Authors: Sabina Cisek, Maria Próchnicka

1.
Validation
Report
in
the
Schools
Sector
Authors:
Sabina
Cisek,
Maria
Próchnicka
Ver:
Final
This
project
has
been
funded
with
support
from
the
European
Commission

2. 2
Table
of
Contents
INTRODUCTION
SECTION
1:
INTERNATIONAL
WORKSHOP
“INFORMATION
LITERACY
DEVELOPMENT
IN
THE
SCHOOL
SECTOR”,
8TH
JUNE
2011,
KRAKÓW,
POLAND
1.1.
VENUE,
DATES,
WEBSITE,
AND
PARTICIPANTS
1.2.
WORKSHOP
CHAIR,
COMMITTEE,
KEYNOTE
SPEAKER,
INVITED
SPEAKERS,
AND
WORKSHOP
RAPPORTEURS
1.3.
AGENDA/PROGRAMME
WITH
SPEAKERS
1.4
BRIEF
OUTLINE
OF
POINTS
DISCUSSED
1.4.1
Scope,
aims
and
goals
of
the
workshop
1.4.2
Information
Literacy
development
in
schools
1.4.3
Planning
and
developing
an
Information
Literacy
programme
in
schools
1.4.4
Secondary
school
curriculum
from
the
perspective
of
Information
Literacy
issues
1.4.5
Selected
examples
of
IL
good
practices
in
the
education
systems
in
Europe.
Information
Literacy
standards
for
schools
of
different
levels
and
types.
1.4.6
Information
Literacy
development
through
the
eTwinning
projects
1.4.7
Various
aspects
of
Information
Literacy
development
in
the
international
environment
of
Virtual
Mobility
1.5
MAJOR
ISSUES
IDENTIFIED
1.5.1
Common
goals,
same
learning
outcomes,
different
national
strategies
1.5.2
Issue
of
responsibility,
central
vs.
local
1.5.3
"Digital
natives"
and
Information
Literacy
1.5.4
Value
of
cooperation,
the
key
role
of
school
teachers
1.6
MODIFICATIONS/ADDITIONS
SUGGESTED
TO
CASE
STUDIES
1.6.1
Cooperation
of
different
stakeholders
1.6.2
IL
education
“mixed”
with
teaching/learning
other
competencies
1.7
FINALIZED
BEST
PRACTICES/CASE
STUDIES
FOR
SCHOOL
SECTOR
1.7.1
ALCE
–
Animation
for
reading
and
comprehension
at
school
1.7.2
CHILIAS
–
Children
in
Libraries:
improving
multimedia
virtual
library
access
and
information
skills
1.7.3
Information
literacy
skills
–
the
link
between
secondary
and
tertiary
education
1.7.4
Informatyka+:
the
interregional
programme
for
the
development
of
the
secondary
school
students'
qualifications
in
Information
Communication
Technology
1.7.5
VERITY
–
Virtual
and
Electronic
Resources
for
Information
Skills
Training
SECTION
2:
DESCRIPTION
OF
THE
“REAL-­‐LIFE”
IL
ACTIVITIES
IN
POLAND
IN
THE
SCHOOL
SECTOR

3. 3
2.1
Brief
outline
of
points
discussed
2.1.1
Information
Literacy
initiative
in
Sucha
Beskidzka
(based
on
Hanna
Batorowska's
presentation)
2.1.2
The
acquisition
of
Information
Literacy
through
the
eTwinning
projects
(based
on
Gracjana
Więckowska's
presentation)
2.1.3
Education
in
the
field
of
Information
Literacy
by
the
project
method
(based
on
Maria
Mendela's
post-­‐workshop
article)
SECTION
3
CONCLUSIONS
APPENDICES
Appendix
1
Workshop
documents
presented
for
discussion
Appendix
2
Workshop
list
of
participants
Appendix
3
Workshop
copies
of
presentations
Appendix
4
Copies
of
photos,
press
releases
and
media
coverage
from
workshops

4. 4
INTRODUCTION
The
present
text
constitutes
the
delivery
D5.1
of
the
Workpackage
5:
Validation,
that
is
the
ONLINE
VALIDATION
REPORT
ON
IL
IN
SCHOOLS,
based
on
the
achievements
of
the
International
Workshop
“Information
Literacy
in
the
School
Sector”,
Kraków,
June
8,
2011.
The
main
aim
of
the
Workpackage
5
has
been
to
validate
models,
standards,
performance
measures
and
case
approaches
developed
within
the
previous
stages
of
EMPATIC.

5. 5
SECTION
1:
INTERNATIONAL
WORKSHOP
“INFORMATION
LITERACY
DEVELOPMENT
IN
THE
SCHOOL
SECTOR”,
8TH
JUNE
2011,
KRAKÓW,
POLAND
1.1.
VENUE,
DATES,
WEBSITE,
AND
PARTICIPANTS
Venue:
Institute
of
Information
and
Library
Science,
Jagiellonian
University
in
Krakow,
4
Prof.
Stanisława
Łojasiewicza
Street,
30-­‐348
Kraków,
Poland
Date:
8
June
2011,
10am
Website:
http://informationliteracyintheschoolsector.blogspot.com/
Participants:
36
people
from
Poland
and
abroad,
including
librarians,
teacher-­‐librarians,
members
of
the
Polish
Library
Association’s
IL
Committee,
school
authorities,
university
faculty
specializing
in
Information
Literacy,
representatives
of
local
authorities,
and
EU
LLP
Programmes.
1.2.
WORKSHOP
CHAIR,
COMMITTEE,
KEYNOTE
SPEAKER,
INVITED
SPEAKERS,
AND
WORKSHOP
RAPPORTEURS
Workshop
Chair:
Professor
Maria
Próchnicka,
Director
of
the
Institute
of
Information
and
Library
Science,
Jagiellonian
University
in
Krakow,
Poland
Workshop
Committee:
Professor
Maria
Próchnicka,
Dr
Sabina
Cisek,
Dr
Agnieszka
Korycińska-­‐Huras,
Dr
Monika
Krakowska,
Ms
Magdalena
Wójcik
Keynote
Speaker:
Professor
Hanna
Batorowska,
Pedagogical
University
of
Krakow,
Poland
Professor
Hanna
Batorowska
is
a
well-­‐known
IL
researcher,
an
expert
in
the
field
of
information
culture,
school
media
centres,
media
education,
and
a
long-­‐term
leader
of
a
few
successful
real-­‐life
initiatives
in
the
school
libraries’
sector.
She
is
the
author
of
the
book
“Kultura
informacyjna
w
perspektywie
zmian
w
edukacji”
(Information
Culture
in
the
Perspective
of
Changes
in
Education,
2009).
Invited
International
Speakers
(in
alphabetical
order):
Tibor
KOLTAY
(Hungary)
Monika
KRAKOWSKA
(Poland)
Serap
KURBANOGLU
(Turkey)
Anu
OJARANTA
(Finland)
Sheila
WEBBER
(United
Kingdom)
Gracjana
WIĘCKOWSKA
(Poland)
Workshop
Rapporteurs:
Sabina
Cisek,
Magdalena
Wójcik
1.3.
AGENDA/PROGRAMME
WITH
SPEAKERS
9:30
–
10:15
–
Organizational
issues

6. 6
10:15
–
10:25
–
MARIA
PRÓCHNICKA,
the
EMPATIC
project,
Jagiellonian
University
in
Krakow,
Poland,
Welcome
10:25
–
10:45
–
SABINA
CISEK,
MARIA
PRÓCHNICKA,
the
EMPATIC
project,
Jagiellonian
University
in
Krakow,
Poland,
“The
EMPATIC
project
–
general
characteristics.
The
scope,
aims
and
goals
of
the
International
Workshop
„Information
Literacy
Development
in
the
School
Sector”
10:45
–
11:15
–
HANNA
BATOROWSKA,
Pedagogical
University
in
Krakow,
Poland,
the
keynote
speaker,
„Information
Literacy
development
in
Schools”
11:15
–
11:45
–
SERAP
KURBANOGLU,
Hacettepe
University,
Turkey,
„How
to
Plan
and
Develop
an
Information
Literacy
Program
in
Schools”
11:45
–
12:00
–
Discussion
12:00
–
12:30
–
Coffee
break
12:30
–
12:50
–
ANU
OJARANTA,
Åbo
Akademi,
Finland,
"Information
Literacy
and
a
View
of
the
Finnish
Secondary
School
Curriculum"
12:50
–
13:40
–
SHEILA
WEBBER,
University
of
Sheffield,
Great
Britain,
TIBOR
KOLTAY,
Szent
István
University,
Hungary,
Opinions
and
discussion
on
selected
examples
of
the
IL
good
practices
in
the
education
systems
in
Europe
(as
in
Document
D4.2)
and
existing
Information
Literacy
standards
for
schools
of
different
levels
and
types
(as
in
Document
D4.1)
13:40
–
14:00
–
Discussion
14:00
–
14:45
–
Lunch
14:45
–
15:00
–
GRACJANA
WIĘCKOWSKA,
Fundacja
Rozwoju
Systemu
Edukacji
(the
Polish
national
agency
for
LLP),
Poland,
„Information
Literacy
development
through
the
eTwinning
projects”
15:00
–
15:20
–
MONIKA
KRAKOWSKA,
Jagiellonian
University
in
Krakow,
Poland,
„Information
Literacy
development
in
the
international
environment
of
Virtual
Mobility”
15:20
–
16:00
–
Discussion
16:00
–
16:30
–
SABINA
CISEK,
MARIA
PRÓCHNICKA,
the
EMPATIC
project,
Jagiellonian
University
in
Krakow,
Conclusions
1.4
BRIEF
OUTLINE
OF
POINTS
DISCUSSED
Within
the
workshop
eight
presentations
were
given
by
seven
invited
speakers
from
four
countries
(Finland,
Hungary,
Poland,
and
United
Kingdom):
Hanna
BATOROWSKA,
Tibor
KOLTAY,
Monika
KRAKOWSKA,
Serap
KURBANOGLU,
Anu
OJARANTA,
Sheila
WEBBER,
and
Gracjana
WIĘCKOWSKA
as
well
as
two
organizers,
i.e.
Sabina
CISEK
and
Maria
PRÓCHNICKA.
1.4.1
Scope,
aims
and
goals
of
the
workshop
The
workshop
has
been
aimed
at:
- discussing
strategies,
models
and
methods
of
Information
Literacy
(IL)
development
in
the
school
learning
sector
across
the
UE
- sharing
experiences,
opinions,
advice
on
development
of
the
information
competencies
and
culture
among
students,
teachers
and
other
groups

7. 7
- validating
the
EMPATIC
products
up
to
date,
in
particular
the
Deliverables
4.1
and
4.2,
related
to
IL
development
strategies
as
well
as
IL
standards
and
performance
indicators,
and
examples
of
good
IL
practice
(cases)
1.4.2
Information
Literacy
development
in
schools
The
workshop
Keynote
Speaker,
Professor
HANNA
BATOROWSKA
from
the
Pedagogical
University
in
Krakow,
Poland,
discussed
„Information
Literacy
development
in
schools”.
She
started
her
speech
with
tracking
the
development
of
Polish
concept
of
Information
Literacy
(IL)
and
noticed
that
many
different
terms
are
used
in
the
area
of
information
and
digital
literacies,
and
there
are
also
a
lot
of
different
ways
of
perceiving
those
problems.
After
theoretical
reflections
Batorowska
described
how
Information
Literacy
had
been
developed
in
one
school
in
Sucha
Beskidzka
(a
town
in
the
Southern
Poland),
using
this
as
an
inspiring
case
study.
She
depicted
the
initiative
focused
on
“training
the
trainers”,
that
is
training
school
teachers
to
become
IL
educators
for
their
students,
in
order
to
create
the
generation
of
teachers
who
could
really
understand
the
IL
problems.
In
addition,
Batorowska
strongly
emphasized
the
importance
of
cooperation
with
local
authorities
and
local
institutions
(such
as
local
museums).
She
also
stressed
that
all
of
the
initiatives
she
talked
about
took
10
years
to
fulfil,
so
it
was
the
long-­‐term
project,
STRATEGIC
in
its
very
nature.
1.4.3
Planning
and
developing
an
Information
Literacy
programme
in
schools
Professor
SERAP
KURBANOGLU
(Hacettepe
University,
Turkey)
spoke
about
planning
and
developing
an
Information
Literacy
programme
in
schools.
She
drew
attention
to
problems
associated
with
the
process
of
IL
development
planning
and
implementing
the
IL
strategies.
She
carefully
analysed
potential
challenges
and
planning
pitfalls
as
well
as
opportunities
and
strengths
of
different
approaches.
She
also
stressed
a
crucial
role
of
“human
factor”
in
every
strategy.
At
the
end
of
her
presentation
she
discussed
some
interesting
examples
of
good
Information
Literacy
practices.
1.4.4
Secondary
school
curriculum
from
the
perspective
of
Information
Literacy
issues
ANU
OJARANTA
(Åbo
Akademi,
Finland)
presented
a
view
of
the
Finnish
secondary
school
curriculum
from
the
perspective
of
Information
Literacy
issues.
Anu
Ojaranta
is
a
school
librarian
and
a
PhD
student
at
Abo
Akademi
(Turku,
Finland).
Her
research
focuses
on
IL
issues
as
present
in
school
curricula
and
teaching.
She
investigates
teachers’,
students’,
librarians’,
and
headmasters’
perception
of
IL
problems.
During
workshop
she
presented
some
of
her
research
results.
1.4.5
Selected
examples
of
IL
good
practices
in
the
education
systems
in
Europe.
Information
Literacy
standards
for
schools
of
different
levels
and
types.
The
next
speakers
were
SHEILA
WEBBER
(University
of
Sheffield,
UK)
and
TIBOR
KOLTAY
(Szent
István
University,
Hungary).
They
presented
selected
examples
of
IL
good
practices
in
the
education
systems
in
Europe
(as
in
EMPATIC’s
Document
D4.2)
and
existing
Information
Literacy
standards
for
schools
of
different
levels
and
types
(as
in
EMPATIC’s
Document
D4.1).
Sheila
Webber
is
a
faculty
member
of
the
Information
School,
University
of
Sheffield,
UK
and
the
Director
of
the
Centre
for
Information
Literacy
Research
there.
She
publishes
a
well-­‐known

8. 8
“Information
Literacy
Weblog”
at
http://information-­‐literacy.blogspot.com/
and
participates
in
creating
two
other
blogs:
“Information
Literacy
meets
Library
2.0”
and
“iSchool
Blog”.
Within
the
workshop
she
spoke
about
IL
in
school
libraries,
including
progression
of
Information
Literacy,
models
of
IL
and
national
frameworks
for
IL.
Sheila
Webber
drew
attention
to
the
problem
of
librarians’
status
and
issues
connected
with
approaches
to
teaching
IL.
Professor
Tibor
Koltay
is
the
Head
of
Department
of
Information
and
Library
Studies,
Szent
István
University,
Hungary
and
the
Course
Director
for
LIS
programs.
He
spoke
about
old
and
new
questions
connected
with
Information
Literacy
in
schools
and
asked
whether
the
present
educational
systems
really
prepare
schoolchildren
to
use
information
consciously
and
“critically”.
Tibor
Koltay
overthrew
the
myth
of
the
high
degree
of
IL
skills
among
“digital
natives”.
At
the
end
of
his
presentation
Koltay
showed
the
example
of
IL
good
practice
in
Hungary
called
“The
Digital
Fortress
Game”.
This
is
a
part
of
the
eMapps
project,
aiming
at
motivating
primary
school
children
to
actively
participate
in
creating
opportunities
through
multimedia.
1.4.6
Information
Literacy
development
through
the
eTwinning
projects
GRACJANA
WIĘCKOWSKA,
discussed
issues
connected
with
Information
Literacy
development
through
the
eTwinning
projects.
Gracjana
Więckowska
works
for
the
Polish
National
Agency
for
LLP
and
is
the
editor
of
the
portal
www.etwinning.pl.
She
presented
the
most
important
features
of
eTwinning
and
discussed
a
wide
range
of
advantages
arising
from
the
eTwinning
projects.
At
the
end
of
her
presentation
Gracjana
Więckowska
discussed
examples
of
good
practices,
based
on
eTwinning
projects
realized
in
Polish
schools
and
kindergartens.
1.4.7
Various
aspects
of
Information
Literacy
development
in
the
international
environment
of
Virtual
Mobility
MONIKA
KRAKOWSKA
(Jagiellonian
University
in
Krakow)
presented
the
idea
of
Virtual
Mobility.
Dr
Monika
Krakowska
is
a
faculty
member
in
the
Institute
of
Information
and
Library
Science
of
the
Jagiellonian
University,
and
conducts
research
in
the
fields
of
new
communication
tools
in
the
Internet
environment,
the
area
of
higher
education
in
Europe,
cooperation
between
libraries
and
other
institutions
within
the
European
Union,
and
Information
Literacy.
In
her
presentation
Monika
Krakowska
analysed
various
aspects
of
Information
Literacy
development
in
the
international
environment
of
Virtual
Mobility
and
presented
her
IL-­‐related
experiences
resulting
from
participation
in
the
TeaCamp
project
(Teachers
Virtual
Campus:
Research,
Practice,
Apply).
1.5
MAJOR
ISSUES
IDENTIFIED
The
invited
speakers’
presentations
inspired
the
workshop
participants,
both
foreign
and
Polish,
“theorist”
and
“practitioners”,
to
formulate
their
own
opinions
and
share
personal
IL
experiences.
The
discussion
turned
out
to
be
very
dynamic,
even
hot,
and
productive.
It
concerned
the
IL
development
strategies
in
European
countries,
“taken-­‐for-­‐granted”
but
not
necessarily
valid
IL
policy
assumptions,
as
well
as
examples
of
good
IL
practices.
A
few
major
topics,
described
underneath,
have
been
identified.

9. 9
1.5.1
Common
goals,
same
learning
outcomes,
different
national
strategies
The
first
and
essential
issue
identified
and
discussed
was
if
a
Europe-­‐wide,
one
d e t a i l e d
Information
Literacy
strategy
is
really
needed.
The
workshop
participants
observed
that
the
educational
systems,
information
culture,
and
experiences
with
IL
development
in
every
EU
country
are
different,
so
what
works
in
one
part
of
Europe
may
not
in
the
other.
As
a
result
it
might
be
better
to
formulate
the
all-­‐European
Information
Literacy
standards
in
terms
of
l e a r n i n g
o u t c o m e s ,
the
set
of
IL
goals
to
be
achieved
in
different
appropriate
ways
and
by
various
means
within
formal,
informal
and
non-­‐formal
learning
environments.
Also
carefully
selected
and
purposively
analysed
examples
of
IL
development
good
practices
should
be
prepared
to
serve
as
illustrative
cases
and
inspiration
for
all.
In
other
words,
the
proper
direction
in
the
area
of
Information
Literacy
development
is
not
“central
planning”,
but
setting
common
European
goals,
to
be
accomplished
in
each
country
in
their
own
way.
The
workshop
participants
expressed
the
feeling
that
aims
should
be
the
same
across
Europe
(general),
but
the
IL
development
strategies
need
to
be
national
(particular).
As
the
examples
may
serve
the
Scottish
and
Welsh
Information
Literacy
strategies,
presented
during
the
workshop.
1.5.2
Issue
of
responsibility,
central
vs.
local
Another
important
question
has
been:
who
is
to
be
responsible
for
the
introduction
and
development
of
Information
Literacy
in
any
of
the
European
countries?
Should
it
be
the
central
national
body
or
central
goals?
The
answer
is
not
simple.
Generally,
participants
spoke
out
against
the
central
body
for
the
method
of
“small
steps”
and
cooperative
work
of
all
interested
parties/stakeholders
on
the
l o c a l
level,
in
local
communities
where
real
work
is
or
can
be
done.
1.5.3
"Digital
natives"
and
Information
Literacy
Tibor
Koltay's
presentation
was
met
with
great
response.
Participants
agreed
that
the
young
generation,
so-­‐called
“digital
natives”
do
not
necessarily
have
the
“inherent”
culture
of
information;
they
also
must
undergo
education
and
training
in
the
field
of
Information
Literacy.
1.5.4
Value
of
cooperation,
the
key
role
of
school
teachers
A
very
important
theme
in
the
discussion
was
the
question
of
cooperation
between
librarians/information
professionals,
who
everywhere
are
traditionally
engaged
in
the
IL-­‐related
matters,
with
other
parties/stakeholders
involved
in
the
educational
processes,
i.e.
headmasters,
teachers,
parents,
students,
local
authorities,
and
other
people
having
important
social
functions
in
their
local
communities
(police
officers,
fire-­‐fighters,
priests,
etc.).
Especially
the
key
role
of
teachers
has
been
repeatedly
stressed
by
all
participants.
Teachers
must
be
aware
of
what
Information
Literacy
is,
why
it
is
so
important
and
how
to
learn/teach
IL
in
schools
(the
methodology).
In
other
words,
the
school
management
and
teachers
are
the
most
important
stakeholders.
1.6
MODIFICATIONS/ADDITIONS
SUGGESTED
TO
CASE
STUDIES
The
analysis
of
Polish
and
international
IL
“cases”
discussed
within
the
workshop,
allowed
verifying
the
examples
of
good
IL
practices,
which
were
selected
in
previous
stages
of
the
EMPATIC
project.

10. 10
1.6.1
Cooperation
of
different
stakeholders
Discussed
examples
of
Information
Literacy
good
practices
show
that
the
development
of
IL
competencies
cannot
be
a
unilateral
effort
of
librarians.
Modern
education
of
IL
competencies
requires
extensive
cooperation
of
different
stakeholders:
schools,
libraries,
cultural
institutions,
local
authorities,
teachers,
parents
and
students.
1.6.2
IL
education
“mixed”
with
teaching/learning
other
competencies
The
analysed
examples
also
showed
a
trend
to
combine
“pure”
IL
education
with
teaching/learning
of
other
skills,
such
as
media
or
digital
literacy
competencies.
Also,
using
a
wide
range
of
innovative
methods
and
tools
to
make
IL
education
more
interesting
and
effective
has
been
characteristic
for
all
concerned
projects.
1.7
FINALIZED
BEST
PRACTICES/CASE
STUDIES
FOR
SCHOOL
SECTOR
During
the
previous
stages
of
the
EMPATIC
project
five
IL
development
best
practices
for
the
school
sector
have
been
chosen
and
described.
Within
the
workshop
these
projects
have
been
validated
in
a
sense
that
none
of
them
was
considered
to
be
inappropriate.
But
it
has
to
be
noticed
that
the
workshop
participants
were
much
more
interested
in
the
IL
development
strategies,
the
roles
of
IL
stakeholders
on
national
and
local
levels,
the
real-­‐life,
ongoing
IL
enterprises
and
the
work
to
be
done
in
the
near
future.
Below
there
are
descriptions
of
the
validated
cases.
1.7.1
ALCE
–
Animation
for
reading
and
comprehension
at
school
I:
GENERAL
INFORMATION
1.
Country:
Spain
2.
EU
funding
programme:
Comenius
3.
Focus,
initiative-­‐type:
project
aimed
at
development
of
IL
as
social
objective
4.
Learning
sector:
Schools
5.
Literacy
area:
Information
Literacy
6.
Geographical
/
social
range:
International
7.
Type
of
institution,
organization,
and
stakeholder:
Foundation
II:
CHARACTERISTIC
Consortium
The
leader
of
project
is
Fundación
Tomillo
Capto
–
Centro
de
Actividades
Pedagógicas.
The
other
participants
are
partners
from
Greece,
Italy
and
Portugal.
Background
The
ALCE
project
is
part
of
Socrates/Comenius
programme
which
aims
at
developing
young
people
and
educational
staff
knowledge
about
the
diversity
of
European
cultures
and

11. 11
languages
and
help
young
people
acquire
the
basic
skills
and
life
competencies
necessary
for
personal
development,
future
employment
and
active
citizenship.
Information
skills
are
one
of
the
most
important
competences
in
the
information
society.
The
ALCE
is
also
one
of
the
EU-­‐
funded
projects
in
the
field
of
education
of
children
of
occupational
travellers.
Core
objectives
The
ALCE
project
worked
with
secondary-­‐age
pupils
and
aimed
to
promote
reading,
bibliographical
research
and
use
of
ITC
to
carry
out
schoolwork.
Details
The
target
group
of
this
project
are
children
of
occupational
travellers.
The
ALCE
project
worked
in
schools
within
deprived
urban
zones,
where
the
concentration
of
immigrants,
Gypsies
and
marginalized
group
of
people
is
considerable.
Results
The
main
results
of
ALCE
project,
which
was
finished
in
1999,
were:
• supporting
the
education
of
secondary
school
students
• drawing
attention
to
the
problems
of
immigrants
• promoting
the
idea
of
cultural
diversity.
1.7.2
CHILIAS
–
Children
in
Libraries:
improving
multimedia
virtual
library
access
and
information
skills
I:
GENERAL
INFORMATION
1.
Country:
Germany
2.
EU
funding
programme:
FP4
3.
Focus,
initiative-­‐type:
project
aimed
at
development
of
IL
as
social
objective
4.
Learning
sector:
Schools
5.
Literacy
area:
Media
Literacy,
Information
Literacy
6.
Geographical
/
social
range:
international,
for
children
7.
Type
of
institution,
organization,
and
stakeholder:
Library
II:
CHARACTERISTIC
Consortium
CHILIAS
is
a
project
of
the
European
Commission
within
the
framework
of
the
Telematics
Applications
Programme
1994-­‐1998
–
Telematics
for
Libraries.
The
coordinator
of
project
was
Stuttgart
City
Library
in
Germany.
The
other
partners,
from
Finland,
Great
Britain,
Greece,
Portugal
and
Spain,
are:
Gateshead
Libraries
and
Arts
Services,
Athens
College
Library,
Diputació
de
Barcelona,
University
of
Helsinki,
IT
Centre
for
Schools,
Vantaa
City
Library,
University
of
Sunderland,
Costeas
Gitonas
School,
Akateeminen
Tietopalvelu,
Association
of
Finish
Local
Authorities,
University
of
Turku,
IBM
Deutschland
and
Ravensburger
Interactive
Media.
Background

12. 12
The
Internet
and
multimedia
give
children
new
ways
of
searching
information
and
learning
but
require
a
high
level
of
information-­‐seeking
skills.
The
project
refers
to
the
idea
of
European
children's
libraries,
which
provide
a
stimulating
environment
for
innovative
learning
and
creative
use
of
multimedia.
Core
objectives
The
project
main
aim
was
to
strengthen
the
information
competence
of
children
using
interactive
multimedia
and
communication
systems
to
improve
their
information
seeking
skills
in
new
learning
environments.
Details
The
project
was
implemented
through
a
website
named
InfoPlanet,
containing:
A
Virtual
Library
module
Storybuilder
–
an
interactive
application
for
creative
input
from
children
Guestbook
–
a
structured
discussion
and
feedback
tool
for
use
by
children
Infoton
–
an
information
skills
tool
InfoPlanet
was
developed
in
six
languages,
one
for
each
of
the
participating
countries.
Results
Project
results
included:
• Creation
of
virtual
children's
libraries
of
multimedia
materials,
established
in
different
countries.
• Integration
of
communications
and
media
creation
applications
in
the
demonstrator.
• A
prototype
and
demonstrator
of
tools
for
different
information
skills.
• Evaluations
of
usage
of
the
tools
and
applications
by
children,
teachers
and
librarians.
1.7.3
Information
literacy
skills
–
the
link
between
secondary
and
tertiary
education
I:
GENERAL
INFORMATION
1.
Country:
UK
2.
EU
funding
programme
3.
Focus,
initiative-­‐type:
project
aimed
at
development
of
IL
as
social
objective
4.
Learning
sector:
Schools
5.
Literacy
area:
Information
Literacy
5.
Geographical
/
social
range:
national
6.
Type
of
institution,
organization,
and
stakeholder:
University
II:
CHARACTERISTIC
Consortium
The
Information
literacy
skills
–
the
link
between
secondary
and
tertiary
education
project
is
a
national
pilot
to
develop
an
information
literacy
framework
leaded
by
the
Department
of
Learner
Support
at
Glasgow
Caledonian
University
(GCU),
realized
with
secondary
and
tertiary

13. 13
partners.
The
partners:
North
Ayrshire
Council,
the
City
of
Edinburgh
Council
Education
Resource
Services,
Doon
Academy,
Govan
High
School,
Firrhill
High
School,
University
of
Abertay,
Learning
and
Teaching
Scotland
(LTS),
Scottish
Further
Education
Unit
(SFEU)
and
other.
Background
The
“Information
literacy
skills
–
the
link
between
secondary
and
tertiary
education”
project
is
a
part
of
a
National
Information
Literacy
Framework.
Research
undertaken
by
Glasgow
Caledonian
University
showed
that
students
arriving
at
university
have
generally
either
poor
or
limited
information
literacy
skills,
for
some
these
skills
will
be
enhanced
but
many
will
leave
as
they
arrived.
According
to
the
developers
of
the
project
solution,
what
can
help
to
change
this
unfavourable
situation
is
cooperation
between
the
representatives
of
the
second
and
the
third
sectors
of
education.
Core
objectives
The
aim
of
the
project
was
to
evaluate
and
develop
information
literacy
skills
of
secondary
school
pupils.
The
main
objective
was
to
make
sure
that
secondary
school
graduates
completing
secondary
school
education
had
a
set
of
information
skills,
which
then
could
be
developed
and
used
in
the
course
of
higher
education.
Specific
objectives
were:
• identify
student
information
literacy
skills
they
bring
to
university
• convert
identified
IL
skills
an
IL
framework
extending
from
secondary
into
higher
education
• pilot
and
test
developed
framework
• identify
barriers
to
and
constraints
on
the
development
of
a
national
IL
framework
• test
the
link
between
IL,
progression,
and
retention
and
the
employability
agenda
Details
Stages
of
project
implementation:
1.
Choosing
focus
groups
from
first
year
students
at
GCU
to
identify
what
information
literacy
skills,
if
any
they
bring
to
university
2.
Interviewing
university
subject
librarians
to
identify
what
information
literacy
skills,
they
believe
new
students
bring
from
secondary
and
or
further
education
3.
Working
with
partners
identified
information
literacy
skills
converted
to
an
information
literacy
framework
extending
from
secondary
into
higher
education
4.
Developing
and
testing
framework
with
secondary
and
tertiary
participants
5.
Identifying
barriers
on
the
development
of
a
national
information
literacy
framework
6.
Developing
of
GCU's
IL
training
strategy
into
an
integrated
strategy
which
combines
ICT
and
IL
skills.
Results
The
result
of
project,
which
was
finished
in
2008,
was
to
focus
attention
on
an
information
literacy
strategy
which
links
secondary
and
tertiary
education
and
encourages
the
secondary

14. 14
and
tertiary
sectors
to
work
together.
The
final
product
was
to
create
an
information
literacy
framework.
The
outcomes
were:
• develop
a
viable,
tested
and
piloted
draft
framework
• creation
of
expertise
which
can
be
rolled
out
further
in
secondary
and
tertiary
sectors
contribute
to:
-­‐
curriculum
development
in
Scotland
-­‐
the
teaching
and
learning
of
IL
skills
within
education
-­‐
the
understanding
of
the
role
of
IL
in
the
progression
/
retention
and
employability
agendas
-­‐
IL
research
within
tertiary
and
secondary
education
-­‐
the
development
of
the
secondary
/tertiary
interface
by
encouraging
partnership
activity.
1.7.4
Informatyka+:
the
interregional
programme
for
the
development
of
the
secondary
school
students'
qualifications
in
Information
Communication
Technology
I:
GENERAL
INFORMATION
1.
Country:
Poland
2.
EU
funding
programme:
European
Social
Fund
3.
Focus,
initiative-­‐type:
project
aimed
at
development
of
IL
as
cognitive
acquisition
of
individuals
4.
Learning
sector:
Schools
5.
Literacy
area:
ICT
Literacy
5.
Geographical
/
social
range:
National
6.
Type
of
institution,
organization,
and
stakeholder:
College
II:
CHARACTERISTIC
Consortium
Informatyka+
is
a
cross-­‐regional
educational
project
in
the
field
of
computer
science
and
information
and
communication
technology
initiated
by
The
Academy
of
Informatics
in
Warsaw.
The
partners
of
this
project
are
nearly
1,000
teachers
from
secondary
schools.
The
project
is
supervised
by
Programme
Board
consisting
of
representatives
of:
• University
of
Warsaw
• Warsaw
University
of
Technology
• University
of
Wroclaw
• Nicholas
Copernicus
University
in
Torun
Background
The
Informatyka+
project
is
a
part
of
the
Human
Capital
Operational
Programme,
whose
main
objectives
include:

15. 15
• Raising
the
level
of
economic
activity
and
employability
of
the
unemployed
and
economically
inactive
• Reducing
areas
of
social
exclusion
• Improving
the
adaptability
of
workers
and
enterprises
to
changes
in
the
economy
• Promoting
public
education
at
every
stage
of
education
while
increasing
the
quality
of
educational
services
and
their
link
with
the
needs
of
the
knowledge
economy
• Increasing
the
capacity
of
public
administration
in
developing
policies
and
providing
high
quality
services
and
strengthening
partnership
mechanisms
• The
increase
in
territorial
cohesion.
Core
objectives
The
main
aim
of
that
project
is
to
increase
the
ICT
competences
of
high
school
students
by
providing
them
with
access
to
educational
resources,
lectures
and
workshops.
Details
The
project
provides
a
wide
range
of
extracurricular
activities
for
students
in
the
form
of
lectures,
workshops,
courses
and
competitions.
All
activities
will
be
implemented
on
the
basis
of
an
educational
program
developed
for
the
project
objectives.
In
total,
the
various
forms
of
teaching
in
the
period
from
September
2009
to
September
2012
will
be
attended
by
15
780
students
(including
20%
of
students
gifted
in
science
or
interested
in
studying
in
technical
fields)
and
180
teachers
of
computer
science
and
information
technology.
The
project
consists
of
a
number
of
initiatives:
As
part
of
Visitors
Morning
and
Afternoon,
the
Visitors
will
be
invited
for
lectures
and
workshops
at
the
Warsaw
School
of
Informatics,
including
3,000
students.
As
part
of
the
Visitors
on
Wheels
reach
academics
to
give
lectures
to
village
schools
away
from
Warsaw.
This
form
of
participation
in
the
project
will
be
covered
by
more
than
8,000
students.
Provision
is
also
the
6th
edition
of
specialized
computer
courses
undertaken
at
the
premises
of
the
university
and
the
Regional
Centres
Project.
These
courses
will
be
implemented
within
a
module
of
the
program
of
advanced
IT
+.
During
holidays,
the
students
will
be
invited
to
participate
in
summer
camps.
All
participants
receive
teaching
materials
in
electronic
form
and
educational
brochures.
All
the
teaching
resources
developed
by
the
project
are
available
through
the
educational
platform
–
Mila
College
Junior
(www.webfronter.com/iplus/milacollegejunior).
People
who
did
not
participate
in
the
classes,
and
want
to
use
the
teaching
materials
for
self-­‐study
can
log
in
as
a
guest.
In
the
course
of
the
project
also
envisages
the
organization
of
conferences
and
the
Knowledge
Fair,
which
will
be
attended
by
a
total
of
more
than
600
participants
(teachers,
lecturers
and
students).
Progress
of
the
project
will
be
documented.
Results
The
main
results
of
the
project
are:
• creation
of
a
special
educational
program
creation
of
educational
web-­‐based
platform
• completion
of
lectures
and
workshops
for
over
3,000
students
• conduct
lectures
for
more
than
8
000
students
from
small
towns
• performing
specific
computer
courses
for
gifted
students
• organizing
academic
summer
camps

16. 16
• organization
of
conferences
and
the
Knowledge
Fairs
• evidence
of
good
practice
in
the
form
of
scientific
notebooks,
publishers
of
a
popular
science
• a
collective
work
of
prominent
representatives
from
the
fields
of
science
and
methodological
guide
for
teachers.
1.7.5
VERITY
–
Virtual
and
Electronic
Resources
for
Information
Skills
Training
I:
GENERAL
INFORMATION
1.
Country:
United
Kingdom
2.
EU
funding
programme:
FP4
3.
Focus,
initiative-­‐type:
project
aimed
at
development
of
IL
as
cognitive
acquisition
of
individuals
4.
Learning
sector:
Schools
5.
Literacy
area:
Information
Literacy
5.
Geographical
/
social
range:
international,
for
young
people
6.
Type
of
institution,
organization,
and
stakeholder:
University
II:
CHARACTERISTIC
Consortium
The
consortium
headed
by
Information
Services
at
the
University
of
Sunderland
comprises
the
University
of
Helsinki
IT
Centre
for
Schools,
Stuttgart
Public
Libraries,
Athens
College
Library
and
ISEGI
based
at
the
New
University
of
Lisbon.
The
project
was
funded
by
the
Libraries
sector
under
the
European
Union's
Telematics
Applications
Programme.
Background
The
Verity
project
is
connected
with
the
idea
of
providing
virtual
library
services
that
are
creative,
stimulating
and
educational
for
young
people.
Teaching
the
youth
how
to
search
and
use
information
is
compatible
with
concept
of
lifelong
learning
for
information
society.
Core
objectives
The
main
aim
of
project
was
to
help
young
people
with
their
information
seeking
process
by
providing
them
"The
Virtual
librarian"
system.
The
system
provided
virtual
library
services
and
tough
students
how
to
be
independent
learners
in
the
information
society.
Details
The
target
group
for
the
project
were
young
people
aged
13-­‐19.
The
Verity
project
first
produced
an
English
prototype
of
"The
Virtual
librarian"
system
called
“Virtual
Resource
Finder”
which
had
two
parts:
the
resource
finder
and
the
infoskills.
The
resource
finder
guides
users
through
a
series
of
options
that
assist
them
in
locating
the
correct
bibliographic
information
both
in
the
OPAC
and
from
a
database
of
selected
web
resources.
Infoskills
includes
three
sections:
Learning
material,
Self-­‐evaluation
questionnaire
and
Teacher’s
guide.
The
Learning
material
is
a
guide
for
information
seeking
designed
for
school
assignment
and
project
work.
It
teaches
the
user
how
to
work
effectively
with
information.
The
self-­‐evaluation
questionnaire
provides
a
forty
five
questions
questionnaire
users
can
take
to
evaluate
their
strengths
and
weaknesses
in
searching.
The
Teacher’s
guide
discusses
the
challenges
of
the

17. 17
future
education
and
offers
guidance
in
encouraging
collaborative
work.
On
the
completion
and
verification
of
the
first
prototype
in
English
additional
prototypes
were
also
produced
in
Finnish,
German,
Greek
and
Portuguese.
Results
The
project
finished
in
2000:
• supported
young
people
with
their
research
projects
in
retrieving,
selecting
and
evaluating
the
relevant
information
available
in
library
catalogues
and
on
the
Internet
• contributed
to
the
spread
of
the
idea
of
lifelong
learning
• gave
young
people
ability
to
learn
independently

18. 18
SECTION
2:
DESCRIPTION
OF
THE
“REAL-­‐LIFE”
IL
ACTIVITIES
IN
POLAND
IN
THE
SCHOOL
SECTOR
2.1
BRIEF
OUTLINE
OF
POINTS
DISCUSSED
Below
there
are
descriptions
of
„real
life
trials”
for
the
school
sector
in
Poland.
2.1.1
Information
Literacy
initiative
in
Sucha
Beskidzka
(based
on
Hanna
Batorowska's
presentation)
General
information
The
workshop
for
school
librarians
was
organized
from
5th
to
7th
March
2011
in
Sucha
Beskidzka
(Southern
Poland)
by
five
cooperating
institutions:
Institute
of
Information
and
Library
Science,
Pedagogical
University
in
Krakow,
Valery
Goetel's
School
in
Sucha
Beskidzka,
Sucha
Beskidzka
City
Museum,
Pedagogical
Library
in
Cracow
–
Regional
Branch
in
Sucha
Beskidzka,
Suska
Library.
The
topic
of
workshop
was
“Information
Culture
and
school
libraries
in
the
local
environment”.
School
librarians
were
the
workshop's
main
target
group
but
representatives
of
other
groups
were
also
invited.
Among
the
participants
were:
-­‐ school
librarians
-­‐ representatives
of
local
authorities
-­‐ directors
of
schools,
libraries
and
educational
institutions
in
Sucha
Beskidzka
-­‐ teachers
and
students
of
Pedagogical
University
in
Kraków.
Main
objectives
The
main
goal
of
the
workshop
was
to
provide
school
librarians
with
the
knowledge
and
skills
that
would
enable
them
to
take
effective
actions
in
the
field
of
IL
education
in
schools.
Details
The
workshop
participants
could
learn
about
such
issues
as:
-­‐ theoretical
and
practical
aspects
of
creating
school
information
centres
-­‐ new
technologies
impact
on
the
functioning
of
school
libraries
-­‐ school
libraries
in
the
information
society
-­‐ information
culture
in
the
perspective
of
changes
in
education
-­‐ risks
of
lack
of
information
competences
for
sustainable
student
development
-­‐ Multimedia
Information
Centres
in
the
local
environment
-­‐ librarians
involvement
in
the
implementation
of
educational
projects
-­‐ library
organizational
culture
and
its
influence
on
shaping
their
users
information
culture
Essence
of
good
practice

19. 19
The
essence
of
the
good
practice
undertaken
in
Sucha
Beskidzka
was
extensive
cooperation
of
several
institutions
working
together
in
the
local
environment.
The
success
of
the
project
was
achieved
thanks
to
close
cooperation
of
school,
museum,
libraries
and
university.
One
of
the
most
important
elements
was
the
inclusion
of
local
authorities
in
actions
taken,
which
provided
the
organizational
and
economic
support.
It
is
worth
noting
that
a
workshop
organized
in
Sucha
Beskidzka
was
one
of
the
elements
of
long-­‐term
actions.
2.1.2
The
acquisition
of
Information
Literacy
through
the
eTwinning
projects
(based
on
Gracjana
Więckowska's
presentation)
General
information
eTwinning
is
a
European
co-­‐operation
of
kindergartens,
elementary
schools,
middle
schools
and
high
schools
through
the
electronic
media.
Participants
of
eTwinning
projects
may
be:
-­‐ teachers
in
all
subjects,
pupils,
headmasters,
librarians,
logotherapists
and
other
school
staff;
-­‐ European
Union
countries
schools
and
schools
from
Norway,
Iceland,
Turkey,
Croatia,
Macedonia
and
Switzerland;
-­‐ kindergartens,
elementary
schools,
middle
schools
and
secondary
schools
(age
range
of
pupils
3-­‐19
years).
Most
important
features
of
eTwinning
projects
are:
-­‐ Using
a
computer,
Internet,
software,
digital
camera
or
other
tools
-­‐ Practising
foreign
languages,
which
are
necessary
for
direct
communication
with
the
partner
schools
-­‐ Topic
of
project
must
be
related
to
the
curriculum
objectives.
Within
the
framework
of
eTwinning
project
students
carry
out
tasks
such
as:
-­‐ Collecting
information
on
a
specific
topic;
-­‐ Filing
of
information;
-­‐ Verification
of
information;
-­‐ Developing
information
in
the
form
of
presentation,
photo
gallery,
album,
movie,
book,
blog,
wiki,
comic;
-­‐ Developing
a
common
material
in
cooperation
with
European
partner
school;
-­‐ Inserting
that
material
on
the
web
platform
TwinSpace
(common
space
for
all
the
project
partners).
Among
the
main
advantages
of
eTwinning
projects
are:
-­‐ increasing
ability
to
use
modern
technology;
-­‐ enhancing
motivation,
enthusiasm
for
learning;
-­‐ development
of
creativity
and
openness.
Main
objective

20. 20
One
of
the
main
objectives
of
the
eTwinning
project
is
to
develop
information
literacy
and
digital
literacy
competencies
among
students
and
teachers
by
giving
them
opportunities
for
creative
collaboration
with
foreign
partners.
2.1.3
Education
in
the
field
of
Information
Literacy
by
the
project
method
(based
on
Maria
Mendela's
post-­‐workshop
article)
General
information
The
school
library
in
the
Economic
and
Chemistry
School
Complex
(Trzebinia,
Poland)
works
intensively
in
the
field
of
IL
education
by
using
the
project
method.
The
initiator
of
these
actions
is
the
school
librarian
Maria
Mendela.
Main
objective
The
main
objective
of
undertaken
actions
was
to
develop
students
IL
competencies
as
well
as
training
teachers
and
parents.
Another
important
aim
was
to
fight
against
negative
stereotype
of
school
librarians
and
make
teachers,
parents
and
students
aware
of
the
importance
of
school
libraries.
Examples
of
good
practices
1)
eTwinning
project
“Learn
the
world
of
professions”
Project
aims
were
to
gain
or
improve:
-­‐ ability
to
use
various
sources
of
information
available
on
the
Internet
-­‐ knowledge
of
methods
of
information
retrieval
-­‐ ability
to
search
and
organize
information
-­‐ ability
to
plan
career
paths
-­‐ English
language
skills
-­‐ understanding
the
cultures
of
European
countries
Students
worked
together
on
the
eTwinning
portal
using
the
TwinSpace
tools
and
Web
Quests.
Through
conversation
and
negotiation
group
members
had
to
choose
one
profession
to
describe.
Students
had
to
make
the
division
of
roles
and
perform
the
task
according
to
work
schedule.
Each
student,
to
complete
the
task,
had
to
learn
the
methods
of
information
retrieval
on
the
Internet.
The
whole
project
was
very
successful
and
gained
a
lot
of
awards
and
distinctions,
such
as:
-­‐ National
Quality
Medal
awarded
by
the
National
eTwinning
Support
Service
in
Poland
-­‐ Turkey
National
Medal
awarded
by
the
National
eTwinning
Support
Service
in
Turkey
-­‐ European
Quality
Medal
awarded
by
the
Central
eTwinning
Support
Service
in
Brussels
-­‐
Second
place
in
the
competition
“eTwinning
in
school
library”
-­‐ First
place
in
the
national
contest
"eTwinning
in
Turkey"
-­‐ Place
in
final
of
international
competition
„Global
Junior
Challenge”
2)”Civil
society
in
the
lens
of
camera”
project

21. 21
The
main
objective
of
the
project
was
to
increase
the
level
of
social
activity
of
students
and
teachers
in
schools
and
raising
awareness
of
the
civil
society,
through
using
innovative
and
attractive
methods
and
tools.
The
specific
objectives
were:
-­‐ improving
the
knowledge
on
human
rights
as
the
basis
for
building
the
school's
self-­‐
government
as
well
as
civil
society
-­‐ improving
knowledge
on
social
determinants
affecting
the
equality
of
men
and
women
-­‐ improving
the
knowledge
about
how
to
use
the
media
to
work
for
society
-­‐ teaching
young
people
the
principles
of
group
work
and
discussion.
During
the
project,
students
took
part
in
multi-­‐day
workshops,
held
on
the
Wolin
Island.
The
aim
of
the
workshop
was
to
stimulate
participants’
creativity
and
sensitivity.
Workshops
were
divided
into
several
thematic
blocks
in
accordance
with
established
objectives
of
the
project.
Then,
students’
task
was
to
design
and
implement
a
project
of
the
social
campaign
for
the
local
community
(each
campaign
consisted
of
a
short
reportage
and
promotional
action
-­‐
posters,
reports,
and
press
releases).
As
a
result,
students
gain
practical
skills
how
to:
-­‐ search
information
-­‐ create
public
awareness
campaigns
-­‐ approach
problems
creatively
-­‐ create
films
and
documentaries
-­‐ create
other
promotional
materials.

22. 22
SECTION
3
CONCLUSIONS
I.
The
main
conclusions
of
the
workshop,
related
to
the
issue
of
IL
development
in
the
school
sector,
combined
with
the
EMPATIC
observations
to
the
moment
are:
-­‐
Do
not
believe
in
the
myth
of
“digital
natives”
and
do
not
base
on
it,
children
and
young
people
in
schools
might
be
ICT
literate
and
may
consider
themselves
also
information
literate
but
in
most
cases
they
are
not.
-­‐
Identification
of
roles
and
multi-­‐dimensional
cooperation
of
different
IL
stakeholders
(local
authorities
and
other
local
figures,
parents,
school
authorities,
students,
teachers)
is
crucial.
-­‐
If
you
want
to
make
change
you
must
convince
and
train
school
teachers,
they
are
the
basis
of
the
educational
systems
and
send
the
most
influential
message
to
their
students/children
in
schools.
-­‐
National
IL
development
strategies
should
be
flexible
and
built
on
the
all-­‐European
scheme
of
IL
standards,
and
those
in
turn
should
be
formulated
in
terms
of
learning
outcomes.
Consequently
it
is
strongly
advised
to
prepare
such
a
scheme.
-­‐
Real
work
on
the
local
level
is
the
most
important
factor
of
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.
II.
Also,
“illustrative
case
studies”,
the
Information
Literacy
best
practices,
i.e.
selected
examples
of
the
IL
development
projects
in
the
four
learning
sectors
in
different
European
countries,
should
be
made
available
for
future
reference.
But,
if
these
are
to
offer
r e a l
a d v i c e ,
then
c o m p r e h e n s i v e
and
i n -­‐ d e p t h
information
about
them
must
be
published
and
made
accessible
(not
just
a
project’s
title,
dates,
goals,
and
main
events).
As
we
have
noted
before
(Deliverable
4.2),
in
case
of
completed
EU-­‐funded
Information
Literacy
projects
there
is
frequently
a
lack
of
data
concerning
further
development
of
the
given
IL
initiatives
or
the
projects’
impact
on
educational
policy
and
other
actions
related
to
teaching
information
skills.
Furthermore,
one
gets
the
impression
that
most
of
the
IL
projects
did
not
bring
lasting
results
due
to
the
lack
of
a
wider
reflection
and
overall
project
management
policy.
It
is
therefore
necessary
to
develop
strategic
solutions
that
will
ensure
the
viability
of
the
project
results
after
the
termination
of
funding.
Also,
as
it
has
been
mentioned
earlier,
all
organizations
participating
in
the
Information
Literacy
projects
should
do
much
more
to
provide
access
to
complete
and
good-­‐quality
information
about
their
initiatives,
particularly
through
the
creation
of
functional
websites
and
maintaining
them
not
only
for
the
duration
of
the
projects
but
also
afterwards.

23. 23
APPENDICES
APPENDIX
1
WORKSHOP
DOCUMENTS
PRESENTED
FOR
DISCUSSION
The
invitation
for
the
workshop,
containing
active
Web
links
to
documents
presented
for
discussion
is
available
online
through
the
webpage
“The
workshop
invitations
and
programs
in
English
and
Polish
/
Program
i
zaproszenie”
at
http://informationliteracyintheschoolsector.blogspot.com/2011/06/httpsdocs.html
APPENDIX
2
WORKSHOP
LIST
OF
PARTICIPANTS
Available
in
print,
will
be
attached
if
needed
APPENDIX
3
WORKSHOP
COPIES
OF
PRESENTATIONS
The
workshop
presentations
are
available
online
through
the
webpage
in
English
and
Polish
“The
workshop
presentations
(in
alphabetical
order)
/
Prezentacje
(alfabetycznie
wg
autorów)”
at
http://informationliteracyintheschoolsector.blogspot.com/2011/06/workshop-­‐presentations.html
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
and
Polish
“Photos
/
Zdjęcia”
at
http://informationliteracyintheschoolsector.blogspot.com/2011/06/photos-­‐zdjecia.html
or
http://skryba.inib.uj.edu.pl/galerie/2011/2011-­‐06-­‐08/index.html.
Here
we
give
only
selected
examples.
Hanna
Batorowska
(Poland)

24. 24
Sheila
Webber
(UK)
and
Anu
Ojaranta
(Finland)
Tibor
Koltay
(Hungary)
Serap
Kurbanoglu
(Turkey)
Participants

25. 25
P r e s s
r e l e a s e s
and
m e d i a
c o v e r a g e
of
the
workshop
are
accessible
online
through
the
webpage
“Other
websites
related
to
the
workshop
/
Inne
strony
związane
z
warsztatami”
at
http://informationliteracyintheschoolsector.blogspot.com/2011/06/other-­‐workshop-­‐sites.html
http://empat-­‐ic.eu/eng/
Project
funded
by
the
European
Commission
under
the
Lifelong
Learning
Programme
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.