This document provides a summary of a validation workshop on information literacy policies in higher education. The workshop brought together policymakers and stakeholders to discuss models of information literacy, challenges to developing strategies, and best practices. Key issues identified included whether information literacy should be a formal discipline or integrated into curricula, and how it could be aligned with the Bologna Process for higher education in Europe. The workshop finalized several case studies of successful information literacy programs to share with stakeholders.

1.
Validation
Report
in
the
Higher
Education
Sector
Author:
Carla
Basili
Ver:
Final
This
project
has
been
funded
with
support
from
the
European
Commission

2. "This project has been funded with support from the European Commission. This
publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein."

3. 3
EXECUTIVE
SUMMARY
The
present
report
constitutes
the
delivery
D5.2
of
the
Work
Package
5:
Validation.
The
core
objectives
of
the
EMPATIC
project
are
to:
-­‐ draw
together
and
valorise
the
results
of
previous
Information
Literacy
initiatives
and
projects
across
the
school,
university,
adult
and
vocational
learning
sectors;
-­‐ use
this
evidence
to
influence
policy
makers’
perceptions
and
actions
to
support
a
marked
increase
in
piloting
and
mainstreaming
of
Information
Literacy;
-­‐ have
a
significant
impact
on
validating
new
learning
paradigms
and
strategic
thinking
on
curriculum
reform.
Within
the
work
plan
of
EMPATIC,
Work
Package
5
aimed
to
validate
the
models,
standards,
performance
measures
and
case
approaches
developed
in
the
previous
work
packages.
Round-­‐table
workshops
were
facilitated
for
each
of
the
four
transversal
sectors,
bringing
together
invited
policy
makers
together
with
expert
stakeholders
(including
researchers
and
representatives
from
the
learning/teaching
professions).
Brief
summaries
of
each
workshop
are
provided,
together
with
outlines
of
key
issues
identified.

4. 4
Table
of
Contents
EXECUTIVE
SUMMARY
...................................................................................................................................
3
SECTION
1:
INTERNATIONAL
WORKSHOP
“INFORMATION
LITERACY
POLICIES:
METHODOLOGICAL
ASPECTS”,
TH
24
MAY
2011,
ATHENS,
GREECE
...................................................................................................................
6
1.1.
VENUE,
DATES,
WEBSITE,
AND
PARTICIPANTS
............................................................................................................
6
1.2.
WORKSHOP
CHAIR,
COMMITTEE
AND
INVITED
SPEAKERS
..........................................................................................
6
1.3.
PROGRAMME
WITH
SPEAKERS
....................................................................................................................................
7
1.4
BRIEF
OUTLINE
OF
POINTS
DISCUSSED
.........................................................................................................................
7
1.4.1
SCOPE
AND
RATIONALE
OF
THE
WORKSHOP
..........................................................................................................
7
1.4.2
MODELS
OF
INFORMATION
LITERACY
POLICIES
IN
HIGHER
EDUCATION
......................................................................
8
1.4.3
SELECTED
METHODOLOGICAL
ISSUES
IN
CREATING
THE
INFORMATION
LITERACY
DEVELOPMENT
STRATEGIES
......................
8
.......
9
1.4.4
INFORMATION
LITERACY
IN
THE
EUROPEAN
HIGHER
EDUCATION
AREA:
EPISTEMOLOGICAL
AND
THEORETICAL
ASPECTS
1.4.5
STRATEGIC
AND
INTERDISCIPLINARY
APPROACHES
TO
INFORMATION
LITERACY
SKILLS
..................................................
9
1.4.6
ASSESSMENT
OF
INFORMATION
LITERACY
SKILLS,
SOME
EXPERIENCES
FROM
UNIVERSITY
OF
BERGEN
.............................
10
1.4.7
INFORMATION
LITERACY
STRATEGIES
AT
THE
UNIVERSITY
OF
CRETE
LIBRARY
.............................................................
10
1.5
MAJOR
ISSUES
IDENTIFIED
..........................................................................................................................................
10
1.5.1
IS
INFORMATION
LITERACY
A
DISCIPLINE
OF
STUDY?
.............................................................................................................
11
1.5.2
CAN
INFORMATION
LITERACY
BE
INSERTED
INTO
UNIVERSITY
CURRICULA
LIKE
COMPUTER
SCIENCE?
..............................................
11
1.5.3
HOW
CAN
BE
INFORMATION
LITERACY
INSERTED
INTO
THE
BOLOGNA
PROCESS?
........................................................................
11
1.6
FINALIZED
BEST
PRACTICES/CASE
STUDIES
FOR
HIGHER
EDUCATION
SECTOR
..........................................................
12
1.6.1
ALFIN-­‐EEES.
SKILLS
AND
COMPETENCES
IN
INFORMATION
MANAGEMENT
FOR
LEARNING
TO
LEARN
WITHIN
EUROPEAN
HIGHER
EDUCATION.
........................................................................................................................
12
........................................................................................................
13
1.6.2
GRADUATE
INFORMATION
LITERACY
MODULE
1.6.3
INFORMATION
LITERACY
PROJECT.
STAFFORDSHIRE
UNIVERSITY
...........................................................................
14
1.6.4
MA
IN
INFORMATION
LITERACY.
UNIVERSITY
OF
SHEFFIELD
...................................................................................
15
1.6.5
SWIM
STREAMING
WEBBASED
INFORMATION
MODULES.
SWIM
TUTORIAL
(INFORMATION
SEARCH
STRATEGY)
AALBORG
..............................................................................................................................................................
15
UNIVERSITY
LIBRARY.
1.7
MODIFICATIONS/ADDITIONS
SUGGESTED
TO
CASE
STUDIES
.....................................................................................
17
1.7.1
POLICY
AWARENESS
IS
A
CRITICAL
ISSUE
.............................................................................................................
17
1.7.2
BOTH
SIDES
OF
EDUCATION
(TEACHING
AND
LEARNING)
TO
BE
ADDRESSED
...............................................................
17
1.7.3
WHO
SHOULD
BE
RESPONSIBLE
FOR
TEACHING?
..................................................................................................
17
SECTION
2:
DESCRIPTION
OF
THE
“REAL-­‐LIFE”
IL
ACTIVITIES
IN
THE
HIGHER
EDUCATION
SECTOR
.................
18
2.1
INTRODUCTION
................................................................................................................................................................
18
.................................................................
18
2.1.1
INFORMATION
LITERACY
AND
THE
EUROPEAN
HIGHER
EDUCATION
AREA
2.1.2
INFORMATION
LITERACY
IN
ROMANIA
...............................................................................................................
18
2.1.3
INFORMATION
LITERACY
STRATEGIES
AT
UNIVERSITY
OF
CRETE
LIBRARY
..................................................................
19
SECTION
3
CONCLUSIONS
.............................................................................................................................
21

5. 5
APPENDICES
.................................................................................................................................................
22
............................................................................
22
APPENDIX
1:
WORKSHOP
DOCUMENTS
PRESENTED
FOR
DISCUSSION
APPENDIX
2:
WORKSHOP
LIST
OF
PARTICIPANTS
.............................................................................................................
22
APPENDIX
3:
WORKSHOP
COPIES
OF
PRESENTATIONS
....................................................................................................
23
APPENDIX
4:
COPIES
OF
PHOTOS,
PRESS
RELEASES
AND
MEDIA
COVERAGE
FROM
THE
WORKSHOP
............................
23

6. 6
SECTION
1:
INTERNATIONAL
WORKSHOP
“INFORMATION
LITERACY
POLICIES:
METHODOLOGICAL
ASPECTS”,
24TH
MAY
2011,
ATHENS,
GREECE
1.1.
VENUE,
DATES,
WEBSITE,
AND
PARTICIPANTS
Venue: The National Hellenic Research Foundation, 48 Vassileos Constantinou Avenue -
11635, Athens, Greece
Date: 24 May 2011
Website: http://www.isast.org/qqml2011/keynotetalkssessions.html
Participants: about 30 people, researchers in the field of Information Literacy,
academics and librarians from Canada, Egypt, Estonia, Greece, Hong kong, India, Iran,
Israel, Italy, Japan, Poland, Spain, Sweden and Turkey.
1.2.
WORKSHOP
CHAIR,
COMMITTEE
AND
INVITED
SPEAKERS
Workshop Chair: Professor Carla Basili, The National Research Council, Italy, The
European network on Information Literacy (EnIL)
Workshop Committee: Professor Carla Basili, Professor Maria Próchnicka, Professor
Sabina Cisek, Professor Angela Repanovici
Invited International Speakers:
Professor Armando Malheiro da Silva, Faculty of Humanities, University of Porto, Portugal
Armando Malheiro da Silva is the coordinator of the eLit.pt project, which, although
focused on the specific case of Portugal, intents to make a scientific approach of the
challenges of the European Higher Education Area (EHEA) and its impact in the field of
the information literacy, considering the actual context of the Information Society.
Professor Angela Repanovici, Transilvania University of Brasov, Romania
Angela Repanovici teaches in the University Transilvania of Brasov, Romania to
Mechanical Engineering Faculty. Her research is focused on information literacy,
informatization systems, mechatronics systems used in archives and libraries, marketing
research and scientometric studies. Since 2009, she is president of Information Literacy
section of the Romanian Library Association and organizer of the First information literacy
international conference in Romania on 2010.
Dr. Ane Landoy, Bergen University Library, Norway
Ane Landoy is member of the IFLA standing Committee on Academic and Research
Libraries and her research concentrates on the assessment of information literacy skills
of university students, with particular focus on the different assessment methodologies
which can be applied.
Dr. Manolis Koukourakis, Crete University Library, Greece
Manolis Koukourakis authored a number of papers describing his experience in the
academic project aimed at promoting and supporting information literacy in the
University of Crete.

7. 7
1.3.
PROGRAMME
WITH
SPEAKERS
Opening and introductory remarks
Carla Basili, National Research Council, Rome, Italy
Models of Information Literacy Policies in Higher Education
Carla Basili, National Research Council, Rome, Italy
Selected methodological issues in creating the Information Literacy development
strategies
Maria Próchnicka, Jagiellonian University in Krakow, Poland
Information Literacy in the European Higher Education Area: epistemological and
theoretical aspects
Armando Malheiro da Silva, Faculty of Humanities, University of Porto, Portugal
PANEL ON STRATEGIC AND INTERDISCIPLINARY APPROACHES TO INFORMATION LITERACY SKILLS
Strategic and Interdisciplinary Approaches to Information Literacy Skills
Angela Repanovici: Transilvania University Brasov, Romania
Assessment of information literacy skills, some experiences from University of Bergen
Ane Landoy: Bergen University Library, Norway
Information Literacy strategies at the University of Crete Library
Manolis Koukourakis: Crete University Library, Greece
1.4
BRIEF
OUTLINE
OF
POINTS
DISCUSSED
1.4.1
Scope
and
rationale
of
the
workshop
Aim of the Workshop was to point out the strategic role of methodological approaches in
Information Literacy Policy Analysis. Policy formulation and implementation is a complex
process, deeply rooted in awareness of problems and prediction of impacts.
The latter element constitutes the most fragile side of the process, since even the best
model of prediction cannot cope against unexpected events. A vast amount of «policy
theory» literature has been produced, which proposes different models for predicting
realistic system behaviours, without ever reaching a common consensus. Alternatively, a
major trend towards effective policy formulation is a pragmatic approach based on
evidence: policies are adopted on the basis of «what works» rather than ideology or
intuition. Despite its more pragmatic positioning with respect to policy theories, the

8. 8
evidence–based approach privileges data and data structures, which are analysed
through a systematic process of enquiry. The methodological dimension is evidently
crucial in this approach, as a way to perform policy analysis by applying scientific criteria.
1.4.2
Models
of
Information
Literacy
Policies
in
Higher
Education
Carla
Basili
Over last decades, a meaningful transformation has occurred in the organisation and
operation of the university system: a shift from a self-referential, auto-regulatory
management to a market-driven regime. These trends are confirmed for the European
Higher Education by the position of the EC expressed through the Communication
“Delivering on the modernisation agenda for universities: education, research and
innovation” where is underlined the “interlinked roles of education, research and
innovation” of universities and that Higher Education is a “crucial sector of the economy
and of society”. This scenario leads to assign growing importance to the so-called
“transversal or soft skills”, considered crucial in the moving from university to the labour
market.
Within this major goal and since the Lisbona strategy (2000), the Commission has
pointed to three broad areas of reform in Higher Education:
− curricular reform;
− governance reform;
− funding reform
The area of major concern for IL is the curricular reform, where a number of elements
are to be considered:
− learning outcomes;
− recognition of informal learning;
− flexible, modernised curricula at all levels which;
− correspond to the needs of the labour market (transversal skills)
1.4.3
Selected
methodological
issues
in
creating
the
Information
Literacy
development
strategies
Maria
Próchnicka,
Sabina
Cisek
In formulating strategies or strategic models for Information Literacy development two
main dimensions have to be considered, that is its formal structure, e.g. components,
frame, length, appendices, and its subject content related to – inter alia – the level and
context of Information Literacy, formal and informal learning environments, implications
for teaching.
During the designing process the crucial elements of strategic modeling: 1. context
(meaning and dimensions of IL, role in the civic/knowledge society), 2. mission
(mainstreaming of information literacy at the national and EU level), 3. vision
(information literate citizens, business, government, society), 4. goals (raising society-
wide IL awareness, institutionalization of IL, integrating IL in curricula in all levels and
sectors of education system in Europe), 5. actions, 6. standards and performance
indicators, and 7. stakeholders have to be taken into account.

9. 9
The analysis of 87 projects in the Information Literacy area from years 1994-2010,
supported in most cases by the European Union, is used as the basis for developing
generic strategic models for Information Literacy as well as defining its implications for
training of teachers, IL standards and associated performance indicators.
1.4.4
Information
Literacy
in
the
European
Higher
Education
Area:
epistemological
and
theoretical
aspects
Armando
Malheiro
da
Silva
The eLit.pt project articulates along two important phases: diagnosis and design of
strategies. Final aim is to define an information skill strategic plan in order to adapt the
Portuguese universities to European Higher Education Area (EHEA) and Information Era.
A further goal of the eLit.pt project is to sensitize academic and political authorities on
information literacy problematic.
The main questions that eLit.pt intents to answer are: understand how the university
students face the new competences required by the creation of the EHEA; know how
these students are prepared in terms of information competences, in three different
moments, i.e., prior to the university, during the university frequency period and at the
end of the university degree.
An important part of the project is a survey based on a questionnaire including the
following four kinds of questions:
Basic group: Included familiar and scholar context. We define context as a space where
the students develop his/her information behaviour structure. Where they configure a
way to face to the information literacy.
Functional group: Integrated by mediation role of institution as library and school.
Transversal group: Included all the question relation with the way that students mixer
and use diverse information. For example: information access, information evaluation
and use.
Introspective group: Internal mechanisms (motivations) linked with information needs.
The results of the survey can be summarised in the following points: motivation
determines information behaviour, information literacy in university’s students is better
that high school students, students shows great familiarity with Information Technologies
but still miss awareness of how to deal with the information reachable through those
tools.
1.4.5
Strategic
and
Interdisciplinary
Approaches
to
Information
Literacy
Skills
Angela
Repanovici
Angela Repanovici summarised the results of an exploratory workshop aimed at
capturing all aspects and issues in addressing Information Literacy in all fields of
knowledge. Focal points of the discussion: different educational approaches and
interdisciplinary elements among the following knowledge domains: human, medical,
technical and economic sciences.

10. 10
1.4.6
Assessment
of
information
literacy
skills,
some
experiences
from
University
of
Bergen
Ane
Landoy
In many universities in Europe, the teaching of information literacy is the domain of the
library, in larger or smaller degree in cooperation with faculty. Information literacy may
be included as a small part of ordinary courses, or as a subject that the library has
control over. The information literacy skills of the students are therefore not assessed
especially. One of the consequences may be a lack of understanding of the importance of
information literacy skills among the students, and following lack of participation in the
training opportunities. Pedagogical research has found that students place more
emphasis and more importance to subjects that are assessed and given feedback.
Maybe, to find a way of assessing the information literacy skills will be one of the ways
for institutions of higher education to ensure that the students have these important
skills?
Different assessment methods can be applied. Assessment must be depending on and
closely connected to the learning goals/learning outcomes.
Assessment methods can be most useful and relevant, depending on whether the teacher
of information literacy is the subject teacher or the librarian.
1.4.7
Information
Literacy
strategies
at
the
University
of
Crete
Library
Manolis Koukourakis
Libraries have always been dealing with collecting, organizing, storing and providing
information, as well as with instructing their patrons on how to use it effectively for their
own needs. As such, libraries are privileged players in the IL field, provided they can
adapt the dynamics of new IT, tools and facilities and orient their services towards
instructing their users to apprehend the possibilities of the new ways information is
produced and made available in the digital era.
A prerequisite to achieve this goal is the comprehensive involvement of all agents of an
academic institution, in a common, collective effort for the overall re-organization of the
structures and services provided within the academic community. Within this approach
the University of Crete Library has developed strategies and practices to support and
promote information literacy.
1.5
MAJOR
ISSUES
IDENTIFIED
The workshop was focused on the methodological issues behind the process of IL policy
formulation in Europe. As starting point of the discussion, the Empatic’s framework
(described in the Empatic deliverable D1.1) was used. The framework is shortly recalled
below in its three different perspectives of analysis: Culture of Information, Education to
Information, Information Skills.
Information Literacy as a discipline of study (Culture of Information) which is:
− a branch of the documentation-information science domain;
− a knowledge independent from every application domain;
− a kind of transversal knowledge;
− distinct from the Informatics culture

11. 11
Information Literacy as social objective (Education to Information) since it is:
− a requisite of the Information Society;
− an objective of educational policy;
− a massive operation;
− requires changes in the education system
Information Literacy as cognitive acquisition of individuals (Information Skills)
is
− a set of Information competencies (or i-skills) that must be certificated
This grid – that in D1.1 was given as a theoretical framework – at the test-bed of the
workshop revealed to be a valuable tool both for analysing IL within the European Higher
Education context, and for preparing the way to the policy recommendations to be
addressed in the Empatic final conference.
With respect to the grid above summarised, the discussion concentrated in particular on
the following points.
1.5.1
Is
Information
Literacy
a
discipline
of
study?
A strong assumption underlying the institutionalisation of IL is to recognise it as a
discipline in its own, to be conceived mainly as "knowledge" then as mere "ability",
independent from any subject discipline, except for its applicative component, which can
be related to a specialised IL competency level.
This point was the first addressed since it is the base for further analysis on how IL could
be inserted into the Bologna process. A debate started as to consider IL a discipline or
simply a skill.
1.5.2
Can
Information
Literacy
be
inserted
into
university
curricula
like
Computer
Science?
A major problem with IL is a diffused degree of misconception of the distinction between
IL and Computer Literacy. The idea of replicating – mutatis mutandis – an institutional
configuration path similar to that of Computer Literacy can be suggested. Both
disciplines, in fact, are transversal and useful to every course of study.
1.5.3
How
can
be
Information
Literacy
inserted
into
the
Bologna
process?
The EU Higher Education landscape is governed by the Bologna Process, a process
started in 1999 and aimed at creating a European Higher Education Area, in which
students can choose from a wide and transparent range of high quality courses and
benefit from smooth recognition procedures.

12. 12
In an ideal Bologna process for Information Literacy, a first step should be promoting
among academics and policy makers the awareness of both the need of IL and the
distinction between IL and Computer Literacy. A second step could be to insert IL among
the learning outcomes of European universities and, particularly, among the so-called
“generic instrumental competencies”. A viable solution could be to integrate the ACRL
Competency Standards for Higher Education into the Tuning project activities
1.6
FINALIZED
BEST
PRACTICES/CASE
STUDIES
FOR
HIGHER
EDUCATION
SECTOR
During
the
previous
stages
of
the
EMPATIC
project
five
IL
development
best
practices
for
the
Higher
Education
sector
have
been
chosen
and
described.
The
participants
were
mainly
attracted
by
the
focus
of
the
workshop
on
methodological
issues
of
Information
Literacy
policy
development.
Therefore,
they
concentrated
their
attention
on
these
aspects
more
than
on
the
deep
analysis
of
the
best
practices,
which,
anyway,
were
not
criticised
(see
section
1.7
below).
A
short
description
of
the
Higher
Education
best
practices
is
given
below.
1.6.1
ALFIN-­‐EEES.
SKILLS
AND
COMPETENCES
IN
INFORMATION
MANAGEMENT
FOR
LEARNING
TO
LEARN
WITHIN
EUROPEAN
HIGHER
EDUCATION
GENERAL INFORMATION
1. Country: Spain
2. Funding: the project is held by Universidad de Granada es Catedrática de
Biblioteconomía y de Documentación from Granada, supported by Spanish
Ministerio de Educacion and Spanish IL EHEA
3. Focus: project aimed at the development of IL as a social objective and as a
cognitive acquisition of individuals.
4. Learning sector: Higher Education
5. Literacy area: IL with the impact on Computer Literacy and Digital Literacy.
6. Geographical/ social range: national.
7. Type of institution, organization, stakeholder: official (governmental) bodies and
non-official bodies.
CHARACTERISTICS
Consortium
The project is held by Universidad de Granada es Catedrática de Biblioteconomía y de
Documentación from Granada, Spain and represented by Prof. María Pinto Molina and
supported by Spanish Ministerio de Educatio and Spanish IL EHEA (Information Literacy
European Higher Education Area)
Background
ALFIN-EEES is an initiative that proposes the implementation into the curricula and
education so called GENERIC COMPETENCES related to the information literacy,
developed and educated for any university student who needs to search for, to manage,
to organize and to evaluate information gathered in very diverse sources.

13. 13
Core objectives
ALFIN-EEES serves to promote the above mentioned literacy in information of those who
consult it, multiplying the opportunities of electronic self-guided learning and
implementing resources and tools for learners, teachers and users development.
Details
As generic target, ALFIN-EEES tries to form the student in the mastery of the following
generic competences: systemic, informative, personal and evaluative.
The institutions, organizations and stakeholders that promote the project are: National
governments, parliaments and their official agencies and non official bodies like
academia, LIS community, NGOs and professional bodies.
1.6.2
GRADUATE
INFORMATION
LITERACY
MODULE
GENERAL INFORMATION
1. Country: Ireland
2. EU funding program: initiative of three collaborated universities with no funding
from the UE
3. Focus initiative type: project aimed at development of IL as a discipline of study;
as a social objective and as a cognitive acquisition of individuals.
4. Learning sector: HE- Higher Education
5. Information Literacy area: IL and its application to the research
6. Geographical/ social range: national
7. Type of institution, organization, stakeholder: official and non official bodies.
CHARACTERISTICS
Consortium
This initiative in promoted with no funding from the UE. This is the joint initiative of three
universities and university libraries: National University of Ireland Galway, Trinity College
Dublin, and University College Cork. Initiative supported by Higher Education Authority (a
member of international organization ENQA - the European Association for Quality
Assurance in Higher Education and National Department Plan (NDP) Transforming
Ireland, the national investment programme 2007-2013NDP Transforming Ireland is
Funded by the Irish Government and part financed by the European Union under the
National Development Plan
Background
The initiative is an attempt to establish the competence of the course trainee students at
master, doctoral and young academic staff (post-doctoral). The module was incorporated
into the curricula, and is the example resource of credited courses available at
universities collaborating with one another. The project promotes the achievement of
educational goals and strategies and curricula development.
Core objectives
The module is aimed at postgraduate research students completing a PhD or a Research
Masters, as well as Post-Doctorate staff. It consists of 6 units in total, and each unit will

14. 14
introduce to the topic through a series of slides explaining the subject area, and provide
with an opportunity to practice and explore its themes by means of short reflective tasks.
This tutorial supplements the important work of the subject area librarian, and is
designed to allow users to review the topic at the own convenience.
Details
The project also develops and educates within the Information Literacy personal skills
and it is prepared for postgraduate research students completing a PhD or a Research
Masters, as well as Post-Doctorate staff.
1.6.3
INFORMATION
LITERACY
PROJECT.
STAFFORDSHIRE
UNIVERSITY
GENERAL INFORMATION
1. Country: Staffordshire, England.
2. EU funding program: non UE funding
3. Focus initiative type: project aimed at development of IL as a discipline of study
and as a social objective. (R&D, surveys and theory development)
4. Learning sector: HE- Higher Education.
5. Information Literacy area: IL skills development
6. Geographical/ social range: local
7. Type of institution, organization, stakeholder: local and non official bodies.
CHARACTERISTICS
Consortium
This initiative is held by the Staffordshire University, local and academic environment.
Background
Information literacy project at the Staffordshire University is a kind of strategic approach
to integrating information literacy into the learning landscape, promoting educational
goals and strategic and curricula development, implementing resources and tools for
learners, teachers, users development.
The Statement of good practice have been implemented as a initiative in e-learning.
Widening Participation and Quality can be supported by greater emphasis on information
literacy. The information literacy statement can work in tandem with the e-learning policy
and the employability policy to enrich and deepen the student experience of learning at
Staffordshire University. This statement can be used to underpin modular undergraduate
courses, postgraduate courses, distance learning courses (both undergraduate and
postgraduate) and Staffordshire University Regional Federation SURF courses.
Core objectives
Researches into various aspects of Information Literacy and its implementation that have
been undertaken at the Staffordshire University are: ASK or the Assignment Survival Kit,
embedded support sessions, information Skills module, VLE Folder support activity and
Staffordshire University Information Literacy Community of Practice.

15. 15
1.6.4
MA
IN
INFORMATION
LITERACY.
UNIVERSITY
OF
SHEFFIELD
GENERAL INFORMATION
1. Country: Sheffield, United Kingdom.
2. UE funding program: university initiative with no EU funding
3. Focus initiative type: project aimed at development of IL as a social objective.
4. Learning sector: HE- Higher Education
5. Information Literacy area: IL- Education with Computer Literacy, Digital Literacy,
Internet Literacy, and Media Literacy.
6. Geographical/ social range: national, international.
7. Type of institution, organization, stakeholder: local and non official bodies.
CHARACTERISTICS
Consortium
This project is a university initiative with non UE funding.
Background
MA in Information Literacy it is the university initiative that gives the knowledge,
understanding and skills to succeed in an exciting and fast-moving field. The University,
Information School has a flexible approach to teaching and learning, and it is possible to
study part time or full time, and take the programme as a Postgraduate Diploma or
Postgraduate Certificate as alternatives to the full MA. It is also possible to choose to
study individual modules, accumulating credits towards a qualification to be completed
later.
Core objectives
The course aims to develop specialist practitioners, who understand the theory and
practice of information literacy, and who are qualified and motivated to educate members
of the public in their lifelong development of information literacy skills. It provides an in-
depth understanding of information literacy and information behaviour in different
contexts, as well as preparing participants for roles as information literacy teachers.
Details
The MA in Information literacy is divided into the core modules: Dissertation, Education
for Information Literacy, Educational Informatics, Information Literacy Research,
Information Resources and Information Literacy, Information Retrieval, Research
Methods and Dissertation Preparation, Practical Computing.
It is also divided into modules to be chosen.
1.6.5
SWIM
Streaming
Web
based
Information
Modules.
SWIM
tutorial
(information
search
strategy)
Aalborg
University
Library.
GENERAL INFORMATION
1. Country: Denmark
2. EU funding program: the project is the national and local (Aalborg University)
initiative funded by local and national organisations (Denmark’s Electronic
Research Library)

16. 16
3. Focus Initiative type: project aimed at development of IL as a social objective and
as a cognitive acquisition of individuals.
4. Learning sector: HE- Higher Education
5. Information Literacy area: IL, Computer Literacy and Digital Literacy.
6. Geographical/ social range: local, national.
7. Type of institution, organization, stakeholder: non official bodies.
CHARACTERISTICS
Consortium
The project and the tutorial was funded by Denmark’s Electronic Research Library and
developed by Aalborg University Library in collaboration with · The Aarhus School of
Business Library, The Royal Library, Roskilde University Library.
− The project partners of the SWIM group are:
− The Aarhus School of Business Library
− The Royal Library
− Roskilde University Library.
Background
Aalborg University Library is in charge of the SWIM project and its development, and
works in collaboration with the Aarhus School of Business Library, The Royal Library and
Roskilde University Library that function as user test environments.
In order to render the project visible, secure exposure, and further the exchange of
knowledge and interplay with other projects, the SWIM group has formed a number of
attachments to centres and institutions both within and outside Aalborg University. The
type of attachment depends on the characteristics of the individual network partner.
However, it will primarily involve sparring and the exchange of experiences in connection
with specific problems.
Core objectives
The aim of the SWIM project is to develop a web-based multimedia programme that
furthers the development of students' information literacy skills. The programme is
designed as a contextually relevant, interactive tutorial, which is divided into well-defined
modules and integrated in various web environments relevant to library users and
teaching environments.
The project objective is to support students in the acquisition of information literacy
skills, particularly when using web-based information resources supported by Denmark's
Electronic Research Library. The SWIM group will develop an easy to use tutorial
consisting of modules that relate to relevant information resources, thus offering the user
the possibility of just-in-time learning when using e.g. a specific database. Another
objective is to secure the integration and use of those information resources and facilities
that can be accessed through the research libraries in the teaching environments of the
various educational institutions.
Details
The indirect target group is the universities' teaching environments, in connection with
curriculum planning and other activities that further the integration of information

17. 17
literacy in the learning process. Furthermore, the target group also includes a number of
different users in various web environments e.g. The Virtual University of Denmark
(DVUNI) and those involved in Denmark's Electronic Research Library.
1.7
MODIFICATIONS/ADDITIONS
SUGGESTED
TO
CASE
STUDIES
The discussion on the Higher Education best practices selected in the previous phases of
the EMPATIC project, besides the points described in the section 1.5 of this report, raised
the following further issues.
1.7.1
Policy
awareness
is
a
critical
issue
The ALFIN-EEES case study (see 1.6.1) was appreciated as an example of involvement of
the Ministry of Education as supporting body, and a variety of public and private
stakeholders as promoters.
1.7.2
Both
sides
of
education
(teaching
and
learning)
to
be
addressed
The need to promote Information Literacy among both the teachers and the students
(see 1.6.3) was recognised as a need, but quite difficult to reach, given the hard task of
make academics being “receivers of education”.
1.7.3
Who
should
be
responsible
for
teaching?
This point is also linked to the (still open) question of credit assignment or not to the
discipline. Among the best practices, the MA in Information Literacy (see 1.6.4) was an
example of a curricular initiative, while the SWIM tutorial (see 1.6.5) constitutes an
example of library initiative.

18. 18
SECTION
2:
DESCRIPTION
OF
THE
“REAL-­‐LIFE”
IL
ACTIVITIES
IN
THE
HIGHER
EDUCATION
SECTOR
2.1
Introduction
The key finding of the Arcadia Project at the Cambridge University Library (recently
released on July 2011) can be summarised as follows.
− the way in which information literacy is taught, structured and implemented is as
important as the topics that are covered in any new curriculum;
− information literacy needs to be embedded into the academic curriculum as far as
possible;
− it also needs to be ongoing throughout a student’s academic career and adapted
according to the specific requirements of the discipline;
− the curriculum needs to include opportunities for students to work collaboratively and
to reflect on their learning;
− it should be based on real needs, ideally following an audit;
− meaningful assessment forms an important part of this curriculum, while recognising
that information literacy can be difficult to assess summative. Therefore approaches
such as peer assessment are key
2.1.1
Information
Literacy
and
the
European
Higher
Education
Area
Based on contribution from Armando Malheiro da Silva and Viviana Fernández Marcial
(University of Coruña -Spain)
It is nodal to consider the new educational environment - the European Higher Education
Area (EHEA) – focused on a different teaching-learning process based on: the active
student’s participation in constructing their own knowledge; the promotion of continuous
training and lifelong learning; the emphasis on the full integration of information and
communication technologies in education systems, thus enabling a system of interactive
learning to take root; the creation of the ECTS (European Credits Transfer System) as a
new measure that recognizes the student's academic knowledge and brings major
changes in the transmission and acquisition of knowledge when valuing the hours the
student devotes to acquiring specific knowledge, rather than a definition based on the
number of hours the lecturer teaches; the promotion of integrated education for the
student, embracing the acquisition of generic, transversal and specific competences
(knowledge, capacities and skills), in which access to and use of information is
prioritized.
2.1.2
Information
Literacy
in
Romania
Based on contribution from Angela Repanovici
In Romania, IL developed very slowly. The Romanian library science has been very
receptive to the requirements imposed by the development of informational society and
imposed the implementation of the initial forma of education in the university centres:
Bucuresti, Timisoara, Sibiu, Brasov, Targoviste.

19. 19
Likewise, the Library Association in Romania played a special part in specializing the staff
within the libraries. With respect to the other professional categories, there has been
little done. During the initiation of a marketing research, with respect to the existence
within the curricula for other specializations and fields of knowledge, there could be
noted that there were singular cases in which the students have in the curricula courses
of information and documentation, that the libraries offer courses of initiation or that
there are online tutorials aiming at initiating the search and the use f the informational
resources. Students in Romania prefer the Internet as information source accessed from
home, however they are not acquainted with the rigorously scientific documentation
sources, with the academic literature, with the scholar internet, with the invisible web,
with the evaluation of the resources, with the ethic notions, with the plagiarism and the
communication of the results in the scientific research. MECT started a praiseworthy
action, of professional reconversion of the schools librarians. The action of development
of a new socio-professional category: documentaries teachers and professors has
implications in the development of informational society, in the quality of the population’s
life through obtaining the abilities of information, documentation, evaluation of the
information starting from the pre-university education through developing pedagogical
abilities in the documentaries teachers and professors.
Numerous researches and studies proved that youth, since young times, spend more and
more time interacting with the information and documentation technologies. There is
compulsorily necessary for the introduction of IL in education and schools curricula for
generating the knowledge of the media role and of the information services.
2.1.3
Information
Literacy
strategies
at
University
of
Crete
Library
Based on contribution from Manolis Koukourakis
Information Literacy at University of Crete Library has developed a comprehensive and
integrated approach that includes all library facilities, tools and services, extending from
library premises to electronic tools design, and employs a multifaceted strategy, that
involves all UOC agents, in an effort to help users achieve information literacy, as a life-
long process of turning information into knowledge. In this conception, the library is a
lively cell in the heart of the university, which at the same time is a meeting place, a
place for search and study, and a place to find help and instruction in study and
research.
A need exists to work with the university administration and the faculties in order to
formally establish a course on information literacy either as a separate, core course in
the curricula (adapted for different faculties), or one 2-3 hours core session within each
course. A further need is to develop subject-focused, interactive training material, which
will be available through our e-learning platform.
The introduction and gradual implementation of Web 2.0 technologies, with its new
functionality (blogs, wikis, mobile access, etc.) and even wider integration and
transparency of electronic tools and resources provides a groundbreaking opportunity in
online education and makes discernible a new e-space in education and the library
horizon. In such a new library environment the various Library Information Systems &
metasearch tools are going to be replaced by or transformed to Content Management
Systems, which will deal with the various resources in a more comprehensive way. In the
broader academic environment, the teacher-centered education system is gradually
giving its place to a collaborative, student-centered education model, which uses “online
technology to enrich education and foster relationships among students, faculty, and
universities”. Organized in the form of Virtual Learning Environments, this collaborative
distance education model “will increase the quality, accessibility, and diversity of online
education opportunities”. In the library world, Digital Learning Object Repositories will
integrate with Learning Management Systems, to provide re-usable and adaptable (even

20. 20
versioned for different courses) learning objects, shaping a very flexible and effective
education platform.
Libraries thus seem to still be a critical agent in the information society and the reshaped
education system, crucially supporting the education process and even contributing to
newly developed curricula. Their only way of proceeding in this rapidly changing
information era is to reflectively accept innovation, activating their long experience in
handling and providing information resources, as well as in user instruction, to facilitate
implementation of new technologies into sustained educational practice.

21. 21
SECTION
3
CONCLUSIONS
The
discussion
in
the
workshop
was
deeply
rooted
in
the
EMPATIC
framework
of
analysis,
which
has
been
tested
and
verified
in
its
consistency.
Attempting
a
rude
SWOT
analysis,
the
main
points
raised
can
be
summarised
as
follows.
Strengths
Information
Literacy
is
internationally
recognised
as
a
requisite
of
the
Information
Society
and
of
the
Knowledge
Economy.
Labour
market
requires
flexibility
in
terms
of
professional
self-­‐requalification
and
lifelong
learning
attitude.
This,
in
turn,
requires
–
inter
alia
–
to
dominate
the
current
information
environment.
Weaknesses
Lack
of
awareness
about
the
nature
of
IL
and
its
differentiation
with
respect
to
Computer
Literacy.
Being
able
to
catch
information
from
the
network
is
considered
enough.
Opportunities
The
whole
Higher
Education
landscape
in
the
European
Union
is
in
a
time
of
deep
reconfiguration
through
the
Bologna
process
and
this
fact
can
be
a
very
good
opportunity
for
suggesting
entering
Information
Literacy
in
the
ongoing
curricular
reform.
Threats
Academic
staff
can
be
resistant
in
accepting
IL
as
a
new
discipline
or
even
as
a
part
of
their
own
discipline.
When
the
responsibility
of
teaching
is
in
charge
of
the
library
staff,
academics
can
be
resistant
in
assigning
credits.

22. 22
APPENDICES
APPENDIX
1:
WORKSHOP
DOCUMENTS
PRESENTED
FOR
DISCUSSION
The
workshop
documents
presented
for
discussion
are
available
online
through
the
webpage
in
English
APPENDIX
2:
WORKSHOP
LIST
OF
PARTICIPANTS
International Workshop “Information Literacy POLICIES: Methodological
aspects”
List of participants with affiliations:
Name Affiliation e-mail
Axelsson Marie-Louise Linkoping University marie.louise.axelsson@liu.se
Library, Sweden
Balta Kyriaki University of balta@uom.gr
Macedonia
Hatzilia Margarita Atei of Thessalonika hatzilia@admin.teithe.gr
Monika Jagiellonian University monika.krakowska@uj.edu.pl
Krakowska Institute of
Information and
Library Science
Suchojad Dr. Henryk Jan Kochanowski henryk.suchojad@ujk.edu.pl
University in Kielce
The Main Library,
Poland
Aharony Noa Bar-Ilan University aharonn1@mail.biu.ac.il
Basili Carla CNR, Italy c.basili@ceris.cnr.it
Brage Christina Linkoping University christina.brage@liu.se
Library, Sweden
Cavaller Victor Open University of vcavaller@gmail.com
Catalonia
Cuturic Daniel Tallin University, amenotis_ehnaton@hotmail.com
Estonia
Della Seta Maurella Istituto Superiore di maurelladellaseta@iss.it
Sanità, Rome, Italy
Duncan Vicky University of Vicky.Duncan@usask.ca
Saskatchewan,
Canada
Houlihan Meggan The American mhoulihan@aucegypt.edu
University of Cairo,
Egypt
Koryanska Agniesrka Jagiellonian University koragnes11@wp.pl
Institute of
Information and
Library Science

23. 23
Kurbanoglu Serap Hacettepe University serap@hacettepe.edu.tr
Department of
Information
Management
Lakshmana Nithin Tallin University, nithinlaxman@gmail.com
Estonia
Nagasawa Tayo Mie University, Japan ici43543@nifty.com
Peony Tai University of Hong peony_tai@hku.hk
Kong Libraries
Pietruch- Diana Jagiellonian diana.pietruch.reires@uj.edu.pl
Reires University, Cracov
Samanian Dr. M. Islamic Azad
University Bojnourd
Branch
Singh D.K. Banaras dksingh5@yahoo.com
Hindu University, India
Tkacz Aneta Main Library of the Jan anetatkacz@ujk.edu.pl
Kachanowski
University in Kielce
Vahdat Mehrnoosh Tallin University, mehrvah@gmail.com
Estonia
Zupan Vesna The "Svetozar buzupan@rcub.bg.ac.rs
Markovic" University
Library, Belgrade
APPENDIX
3:
WORKSHOP
COPIES
OF
PRESENTATIONS
The
workshop
presentations
are
available
online
through
the
webpage
in
English
APPENDIX
4:
COPIES
OF
PHOTOS,
PRESS
RELEASES
AND
MEDIA
COVERAGE
FROM
THE
WORKSHOP
The
workshop
p h o t o s
are
available
online
through
the
webpage
in
English

24. 24
http://empat-­‐ic.eu/eng/
Project
funded
by
the
European
Commission
under
the
Lifelong
Learning
Programme