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Sichten auf Informationskompetenz

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Ausführlichere Version der Folien zu einem Kurzvortrag zur Podiumsdiskussion im Rahmen des 2. Forums Informationskompetenz zum Thema "Standards und Frameworks zur Informationskompetenz: Rezeption und Umsetzung in Österreich, Deutschland und der Schweiz: aktueller Stand und Entwicklungen" am 18. September 2015 beim Österreichischen Bibliothekartag

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Sichten auf Informationskompetenz

  1. 1. Technische Universität Hamburg-Harburg www.tub.tu-harburg.de Sichten auf Informationskompetenz Technische Universität Hamburg-Harburg TUHH www.tub.tuhh.de Universitätsbibliothek Thomas Hapke - September 2015 Thomas Hapke Universitätsbibliothek Technische Universität Hamburg-Harburg (TUHH)
  2. 2. Technische Universität Hamburg-Harburg www.tub.tu-harburg.de Heutige Herausforderungen – gestern bemerkt "Dabei genügt es nicht, etwa öffentliche Bibliotheken zu gründen; es muss auch … die Technik der Benutzung vorhandener Bücherschätze … den Bildungssuchenden geläufig gemacht werden.“ (1909) Wilhelm Ostwald, Chemie-Nobelpreis 1909 und 1911 Gründer der “Brücke”, einer Institution zur “Organisierung der geistigen Arbeit” in München Ostwalds Privatbibliothek, Großbothen, Sachsen
  3. 3. Technische Universität Hamburg-Harburg www.tub.tu-harburg.de • Betonung der Forschung • Aspekt der „Informationsverantwortung“ • Auch Fokus auf Lehrende und Hochschulleitungen: Informations- bzw. Wissensmanagement • Fokus Datenmanagement: Data librarian, Data curator, … Aktuelle deutsche Sicht: HRK-Empfehlung 2012 "Hochschule im digitalen Zeitalter: Informationskompetenz neu begreifen“ Hochschulrektorenkonferenz: http://​www.hrk.de​/​themen/​hochschulsystem/​arbeitsfelder/​informationskompetenz/​
  4. 4. Technische Universität Hamburg-Harburg www.tub.tu-harburg.de Sichten auf Informationskompetenz Informations- kompetenz Kern: „epistemic literacy“, … Vermittlung/ Erwerb von Kompetenzen Subjektives Agieren im Informations- prozess Veränderung durch Umgang mit Information • kritisch • sozial Vor allem nach: Addison & Meyers (2013) sowie Whitworth (2013) • funktional • objektiv • allgemein • individuell • affektbezogen • situativ • zwischenmenschlich • gestaltend
  5. 5. Technische Universität Hamburg-Harburg www.tub.tu-harburg.de Informationskompetenz - beschränkt auf Recherchekompetenz: Bibliotheken fördern durch ihre Aktivitäten hier nur eine Komponente einer Vielfalt von Einflussfaktoren auf die realen Suchergebnisse:
  6. 6. Technische Universität Hamburg-Harburg www.tub.tu-harburg.de Zur sozialen Konstruktion von Recherche- Ergebnissen Ergebnisse in einem bestimmten Recherche- System Inhalte und Dokumente im System • Indexierte Inhalte: bibliogr. Beschreibung, Abstracts, Volltext • „angereicherte“ Daten • enthaltenes kontrolliertes Vokabular Spezifischer Nutzender und andere Nutzende • Informationsverhalten, z.B. benutzte Suchbegriffe • Informationskompetenz • vorherige Suchen vom Nutzenden und anderen „Eigenschaften“ des Systems • Nutzer-Oberfläche • Indexierung (Boole, best match) • Struktur der Daten • Transfer der Daten zum Such-System • Benutzte Katalogisierungs-Richtlinien und deren Interpretation (pers., institut.) Andere Einflüsse • Werbungsgeschäft des Anbieters • ...!?
  7. 7. Technische Universität Hamburg-Harburg www.tub.tu-harburg.de Sichten auf Informationskompetenz (Whitworth, 2013, S. 47)
  8. 8. Technische Universität Hamburg-Harburg www.tub.tu-harburg.de Noch ein Perspektivenwechsel: Ist Informationskompetenz wirklich der Kern der Sicht auf „literacies“? Abb.: Coonan, Emma and Secker, Jane. (2011) A new curriculum for information literacy: executive summary. http://ccfil.pbworks.com/f/Executive_summary.pdf
  9. 9. Technische Universität Hamburg-Harburg www.tub.tu-harburg.de Was ist der Kern von Informationskompetenz? Was bleibt als Kern der unterschiedlichen Sichten auf Informationskompetenz? Was bleibt als Kern, wenn sich Umgebungen und Kontexte der Information laufend verändern? Meine These: Reflexion, Kritik und Epistemologie
  10. 10. Technische Universität Hamburg-Harburg www.tub.tu-harburg.de Was ist der Kern von Informationskompetenz? Meine These: Reflexion, Kritik und Epistemologie • Statt Kompetenzen und Standards: Verständnis für Prozess und System wissenschaftlicher Information • Statt Transfer von Information: Kritik und Reflexion ermöglichen • Statt Wissen als Ware dieses als sozial verhandel- ten Prozess sehen • Von der Bibliothek als Warenhaus zum individuell- gemeinschaftlichem Erfahrungs- und Lernraum • Von der Teaching Library zur Learning Facilitating Library
  11. 11. Technische Universität Hamburg-Harburg www.tub.tu-harburg.de Metakognition als Teil von Metaliteracy Abb.: http://metaliteracy.cdlprojects.com/what.htm (Roger Lipera, Lizenz: CC by-nc-sa/3.0/) Nach Metaliteracy : reinventing information literacy to empower learners/ Thomas P. Mackey and Trudi E. Jacobson. Chicago : ALA Neal-Schuman, 2014.
  12. 12. Technische Universität Hamburg-Harburg www.tub.tu-harburg.de Kritik als Kern von Informationskompetenz Abb.: Amanda Hovious (2013) Promoting Multiple Literacies (Principles of New Librarianship). https://designerlibrarian.wordpress.com/2013/12/10/promoting-multiple-literacies-principles-of- new-librarianship/
  13. 13. Technische Universität Hamburg-Harburg www.tub.tu-harburg.de Informationskompetenz als Teil akademischer Bildung Teil des wissenschaftlichen Arbeitens und Schreibens! Erstellt mit http://www.wordle.net Kritisch-reflektierter Umgang mit Daten, Informations- und Kommunikations- sowie Erkenntnis- bzw. Wissensprozessen
  14. 14. Technische Universität Hamburg-Harburg www.tub.tu-harburg.de Der epistemologische Kern von Informationskompetenz: Reflexion über Wissenschaft und Forschung, deren Kennzeichen, Methoden und Theorie, deren Sichtbarkeit und Nutzen sowie deren Entwicklung hin zu einer „open science“ ? ?
  15. 15. Technische Universität Hamburg-Harburg www.tub.tu-harburg.de „epistemic literacy“ als Kern von Informationskompetenz "Learning to know requires a capability to understand how knowledge organizes individual and social lives. Beyond the skills to access existing knowledge, we need an active capacity to create knowledge and make sense of the world. We could call this skill epistemic literacy. Epistemic literacy helps us to cope with heterogeneous and dynamic knowledge landscapes. It means that we understand how knowledge is created and what constitutes the social basis for learning and education. […]" Tuomi, Ilkka: Epistemic literacy or a clash of clans? A capability-based view on the future of learning and education. In: European Journal of Education 50 (2015) H. 1. S. 21–24, S. 22–23
  16. 16. Technische Universität Hamburg-Harburg www.tub.tu-harburg.de Epistemologische Komponente von Informationskompetenz im ACRL Framework 1. Authority is Constructed and Contextual 2. Information Creation as a Process 3. Information Has Value 4. Research as Inquiry 5. Scholarship as Conversation 6. Searching as Strategic Exploration Vgl.: Association of College & Research Libraries: Framework for Information Literacy for Higher Education. 2015. Online unter http://www.ala.org/acrl/standards/ilframework
  17. 17. Technische Universität Hamburg-Harburg www.tub.tu-harburg.de Kern von Informationskompetenz: Essentielle individuelle Eigenschaften • Nie nur einer Informationsquelle vertrauen. • Jederzeit auf Veränderungen gefasst sein. • Die eigenen Kompetenzen und Grenzen kennen. • Beim Suchen: „Bullshit in, bullshit out“. • Ungewissheit und Unsicherheit ertragen. • Nicht zu früh aufgeben. • Bewusstsein, dass jede Tatsache eine Tat-Sache ist, dass jedes Informationsprodukt von jemandem Bestimmten mit einem gewissen Zweck erstellt wurde. • …? Vgl.: T. Hapke: Informationskompetenz in einer neuen Informationskultur. In: Handbuch Informationskompetenz, S. 36- 48. Ed. W. Sühl-Strohmenger. Berlin: De Gruyter Saur, 2012.
  18. 18. Technische Universität Hamburg-Harburg www.tub.tu-harburg.de Informationskultur (frz. “culture de l'information“) umfasst ... Im Französischen bedeutet „culture“ auch „Bildung“! „Informieren heisst Differenzen bestimmen.“ (Châtelet, François: Einleitung. In: Das XX. Jahrhundert. Hrsg. von François Châtelet. Frankfurt (M.): Ullstein 1975 (Geschichte der Philosophie : Ideen, Lehren 8). S. 7–11, S. 10) Ein kulturbezogener Blick auf Informationskompetenz! • ein „Sich-selbst-Gestalten“, Anderssein und sich selbst anders sehen • Vielfalt (<-> Google-“Monokultur“), Kontext z.B. im Rahmen einer Fach-“Kultur“ • Nachdenken über das Andere, über Unterschiede (Nach Tredinnick, 2008)
  19. 19. Technische Universität Hamburg-Harburg www.tub.tu-harburg.de Eine Begründung, warum Informationskompetenz wichtig ist und bleibt: Informationskompetenz als „transformative literacy“ = “the ability to read and utilize information about societal transformation processes, to accordingly interpret and get actively involved in these processes” (Abb. Und Zitat aus Schneidewind, U. (2013). Transformative Literacy. Gesellschaftliche Veränderungsprozesse verstehen und gestalten. GAIA 22 (2), 82–86. Verfügbar unter http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bsz:wup4-opus-49380)
  20. 20. Technische Universität Hamburg-Harburg www.tub.tu-harburg.de Eine Begründung, warum Informationskompetenz wichtig ist und bleibt: Unsere gesellschaftliche Gegenwart und Zukunft basiert auf Wissenschaft und Technologie sowie auf dem Zwang, sich nachhaltig zu entwickeln.
  21. 21. Technische Universität Hamburg-Harburg www.tub.tu-harburg.de Und nochmals Ostwald! Als Advocat für „Open Access": Es sei wichtig, „diesen Quell wissenschaftlicher Befruchtung dem Zugang Aller so offen wie möglich zu halten.“ (1909) Ernst Alfred Hauser über Ostwald: "[S]ein größter Beitrag zu Wissenschaft und Erziehung [...] besteht [...] in dem Nachdruck, mit dem er […] die Notwendigkeit betont, daß die junge Generation während ihrer Studienjahre an der Universität wenigstens einen Grundstock an Kenntnissen über die […] Grundlagenphilosophie, erwirbt." Nachweis der Zitate zu Ostwald in: Hapke, T. (2009): Wilhelm Ostwalds pädagogische Aktivitäten und die Ökonomisierung der Technik „geistiger Arbeit“. In: Pirmin Stekeler-Weithofer, Pirmin et al (Hrsg.): Ein Netz der Wissenschaften? Wilhelm Ostwalds „Annalen der Naturphilosophie“ und die Durchsetzung wissenschaftlicher Paradigmen, S. 67-97. Leipzig: Hirzel. (Abhandlungen der Sächsischen Akademie der Wissenschaften zu Leipzig, Philogisch-historische Klasse, Band 81, Heft 4) Preprint: http://dx.doi.org/10.15480/882.1014
  22. 22. Technische Universität Hamburg-Harburg www.tub.tu-harburg.de Kontakt Thomas Hapke Web: http://www.tuhh.de/b/hapke/ Blog: http://blog.hapke.de Slidespace: http://www.slideshare.net/thapke Tweets: http://twitter.com/thapke „ Sich informieren – Tipps zum Überleben“ unter http://www.tub.tu-harburg.de/fachinformation/informieren-tipps- zum-ueberleben/ Technische Universität Hamburg-Harburg TUHH www.tub.tuhh.de Universitätsbibliothek Thomas Hapke – September 2015
  23. 23. Technische Universität Hamburg-Harburg www.tub.tu-harburg.de Zum Vertiefen Addison, C. & Meyers, E. (2013). Perspectives on information literacy: a framework for conceptual understanding. Information research 18, 3 http://www.informationr.net/ir/18-3/colis/paperC27.html Association of College & Research Libraries: Framework for Information Literacy for Higher Education. 2015. Online unter http://www.ala.org/acrl/standards/ilframework Hapke, T. (2012). Informationskompetenz in einer neuen Informationskultur. In: Sühl-Strohmenger, W. (Hrsg.): Handbuch Informationskompetenz, S. 36-48. Berlin: de Gruyter Saur. Preprint: http://dx.doi.org/10.15480/882.1107 Hapke, T. (2015). Informationskompetenz in sich ständig verändernden Informationsumgebungen – Zum Kern von Informationskompetenz. In: Mayer, Anne-Kathrin (Hrsg.): Informationskompetenz im Hochschulkontext : interdisziplinäre Forschungsperspektiven, S. 43-61. Lengerich: Pabst Hapke, T. (2016). Informationskompetenz anders denken - zum epistemologischen Kern von "information literacy“. In: Sühl-Strohmenger, Willy (Hrsg.): Handbuch Informationskompetenz. 2. Aufl. Berlin: De Gruyter 2016. Preprint: http://dx.doi.org/10.15480/882.1249 Mackey, T.P. & Jacobson, T.E. (2014). Metaliteracy : reinventing information literacy to empower learners. Chicago : ALA Neal-Schuman Schneidewind, U. (2013). Transformative Literacy. Gesellschaftliche Veränderungsprozesse verstehen und gestalten. GAIA 22 (2), 82–86. Verfügbar unter http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bsz:wup4- opus-49380 Tredinnick, L. (2008). Digital information culture : the individual and society in the digital age. Oxford: Chandos Whitworth, A. (2013). The Design of Media and Information Literacy. In: Media and Information Literacy for Knowledge Societies. Moscow: Interregional Library Cooperation Centre, 2013. S.40-54 http://www.ifapcom.ru/files/News/Images/2013/mil_eng_web.pdf
  24. 24. Technische Universität Hamburg-Harburg www.tub.tu-harburg.de Views on information literacy (Summary in English) Different views on information literacy (IL) as well as constantly changing information environments and contexts let ask for the core respectively the essential of IL as concept and as practice. With reference to academic research and writing respectively to the research process as part of academic disciplinary cultures an epistemological component appears - an „epistemic literacy“. IL is part of academic „Bildung“. Reflecting on information is part of the core of any IL. In the academic area this implies reflection about science as phenomenon, its characteristics, its theories and methods, its purposes, its visibility and its benefits as well as about its development to an „open science“. The reference of IL to the challenge of a global sustainable development makes visible that the epistemological component of IL is also important in regard to general education respectively to the non-academic area of promoting IL. Technische Universität Hamburg-Harburg TUHH www.tub.tuhh.de Universitätsbibliothek Thomas Hapke – September 2015

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