMPATIC strives for changes in the current educational system with particular focus on Higher Education
institutions. EMPATIC has promoted IL among academics and policy makers across Europe to raise awareness of
both the need of IL and the difference between IL and computer Literacy.
A detailed information strategy in European countries is needed; however the information culture is different from
one EU country to the other, so what works in one part of Europe may not work in the other. It has been
mentioned that the central drive for IL is directed to local communities to keep IL within a local level. In the
School sector, for example, librarians and information professionals must cooperate with people in the
educational process such as headmasters, teachers, parents, students and other people having social functions in
their local communities
If we take a look to higher education, developing lifelong learning is central. However the major challenges in this
sector are curricular reform, the recognition of informal learning. Some questions may arise when discussing IL as
part of the curriculum, is Information Literacy a discipline of study? Can Information Literacy be inserted into
university curricula, like for example Computer science?
Knowledge and skills learnt does not stop at school, but are transferable to our everyday life. Information Literacy
may improve productivity and efficiency in work, empowers personal and institutional development. The
challenges in promoting IL in vocational education and lifelong learning are substantial, however, mostly are due to
lack of awareness and recognition.

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3.3 RAISING AWARENESS
The two examples of promotion for the project , were the publishing of articles on IL in Peer reviewed articles and
participating in international conferences. Each project team member had to write articles related to EMPATHIC
and Information Literacy and publish them in professional/scholarly journals in different languages. Further more ,
the project members had to take part in appropriate national and international conferences speaking about
EMPATHIC related matters. These included:
● QQML4 in Limerick, Ireland, May 2012
● The Road to information Literacy: Librarians as facilitators of learning, IFLA Satellite meeting in Tampere,
Finland, August 8, 9, 19, 2012
● World Congress on Libraries and Information (WLIC), 14-18th August 2012, Helsinki
● Media & Learning Conference 2012, 14-15 November, Brussels
● Meeting with UNESCO and IFLA, 14 August 2012
Apart from the meetings EMPATIC will provide a forum for discussion and for advice to decision makers,
committees, or other executive boards. Project members are to assist practitioners in developing policies and
practices to stimulate further the development of policy and strategic thinking, while providing communication
between IL Interests and professional groups.
3.4 GETTING RECOMMENDATIONS
Another deliverable EMPATIC strived to achieve were recommendations by major Information professionals to
policy makers in Europe to stimulate action, by demonstrating the power of Information Literacy. The European
Union tries to ensure that initial education and training help young people develop key competences to help them
through adulthood and working life. They also try to ensure that adults develop and update key competences
throughout their lives.
From the recommendations forwared (Refer to APPENDIX B) we can see that IFLA gave advice on how to design
and establish an Information Literacy program by identifying what is required, setting goals and by involving all
relevant parties in the planning process (librarians, teachers, administrators …). The UNESCO recommended to
promote and widen access to information in the public domain through the organization, digitization and
preservation of information. Support education in the fields of information and informatics and promote
information and knowledge networking at local, national, regional and international levels. EMPATHIC formulated
recommendations for the four sectors in education, giving pointers and specific insight on how Information can be
implemented. Below are some points which are worth mentioning (for the full recommendations see APPENDIX B)

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School Learning Sector:
● Implementation is IL standards are to be flexible and adapted to the nation.
● cooperation between ministries of education, departments of library and information science, and
educational institutions
● National and general central bodies are appropriate to set goals, however the cooperative work is within
local communities and all other interested parties.
● The importance of IL in School libraries must be shown.
Higher Education
● The Inclusion of IL into the Bologna process as a new learning outcome
● IL must be implemented within higher education curricular courses.
● Infuse IL within European University curricular at three different levels where suggested
○ Library delivered (2-4 credits)
○ Academic delivered (4 credits)
○ Embedded (credits included within the subject)
Vocational Education and Training Sector and Adult Learning Sector
● Increase awareness for society within work culture
● Integrated within Lifelong Learning Programs and other activities arranged by municipalities, and
ministries
● Courses organized with cooperation of public libraries to provide people with competence in IL
● Distance education possibilities for IL
3.5 FINAL CONFERENCE
EMPATIC hosted two events, the first one was the “Literacy and Society, Culture, Media & Education” which was
hosted by Ghent University, Belgium in 9th - 11th February 2012. The second was the final conference which was
held in conjunction with EMMILE (European Meeting on Media and Information Literacy) in Milan, Italy between
the 27th till 29th February. This was a three day joint conference, in which EMPATIC was represented. .
Participants showed interest in EMPATIC and what it is willing to achieve.
3.6 WEB INTERFACE
The last deliverable was that of a web environment, providing data about EMPATIC and helping Information
professionals to improve the current state of Information Literacy culture, and to stimulate action amongst policy
makers across Europe. The EMPATHIC Website contains valuable information in reports, findings and strategies to
help anyone design and perfect an Information Literacy Program for his or her community. EMPATIC does not
believe that the information Literacy culture can be imposed by a central European body, but thaught within
small communities / institutions across Europe, and gradually paves its way into our daily lives.

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4 CONCLUSION
4.1 OVERALL OPINION
To sum up what has been discussed above, EMPATIC has proven to others and myself to have been a great
programme which gathered, studied and analysed what has been done before. It helped us understand further
what went wrong and where we did just right. It will surely help anyone who is willing to take up a challenge and
start working on designing a framework for Information Literacy to diffuse in his or her community / institution (or
even nation). One must surely consider EMPATIC to be a great resource of information where one can meet other
people in the IL field who are willing to assist in this great endeavour or raising, promoting and providing
Information Literacy competences to the people.

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BIBLIOGRAPHY
(2013). Retrieved November 13, 2013, from EnIL - European Network on Information Literacy:
http://enil.ceris.cnr.it/Basili/EnIL/
Basili, C. (2011, February). Report on Current State and Best Practices in Information Literacy. EMPATIC.
Brundy, A. (2004). Australian and New Zealand Information Literacy Framework. Retrieved November 13, 2013,
from University of South Australia Library: http://www.library.unisa.edu.au/Learn/infolit/infolit-2nd-
edition.pdf
Cisek, S. (n.d.). Exploitation Strategy. EMPATIC.
EMPATIC - Empowering Autonomous Learning Through Information Competencies. (2010). Retrieved November 1,
2013, from EMPATIC Information Competencies: http://empatic.ceris.cnr.it/
EMPATIC - Information Literacy in the Adult Education/Lifelong Learning Sector - Recommendations to Policy
Makers (the GRUNDTVIG programme area). (n.d.). Retrieved November 6, 2013, from EMMILLE in
libraries (and beyond) - European Meeting on Media and Information Literacy Education:
http://emmile.files.wordpress.com/2012/01/empatic_il_adult-education-sector-recommendations.pdf
EMPATIC Information Literacy in the adult education/lifelong learning sector. (n.d.). Retrieved November 6, 2013,
from EMMILLE in libraries (and beyond) - European Meeting on Media and Information Literacy
Education: http://emmile.files.wordpress.com/2012/01/empatic_il_adult-education-sector_one-
pager.pdf
EMPATIC News No 4: October - December 2011. (2011). Retrieved November 13, 2013, from EMPATIC Information
Competencies: http://empatic.ceris.cnr.it/eng/Newsletter/EMPATIC-News-No-42
EMPATIC Workshops. (2012). Retrieved November 6, 2013, from EMMILLE in libraries (and beyond) - European
Meeting on Media and Information Literacy Education: http://emmile.wordpress.com/empatic-
workshops/
Finalized EMPATIC Recommendations to Policy Makers. (n.d.). Retrieved November 7, 2013, from EMPATIC
Information Comprtencies: http://empatic.ceris.cnr.it/eng/News/Finalized-EMPATIC-Recommendations-
to-Policy-Makers
Forest Woody Horton, J. (2013). Overview of Information Literacy Resources Worldwide. Paris: UNESCO.
Head, A. J., & Eisenberg, M. B. (2009, December 1). Lessons Learned: How College Students Seek Information in the
Digital Age. Retrieved November 14, 2013, from Project Information Literacy - A large-scale study about
early adults and their research habits:
http://projectinfolit.org/pdfs/PIL_Fall2009_finalv_YR1_12_2009v2.pdf
Information Competency for Faculty at Rio Hondo College. (2013). Retrieved November 12, 2013, from Rio Hondo
College Library: http://library.riohondo.edu/Info_Comp/WhatIsInfoComp.htm

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Information Literacy Competency Standards for Higher Education. (2013). Retrieved November 13, 2013, from
ACRL - Association of College & Research Libraries:
http://www.ala.org/acrl/standards/informationliteracycompetency
Key Competencies for Lifelong Learning - European Reference Framework. (2007). Retrieved November 13, 2013,
from http://ec.europa.eu/dgs/education_culture/publ/pdf/ll-learning/keycomp_en.pdf
Online Computer Library Center. (2006). College Students' Perceptions of Libraries and Information Resources - A
Report to the OCLC Membership. Retrieved November 13, 2013, from
http://www.oclc.org/content/dam/oclc/reports/pdfs/studentperceptions.pdf
Reports - In the section of the website you can access EMPATIC project reports. (n.d.). Retrieved November 7, 2013,
from EMPATIC Information Competencies: http://empatic.ceris.cnr.it/eng/Reports
UNESCO - Information for All Programme (IFAP). (n.d.). Retrieved November 13, 2013, from UNESCO Building
Peace in the minds of men and women: http://www.unesco.org/new/en/communication-and-
information/intergovernmental-programmes/information-for-all-programme-ifap/about-ifap/objectives/
UNESCO General Conference Eighteenth session, Paris 1974 - Report by the director general on the
intergovernmental conference on the planning of national documentation, library and archives
infrastructures paris, 23-27 September 1974. (1974, October 9). Retrieved November 13, 2013, from
UNESCO Building Peace in the minds of men and women:
http://unesdoc.unesco.org/images/0001/000122/012238eb.pdf
APPENDICES
Appendix A - Basili, C. (2011, February). Report on Current State and Best Practices in Information Literacy.
EMPATIC. Pg 30 - 45
Appendix B - Cisek, S. (n.d.). Exploitation Strategy. EMPATIC. Pg. 14 - 20

EMPATIC WP1/D1.1 Page 30 of 77
The national initiatives have been derived mainly from:
The European Observatory on IL Policies and Research
http://www.ceris.cnr.it/Basili/EnIL/gateway/gatewayhome.htm
a source produced by the CNR-Ceris within the research activities of the European network on
Information Literacy.
The EnIL Observatory covers a set of European countries41
, and therefore the Empatic list of
best practices concentrates on the 10 countries there represented: Austria, Denmark, Estonia,
Finland, Germany, Italy, Latvia, Lithuania, Poland, and Spain. UK initiatives have been chosen
based on their meaningfulness, while the Turkish and Polish initiatives have been identified,
respectively, by Jagu and TDK Empatic partners.
Besides these intrinsic project constraints, a set of representation criteria were identified in the
Empatic’s desk research work package. The guiding logic was to represent each initiative
through a set of attributes which will be functional to the next steps, and – more specifically –
to the activities concerning the analysis of best practices and the formulation of policy
recommendations.
The representation criteria identified are listed and described in the figure below.
41
The European Observatory on IL Policies and Research
Available: http://www.ceris.cnr.it/Basili/EnIL/gatewayhome.htm

Identification attributes: name of the initiative, acronym, URL, Leader
institution, contacts;
Country: the one of the coordinator if a multinational
initiative;
Leader institution
typology:
Government/Parliament, Ministry, National
Authority/Committee, Local Authority/Committee,
University, Department, Research Institution,
Professional Body,
International organisation, NGO
Kind of initiative: policy, position & recommendations, strategy,
R&D project, survey,
resource(s)/tool(s) for learners/teachers/users,
curriculum,
promotion/support/awareness/debate/culture
EU frame: COMENIUS, ERASMUS, GRUNDTVIG, LEONARDO,
MINERVA, Transversal,
FP3, FP4, FP7 / FP6,
European Structural Funds,
National, EU, International.
Context or main focus: Information Literacy,
Media Literacy,
Digital Literacy,
Information/Digital Literacy, Information/Media
Literacy, Digital/Media Literacy,
Science Literacy,
Statistical Literacy
Target community: Schools, HE, Adults, VET,
mixed (the target community can be larger with
respect to the LLL frame (COMENIUS, ERASMUS,
GRUNDTVIG, LEONARDO);
Start date : this field is not always available, but it is meaningful
in order to understand how timely the leader
institution realised the importance of IL.
Fig. 16- representation format of IL best-practices
.

2.2 List of initial 87 potential initiatives for good practice selection
Below are listed the 87 initiatives identified, from which 20 will be selected as good practice cases for deeper analysis in the next phases of
Empatic
Initiative short
name or
acronym
Initiative full name Author /
Coordinator name
Contact(s) Country Launch
year
End
year
Initiative
frame
Target
Sector(s) /
Segment(s)
ALCE ALCE Animation for
reading and
comprehension at
school
Fundación Tomillo
Capto - Centro de
Actividades
Pedagógicas, Spain
capto@tomillo.es - Luis RUIZ DEL ÁRBOL T
+34.915.61.16.03 F +34 915 63 97 84
Spain 1998 1999 COMENIUS Schools
Alfin-EEES Alfin-EEES - Skills and
competencies in
information
management for
learning to learn within
European Higher
Education
Universidad de
Granada. Facultad
Biblioteconomía y
Documentación,
Spain
María Pinto Molina Tel.: 34 958 243 933
Fax: 34 958 243 490
Spain 2006 ongoing National HE
CHILIAS Children in Libraries:
improving multimedia
virtual library access
and information skills
Stuttgart City Library,
Germany
Ingrid BUSSMANN Tel:+49-711-
2165710/5730 Fax:+49-711-2165701
Germany 1996 1998 FP4 Schools
CIL CIL: basic IL tutorial of
the CIB- Inter Library
Centre, University
Libraries System of
Bologna University
CIB - Inter Library
Centre, University
Libraries System of
Alma Mater
Studiorum, Bologna
University
Alina Renditiso
Department of Education Sciences - Library
Tel. 051 20 98540
Italy Latest
ed 2009
National users

Initiative short
name or
acronym
Coordinator name
year
End
year
Initiative
frame
Target
Sector(s) /
Segment(s)
Compulsory
schooling
obligation until
the age of 16
years: the new
key competences
Compulsory schooling
obligation until the age
of 16 years: the new
key competences -
Synthesis of the Italian
Minister of Public
Education's speech
(Original in Italian)
Ministry of Public
Education, Italy
Ministero della Pubblica Istruzione - Viale
Trastevere, 76/A 00153 Rome Italy - Tel.:
06 5849.1
Italy 2007 ongoing National Schools
DEDICATE Distance Education
Information Courses
through Networks
Chalmers University
of Technology,
Sweden
Nancy FJÄLLBRANT Tel:+46-31-7723754
Fax:+46-31-168494
Sweden 1997 1998 FP4 VET
DELCIS Distance Education for
Librarians; Creating an
Information-Competent
Society
Vilnius University,
Department of
Communication,
Lithuania
audra.glosiene@kv.vu.lt Lithuania 2000 2002 LEONARDO VET
Diliweb Diliweb - The shortest
way to the Net
The University of Le
Havre
Pierre-Yves Cachard pierre-
yves.cachard@univ-lehavre.fr
France 2000 ongoing International HE
The DOTEINE
research group
The DOTEINE research
group
Library & Information
Science Department -
Carlos III University
of Madrid
Miguel Ángel Marzal García-Quismondo
(Director) - Professor at the Library &
Information Science Department of the
Carlos III University of Madrid - Tel.: 91-
6249219 91-8561251
Spain 2003 ongoing National HE
The DOTEINE
project
Documentation and
information
technologies for
education:
instruments for
information literacy
and the organization of
educational resources
Science Department -
Carlos III University
of Madrid
Miguel Ángel Marzal García-Quismondo
(Director) - Professor at the Library &
Information Science Department of the
Carlos III University of Madrid - Tel.: 91-
6249219 91-8561251
Spain 2003 2006 National HE

Initiative short
name or
acronym
Coordinator name
year
End
year
Initiative
frame
Target
Sector(s) /
Segment(s)
E-learning and
Integrated
Education
E-learning and
Integrated Education
Department of
Education Sciences
Faculty of Education
Sciences, University
of Padua
Luciano Galliani (course director) Tel.
049/8278956
Alessandra Dal Corso (organizational
secretary) Tel. 049/8278964
Italy 2004 2005 National VET
E-meryt E-meryt - programme
for social integration
and e-inclusion of
people 50+
LUTW - the Lodz Third
Age University
emeryt@eduplatforma.pl; Error!
Hyperlink reference not valid.
Poland 2009 2009 ESF Adults
EDUCATE End-user courses in
information access
through communication
technology
University of
Limerick, Ireland
Patrick KELLY Tel:+353-61-333644
Fax:+353-61-338044
Ireland 1994 1997 FP3 HE
Educational
Psychology
proseminars:
Information
Literacy
Educational Psychology
proseminars:
Information Literacy
Library of the Faculty
of Psychology -
Vienna
Michaela Zemanek (Head)
Tel.: +43(1) 4277-16830
Fax: +43(1) 4277-16839
Austria 2005 2005 National HE
EEE-European
methods of e-
teaching and e-
learning
EEE-European methods
of e-teaching and e-
learning
Zespó! Szkol nr 24
im. prof. S. Bryly, ul.
Ks. Janusza 45/4
Warszawa
s.bryla@wsisz.edu.pl; person: Ewa
Gutowska
Poland 2004 2005 COMENIUS Schools
ENTITLE Europe’s New libraries
Together In
Transversal Learning
Environments
MDR Partners www.entitlelll.eu international 2008 2009 Transversal common
EU Media Trainer EU Media Trainer Bürgermedienzentrum
Bennohaus, Germany
benno@muenster.de Germany 2003 2005 LEONARDO VET
EU-Trainer for
ICT- and Media
competencies
EU-Trainer for ICT- and
Media competencies
Bürgerhaus
Bennohaus -
Arbeitskreis Ostviertel
e.V., Germany
Benedikt Althoff Tel.: ++49 (0)251 609673
Fax: ++49 (0)251 6096777 -
benalthoff@bennohaus.info
Germany 2008 ongoing LEONARDO VET

Initiative short
name or
acronym
Coordinator name
year
End
year
Initiative
frame
Target
Sector(s) /
Segment(s)
The Evaluation
of the
Information
Literacy of the
Candidate
Teachers in
Primary Schools
The Evaluation of the
Information Literacy of
the Candidate Teachers
in Primary Schools
Ba"aran, M. Turkey 2005 2005 National VET
FORM-IT Form - it "Take part in
research"
Austrian Institute for
Applied Ecology,
Austria
Marie Céline LOIBL Tel:+43-1/523610529
Fax:+43-1-5235843
Austria 2006 2008 FP7 / FP6 VET
From
Information
Literacy to Life
Long Learning
II. National
School
Librarians'
Conference:
II. National School
Librarians' Conference:
From Information
Literacy to Life Long
Learning
Özel Üsküdar
American High
School, #stanbul
School Librarians'
Group, Türkish
Librarians' Association
Turkey 2009 2009 National VET
Global
Imperative
A Global Imperative -
The Report of the 21st
Century Literary
Summit
The New Media
Consortium
t 512 445-4200 f 512 445-4205;
www.nmc.org
International 2004 2005 International common
The Google
Generation
The Google Generation JISC - Joint
Information Systems
Committee; BL -
British Library
ma-publishing@ucl.ac.uk United
Kingdom
2007 2007 National VET
Handbook for
Information
Literacy
Teaching (HILT)
Handbook for
Teaching (HILT)
Cardiff University morgannj@cardiff.ac.uk United
Kingdom
2005 ongoing National VET

Initiative short
name or
acronym
Coordinator name
year
End
year
Initiative
frame
Target
Sector(s) /
Segment(s)
HERON - Adults
Training on basic
knowledge and
skills in New
Technologies
HERON - Adults
Training on basic
knowledge and skills in
New Technologies
The Institute of Adult
Life Long Learning
(IDEKE), which
belongs to the
General Secretariat of
Life Long Learning
(GGDVM).
http://www.emil-network.eu/res/
documents/resource/HERON%20-%20Adults%
20Training%20on%20Basic%
20Knowledge%20and%20Skills%20in%
20New%20Technologies.pdf
Greece 2005 2008 Adults
HÜBO Hacettepe Üniversity
Program
Hacettepe University -
Department of
Information
Management -
Education Faculty
http://www.bby.hacettepe.edu.tr/
eng/yandaleng.asp
Turkey 2010 National common
I Curriculum -
The Knowledge
and Information
Skills needed for
living in the
Digital Age
I Curriculum - The
Knowledge and
Information Skills
needed for living in the
Digital Age
Foundation for
Research and
Technology - Hellas -
Institute of Applied
and Computational
Mathematics (IACM),
Greece
katerina@iacm.forth.gr Greece 2002 2004 MINERVA common
ICT as a tool to
activate seniors
education
ICT as a tool to
activate seniors
education and their
personal development -
exchanging
experiences, ideas and
good practices
Fullness-of-Life
Academy Association,
Poland, Krakow
biuro@apz.org.pl; tel. +48 12 294-81-35,
tel./fax +48 12 294-81-36
Poland 2008 2010 GRUNDTVIG Adults
ILIPG Innovative Library
Initiatives Promotion
Group
#stanbul Technical
University - Library
and Documentation
Branch
http://www.library.itu.edu.tr/
ilipg/pt03_uyeler.html
Turkey 2007 2009 National common

Initiative short
name or
acronym
Coordinator name
year
End
year
Initiative
frame
Target
Sector(s) /
Segment(s)
Improvement of
the information
literacy for Life
Long Learning in
Primary School
Improvement of the
information literacy for
Life Long Learning in
Primary School
Raziye Demiralay;
$irin Karadeniz
raziyedemiralay@gmail.com;
sirin.karadeniz@bahcesehir.edu.tr
Turkey 2008 ongoing National Schools
Information For
All Programme -
IFAP
Information For All
Programme - IFAP
UNESCO b.radoykov@unesco.org;
mc.botte@unesco.org
International 2000 ongoing International common
Information
Literacy
Information Literacy Aberdeen Business
School - Robert
Gordon University
international@rgu.ac.uk United
Kingdom
ongoing National HE
Information
Literacy and
Active
Education: A
Practice Model
and Active Education:
A Practice Model
Serkan KOÇ; Özgün
Ko"aner
ozgun.kosaner@deu.edu.tr Turkey 2005 ongoing National HE
Information
literacy courses
Information literacy
courses at the Library
of the Kaunas
University of
Technology
Kaunas University of
Technology. The
Library
Gene Duobiniene (Director)
tel. 300650, tel./fax. +370-37-323590
Vanda Dovydaityte (Deputy director)
tel. +370-37-300651
Lithuania 1999 2003 International HE
Information
Literacy
Curriculum
Project 2004-
2006
Curriculum Project
2004-2006
University of Helsinki,
Finland
Kaisa Sinikara - Director of Library and
Information Services Development,
University of Helsinki - P.O. Box 33 - FI-
00014
Finland 2004 2006 National HE
Information
Literacy-
Educational
Seminars
Information Literacy-
Educational Seminars
University of
Macedonia -Library &
Information Center
http://www.lib.uom.gr/index.php?lang=utf-
8
Greece 1999 ongoing National HE

Initiative short
name or
acronym
Coordinator name
year
End
year
Initiative
frame
Target
Sector(s) /
Segment(s)
Information
Literacy module
module
NUI Galway, Trinity
College Dublin and
University College
Cork
Isolde Harpur, Trinity College Library
Dublin
Ireland ongoing National HE
Information
Literacy for
Teachers
Information Literacy for
Teachers
Evgenidis Foundation-
Library
lib@eugenfound.edu.gr Greece National VET
Information
Literacy Project
project
Staffordshire
University
3800@staffs.ac.uk United
Kingdom
ongoing National HE
Information
literacy skills
skills - the link between
secondary and tertiary
education
Glasgow Caledonian
University (GCU)
J.Crawford@gcal.ac.uk;
christine.irving@gcal.ac.uk
United
Kingdom
2004 2008 National Schools
Informatyka+ Informatyka+: the
interregional
programme for the
development of the
secondary school
students' qualifications
in Information
Communication
Technology
Wy%sza Szko!a
Informatyki (The
Academy of
Informatics) in
Warsaw
Project's office – Wy%sza Szko!a
Informatyki, Lewartowskiego St. / 17 0-
169 Warsaw / Poland
Poland 2008 2012 National Schools
ISIC 2008 Information Seeking in
Context (ISIC) 2008
Vilnius University.
Faculty of
Communication.
Department of
Information and
Communication
Dr. Erika Jani&nien' (contact person)
tel. +370 5 2366119
Lithuania 2008 2008 International HE
Learning by
doing: ICT since
early years
Learning by doing: ICT
since early years
Szkola Podstawowa
Nr 31, Aleja
Zwyci(stwa, Dabrowa
Gornicza-Zabkowice
sp31_dabrowa@poczta.onet.pl, person:
Miroslaw Pyplacz
Poland 2005 2006 COMENIUS Schools

Initiative short
name or
acronym
Coordinator name
year
End
year
Initiative
frame
Target
Sector(s) /
Segment(s)
Learning Objects
Web
Learning Objects Web Aalborg University
Library - Aalborg
Niels Jørgen Blaabjerg, Tel.: 9635 7304
njb@aub.aau.dk
Denmark 2006 ongoing National HE
Library -
community
public
information
centre
Library - community
public information
centre
Lithuanian Regional
Research Institute,
Kaunas
Antanas Alvikas (Director)
Drs. Jurga Bu)ait' (Project manager)
Edita Naujokaityt' (Project manager)
Lithuania 2003 2004 EU VET
MA in
Information
Literacy
MA in Information
Literacy
University of Sheffield s.webber@sheffield.ac.uk United
Kingdom
2010 ongoing National HE
Medienpass (Media portfolio:
blended learning
course on media
literacy for language
teachers)
Technische
Universität Dresden,
Lehrzentrum
Sprachen und
Kulturen, Germany
antje.neuhoff@tu-dresden.de Germany 2006 ongoing LEONARDO VET
Mile Mile - Model for
information literacy
education
Aalborg University
Library, Denmark
njb@aub.auc.dk Denmark 1999 2001 National HE
The multimedia
school library
Project: the multimedia
school library
Federal Ministry for
Education, the Arts
and Culture (BMUKK)
Vienna
Prof. Mag. Werner Schöggl (Project co-
ordination)
Service centre for school libraries - AHS
Vienna
Tel. 43-1/ 523 62 22 - 93278
Fax 43-1/523 62 22 99 93 210
Austria ongoing National Schools
Net
Communication
for Learning
Net Communication for
Learning
Course for students of
Pedagogical Sciences
(Master's Degree)
Sciences
"Roma Tre"
University, Rome
Prof. Francesco Susi (Dean)
Tel.: 06 49229323
Fax: 06 4463722
Italy 2006 National HE

Initiative short
name or
acronym
Coordinator name
year
End
year
Initiative
frame
Target
Sector(s) /
Segment(s)
"ORION"
Information
Literacy Tutorial
Reference
Services,
Reference Services,
"ORION" Information
Literacy Tutorial
Library of A.T.E.I. of
Thessaloniki
library@lib.teithe.gr Greece ongoing National VET
Project IL I /
Projekt IK I
Project I (IL I) /
Projekt
Informationskompetenz
I
The Library of the
University of
Konstanz, Germany
Oliver Kohl-Frey - Tel.:++49 - (0)7531 -
88 - 2835 - Fax: ++49 - (0)7531 - 88 -
3082
Germany 2003 2005 National HE
Project
Information
Literacy II
Joint Project on
Comparative Research
in Information Literacy
for advanced students
and staff members
The Library of the
University of
Konstanz, Germany
Bernd Schmid-Ruhe Tel:
++49/(0)7531/88-2804 - Fax:
++49/(0)7531/88-3082
Germany 2005 2007 National HE
PUZZLE Increasing and
supporting the
individual demand for
education in the
Information Society
Chambre de
Commerce et
d'Industrie de Paris
Cchretien-petiot@ccip.fr - Tel.: 33 1 55 65
67 90 - Fax: 33 1 55 65 66 94
France 2001 2004 GRUNDTVIG VET
Recommendation
of the European
Parliament and
of the Council of
18 December
2006 on key
competences for
lifelong learning
Recommendation of
the European
Parliament and of the
Council of 18
December 2006 on key
competences for
lifelong learning
European Parliament
& Council of the
European Union,
European Union
Tel.: (32-2) 281 61 11 - Fax: (32-2) 281
69 34
European
Union
2006 EU Schools

Initiative short
name or
acronym
Coordinator name
year
End
year
Initiative
frame
Target
Sector(s) /
Segment(s)
Recommendation
for universities
for including
information
literacy
competency in
the new degree
structures
Recommendation for
universities for
including information
literacy competency in
the new degree
structures
University of Helsinki,
Finland
Anne Lehto tel (09) 191 23958 Finland 2004 National HE
Regional Public
Library Seminars
Regional Public Library
Seminars
Hacettepe University i
Prof. Dr. Bülent
Yılmaz
Turkey 2002 ongoing National VET
Retrieving and
accessing
scientific and
technical
information
Accéder à l'information
scientifique et
technique (=Retrieving
and accessing scientific
and technical
information)
Institut Universitaire
de Formation des
Maitres d'Aquitaine
"Academie de
Bordeaux"
anne.piponnier@aquitaine.iufm.fr Tel.
+33.5.56.12.67.68 Fax: +33 5 56 12 67 99
France 2000 2003 COMENIUS VET
SAPRISTI! SAPRISTI! – Access
paths and tracks to
search for scientific and
technical information
on the Internet
Doc’Insa Lyon Monique Joly monique.joly@insa-lyon.fr France 1996 ongoing National HE
School-
documentalist
teacher training
School-documentalist
teacher training (AY
2005-2006): distance
course
Department of
Education Sciences
Sciences, University
of Padua
Prof. Donatella Lombello
(course director)
Italy 2005 2006 National VET
The School on
the Net
The School on the Net Faculty of Education
Sciences
"Roma Tre"
University, Rome
Ornella Martini
Tel.: 06 49229247
Fax: 06 491627
Italy 2005 ongoing National VET

Initiative short
name or
acronym
Coordinator name
year
End
year
Initiative
frame
Target
Sector(s) /
Segment(s)
Searching for
and processing
information - A
high school
project
Searching for and
processing information
- A high school project
“E. Fermi” Technical
High School for
Surveyors - Pistoia
Prof. Roberto Cadonici (coordinator)
Tel. 39-573-452638
Italy 2000 ongoing National Schools
SEEKS - Adult
Information
Seeking
Strategies in the
Information
Society
SEEKS - Adult
Information Seeking
Strategies in the
Information Society
MANCHESTER
METROPOLITAN
UNIVERSITY, UK
b.jones-2@umist.ac.uk - Telephone +00 44
161 275 7255 - Fax +00 44 161 200 3505
United
Kingdom
2001 2003 MINERVA VET
Sieciaki.pl Sieciaki.pl – get to
know the safe side of
the internet
Fundacja Dzieci
Niczyje (Nobody's
Children Foundation)
marcin.solodki@fdn.pl,
katarzyna.zygmunt@fdn.pl.
Poland 2005 --- National Schools
SLAM SLAM - School Libraries
as Multimedia Centres
PEDAGOGISK SENTER
- KARMØY KOMMUNE
- SKOLE- OG
KULTURETATEN,
Norway
Per FAGERLAND tel.: +47 52811445 fax:
+47 52855327 -
per.fagerland@karmoyped.no
Norway 1999 2000 MINERVA VET
Statistical
Literacy
International Statistical
Literacy Project
International
Statistical Institute
reija.helenius@stat.fi International 1994 ongoing International common
A Study on
Equipping
Students with
Information
Literacy Skills
A Study on Equipping
Students with
Skills
Serap Kurbano*lu;
Buket Akkoyunlu
serap@hacettepe.edu.tr
buket@hacettepe.edu.tr
Turkey 2001 2002 National Schools
Study and
information skills
Study and information
skills
University of Ioannina
- Central Library
library@uoi.gr Greece National HE
SWIM SWIM - Streaming
Webbased Information
Modules
Aalborg University
Library - Aalborg
Maj Rosenstand
Tel.: 9635 9349
Niels Jørgen Blåbjerg
Tel.: 9635 7304
Denmark 2001 2003 National HE

Initiative short
name or
acronym
Coordinator name
year
End
year
Initiative
frame
Target
Sector(s) /
Segment(s)
SWIM tutorial SWIM - information
search strategy
Aalborg University
Library - Aalborg
Maj Rosenstand
Tel.: 9635 9349
Niels Jørgen Blåbjerg
Tel.: 9635 7304
Denmark 2001 2003 National HE
Szkolenia - to si(
op!aca
Database of training
offers
PARP - the Polish
Agency for Enterprise
Development
biuro@parp.gov.pl; www.parp.gov.pl;
phone +48 22 432 80 80, +48 22 432 71
25
Poland 2010 2011 ESF VET
Television News
on Europe -
Project on media
education for
compulsory
schools in
Europe
Television News on
Europe - Project on
media education for
compulsory schools in
Europe
KULTURRING IN
BERLIN E.V. -
Kulturring Institute,
Germany
Armin HOTTMANN Email
LuArmHott@gmx.de T +49.30.513.97.49 F
+49 30 513 97 55
Germany 1999 2002 COMENIUS Schools
UNESCO
Information and
Media Literacy
Information and Media
Literacy
UNESCO aw.khan@unesco.org International ongoing International common
UNESCO
International
Conference
Information
Literacy
The 2003 International
Conference of
Experts - Prague
UNESCO aw.khan@unesco.org International 2003 2003 International common
UNESCO
International
Colloquium
Information
Literacy and
Lifelong Learning
The 2005 High-Level
International
Colloquium on
and Lifelong Learning
UNESCO, NFIL, IFLA aw.khan@unesco.org International 2005 2005 International common

Initiative short
name or
acronym
Coordinator name
year
End
year
Initiative
frame
Target
Sector(s) /
Segment(s)
UNESCO
Teacher-Training
Curricula for
Media and
Information
Literacy
Teacher-Training
Curricula for Media and
UNESCO aw.khan@unesco.org International 2008 ongoing International VET
UNESCO
Training of
Information
Professionals
Training of Information
Professionals
UNESCO aw.khan@unesco.org International 2002 2009 International VET
UNESCO
Training-the-
Trainers in
Information
Literacy
Training-the-Trainers in
UNESCO aw.khan@unesco.org International 2007 2009 International VET
UNESCO
Training of Media
Professionals
Training of Media
Professionals
UNESCO aw.khan@unesco.org International 2002 ongoing International VET
University of
Crete: User's
Training
User's Training Library and
Information Center of
the Technical
University of Crete
info@library.tuc.gr Greece ongoing National HE
University of
Thessaly:
Training &
Information
Support
Training & Information
Support
Center - University of
Thessaly
mbal@lib.uth.gr Greece ongoing National VET
Using the
Internet for Non-
work Information
Seeking
Using the Internet for
Non-work Information
Seeking
Department of
Information Studies
Tampere University
Ari Haasio Finland ongoing National common

Initiative short
name or
acronym
Coordinator name
year
End
year
Initiative
frame
Target
Sector(s) /
Segment(s)
Value of data The value of data: to
know more, to decide
better
ISTAT ilvaloredeidati@istat.it Italy 2002 ongoing National Schools
VERITY Virtual and Electronic
Resources for
Information skills
Training
University of
Sunderland, UK
Jo AITKINS Tel:+44-191-5153915
Fax:+44-191-5152904
United
Kingdom
1998 2000 FP4 Schools
Web-Seal Web Searching,
and Learning (Web-
SeaL)
University of Tampere
- Department of
Information Studies,
Finland
Eero Sormunen tel. +358-03-3551 6972
(office) tel. +358-50-362 8781 (mobile)
Finland 2006 2009 National HE
wkluczamy.PL wkluczamy.PL ("self e-
inclusion"), the
initiative to "upgrade"
50+ Silesians in the
information society
Association "Silesian
Gallery of Ideas"
stowarzyszenie@galeriaidei.pl; tel. +48 32
276 42 20; tel. gsm +48 604 476 069;
www.galeriaidei.pl
Poland 2009 ongoing Regional Adults
The working
group "The
multimedia
school library"
The working group
"The multimedia school
library"
Federal Ministry for
Education, the Arts
and Culture (BMUKK)
Vienna
Werner Schöggl (co-ordinator)
Service centre for school libraries - AHS
Vienna
Tel. 43-1/ 523 62 22 - 93278
FAX 43-1/523 62 22 99 93 210
Austria National Schools

14

Advice
from
the
International
Federation
of
Library
Associations
and

Institutions
(IFLA)

In
the
Guidelines
on
Information
Literacy
for
Lifelong
Learning
(Lau,
2006),
published
by
the

Information
Literacy
Section
of
IFLA
with
the
aim
of
providing
a
pragmatic
framework
for

those
professionals
who
are
interested
in
starting
an
Information
Literacy
program,
Jesus

Lau
identified
the
list
of
actions
to
be
undertaken.
He
writes:
The
complete
success
of
an

information
literacy
program
depends
on
the
commitment
at
the
institutional
level.
However,

a
commitment
is
not
always
present
or
clear
at
top
management
levels.
Therefore,

information
professionals
must
devote
time
to
create
the
relevant
strategies
to
convince
and

sell
the
benefits
of
information
literacy
to
institutional
leaders
to
get
their
support.
The
basic

steps
to
market
information
literacy
programs
(…)
are:

•

Adapt
or
adopt
international
information
literacy
standards
and
practices

•

Identify
the
information
literacy
program
that
works
best
for
you
and
your

institution

•

Adopt
or
design
a
program
based
on
national
and
international
experiences

•

Identify
what
is
required
to
implement
the
program

•

Regard
the
information
literacy
process
as
non-‐linear,
you
may
skip
steps
and

change
their
order

•

Work
on
a
strategic
plan
to
chart
the
course
of
your
goals
and
actions
–See
Chapter

5
for
specifics

•

Involve
all
relevant
parties
in
the
planning
process:
your
library
team,

faculty/teachers,
administrators,
and
the
final
decision-‐maker
for
the
project
(Lau,

2006,
p.
20).

Advice
from
the
UNESCO’s
Information
for
All
Programme
(IFAP)

The
Information
for
All
Programme
(IFAP)
is
intended
to
help
UNESCO
Member
States

develop
and
implement
national
information
policies
and
knowledge
strategies
using

information
and
communication
technologies
(ICT).
As
the
other
goals,
also
the
Information

Literacy
commitment
should
be
developed
and
implemented
by
IFAP
worldwide,
through

the
activities
that
should:

•

promote
international
reflection
and
debate
on
the
ethical,
legal
and
societal

challenges
of
the
information
society;

•

promote
and
widen
access
to
information
in
the
public
domain
through
the

organization,
digitization
and
preservation
of
information;

•

support
training,
continuing
education
and
lifelong
learning
in
the
fields
of

communication,
information
and
informatics;

•

support
the
production
of
local
content
and
foster
the
availability
of
indigenous

knowledge
through
basic
literacy
and
ICT
literacy
training;

•

promote
the
use
of
international
standards
and
best
practices
in
communication,

information
and
informatics
in
UNESCO's
fields
of
competence;
and

•

promote
information
and
knowledge
networking
at
local,
national,
regional
and

international
levels
(UNESCO
2011,

http://www.unesco.org/new/en/communication-‐and-‐information/intergovernmental-‐
programmes/information-‐for-‐all-‐programme-‐ifap/about-‐ifap/objectives/).

15

4.2

INFORMATION
LITERACY
IN
THE
SCHOOL
LEARNING
SECTOR
–
Recommendations
to
Policy
Makers
(the
Comenius
programme
area)

Through
EMPATIC’s
validation
workshops,
a
process
of
consultation
and
the
Final

Conferences,
the
following
recommendations
to
policy
makers
in
the
schools’
sector
have

been
identified:

1. Information
Literacy
and
its
specialized
fields
must
be
promoted
to
society,

decision
makers,
politicians
and
users.

2. Clearly
formulated
national
IL
policy
assumptions
are
required;
some
elements
of

IL
development
strategies
are
present
in
European
countries
but
are
“taken-‐for-‐
granted”.

3. National
IL
development
strategies
should
be
flexible
and
built
on
an
all-‐European

scheme
of
IL
standards,
and
those
in
turn
should
be
formulated
in
terms
of

learning
outcomes.
Consequently
there
is
a
strong
recommendation
to
prepare
IL

standards.

o Detailed
Information
Literacy
strategies
are
needed.
However,
educational

systems,
information
cultures,
and
experiences
with
IL
development
in
every

EU
country
are
different,
so
what
works
in
one
part
of
Europe
may
not
work

in
another.
As
a
result
it
would
be
better
to
formulate
European
Information

Literacy
standards
in
terms
of
learning
outcomes;
these
would
identify
a
set

of
IL
goals
to
be
achieved
in
different
appropriate
ways
and
by
various
means

within
formal,
informal
and
non-‐formal
learning
environments.
In
other

words,
the
aims
of
IL
should
be
the
same
across
Europe
in
general,
but
IL

development
strategies
need
to
be
national
in
specifics.

4. Ministries
of
education,
departments
of
Library
and
Information
Science
at
higher

educational
institutions
and
relevant
libraries
should
cooperate
with
each
other.

5. Identification
of
roles
for
multi-‐dimensional
cooperation
of
different
IL

stakeholders
is
crucial
(for
example,
local
authorities
and
other
local
figures,

parents,
school
authorities,
students,
teachers).

o It
is
not
simple
to
indicate
who
is
to
be
responsible
for
the
introduction
and

development
of
Information
Literacy,
but
surely
it
could
be
national,
central

units.
Generally,
central
bodies
are
appropriate
to
set
goals
but
the

cooperative
work
of
all
interested
parties
and
stakeholders
at
local
level,
in

local
communities,
is
where
real
work
is
or
can
be
achieved.

6. School
management
and
teachers
are
the
most
important
stakeholders
in
the

schools
sector,
they
must
be
aware
of
what
Information
Literacy
is,
why
it
is
so

important
and
how
to
learn/teach
IL
in
schools.

o All
the
changes
related
to
Information
Literacy
development
in
the
school

(formal
education)
learning
sector
should
start
with
the
involvement
of

teachers;
they
need
to
be
convinced
and
trained
in
the
IL
didactics.
School

teachers
are
the
basis
of
educational
systems
and
send
the
most
influential

messages
to
their
students/children
in
schools.

7. School
libraries
are
important
and
the
impact
of
the
school
library
function
must

be
shown.

16

8. Librarians/information
professionals,
who
are
traditionally
engaged
in
IL-‐related

matters
everywhere,
must
cooperate
with
all
other
parties/stakeholders
involved

in
the
educational
processes,
to
include:
headmasters,
teachers,
parents,
students,

local
authorities,
and
other
people
having
important
social
functions
in
their
local

communities
(police
officers,
fire-‐fighters,
priests,
etc.).

9. Real
work
at
the
local
level
is
the
most
important
factor
for
IL
development
in
the

school
sector
in
Europe,
and
as
a
result
it
has
to
be
strongly
supported
by
national

and
European
law
and
policy
makers.

10. The
young
generation,
so-‐called
“digital
natives”,
do
not
necessarily
have
an

“inherent”
culture
of
information;
they
also
must
undergo
education
and
training

in
the
field
of
Information
Literacy.

11. National
education
policies
are
the
power
of
national
governments;
it
is

imperative
to
implement
IL
in
all
school
policies
that
recommend
output-‐based

learning.

4.3

INFORMTIOAN
LITERACY
IN
THE
HIGHER
EDUCATION
LEARNING
SECTOR
(HE)

Recommendations
to
Policy
Makers
(the
Erasmus
programme
area)

Through
EMPATIC’s
validation
workshops,
a
process
of
consultation
and
the
Final

Conference,
the
following
set
of
recommendations
has
been
drafted
to
address
different

levels
of
government,
from
the
European
Union,
through
National
and
National
Academic

Systems,
to
the
individual
university
level.

1. Information
Literacy
and
its
specialized
fields
must
be
promoted
to
society,

decision
makers,
politicians
and
users.

2. Ministries
of
education,
departments
of
Library
and
Information
Science
at
higher

educational
institutions
and
relevant
libraries
should
cooperate
with
each
other.

3. European
Higher
Education
Area:
Information
Literacy
should
be
embedded
into

the
Bologna
process
as
a
new
learning
outcome,
in
order
to
fully
legitimise

Information
Literacy
within
and
at
the
level
of
European
Higher
Education
Area

(European
Commission
policy
level).

4. Support
a
European
Information
Literacy
Model:
the
diffusion
of
the
revised
2011

SCONUL
Information
Literacy
model
for
Higher
Education
should
be
supported
as

it
is
a
European
model,
widely
accepted
in
Europe
and
translated
into
various

European
languages.
Originally
(1999)
conceived
for
the
Higher
Education
sector,

its
successful
diffusion
in
European
countries,
led
to
the
definition
of
a
core
model

and
a
number
of
so-‐called
“lenses”,
each
for
a
different
group
of
learners

(European
Commission
-‐
Supranational
policy
level).

5. Information
Literacy
must
be
implemented
within
a
curricular
integration
process

in
Higher
Education
courses
of
study,
similar
to
the
process
already
established
for

Computer
Literacy
(University
policy
level).

17

6. Legitimatise
a
curricular
configuration
for
Information
Literacy
to
be
diffused
in

European
universities
(Academic
system
policy
level).
Three
different
levels,

together
with
number
of
credits,
were
suggested:

o Library
delivered
(2-‐4
credits)

o Academic
delivered
(4
credits)

o Embedded
(credits
included
within
the
subject
credit
amount)

7. Educational
continuum:
in
the
long
term,
Higher
Education
educational
policies

will
take
large
benefit
from
the
full
integration
of
Information
Literacy
into
school

curricula
(National
policy
level).

8. Syllabus
definition:
syllabi
should
be
tailored
according
to
the
context
of
the

specific
information
habit
of
the
discipline/subject
involved
(University
policy

level).

9. Institutionalisation
of
approach:
a
governance
approach
should
be
supportive
of

the
overall
process
of
Information
Literacy
institutionalisation
in
Higher
Education,

since
it
is
an
issue
crossing
the
domains
of
information
and
education
policies

(Academic
system
policy
level).

Targeting
central
policy
makers
may
have
greater
potential
for
change
than
working
at
local

levels,
through
'slow
research'
and
similar
processes.

4.4

INFORMATION
LITERACY
IN
THE
VOCATIONAL
EDUCATION
AND
TRAINING

SECTOR
(VET)

Recommendations
to
Policy
Makers
(the
Leonardo
da
Vinci
programme

area)

Through
EMPATIC’s
validation
workshops,
a
process
of
consultation
and
the
Final

Conference
the
following
recommendations
to
policy
makers
in
the
VET
sector
have
been

identified:

1. National
VET
policies
should
be
developed
and
information
literacy
must
be
a
vital

part
of
these
policies.

2. Awareness
of
IL
should
be
created
for
society,
decision
makers,
politicians
and

users.
In
this
context,
ministries
of
education,
librarians’
associations,
departments

of
information
management
at
universities
and
all
relevant
institutions
should

cooperate
with
each
other.

3. Information
literacy
should
be
integrated
into
the
official
lifelong
learning

programs
of
ministries
of
education.

4. Information
literacy
should
be
integrated
into
the
VET
activities
arranged
by

municipalities,
ministries,
universities
and
the
other
institutions.
In
this

framework,
IL
should
be
connected
to
municipalities
and
ministries.

5. Social
awareness
of
literacy
should
be
included
within
work
culture
and
the
way

employers
view
it;
VET
provides
a
mobile
work
force
and
innovative
economy

within
Europe.

18

6. In
cooperation
with
library
associations,
Departments
of
Information
Management

and
other
relevant
parties
at
universities
should
organize
projects
and
curriculum

about
information
literacy-‐VET
to
fulfil
the
holistic
education
of
trainers.

7. Educational
content
and
appropriate
materials
related
to
information
literacy
in

VET
should
be
prepared.

8. Courses
should
be
organized
through
cooperation
with
public
libraries
to
provide

people
with
competence
in
information
literacy.

9. Ministries
should
give
appropriate
consideration
and
recognition
to
the

attendance
and
experience
in
education
on
information
literacy
and
VET
when

considering
workers’
careers.

10. Awareness
of
IL
is
necessary
at
all
levels;
national,
local
and
institutional
bodies

must
work
together.

11. Lobbying
for
IL
in
VET
(and
indeed
all
sectors
of
education)
should
be
made
to

national
government
and
EU
politicians.

12. International
projects
and
cooperation
concerning
VET
and
information
literacy

should
be
developed.

13. Distance
education
possibilities
for
IL
in
VET
must
be
explored
and
fully
utilized.

4.5

INFORMATION
LITERACY
IN
THE
ADULT
LEARNING
SECTOR
–

Recommendations
to
Policy
Makers
(the
grundtvig
programme
area)

Through
EMPATIC’s
validation
workshops,
a
process
of
consultation
and
the
Final

Conference,
the
following
recommendations
to
policy
makers
in
the
adult
education/lifelong

learning
sector
have
been
identified:

1.

Information
Literacy
and
its
specialized
fields
must
be
promoted
to
society,

decision
makers,
politicians,
communities
and
users.

2.

Ministries
of
education
and
lifelong
learning,
departments
at
higher
educational

institutions,
all
relevant
institutions
and
libraries
should
cooperate
with
each

other.

3.

National
strategies
should
follow
from
development
of
a
European
scheme
of
IL

standards,
assessment
types
and
learning
outcomes.

4.

Lobbying
for
the
integration
of
IL
into
Adult
Education
&
Lifelong
Learning
must
be

undertaken
to
the
EU,
national
politicians,
public
libraries
and
all
relevant

institutions.

5.

Departments
of
Library
and
Information
Science,
information
literacy

professionals
and
all
relevant
bodies
should
work
together
to
prepare
educational

content
and
materials
related
to
Information
Literacy.

6.

The
learner
must
be
more
active
and
become
a
partner
in
the
process.

7.

The
media
are
very
important;
these
can
include
music,
radio,
local
newspapers,

and
popular
activities
such
as
drama
and
local
associations.

8.

IL
should
be
integrated
into
all
Lifelong
Learning
activities
that
are
run
by
various

organizations
in
a
practical
way,
this
could
be
through
financial
information,
health

education,
cultural
information,
etc.

19

9.

International
cooperation
concerning
Adult
Education
and
Information
Literacy

should
be
developed.

10.

Consequently,
advocating
IL
must
be
undertaken
on
national,
local,
community

and
institutional
levels
simultaneously.

11.
Modern
technologies
to
apply
IL
in
Adult
Education
&
Life
Long
Learning
(e.g.

Web2.0,
e-‐conferences)
must
be
utilized.

12.
Public
Libraries
have
a
very
important
role
to
play
in
the
application
of
IL
in
Adult

Education
and
Lifelong
Learning
and
therefore
have
to
be
helped
in
order
to

succeed
in
it.

4.6.

INFORMATION
LITERACY
IN
THE
FOUR
LEARNING
SECTORS
(SCHOOL,

HIGHER
EDUCATION,
VOCATIONAL
EDUCATION
AND
TRAINING,
AND

ADULT/LIFELONG
LEARNING)
–
GENERAL,
NON-‐SECTOR
SPECIFIC

Recommendations
to
Policy
Makers
made
by
the
final
conferences

participants

As
a
result
the
following
general
recommendations
of
both
strategic
and
tactical
nature
have

been
formulated:

1. Information
Literacy
is
vital
for
the
today’s
society
in
Europe
and
as
such
should
be

developed
and
promoted
in
different
contexts
and
by
various
means.

2. The
importance
of
Information
Literacy
needs
to
be
publicized
not
only
to

governments,
ministries
and
policy
makers
at
national
and
EU
levels
but
also
to

local
authorities,
businesses,
small
social
groups
and
all
citizens.

3. The
strategy
of
IL
development
should
encompass
two
main
lines
of
action:

o IL
awareness
building
among
authorities
and
governments
at
national
and

European
levels

o Substantial,
real
work,
“step
by
step”,
“project
by
project”
on
the
local
level

by
individual
schools,
universities,
libraries,
etc.

4. Most
participants
expressed
the
feeling
that
“slow”
strategy,
based
on
“small

projects”
addressed
to
different
target
groups,
communities,
professions,
etc.

would
be
more
effective
than
having
a
central
EU
body
responsible
for
the
IL

development
or
the
formal
European
IL
policy
directives.
Thus,
the
“IL
awareness

building”
and
“central
goals”
approach
clearly
prevailed
over
the
“central

steering”
one.
Also,
having
clearly
stated
Information
Literacy
goals
(national,

European)
may
help
to
convince/influence
local
authorities
to
support
IL

development
programmes.

5. “Incentives
work
better
than
orders”,
meaning
that
IL
development
policy
based

on
incentives
for
those
who
introduce
IL
(teachers,
librarians,
businesses,
local

authorities)
would
be
an
effective
strategy.
EMPATIC
had
started
a
process
for
the

identification
of
past
experience
and
development
of
case
studies
of
good
practice

through
EC-‐funded
programmes.
However,
this
approach
should
be
extended
to

all
known
IL
and
Information
Competencies
projects.
This
is
important
for
policy

makers.

20

5.

CONCLUSIONS

To
sum
up,
the
recommendations
related
to
Information
Literacy
development
on
the

national
and
international
scale
are
as
follows:

•

initiating
and
promoting
activities
associated
with
the
provision
of
access
to

information
and
the
reducing
of
barriers
in
the
use
of
it
–
creating
and
maintaining

the
infrastructure
to
meet
information
needs
(e.g.
digitisation);

•

including
Information
Literacy
in
the
national
strategies
for
Lifelong
Learning,
the

development
of
IL
competences
should
be
a
part
of
the
national
LLL
projects;

•

assessing
the
existing
“starting”
level
of
IL
competences
in
various
social
groups;

•

creating
national
policies
to
involve
various
IL
stakeholders,
i.e.
business,

educational,
governmental
and
labour
market
institutions,
libraries,
NGOs,
in
the

training
of
information
competences;

•

determining
a
set
of
indicators
of
the
IL
development
at
the
national
level,
to
be

able
to
verify
the
extent
to
which
national
IL
policies
are
realized
(compare
Towards

Information
Literacy
Indicators
by
UNESCO,
Catts
and
Lau,
2008);

•

creating
the
working
networks
of
institutions
involved
in
the
IL
education
and

training
central
and
local
governments,
libraries,
educational
institutions,
labour

market
institutions,
NGOs,
etc.
;

•

including
IL
to
curricula
of
general
and
specialized
education
at
all
levels;

•

introducing
IL
into
the
standards
of
teachers’
training.

All
EMPATIC
partners
and
stakeholder
communities
are
now
encouraged
to
take
up,

promote
and
implement
the
findings
and
recommendations
to
begin
the
process
of

influencing
policy
makers.

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