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information to address issues or problems at hand; it is a prerequisite for participating effectively in the Information Society, and is part of the basic human right of life long learning10.

National forum on IL (US) Patricia Senn Breivik– already chairman of the US National Forum on Information Literacy – in order to better underline the connection between IL and LLL, promotes a very effective picture of IL as an umbrella including ‘computer literacy’, ‘library literacy’, ‘media literacy’, ‘network literacy’, ‘visual literacy’, and a blank one (meant to refer to other literacies), with the words ‘critical thinking skills’ covering the whole umbrella11.

Fig. 3. Information literacy and critical thinking. Source: Senn Breivik (2001)

Australian and New Zealand Institute for Information Literacy (ANZIIL) ANZIIL proposes the following definition: Information literate people • recognise a need for information • determine the extent of information needed • access information efficiently • critically evaluate information and its sources • classify, store, manipulate and redraft information collected or generated • incorporate selected information into their knowledge base 10

portal.unesco.org/.../ev.php-URL_ID=19634&URL_DO=DO_TOPIC&URL_ SECTION=201.html

11

SENN BREVIK, P. (2001) Information literacy and lifelong learning: The magical partnership. Proceedings of the 1st International Lifelong Learning Conference, Central Queensland University, Rockhampton, Queensland, Australia, pp. 1-6.

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• use information effectively to learn, create new knowledge, solve problems and make decisions • understand economic, legal, social, political and cultural issues in the use of information • access and use information ethically and legally • use information and knowledge for participative citizenship and social responsibility • experience information literacy as part of independent learning and lifelong learning. (ANZIIL, 2004)

Joint Information Systems Committee, UK In the UK, the Joint Information Systems Committee sustains the concept of i-Skills: You may not have heard the term ‘i-skills’ up to now, but probably terms such as information skills, e-literacy, information literacy, knowledge management and research skills are more familiar. This guide uses the term i-skills to encompass all of these. i-Skills are defined as: the ability to identify, assess, retrieve, evaluate, adapt, organise and communicate information within an iterative context of review and reflection12.

Information Literacy as a Liberal Art A research point of view about IL conception comes from the work of Shapiro and Hughes, in their proposal of IL as a new liberal art13, as follows: Information and computer literacy, in the conventional sense, are functionally valuable technical skills. But information literacy should in fact be conceived more broadly as a new liberal art that extends from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure, and its social, cultural and even philosophical context and impact - as essential to the mental framework of the educated information-age citizen as the trivium of basic liberal arts (grammar, logic and rhetoric) was to the educated person in medieval society. More specifically, Shapiro and Hughes propose that an IL curriculum should be based on a “critical conception of a more humanistic sort” and the proposed curriculum includes the following seven dimensions: Tool literacy, or the ability to understand and use the practical and conceptual tools of current information technology, including software, hardware and multimedia, that are relevant to education and the areas of work and professional life that the individual expects to inhabit. This can be taken to include the basics of computer and network applications as well as fundamental concepts of algorithms, data structures, and network topologies and protocols. Resource literacy, or the ability to understand the form, format, location and access methods of information resources, especially daily expanding networked information resources. This is practically identical with librarians' conceptions of information literacy, and includes concepts of the classification and organization of such resources. Social-structural literacy, or knowing that and how information is socially situated and produced. This means knowing about how information fits into the life of groups; about the institutions and social networks - such as the universities, libraries, researcher communities, corporations, government agencies, community groups - that create and organize information and knowledge; 12

Available: www.jisc.ac.uk/media/documents/publications/improvingiskills_rtf.rtf

13

HUGHES, S., & SHAPIRO, J. (1996) Information Literacy as a Liberal Art. Educom Review, 31(2). Available: http://net.educause.edu/apps/er/review/reviewarticles/31231.html

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and the social processes through which it is generated - such as the trajectory of publication of scholarly articles (peer review, etc.), the relationship between a Listserv and a shared interest group, or the audience served by a specialized library or Web site.

Research literacy, or the ability to understand and use the IT-based tools relevant to the work of today's researcher and scholar. For those in graduate education, this would include disciplinerelated computer software for quantitative analysis, qualitative analysis and simulation, as well as an understanding of the conceptual and analytical limitations of such software. Publishing literacy, or the ability to format and publish research and ideas electronically, in textual and multimedia forms (including via World Wide Web, electronic mail and distribution lists, and CD-ROMs), to introduce them into the electronic public realm and the electronic community of scholars. Writing is always shaped by its tools and its audience. Computer tools and network audiences represent genuine changes in writing itself. Emerging technology literacy, or the ability to ongoingly adapt to, understand, evaluate and make use of the continually emerging innovations in information technology so as not to be a prisoner of prior tools and resources, and to make intelligent decisions about the adoption of new ones. Clearly this includes understanding of the human, organizational and social context of technologies as well as criteria for their evaluation. Critical literacy, or the ability to evaluate critically the intellectual, human and social strengths and weaknesses, potentials and limits, benefits and costs of information technologies. This would need to include a historical perspective (e.g. the connection between algorithmic thinking, formalization in mathematics, and the development of Western science and rationality and their limits); a philosophical perspective (current debates in the philosophy of technology, the critique of instrumental reason, the possibility and nature of artificial intelligence); a sociopolitical perspective (e.g. the impact of information technology on work, public policy issues in the development of a global information infrastructure); and a cultural perspective (e.g. current discussions of the virtual body and of the definition of human being as an information-processing machine) (Shapiro- Hughes, 1996).

Information Literacy as Information Behaviour in the Information Society A further broader, not merely technical, perspective is suggested by Webber and Johnston14: Information literacy is the adoption of appropriate information behaviour to identify, through whatever channel or medium, information well fitted to information needs, leading to wise and ethical use of information in society. (Webber and Johnston, 2003)

1.2.2 Information Literacy: library definitions The library sector is following particularly closely the developments in the IL field and plays a special role in the promotion and wider adoption of the concept. Below some key definitions suggested by international and national library associations are presented as they are described by the CILIP CSG Information Literacy Group15

14

Webber, S. and Johnston, B. (2003) Information literacy in the United Kingdom: a critical review. In: Basili, C. (Ed) Information Literacy in Europe. Rome: Italian National Research Council. 258-283.

15

Available: http://www.informationliteracy.org.uk/Information_literacy_definitions/Definitions.aspx

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ALA , 1989 The most widely recognized and used definition of IL comes from the Final Report of the Presidential Committee on Information Literacy, where is declared that: To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.

CILIP CILIP – the UK Chartered Institute of Library and Information Professionals – in 2003 defined IL as: “Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner. This definition implies several skills. We believe that the skills (or competencies) that are required to be information literate require an understanding of: -

a need for information the resources available how to find information the need to evaluate results how to work with or exploit results ethics and responsibility of use how to communicate or share your findings how to manage your findings.” (CILIP, 200316

SCONUL SCONUL (Society of College, National and University Libraries) has a view of IL as a set of seven competency dimensions, built upon basic library and IT skills that constitute the foundation for them. SCONUL supplies a visual representation of this conception (see figure 4)17.

16

Available: http://www.cilip.org.uk/get-involved/advocacy/learning/information-literacy/Pages/definition.aspx

17

Available: http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html

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Fig. 4 - The SCONUL proposal

The definitions of IL from the library sector – evolving from the original focus on Library Instruction - are strongly connected to the operative use of information and usually do not address the larger context of learning. However some of them provide a useful finer granularity view on the specific types of skills which constitute the IL as perceived nowadays.

1.2.3 Information Literacy: mapping with coupled concepts In the specialised literature a number of concepts contiguous to IL are sustained, namely media literacy, digital or computer or ICT literacy. Those concepts are often used interchangeably or with largely overlapping meaning, therefore the task of identifying universal accepted definitions for them is not easy. Nevertheless, the Partnership for 21st Century Skills (P21) – a national US organization that advocates for 21st century readiness for every student – developed a Framework for 21st

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Century Learning18 that can be of use in both positioning IL among the strategic competencies for 21st learners, and for better understanding the distinction between different kinds of literacy. The Framework is aimed at helping help students master the multi-dimensional abilities required of them in the 21st century. The key elements of 21st century learning are represented in the graphic in fig.5 below.

Fig. 5 - 21st Century Skills. Source: Parnership for 21st century skills

The graphic represents both 21st century skills student outcomes (as represented by the arches of the rainbow) and 21st century skills support systems (as represented by the pools at the bottom), namely the systems that must be aligned to produce 21st century outcomes for today’s students. While the graphic represents each element distinctly for descriptive purposes, the Partnership views all the components as fully interconnected in the process of 21st century teaching and learning. The elements described below are the critical systems necessary to ensure 21st century readiness for every student. Twenty-first century standards, assessments, curriculum, instruction, professional development and learning environments must be aligned to produce a support system that produces 21st century outcomes for today’s students19. 18

Available: http://www.p21.org/index.php

19

Source: http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=119

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The skills, knowledge and expertise students should master to succeed in work and life in the 21st century (Twenty-First Century Student Outcomes) are grouped into four classes, as listed below.

1. Core Subjects and 21st Century Themes 2. Learning and Innovation Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration 3. Information, Media and Technology Skills Information Literacy Media Literacy ICT Literacy 4. Life and Career Skills Fig. 6 21st century skills - source: P21 Focussing on class number 3 “Information, Media and Technology Skills” in fig.6, it is evident the positioning of IL among the strategic skills and its distinction from other contiguous literacies. In fact, looking into more detail into the descriptions of each literacy can help in understanding their differentiation.

Information Literacy Access and Evaluate Information Access information efficiently (time) and effectively (sources) Evaluate information critically and competently Use and Manage Information Use information accurately and creatively for the issue or problem at hand Manage the flow of information from a wide variety of sources Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information Fig. 7 - Information Literacy within 21st Century Skills (Source P21 framework)

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Media Literacy Analyze Media Understand both how and why media messages are constructed, and for what purposes Examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviours Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media Create Media Products Understand and utilize the most appropriate media creation tools, characteristics and conventions Understand and effectively utilize the most appropriate expressions and interpretations in diverse, multi-cultural environments Fig. 8 - Media Literacy within 21st Century Skills (Source P21 framework) ICT Literacy Apply Technology Effectively Use technology as a tool to research, organize, evaluate and communicate information Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies Fig. 9 - ICT or digital Literacy within 21st Century Skills (Source P21 framework) Besides the usefulness in setting the scene for IL as strategic skill and for its differentiation from other (and equally strategic) literacies, the P21 framework has been selected since among the P21 partners is the American Association of School Librarians, responsible for the release in 2007 of the "Standards for the 21st Century Learner", a document where is given a very effective description of IL as intrinsically connected to critical thinking.

1.2.4 Information Literacy and Critical Thinking The strong connection between IL and Critical Thinking is well described in the "Standards for the 21st Century Learner" developed by AASL that identifies the following four classes of skills:

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1. Inquire, think critically, and gain knowledge. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 3. Share knowledge and participate ethically and productively as members of our democratic society. 4. Pursue personal and aesthetic growth. Fig. 10 - Standards for the 21st Century Learner, AASL, 2007 Each class is described with further details and the first group of strategic skills “Inquire, think critically, and gain knowledge” is specified as follows. 1.

Inquire, think critically, and gain knowledge.

1.1 Skills 1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. 1.1.2 Use prior and background knowledge as context for new learning. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.1.9 Collaborate with others to broaden and deepen understanding.Fig. 11- Class1 skills - - Standards for the 21st Century Learner, AASL, 2007

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1.

Inquire, think critically, and gain knowledge.

1.2 Dispositions in Action 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 1.2.3 Demonstrate creativity by using multiple resources and formats. 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information. 1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success. 1.2.6 Display emotional resilience by persisting in information searching despite challenges. 1.2.7 Display persistence by continuing to pursue information to gain a broad perspective. Fig. 12 - Class1 Dispositions in Action - Standards for the 21st Century Learner, AASL, 2007

1.

Inquire, think critically, and gain knowledge.

1.3 Responsibilities 1.3.1 Respect copyright/ intellectual property rights of creators and producers. 1.3.2 Seek divergent perspectives during information gathering and assessment. 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.3.4 Contribute to the exchange of ideas within the learning community. 1.3.5 Use information technology responsibly. 1.4 Self-Assessment Strategies 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.3 Monitor gathered information, and assess for gaps or weaknesses. 1.4.4 Seek appropriate help when it is needed. Fig. 13 -- Class1-Responsibilities - Standards for the 21st Century Learner, AASL, 2007 The set of shaded sub-skills in figs. 10÷13 provides for IL a description of a finer granularity with respect to the IL definitions most commonly cited in literature (see §1.2 in this section) and further underlines how strongly IL and critical thinking are intrinsically interrelated.

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1.3. Information Literacy in Education A recent publication analyses and discusses how IL is a multidimensional phenomenon crossing the borders of both Information and Education policies20. The cross-borders view of Information Literacy – between Information and Education policies – widens the concept of Information Literacy, traditionally limited to the Information policy scope. Such a wider perspective is required due to a number of influential factors arising from the full establishment of the so-called Information Society, such as the mass access to information, the uncontrolled production process of large amounts of information, the constraints imposed on Higher Education by the market and by a new kind of demand from the labour market (Basili, 2008)21. Already in 1975, the Unesco NATIS Programme released a set of guidelines for National Information Policies, aimed at developing national information infrastructures, where users are considered the fulcrum of the whole infrastructure. An adequate system to provide access to information should include the following features: •

potential users would be regarded as part of the system. Their education would assist them to diagnose their problems and be such that they would not fear revealing their ignorance when seeking assistance.



The educational system would recognise, as Johnson said, that: “Knowledge is of two kinds. We know a subject ourselves, or we know where we can find information upon it”22.

The last point cited from (Urquhart, 1975) can be used as an effective synthesis of the need to integrate IL into the whole educational system, namely from schools to university, but the whole set of NATIS indications includes also the generic user of information, namely adults and workers. These needs are even more pressing today and a number of developments have occurred since 1975 in each educational area. Among them, the most meaningful are set out in the following paragraphs.

1.3.1 Information Literacy in Higher Education: relevant developments Information Literacy as a graduate attribute The ALA 1989 definition has had a great impact on the Higher Education sector.

20

Information Literacy at the crossroad of Education and Information Policies in Europe, Carla BASILI (ed.), Consiglio Nazionale delle Ricerche, Rome, 2008, 301 pp.

21

Basili, C., 2008, Information and education policies in Europe: key factors influencing information literacy academic policies in Europe . In: Information Literacy at the crossroad of Education and Information Policies in Europe, pp. 18-32

22

Urquhart, D.J. (1975). Developing a National Information Policy. A NATIS guideline. Unesco, 24 pp: The issue of user education is at the top of the list of priorities for “Developing the Information Plan”: 1. improving the education of potential users; 2. the training of librarians and information officers; 3. improving access to existing services; 4. improving and expanding existing services; 5. creating new services.

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In the USA the already mentioned ACRL IL standards for Higher Education23 were defined in 1999 by the Association of College and Research Libraries (ACRL) and translated into: Finnish, French, German, Greek, Italian, Spanish, Chinese, Japanese, and Iranian. In Australia, the Australian and New Zealand Institute for Information Literacy released the second edition of the Australian and New Zealand Information Literacy Framework24 in 2004. The educational philosophy underpinning the Australian IL standards strongly promotes the idea that IL should be tightly integrated into teaching and learning activities. The standards suggest that all academic curricula be reformed in line with its recommendations as a matter of university-wide policy. A major policy parameter in the assessment exercise of Australian universities is the set of graduate attributes that each university must declare in its mission statement. According to (Barrie, 2004): … generic graduate attributes in Australia have come to be accepted as the skills, knowledge and abilities of university graduates, beyond disciplinary content knowledge, which are applicable to a range of contexts. It is intended that university students acquire these qualities as one of the outcomes of successfully completing any undergraduate degree at university. This statement has been widely acknowledged and IL has been included among the set of graduate attributes, so that, already in 2004, 53.8% of Australian Universities had included IL among the graduate attributes declared in their mission statement. One example among many others is the University of Sydney, which in 2002 started a project for revising its graduate attributes policy, according to a multidimensional classification of attributes. The revised policy specifies two levels of attributes. There are three overarching graduate attributes – Scholarship, Lifelong Learning, and Global Citizenship – which reflect the research intensive nature of the University, its scholarly values in relation to research-led teaching, and the place of its graduates in a global society. These overarching attributes represent combinations of five clusters of more specific attributes, which can be interpreted or contextualised differently in different disciplinary domains. These are in turn supported by generic foundation skills and abilities underpinned by basic competencies. (Barrie, 2004)

23

Association of College and Research Libraries, Information Literacy Competency Standards for Higher Education, Jan 2000 Available: http://www.ala.org/acrl/ilcomstan.cfm

24

http://www.anziil.org/resources/Infolit2ndedition.pdf

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Fig. 14. Graphical representation of graduate attributes and their functional aims (Barrie, 2004). Furthermore, Barrie refers to the definition by the HE Council of 1992, from which most of the definitions for “graduate attributes” derive: These are skills, personal attributes and values, which should be acquired by all graduates regardless of their discipline or field of study. In other words, they should represent the central achievements of higher education as a process. (HEC, 1992, p. 20) As to the European context, the commitment to skill development of graduate attributes has been adopted by the European Union policies on Higher Education under the name of “learning outcomes” and officially recommended in 2005 at the meeting in Bergen of the Ministers of the Bologna Process signatory states. The Bergen Communiqué, in fact, officially adopted the “Standards and Guidelines for Quality Assurance in the European Higher Education Area”. The Guidelines - produced by the European Network for Quality Assurance in Higher Education (ENQA)25 – recognise the fundamental role of the learning attributes approach in achieving transparency and comparability of competencies within the European Higher Education Area. The Empatic vision of IL integration into the HE system - which is strictly connected to the scope of the European network on Information Literacy26 launched in 2001 - is oriented towards a policy inspired by the Bologna process for Higher Education in Europe. The Bologna process, aimed at establishing a European Higher Education Area, operates along a number of action lines. In the reasoning about the institutionalisation of IL within the Higher Education context, of particular interest are the “Bologna” activities of curriculum design and harmonisation, together with the introduction of the concept of learning outcomes. The first series of activities are now being carried out through the “Tuning Educational Structures in Europe” project, which is aimed at; •

"Tune" educational structures in Europe, and thereby aid the development of the European Higher Education Area;

25

ENQA (2005) Report on Standards and Guidelines for Quality Assurance in the European Higher Education Area, Helsinki, ENQA.

26

http://www.ceris.cnr.it/Basili/EnIL/index.html

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Open up a debate on the nature and importance of subject-specific and general competences, involving all stakeholders, including academics, graduates and employers;



Identify and exchange information on common subject-based reference points, curricula content, learning outcomes and methods of teaching, learning and assessment;



Improve European co-operation and collaboration in the development of the quality, effectiveness and transparency of European higher education by examining ECTS credits and other suitable devices to enhance progress.

Among the Tuning project activities, it is useful to recall the analysis – for each course of study and disciplinary sector –of the differences existing among the curricula of the universities in Europe, in order to make more comparable (and therefore transferable) curricula of the same subject area. The concept of learning outcomes is strictly related to the quality assessment procedures of universities, which are asked to demonstrate the efficient achievement of these, particularly in response to calls for accountability27. It is a concept quite new in Europe, while elsewhere, for example in Australia and the USA, is among the well-established criteria for universities to obtain government funds. In fact, in Australia and the USA, the learning outcomes are explicitly declared into the mission of the single university and constitute the set of competencies that graduates are expected to acquire. They must be measurable in order to give evidence of the successful completion of a cycle of study. It is worth to note that in most Australian universities, IL is included among the learning outcomes (or graduate attributes as they are also known in the USA)28. EMPATIC suggestion is to include IL among the learning outcomes, specifically among the generic competencies defined by the Tuning project.

1.3.2 Information Literacy in Schools: relevant developments The rationale behind the need of diffusion IL in schools is well summarised by Plotnick: Educational reform and restructuring make information literacy skills a necessity as students seek to construct their own knowledge and create their own understandings. - Educators are selecting various forms of resource-based learning (authentic learning, problembased learning and work-based learning) to help students focus on the process and to help students learn from the content. Information literacy skills are necessary components of each. - The process approach to education is requiring new forms of student assessment. Students demonstrate their skills, assess their own learning, and evaluate the processes by which this learning has been achieved by preparing portfolios, learning. (Plotnick, 199929) The first formal initiative pointing out the need of Educating students to information date back to 1988, when the American Association of School Librarians (AASL) published “Information Power: Guidelines for school library Media Programs” in collaboration with the Association for

27

BARRIE, S.C. (2005) Rethinking Generic Graduate Attributes, HERDSA News, Draft, 5 March 2005

28

www.caul.edu.au/surveys/info-literacy2004.doc

29

PLOTNICK, E. Information Literacy. ERIC- digest. ED427777

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Educational Communications and Technology (AECT)30. This publication, along with its followup published in 1998, is widely recognised as providing an extremely helpful road map to guide educators into the next century The guidelines, in fact, provide standards for information literacy learning, as well as indicators for each standard. These standards create goals for all educators.

.

Subsequent results by AASL are the following families of standards: Information Literacy Standards for Student Learning, 199831 Standards for the 21st Century Learner, 200732 Outside the library community, the Big6 model is largely known and used approach to teaching IL. From the Big6 website33: Developed by educators Mike Eisenberg and Bob Berkowitz, the Big6 is the most widely-known and widely-used approach to teaching information and technology skills in the world. The Big6 is an information and technology literacy model and curriculum, implemented in thousands of schools – K through higher education. Some people call the Big6 an information problem-solving strategy because with the Big6, students are able to handle any problem, assignment, decision or task. Here are the six stages we call the Big6. Two sub-stages are part of each main category in the Big6 model: 1. Task Definition 1.1 Define the information problem 1.2 Identify information needed 2. Information Seeking Strategies 2.1 Determine all possible sources 2.2 Select the best sources 3. Location and Access 3.1 Locate sources (intellectually and physically) 3.2 Find information within sources 4. Use of Information 4.1 Engage (e.g., read, hear, view, touch) 4.2 Extract relevant information 5. Synthesis 5.1 Organize from multiple sources 5.2 Present the information 6. Evaluation 6.1 Judge the product (effectiveness) 6.2 Judge the process (efficiency)

30

AASL and Association for Educational Communications and Technology, Information Power: Guidelines for School Library Media Programs (Chicago: ALA, 1988)

31

American Association of School Librarians and the Association for Educational Communications and Technology, Information Literacy Standards for Student Learning, 1998 Available: http://www.alastore.ala.org/detail.aspx?ID=203

32

Already mentioned in § 1.3.4 of this Report Available: http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf

33

http://www.big6.com/

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Specifically devoted to IL in schools are the books by Eisenberg and Berkowitz: Eisenberg, M. B.- Berkowitz, R. E. (1999). Teaching information & technology skills: The Big6 in elementary schools. Worthington, Ohio: Linworth Publishing. Eisenberg, M. B.- Berkowitz, R. E. (2000). Teaching information & technology skills: The Big6 in secondary schools. Worthington, Ohio: Linworth Publishing.

1.3.3 IL among the skills for Job A major starting point for the discussion of IL in the workplace is that of the “intelligent organisation” illustrated by Choo in 1995 as follows: The intelligent organization is able to mobilize the different kinds of knowledge that exist in the organization in order to enhance performance. It pursues goals in a changing environment by adapting behaviour according to knowledge about itself and the world it thrives in. The intelligent organization is therefore a learning organization that is skilled at creating, acquiring, organizing, and sharing knowledge, and at applying this knowledge to design its behaviour. Organizational learning depends critically upon information management -- the capacity to harness the organization's information resources and information capabilities to energize organizational growth. Information management is a cycle of processes that support the organization's learning activities: identifying information needs, acquiring information, organizing and storing information, developing information products and services, distributing information, and using information. 34 From the above definition it is evident how much the role of information in the intelligent organisation is strategic and, consequently, how much necessary is the ability to dominate the universe of information located both inside and outside the organisation. Kirton and Barham provide a review of IL in the workplace, focussing on the need for IL awareness within organisations35. With the exponential increase in information, its management and use have become an important issue in the workplace, yet knowledge management or information literacy is not adequately addressed by most organisations or professions (Abell 2000; Candy 1998; O'Sullivan 2002; Winterman, Skelton and Abell 2003). A report by TFPL Ltd (1991) however did find that chief executives valued knowledge management second only to globalisation as essential for their organisations. Lloyd (2003) states that in the ...knowledge economy, the ability of the individual to become information literate and to engage effectively the operations skills of information literacy are attributes in which organisations should invest, in terms of both recruitment and training. A report by KPMG Consulting (2000) found that companies risked wasting their investment in the technology used to manage information if they did not tackle the 'human' aspect, which has been identified as an essential focus in knowledge management (Abell 2000). Employees continued to have problems with information overload, information anxiety, disinformation or misinformation, insufficient time, inadequate technological skills to share knowledge, to have difficulty locating information and were frequently 'reinventing the wheel'. While information is highly valued within most organisations (Candy 1998), many members of the workforce are unable to deal effectively 34

CHOO, C.W. Information Management for the Intelligent Organization: Roles and Implications for the Information Professions. In: Proceedings of the Digital Libraries Conference, March 27-28, 1995, Singapore. Available: http://choo.fis.utoronto.ca/fis/respub/dlc95.html - CHOO, C. W. (1995). Information Management for the Intelligent Organization: The Art of Scanning the Environment. Medford, NJ: Information Today.

35

KIRTON, J.- BARHAM, L. (2005) Information Literacy in the Workplace. The Australian Library Journal, 54(4) p.365-376

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with it in their everyday work (De Ruiter 2002; O'Sullivan 2002; Rader 2002; Winterman, Skelton and Abell 2003). In their review of the specialised literature, Kirton and Barham also cites the work from Cheuk to underline that: [....] Cheuk's UNESCO White Paper (2002) provides examples of the lack of information literacy skills in the workplace and how this affects the productivity of employees, suggests practices to improve performance and discusses the barriers to promoting information literacy in the workplace and how to overcome these, as well as the relationship between knowledge management and information literacy. Even the term “Information Literacy” is not used in the workplace where Synonyms such as 'working smarter', 'information skills', 'information resources training', 'information discovery', and 'information management' have been used. (Kirton-Bahram, 2005) Surprisingly, the analysis by Kirton and Bahram does not include the concept of “environmental scanning”, namely representing the need for a company to compete within a market context which must be known to the company. Moreover, a major point arising from the Kirton- Bahram analysis is the character of complexity that IL assumes into the context of the knowledge (or intelligent) organisation: Winterman, Skelton and Abell (2003) also identified barriers to the development of such programs in the workplace. They found that the scope and content of the concept was not well defined or detailed, with the degree of agreement as to exactly what skills were relevant and which levels of these were needed varying widely between organisations. [....] Bawden and Robinson (2002) found that information literacy must be contextualised, relevantly illustrated, and presented in ways reflecting the needs of the range of learners found in the individual workplace.

A meaningful initiative for IL in vocational education is the SCANS report, produced by the Secretary's Commission on Achieving Necessary Skills (SCANS) – a commission appointed in 1990 by the Secretary of Labour of the US Department of Labour, to determine the skills our young people need to succeed in the world of work. The commission's fundamental purpose was to encourage a high-performance economy characterized by high-skill, high-wage employment. Although the commission completed its work in 1992, its findings and recommendations continue to be a valuable source of information for individuals and organizations involved in education and workforce development..36 Table 1 below illustrates the set of skills for job identified by the SCAN commission.

36

http://wdr.doleta.gov/SCANS/

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SCANS Competencies Resources

Allocates Time Allocates Money Allocates Material and Facility Resources Allocates Human Resources

Information

Acquires and Evaluates Information Organizes and Maintains Information Interprets and Communicates Information Uses Computers to Process Information

Interpersonal

Participates as a Member of a Team Teaches Others Serves Clients/Customers Exercises Leadership Negotiates to Arrive at a Decision Works with Cultural Diversity

Systems

Understands Systems Monitors and Corrects Performance Improves and Designs Systems

Technology

Selects Technology Applies Technology to Task Maintains and Troubleshoots Technology

Tab. 1 - Skills and Tasks for Jobs: A SCANS Report for America 200037 The SCANS Report is of particular interest for the goals of the EMPATIC project , since it constitutes a gateway between school learning and workplace efficiency. Therefore, the SCANS Report will be object of further analysis by WP-4 of EMPATIC.

1.3.4 IL in Lifelong Learning: relevant developments In § 1.1 of this section the connection between IL and LLL has been already pointed out. Nevertheless, here it is important to recall that in 2006 the European Union recommends that Member States develop the provision of key competencies and use the ‘Key Competences for Lifelong Learning — A European Reference Framework’, that defines the set of key competences described in fig.15 below.

37

What Work Requires of Schools: A SCANS Report for America 2000, U.S. Department of Labour, June 1991

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Key Competences Competences are defined here as a combination of knowledge, skills and attitudes appropriate to the context. Key competences are those which all individuals need for personal fulfilment and development, active citizenship, social inclusion and employment. The Reference Framework sets out eight key competences: 1) Communication in the mother tongue; 2) Communication in foreign languages; 3) Mathematical competence and basic competences in science and technology; 4) Digital competence; 5) Learning to learn; 6) Social and civic competences; 7) Sense of initiative and entrepreneurship; and 8) Cultural awareness and expression. The key competences are all considered equally important, because each of them can contribute to a successful life in a knowledge society. Many of the competences overlap and interlock: aspects essential to one domain will support competence in another. Competence in the fundamental basic skills of language, literacy, numeracy and in information and communication technologies (ICT) is an essential foundation for learning, and learning to learn supports all learning activities. There are a number of themes that are applied throughout the Reference Framework: critical thinking, creativity, initiative, problem solving, risk assessment, decision taking, and constructive management of feelings play a role in all eight key competences38. Fig. 15 - Key Competences for Lifelong Learning — A European Reference Framework Compared with the set of competencies in fig.15, IL includes those shown in bold, in such confirming how deeply related are IL and LLL, de facto, even if not explicitly declared.

38

(30.12.2006 EN Official Journal of the European Union L lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF

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394/13)

Available:

http://eur-

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SECTION 2: BEST PRACTICES IDENTIFICATION The earlier and most diffused IL initiatives are those developed in the US since 1989 and in the Australian and new Zealand (ANZ) area since 1999. Both in US and ANZ, in fact, a widespread recognition of the IL importance gave rise to national policies aimed at setting coherent and enabling contexts for IL developments. On the contrary, Europe has not yet matured the awareness of the role that IL can assume, independently – even if in synergy – from other literacies, such as computer literacy or digital literacy or media literacy. As a consequence of being a neglected policy issue, European IL initiatives have been developed in a fragmented and episodic manner (Basili, 2003)39. This recognition was the rationale behind the launch in 2003 of the European network on Information Literacy (EnIL), aimed at both setting a common research agenda among IL researchers in Europe and diffusion a Culture of Information in Europe40. A more detailed comparison of the European situation with respect to US and ANZ will be part of the Empatic final report, aimed at streaming the IL issue within the attention of policy makers. In view of the above, his section of the report is aimed at pursuing both the following tasks: -

providing a first systematically gathered information about how the EU funding activities have been addressed IL;

-

collecting a set of best practices to be further analysed by the next phases of the Empatic project.

2.1 Methodology The process of collecting data on IL initiatives have taken into account the nature of the Empatic project as an action transversal to all the four areas of the EU Lifelong Learning programme (Erasmus, Comenius, Grundtvig, Leonardo) segmented by educational level (university, school, adult and vocational). Therefore, a first step has been to analyse the databases of EU funded projects, and more specifically, the following sources: ADAM (Advanced Data Archive and Management System) - Leonardo da Vinci Projects and Products Portal http://www.adam-europe.eu/adam/homepageView.htm ISOC - SOCRATES Projects Database (until 2004 ) http://www.isoc.siu.no/isocii.nsf CORDIS - Community Research and Development Information Service http://cordis.europa.eu/ These were the natural source of information, but the project also gathered information on other projects funded in a range of programmes such as FP3-FP7, ESF, etc. . 39

Basili, C. (ed.). (2003). Information literacy in Europe. A first insight into the state of the art of information literacy in the European Union. Roma: Consiglio Nazionale delle Ricerche

40

http://www.ceris.cnr.it/Basili/EnIL/index.html

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

41

The European Observatory on IL Policies and Research Available: http://www.ceris.cnr.it/Basili/EnIL/gatewayhome.htm

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Identification attributes:

name of the initiative, acronym, URL, Leader institution, contacts;

Country:

the one of the coordinator if a multinational initiative;

Leader institution typology:

Government/Parliament, Ministry, National Authority/Committee, Local Authority/Committee, University, Department, Research Institution, Professional Body, International organisation, NGO

Kind of initiative:

policy, position & recommendations, strategy, R&D project, survey, resource(s)/tool(s) for learners/teachers/users, curriculum, promotion/support/awareness/debate/culture

EU frame:

COMENIUS, ERASMUS, GRUNDTVIG, LEONARDO, MINERVA, Transversal, FP3, FP4, FP7 / FP6, European Structural Funds, National, EU, International.

Context or main focus:

Information Literacy, Media Literacy, Digital Literacy, Information/Digital Literacy, Information/Media Literacy, Digital/Media Literacy, Science Literacy, Statistical Literacy

Target community:

Schools, HE, Adults, VET, mixed (the target community can be larger with respect to the LLL frame (COMENIUS, ERASMUS, GRUNDTVIG, LEONARDO);

Start date :

this field is not always available, but it is meaningful in order to understand how timely the leader institution realised the importance of IL. Fig. 16- representation format of IL best-practices

.

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2.2 List of initial 87 potential initiatives for good practice selection Below are listed the 87 initiatives identified, from which 20 will be selected as good practice cases for deeper analysis in the next phases of Empatic Initiative short Initiative full name name or acronym

Author / Coordinator name

Contact(s)

Country

Launch year

End year

Initiative frame

Target Sector(s) / Segment(s)

ALCE

ALCE Animation for reading and comprehension at school

Fundación Tomillo Capto - Centro de Actividades Pedagógicas, Spain

[email protected] - Luis RUIZ DEL ÁRBOL T +34.915.61.16.03 F +34 915 63 97 84

Spain

1998

1999

COMENIUS

Schools

Alfin-EEES

Alfin-EEES - Skills and competencies in information management for learning to learn within European Higher Education

Universidad de Granada. Facultad Biblioteconomía y Documentación, Spain

María Pinto Molina Tel.: 34 958 243 933 Fax: 34 958 243 490

Spain

2006

ongoing

National

HE

CHILIAS

Children in Libraries: improving multimedia virtual library access and information skills

Stuttgart City Library, Ingrid BUSSMANN Tel:+49-711Germany 2165710/5730 Fax:+49-711-2165701

Germany

1996

1998

FP4

Schools

CIL

CIL: basic IL tutorial of the CIB- Inter Library Centre, University Libraries System of Bologna University

CIB - Inter Library Centre, University Libraries System of Alma Mater Studiorum, Bologna University

Latest ed 2009

National

users

Alina Renditiso Department of Education Sciences - Library Tel. 051 20 98540

Italy

Initiative short Initiative full name name or acronym

Author / Coordinator name

Contact(s)

Country

Launch year

End year

Initiative frame

Target Sector(s) / Segment(s)

Italy

2007

ongoing

National

Schools

Sweden

1997

1998

FP4

VET

Lithuania

2000

2002

LEONARDO

VET

Compulsory Compulsory schooling Ministry of Public schooling obligation until the age Education, Italy obligation until of 16 years: the new the age of 16 key competences years: the new Synthesis of the Italian key competences Minister of Public Education's speech (Original in Italian)

Ministero della Pubblica Istruzione - Viale Trastevere, 76/A 00153 Rome Italy - Tel.: 06 5849.1

DEDICATE

Distance Education Information Courses through Networks

Chalmers University of Technology, Sweden

Nancy FJÄLLBRANT Tel:+46-31-7723754 Fax:+46-31-168494

DELCIS

Distance Education for Librarians; Creating an Information-Competent Society

Vilnius University, Department of Communication, Lithuania

[email protected]

Diliweb

Diliweb - The shortest way to the Net

The University of Le Havre

Pierre-Yves Cachard [email protected]

France

2000

ongoing International

HE

The DOTEINE research group

The DOTEINE research Library & Information group Science Department Carlos III University of Madrid

Miguel Ángel Marzal García-Quismondo (Director) - Professor at the Library & Information Science Department of the Carlos III University of Madrid - Tel.: 916249219 91-8561251

Spain

2003

ongoing

National

HE

The DOTEINE project

Documentation and information technologies for education: instruments for information literacy and the organization of educational resources

Miguel Ángel Marzal García-Quismondo (Director) - Professor at the Library & Information Science Department of the Carlos III University of Madrid - Tel.: 916249219 91-8561251

Spain

2003

2006

National

HE

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Library & Information Science Department Carlos III University of Madrid

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Initiative short Initiative full name name or acronym

Author / Coordinator name

Contact(s)

Launch year

End year

Initiative frame

Target Sector(s) / Segment(s)

Italy

2004

2005

National

VET

Poland

2009

2009

ESF

Adults

Ireland

1994

1997

FP3

HE

E-learning and Integrated Education

E-learning and Integrated Education

Department of Education Sciences Faculty of Education Sciences, University of Padua

E-meryt

E-meryt - programme for social integration and e-inclusion of people 50+

LUTW - the Lodz Third [email protected]; Error! Age University Hyperlink reference not valid.

EDUCATE

End-user courses in University of information access Limerick, Ireland through communication technology

Educational Psychology proseminars: Information Literacy

Educational Psychology Library of the Faculty Michaela Zemanek (Head) proseminars: of Psychology Tel.: +43(1) 4277-16830 Information Literacy Vienna Fax: +43(1) 4277-16839

Austria

2005

2005

National

HE

EEE-European methods of eteaching and elearning

EEE-European methods Zespó! Szkol nr 24 [email protected]; person: Ewa of e-teaching and eim. prof. S. Bryly, ul. Gutowska learning Ks. Janusza 45/4 Warszawa

Poland

2004

2005

COMENIUS

Schools

ENTITLE

Europe’s New libraries Together In Transversal Learning Environments

international

2008

2009

Transversal

common

Germany

2003

2005

LEONARDO

VET

Germany

2008

ongoing LEONARDO

VET

EU Media Trainer EU Media Trainer EU-Trainer for ICT- and Media competencies

MDR Partners

Luciano Galliani (course director) Tel. 049/8278956 Alessandra Dal Corso (organizational secretary) Tel. 049/8278964

Country

Patrick KELLY Tel:+353-61-333644 Fax:+353-61-338044

www.entitlelll.eu

Bürgermedienzentrum [email protected] Bennohaus, Germany

EU-Trainer for ICT- and Bürgerhaus Benedikt Althoff Tel.: ++49 (0)251 609673 Media competencies Bennohaus Fax: ++49 (0)251 6096777 Arbeitskreis Ostviertel [email protected] e.V., Germany

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Initiative short Initiative full name name or acronym

Author / Coordinator name

Contact(s)

Country

Launch year

End year

Initiative frame

Target Sector(s) / Segment(s)

The Evaluation of the Information Literacy of the Candidate Teachers in Primary Schools

The Evaluation of the Ba"aran, M. Information Literacy of the Candidate Teachers in Primary Schools

Turkey

2005

2005

National

VET

FORM-IT

Form - it "Take part in Austrian Institute for Marie Céline LOIBL Tel:+43-1/523610529 research" Applied Ecology, Fax:+43-1-5235843 Austria

Austria

2006

2008

FP7 / FP6

VET

From Information Literacy to Life Long Learning

II. National School Librarians' Conference: From Information Literacy to Life Long Learning

Turkey

2009

2009

National

VET

International 2004

2005

International

common

II. National School Librarians' Conference:

Özel Üsküdar American High School, #stanbul School Librarians' Group, Türkish Librarians' Association

Global Imperative

A Global Imperative - The New Media The Report of the 21st Consortium Century Literary Summit

The Google Generation

The Google Generation JISC - Joint [email protected] Information Systems Committee; BL British Library

Handbook for Handbook for Information Information Literacy Literacy Teaching (HILT) Teaching (HILT)

EMPATIC WP1/D1.1

Cardiff University

t 512 445-4200 f 512 445-4205; www.nmc.org

[email protected]

United Kingdom

2007

2007

National

VET

United Kingdom

2005

ongoing

National

VET

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Initiative short Initiative full name name or acronym HERON - Adults Training on basic knowledge and skills in New Technologies

Author / Coordinator name

HERON - Adults The Institute of Adult Training on basic Life Long Learning knowledge and skills in (IDEKE), which New Technologies belongs to the General Secretariat of Life Long Learning (GGDVM).

Contact(s)

http://www.emil-network.eu/res/

Country

Launch year

End year

Greece

2005

2008

Turkey

2010

Adults

20Training%20on%20Basic% 20Knowledge%20and%20Skills%20in% 20New%20Technologies.pdf

Hacettepe Üniversity Information Literacy Program

I Curriculum The Knowledge and Information Skills needed for living in the Digital Age

I Curriculum - The Foundation for [email protected] Knowledge and Research and Information Skills Technology - Hellas needed for living in the Institute of Applied Digital Age and Computational Mathematics (IACM), Greece

Greece

2002

ICT as a tool to activate seniors education

ICT as a tool to Fullness-of-Life [email protected]; tel. +48 12 294-81-35, activate seniors Academy Association, tel./fax +48 12 294-81-36 education and their Poland, Krakow personal development exchanging experiences, ideas and good practices

Poland

ILIPG

Innovative Library Initiatives Promotion Group

Turkey

EMPATIC WP1/D1.1

Target Sector(s) / Segment(s)

documents/resource/HERON%20-%20Adults%

HÜBO

Hacettepe University - http://www.bby.hacettepe.edu.tr/ Department of eng/yandaleng.asp Information Management Education Faculty

#stanbul Technical University - Library and Documentation Branch

Initiative frame

http://www.library.itu.edu.tr/ ilipg/pt03_uyeler.html

National

common

2004

MINERVA

common

2008

2010

GRUNDTVIG

Adults

2007

2009

National

common

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Initiative short Initiative full name name or acronym Improvement of the information literacy for Life Long Learning in Primary School

Author / Coordinator name

Improvement of the Raziye Demiralay; information literacy for $irin Karadeniz Life Long Learning in Primary School

Contact(s)

[email protected]; [email protected]

Information For Information For All All Programme - Programme - IFAP IFAP

UNESCO

[email protected]; [email protected]

Information Literacy

Information Literacy

Aberdeen Business School - Robert Gordon University

[email protected]

Information Literacy and Active Education: A Practice Model

Information Literacy and Active Education: A Practice Model

Serkan KOÇ; Özgün Ko"aner

Information literacy courses

Information literacy courses at the Library of the Kaunas University of Technology

Kaunas University of Technology. The Library

Information Literacy Curriculum Project 20042006

Information Literacy Curriculum Project 2004-2006

Information LiteracyEducational Seminars

Information LiteracyEducational Seminars

EMPATIC WP1/D1.1

[email protected]

Country

Launch year

End year

Initiative frame

Target Sector(s) / Segment(s)

Turkey

2008

ongoing

National

Schools

International 2000

United Kingdom

ongoing International

common

ongoing

National

HE

Turkey

2005

ongoing

National

HE

Lithuania

1999

2003

International

HE

University of Helsinki, Kaisa Sinikara - Director of Library and Finland Information Services Development, University of Helsinki - P.O. Box 33 - FI00014

Finland

2004

2006

National

HE

University of http://www.lib.uom.gr/index.php?lang=utfMacedonia -Library & 8 Information Center

Greece

1999

ongoing

National

HE

Gene Duobiniene (Director) tel. 300650, tel./fax. +370-37-323590 Vanda Dovydaityte (Deputy director) tel. +370-37-300651

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Initiative short Initiative full name name or acronym Information Information Literacy Literacy module module

Author / Coordinator name NUI Galway, Trinity College Dublin and University College Cork

Contact(s)

Isolde Harpur, Trinity College Library Dublin

Information Literacy for Teachers

Information Literacy for Evgenidis Foundation- [email protected] Teachers Library

Information Literacy Project

Information literacy project

Information literacy skills

Staffordshire University

Country

Launch year

Ireland

End year

Initiative frame

Target Sector(s) / Segment(s)

ongoing

National

HE

National

VET

ongoing

National

HE

Greece

[email protected]

United Kingdom

Information literacy Glasgow Caledonian skills - the link between University (GCU) secondary and tertiary education

[email protected]; [email protected]

United Kingdom

2004

2008

National

Schools

Informatyka+

Informatyka+: the interregional programme for the development of the secondary school students' qualifications in Information Communication Technology

Project's office – Wy%sza Szko!a Informatyki, Lewartowskiego St. / 17 0169 Warsaw / Poland

Poland

2008

2012

National

Schools

ISIC 2008

Information Seeking in Vilnius University. Context (ISIC) 2008 Faculty of Communication. Department of Information and Communication

Lithuania

2008

2008

International

HE

Poland

2005

2006

COMENIUS

Schools

Wy%sza Szko!a Informatyki (The Academy of Informatics) in Warsaw

Dr. Erika Jani&nien' (contact person) tel. +370 5 2366119

Learning by Learning by doing: ICT Szkola Podstawowa [email protected], person: doing: ICT since since early years Nr 31, Aleja Miroslaw Pyplacz early years Zwyci(stwa, Dabrowa Gornicza-Zabkowice

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Initiative short Initiative full name name or acronym

Author / Coordinator name

Contact(s)

Country

Launch year

End year

Initiative frame

Target Sector(s) / Segment(s)

Learning Objects Learning Objects Web Web

Aalborg University Library - Aalborg

Niels Jørgen Blaabjerg, Tel.: 9635 7304 [email protected]

Denmark

2006

ongoing

National

HE

Library community public information centre

Library - community public information centre

Lithuanian Regional Research Institute, Kaunas

Antanas Alvikas (Director) Drs. Jurga Bu)ait' (Project manager) Edita Naujokaityt' (Project manager)

Lithuania

2003

2004

EU

VET

MA in Information Literacy

MA in Information Literacy

University of Sheffield [email protected]

United Kingdom

2010

ongoing

National

HE

Medienpass

(Media portfolio: blended learning course on media literacy for language teachers)

Technische Universität Dresden, Lehrzentrum Sprachen und Kulturen, Germany

[email protected]

Germany

2006

ongoing LEONARDO

Mile

Mile - Model for information literacy education

Aalborg University Library, Denmark

[email protected]

Denmark

1999

The multimedia school library

Project: the multimedia Federal Ministry for school library Education, the Arts and Culture (BMUKK) Vienna

Prof. Mag. Werner Schöggl (Project coordination) Service centre for school libraries - AHS Vienna Tel. 43-1/ 523 62 22 - 93278 Fax 43-1/523 62 22 99 93 210

Net Communication for Learning

Net Communication for Learning Course for students of Pedagogical Sciences (Master's Degree)

Prof. Francesco Susi (Dean) Tel.: 06 49229323 Fax: 06 4463722

EMPATIC WP1/D1.1

Faculty of Education Sciences "Roma Tre" University, Rome

Austria

Italy

2006

VET

2001

National

HE

ongoing

National

Schools

National

HE

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Initiative short Initiative full name name or acronym "ORION" Reference Services, Information "ORION" Information Literacy Tutorial Literacy Tutorial

Author / Coordinator name Library of A.T.E.I. of Thessaloniki

Contact(s)

[email protected]

Country

Launch year

Greece

End year

Initiative frame

Target Sector(s) / Segment(s)

ongoing

National

VET

Reference Services, Project IL I / Projekt IK I

Information Literacy The Library of the Project I (IL I) / University of Projekt Konstanz, Germany Informationskompetenz I

Oliver Kohl-Frey - Tel.:++49 - (0)7531 88 - 2835 - Fax: ++49 - (0)7531 - 88 3082

Germany

2003

2005

National

HE

Project Information Literacy II

Joint Project on The Library of the Comparative Research University of in Information Literacy Konstanz, Germany for advanced students and staff members

Bernd Schmid-Ruhe Tel: ++49/(0)7531/88-2804 - Fax: ++49/(0)7531/88-3082

Germany

2005

2007

National

HE

PUZZLE

Increasing and supporting the individual demand for education in the Information Society

Chambre de Commerce et d'Industrie de Paris

[email protected] - Tel.: 33 1 55 65 67 90 - Fax: 33 1 55 65 66 94

France

2001

2004

GRUNDTVIG

VET

European & Council European European

Tel.: (32-2) 281 61 11 - Fax: (32-2) 281 69 34

European Union

2006

EU

Schools

Recommendation Recommendation of of the European the European Parliament and Parliament and of the of the Council of Council of 18 18 December December 2006 on key 2006 on key competences for competences for lifelong learning lifelong learning

EMPATIC WP1/D1.1

Parliament of the Union, Union

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Initiative short Initiative full name name or acronym

Author / Coordinator name

Country

Launch year

Recommendation Recommendation for University of Helsinki, Anne Lehto tel (09) 191 23958 for universities universities for Finland for including including information information literacy competency in literacy the new degree competency in structures the new degree structures

Finland

Regional Public Regional Public Library Hacettepe University i Library Seminars Seminars Prof. Dr. Bülent Yılmaz

End year

Initiative frame

Target Sector(s) / Segment(s)

2004

National

HE

Turkey

2002 ongoing

National

VET

[email protected] Tel. +33.5.56.12.67.68 Fax: +33 5 56 12 67 99

France

2000

2003

COMENIUS

VET

France

1996

ongoing

National

HE

Retrieving and accessing scientific and technical information

Accéder à l'information scientifique et technique (=Retrieving and accessing scientific and technical information)

SAPRISTI!

SAPRISTI! – Access Doc’Insa Lyon paths and tracks to search for scientific and technical information on the Internet

Monique Joly [email protected]

Schooldocumentalist teacher training

School-documentalist teacher training (AY 2005-2006): distance course

Department of Education Sciences Faculty of Education Sciences, University of Padua

Prof. Donatella Lombello (course director)

Italy

2005

2006

National

VET

The School on the Net

The School on the Net

Faculty of Education Sciences "Roma Tre" University, Rome

Ornella Martini Tel.: 06 49229247 Fax: 06 491627

Italy

2005

ongoing

National

VET

EMPATIC WP1/D1.1

Institut Universitaire de Formation des Maitres d'Aquitaine "Academie de Bordeaux"

Contact(s)

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Initiative short Initiative full name name or acronym

Author / Coordinator name

Contact(s)

Searching for and processing information - A high school project

Searching for and “E. Fermi” Technical processing information High School for - A high school project Surveyors - Pistoia

Prof. Roberto Cadonici (coordinator) Tel. 39-573-452638

SEEKS - Adult Information Seeking Strategies in the Information Society

SEEKS - Adult Information Seeking Strategies in the Information Society

MANCHESTER METROPOLITAN UNIVERSITY, UK

[email protected] - Telephone +00 44 161 275 7255 - Fax +00 44 161 200 3505

Sieciaki.pl

Sieciaki.pl – get to know the safe side of the internet

Fundacja Dzieci [email protected], Niczyje (Nobody's [email protected]. Children Foundation)

SLAM

SLAM - School Libraries PEDAGOGISK SENTER Per FAGERLAND tel.: +47 52811445 fax: as Multimedia Centres - KARMØY KOMMUNE +47 52855327 - SKOLE- OG [email protected] KULTURETATEN, Norway

Statistical Literacy

International Statistical International Literacy Project Statistical Institute

[email protected]

A Study on Equipping Students with Information Literacy Skills

A Study on Equipping Students with Information Literacy Skills

[email protected]

Serap Kurbano*lu; Buket Akkoyunlu

SWIM - Streaming Aalborg University Webbased Information Library - Aalborg Modules

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Launch year

End year

Initiative frame

Target Sector(s) / Segment(s)

Italy

2000

ongoing

National

Schools

United Kingdom

2001

2003

MINERVA

VET

Poland

2005

---

Norway

1999

2000

International 1994 Turkey

2001

National

MINERVA

ongoing International 2002

Schools

VET

common

National

Schools

National

HE

National

HE

[email protected]

Study and Study and information University of Ioannina [email protected] information skills skills - Central Library SWIM

Country

Maj Rosenstand Tel.: 9635 9349 Niels Jørgen Blåbjerg Tel.: 9635 7304

Greece Denmark

2001

2003

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Initiative short Initiative full name name or acronym SWIM tutorial

SWIM - information search strategy

Author / Coordinator name Aalborg University Library - Aalborg

Contact(s)

Maj Rosenstand Tel.: 9635 9349 Niels Jørgen Blåbjerg Tel.: 9635 7304

Szkolenia - to si( Database of training op!aca offers

PARP - the Polish [email protected]; www.parp.gov.pl; Agency for Enterprise phone +48 22 432 80 80, +48 22 432 71 Development 25

Television News on Europe Project on media education for compulsory schools in Europe

KULTURRING IN BERLIN E.V. Kulturring Institute, Germany

Television News on Europe - Project on media education for compulsory schools in Europe

UNESCO Information and Media UNESCO Information and Literacy Media Literacy UNESCO International Conference Information Literacy UNESCO International Colloquium Information Literacy and Lifelong Learning

The 2003 International UNESCO Conference of Information Literacy Experts - Prague The 2005 High-Level International Colloquium on Information Literacy and Lifelong Learning

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UNESCO, NFIL, IFLA

Armin HOTTMANN Email [email protected] T +49.30.513.97.49 F +49 30 513 97 55

[email protected]

[email protected]

[email protected]

Country

Launch year

End year

Initiative frame

Target Sector(s) / Segment(s)

Denmark

2001

2003

National

HE

Poland

2010

2011

ESF

VET

Germany

1999

2002

COMENIUS

Schools

International

ongoing International

common

International 2003

2003

International

common

International 2005

2005

International

common

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Initiative short Initiative full name name or acronym

Author / Coordinator name

UNESCO

Contact(s)

Country

Launch year

End year

Initiative frame

Teacher-Training UNESCO Teacher-Training Curricula for Media and Information Literacy Curricula for Media and Information Literacy

[email protected]

International 2008

UNESCO

Training of Information UNESCO Professionals

[email protected]

International 2002

2009

International

VET

Training-the-Trainers in UNESCO Information Literacy

[email protected]

International 2007

2009

International

VET

[email protected]

International 2002

ongoing International

VET

Greece

ongoing

National

HE

Greece

ongoing

National

VET

Finland

ongoing

National

common

Training of Information Professionals UNESCO Training-theTrainers in Information Literacy UNESCO

Training of Media Training of Media Professionals Professionals

UNESCO

University of Crete: User's Training

User's Training

Library and [email protected] Information Center of the Technical University of Crete

University of Thessaly: Training & Information Support

Training & Information Library & Information [email protected] Support Center - University of Thessaly

Using the Using the Internet for Internet for Non- Non-work Information work Information Seeking Seeking

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Department of Information Studies Tampere University

Ari Haasio

ongoing International

Target Sector(s) / Segment(s) VET

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Initiative short Initiative full name name or acronym

Author / Coordinator name

Contact(s)

Country

Launch year

End year

Initiative frame

Target Sector(s) / Segment(s)

Italy

2002

ongoing

National

Schools

United Kingdom

1998

2000

FP4

Schools

Finland

2006

2009

National

HE

2009

ongoing

Regional

Adults

National

Schools

Value of data

The value of data: to know more, to decide better

ISTAT

[email protected]

VERITY

Virtual and Electronic Resources for Information skills Training

University of Sunderland, UK

Jo AITKINS Tel:+44-191-5153915 Fax:+44-191-5152904

Web-Seal

Web Searching, Information Literacy and Learning (WebSeaL)

University of Tampere Eero Sormunen tel. +358-03-3551 6972 - Department of (office) tel. +358-50-362 8781 (mobile) Information Studies, Finland

wkluczamy.PL

wkluczamy.PL ("self e- Association "Silesian inclusion"), the Gallery of Ideas" initiative to "upgrade" 50+ Silesians in the information society

[email protected]; tel. +48 32 276 42 20; tel. gsm +48 604 476 069; www.galeriaidei.pl

Poland

The working group "The multimedia school library"

The working group Federal Ministry for "The multimedia school Education, the Arts library" and Culture (BMUKK) Vienna

Werner Schöggl (co-ordinator) Service centre for school libraries - AHS Vienna Tel. 43-1/ 523 62 22 - 93278 FAX 43-1/523 62 22 99 93 210

Austria

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2.3 Data clustering and analysis A first analysis based on those single attributes give rises to the following results (see graphs 1 to 8).

ESF

2

EU

2

1

FP7 / FP6

FP4

3

FP3

1

3

MINERVA

LEONARDO

4

GRUNDTVIG

2

5

COMENIUS 0

1

2

3

4

5

6

Graph. 1 - IL initiatives by EU funding Programme

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Graph. 2 - IL initiatives by institution

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Graph. 3- IL initiatives by Country

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Graph. 4 - IL initiatives by initiative-type Low number of curriculum project while this area needs to be addressed better since there are no common views; training in the situation of lack of curricula might not be efficient

Graph. 5 - IL initiatives by literacy area The granularity of literacies still needs to be understood better; it seems a bit worrying that the area is fragmented and not approached in a holistic way

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Graph. 6 - IL initiatives by year of launch

Graph. 7 - IL initiatives by Country and year of launch

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Graph. 8 - IL initiatives by target community

2.4 IL Institutional Bodies and Networks

Specific mention is due to Institutions and on European network focussed on IL. National Forum on Information Literacy (United States) http://infolit.org Established in 1989 under the auspices of the American Library Association’s (ALA) Presidential Committee on Information Literacy, the National Forum on Information Literacy’s mission was to promote information literacy. After operating as a volunteer organization for the last 20 years, the National Forum on Information incorporated as a 501c3 non-profit organization, based in Massachusetts, in 2009. Engaging collaborative partnerships with community based organizations servicing the diverse needs of middle and low income populations in the U.S. is at the heart of how we view our mission moving forward (source: the Institutional website).

Australian and New Zealand Institute for Information Literacy (ANZIIL) http://www.anziil.org/ ANZIIL was established in 2000 with the mission to support organisations, institutions and individuals in the promotion of information literacy and, in particular, the embedding of information literacy within the total educational process. The ways in which ANZIIL can achieve this mission is by the identification, facilitation, fostering and support of best practice in information literacy education through professional development, promotion, marketing and advocacy, and research. ANZIIL's activities and initiatives will primarily target vocational and higher education. It is intended that the Institute will collaborate with a range of national and international organisations, forums and groups to complement their existing information literacy aims, objectives and initiatives. In particular, ANZIIL will work closely with CAUL, the Council of New

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Zealand University Librarians (CONZUL), Australian Library and Information Association (ALIA), NWGTLS (National Working Group for TAFE Library Services) and Library and Information Association of New Zealand Aotearoa (LIANZA) (source: the Institutional website).

European Network on Information Literacy (EnIL) http://www.ceris.cnr.it/Basili/EnIL/index.html EnIL (European network on Information Literacy) is a research initiative of the Institute for Studies on Scientific Research and Documentation (Isrds), within the Italian National Research Council, started in 2001. The idea of opening a European discourse on Information Literacy stems from the evident absence of a "European voice" in the IL debate, where USA initiatives appear to dominate. Among the EnIL aims are the establishment of an aggregation and discussion place among European IL experts (the EnIL network); the definition within the network on a common research agenda; the development of a system for the assessment and certification of information skills of the Higher Education students in Europe; the experimentation of a European Information Driving License (EiDL), analogous to the European Computer Driving License (EcDL)through a number of EiDL pilot projects in different countries. The philosophy underlying the EnIL programme is based on common strategies, exchange of results, and production of comparable data. Common, sharable and comparable results, in fact, will give a Europe-wide methodological value to all the EnIL actions. Furthermore, operating as a network, EnIL will empower the promotion of its goals (source: the Institutional website).

International Alliance for Information Literacy (IAIL) http://infolit.org/international-alliance-2/ Upon a recommendation from the Prague Conference of Information Literacy Experts held September 20-23, 2003, the following organizations are committing to creating an International Alliance for Information Literacy. The evolving purpose for the Alliance is to facilitate the sharing of information and expertise on information literacy across regions and nations of the world. The ultimate goal of the Alliance is to facilitate people’s participating effectively in the Information Society, as part of the basic human right of life long learning. The Alliance will consist of organizations that act as nodes around the world. Member organizations will generally be regional or national organizations that are broadly based, including representation from the economic development, education, health, human services, librarianship, public policy, and information and communications technology sectors. Founding Members of IAIL: Australian and New Zealand Institute for Information Literacy (ANZIIL) European Network on Information Literacy(Europe) National Forum on Information Literacy (United States) NORDINFOlit (Scandinavia) SCONUL Advisory Committee on Information Literacy (United Kingdom)

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SECTION3: THE EMPATIC FRAMEWORK OF ANALYSIS 3.1 Three perspectives of analysis The universe of discourse on Information Literacy (IL) can be stratified into different layers. The proposed stratification can be of use both for a theoretical systematisation of the issue and for identifying a sequence of measures aimed at an effective propagation of a Culture of Information. The proposal presents a mathematical-like approach, which starts proposing the definitions of some basic concepts and then proceeds with 10 propositions or theses, each supported by a number of argumentations. The proposed theses are generated by the following perspectives of analysis of the Information Literacy phenomenon, and accordingly grouped: a) DISCIPLINARY PERSPECTIVE: analysis of Information Literacy as Culture of information and as a form of study of information; b) SOCIAL/POLITICAL educational policy goal;

PERSPECTIVE:

analysis

of

Information

Literacy

as

an

c) COGNITIVE PERSPECTIVE: analysis of Information Literacy as a form of personal competence. As a consequence of the proposed theses, the following foci of the Information Literacy discourse are identified: •

Information Literacy rationale (theses 1,2,3);



Policy awareness (theses 4,5,6);



Planning and implementation (theses 7,8,9);



Individual development (thesis 10).

Against this background, it can be explored how the distinction between different stratifications – by trying to give an order to the reasoning about the issues concerning literacy in information – can facilitate the identification of a set of variables to be taken into account in defining a coherent strategy towards making Information Literacy legitimate within the European Higher Education context. Nearly twenty years after the historical ALA report42, the configuration of discourse about the IL phenomenon appears focused around the following key issues: the promoter community of the IL problem is the librarian one; in the Library and Information Science (LIS) field a large consent about IL importance do exists, but a universally accepted definition of the concept is still lacking; outside the LIS community a very scarce awareness of the question and of the distinction between the concepts of “Information” and “Informatics” persists and prevails; a great number of tools of self-teaching has been developed, in the form of tutorials, mostly by initiative of libraries; a great amount of specialised literature about IL is available, however it’s

42

ALA Presidential Committee on IL, Final Report on IL, 1989. Available: http://www.infolit.org/documents/89Report.htm

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needed an agreement about concrete actions, agents and ways for an effective embodiment of the IL objective. The IL territory has been ironically defined as "the IL land of confusion"43. In view of the above, we strongly believe that coherent pragmatic decisions can derive from coherent theoretical premises. Therefore, with such intent, we want to propose here several theses, which, supported by adequate argumentations, could be useful in differentiating among discussion levels that, despite their differences, in the literature appears to be undifferentiated. In fact, our conviction is that the lack of a separation between different “stratifications” of reasoning represents one of the main causes of confusion about IL discourse and, consequently, that this obscures the way towards concrete and coordinated policy measures. “Information Literacy” is a complex phenomenon, which can be analysed from several perspectives; here we have chosen to analyse it from the following points of view (see fig.17): 1. disciplinary, as a form of study of information (Culture of Information); 2. social/educational, as a form of literacy (Information Literacy); 3. cognitive, as a form of individual competency (information skills or i-skills).

Culture of Information

Information

Information skills

literacy IL universe of discourse

Socio-political perspective

Cognitive perspective Disciplinary perspective

Fig. 17 - Perspectives of analysis of the Information Literacy discourse

Reasoning about IL definitions 43

http://lorenzen.blogspot.com/

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The complexity of the IL concept exceeds the literal meaning of the expression, nevertheless, the practice of going back to the literal meaning of the term "literacy" can be of use. As resulting from the etymological and philological analysis of the English term “literacy”, this refers to a status, a condition, and in English there is not a verb analogous to the Italian “alfabetizzare”, with a similar meaning of “making people to become literate”44. For the purposes of this paper it’s fundamental to distinguish two meanings of the term literacy: the status (to be literate) and the process (to make someone becoming literate). DEFINITION. Information Literacy (as process): educational process, of political derivation, that aims at spreading in a population a minimum level of competencies for the retrieval, evaluation and exploitation of information from a variety of sources. DEFINITION. Information Literacy (as status): social objective of educational policy; state or condition, result of a process; to have acquired the competence to retrieve, evaluate and use information from a variety of sources. The distinction between the process and its result is essential for the purposes of this paper. In fact, the reasoning on the result articulates around variables like: •

expected competency level;



aims of learning;



assessment procedures;

while reasoning about the process articulates around other variables, like: •

planning of actions,



target communities;



curriculum design;



course configuration;



teaching methods.

The theses described in the following paragraphs are strictly connected with the definitions here provided: some of them represent a justification of the proposed definitions, particularly for terms in italic, while others are consequences of them. Other theses provide the rationale of our reasoning and thus are described as first in the next section.

3.1.1 Information Literacy as a discipline of study Thesis 1: The culture of information falls within the disciplinary field of documentationinformation science Firstly, we want to place in a definite disciplinary field the knowledge transferred during the process of IL. This perspective of analysis regards IL as a form of study of information, as a branch of knowledge and therefore as a subject of study, which we will call “Culture of Information”. We refer to the seminal work of Fritz Machlup and Una Mansfield8 for a deepening and a comparison between nine disciplinary fields, whose study object, principle or secondary, is information:

44

In fact, the English verb “to alphabetize” means “to put in alphabetical order”.

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“cognitive sciences, computer and information science, artificial intelligence, linguistics, library and information sciences, cybernetics, information theory, mathematical system theory and general system theory”.45 In the same work the authors explain the debate about the suitability of the connotation as “science” for some disciplines, an issue outside the scope of this paper. Nevertheless, it is worth to underline the existence of cultural differences in the study of information, even in the limits of the LIS (Library and Information Sciences) field. The common theoretical matrix of the various documentary disciplines – Archival Science, Library Science, Bibliography, Documentation or Information Science46 – is undeniable. However, those elements, which at a theoretical level represent a partial difference, in the purposes of the single disciplines constitute a relevant distinction. By accepting such significant common matrix, the Culture of Information inherits methodologies and tools from Bibliography, Library Science, Documentation, Scientific Research Methodologies and Computer Science.47 However, from Documentation three fundamental elements are additionally and specifically inherited: -

the ability of mapping heterogeneous sources,

-

a critical sense and evaluation ability,

-

and – most important – the typology of results.

In fact, by limiting the comparison between Documentation and Library Science in other papers we have underlined that: “In comparison with the result of the reference service, which points out and refers to information sources, the result of the documentation service is a synthetic processing of various sources; it is the answer and not just a medium to achieve it.”48 As to the comparison between Library Instruction and Information Literacy, the first one is limited to sources and services provided by the library and it is addressed to library users, while the second one relates to every form of explicit, codified and recorded information, and it is addressed to everyone who needs information for study or practical purposes. As a disciplinary field, IL can therefore be considered as a branch of the Information Science, as this one affects much more IL aims. The relation between Culture of Information and Information Science or Documentation can be better described through an analogy with the relation between Computer Literacy and Computer Science; reasoning about this analogy on the one hand is useful to put an accent on the distinction between the concepts of Information Literacy and Computer Literacy, on the other hand to better understand the disciplinary placement of IL. The disciplinary matrix of Computer Literacy is Computer Science, as well as that one of IL is Information Science.

45

MACHLUP, F. , MANSFIELD, U. (1983) The study of information. Interdisciplinary messages, Wiley & Sons.

46

Hereafter the terms Documentation and Information Science will refer to the same discipline, since the former – in use until 1969 - is the older name of the latter.

47

the list is merely in alphabetical order, without any attribution of relevance as to the influence on IL of the various disciplines.

BASILI, Carla. L’assetto disciplinare della Documentazione. Alcune riflessioni, "AIDA Informazioni", 18(2000), n. 3/4, p.30-35

48

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Therefore we could point out a derivation relation between matrices and branches as follows: branch X : matrix X = branch Y : matrix Y which in the analysed case appears as follows: Information Literacy : Information Science = Computer Literacy : Computer Science A first consequence of this relation is that in both couples the matrix is a discipline, which forms the professionals of that subject (respectively documentalist and the so called computer specialists), while the branch is a discipline, which forms the user, respectively of information and of computers. This can be synthetically represented as: Information Science : Information Professional = Computer Science : Computer Professional Information Literacy : Information User = Computer Literacy : Computer User A second consequence relates to the inheritance of basic characteristics from the matrix: the branch inherits the main characteristics of the matrix from which it derives. Should we place the different concepts in a thesaurus, the relation between terms could be represented as follows: Information Science Computer Science NT Information Literacy NT Computer Literacy And vice versa: Information Literacy Computer Literacy BT Information Science BT Computer Science Therefore - we want to stress again - Culture of Information is aimed at educating the information user, and it is distinguished from the education of the information professional.

Thesis 2: The Culture of information is a knowledge independent from every application domain The definition of “discipline” provided by Machlup and Mansfield, that we entirely report: “Disciplines (sciences, academic areas of research and teaching) are orderly arrangements (metaphorically called bodies) of coherent thoughts, formulated as propositions, about things (sense-objects or thought-objects) deemed worthy of being known (i.e., being believed with some degree of confidence) and being passed on. (Machlup-Mansfield, p.3)” is enough clear and simple for the scope of our reasoning. In addition, most scientific disciplines present a theoretical and an applicative component. This is affirmed by Borko in relation to Documentation, at the moment of the epochal transition from “Documentation” to “Information Science” in 196849.

49

This change of denomination is considered as officially ratified in 1969 with the new denomination of the American Documentation Institute, which became American Society for Information Science.

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“Information Science [ ... ] is concerned with that body of knowledge relating to the origination, collection, organisation, storage, retrieval, interpretation, transmission, transformation, and utilisation of information. It has both a pure science component, which enquires into the subject without regard to its application, and an applied science component, which develops services and products. (Borko,196850)”

Ancient philosophers already made a distinction between !"#$%&µ& (epistéme) – science or scientific cognition - and '()*& (téchne) – art, skill or ability, instrumental, context and practical knowledge. Aristotle’s position, in particular, has been understood by modern science as basis of the distinction between theory (possession of knowledge) and practice (the field of craft, profession)51. Because of its derivation from Documentation (compare Thesis 1), the Culture of Information inherits the same components. The theoretical component is based on a set of general principles, logical constructions and standardised methodologies, inheritance of the Information Science52, which represent the theoretical basis for structuring, representing and organising information. Objects of study, just citing some of them, are: architecture of a system for information retrieval, structure of an apparatus for indexing, methodologies of evaluation of sources, criteria for analysis of sources, techniques for production of dossiers. Besides these we find general principles and context knowledge such as: concept of bibliographic control, processing of the documentary chain, information life cycle, and ethical use of information. Such theoretical foundation is completely independent from its applicative context, which permits to place the Culture of Information among the other disciplines of study. The theoretical component, in other words, constitutes the property of transversality of the Culture of Information with respect to subject (or vertical) disciplines like Astrophysics, Geology, Medicine, and so on (see Thesis 3 below). On the other hand, only the applicative component of the Culture of Information can – but not necessarily must – be intended as functional for a specific domain or field of study. It comprises the study of services and information resources of interest for a specific subject field. The applied component can be integrated into various vertical disciplines (compare Thesis 3 below), through the indication of specific sources and description of particular reference systems, also with support of the library staff. Another important distinction is between the concepts of education and training. In previous papers we already underlined the need of establishing a Culture of Information53, that means to infuse values as to the importance of information and its ethical use, while training is mainly concerned with instructions for using tools and information resources. The specialised literature distinguishes different kinds of knowledge: 50

BORKO, Harold (1968) Information science: What is it? Journal of the American Society for Information Science, 19, 3-5.

51

PARRY, Richard, "Episteme and Techne", The Stanford Encyclopedia of Philosophy (Summer 2003 Edition), Edward N. Zalta (ed.), Available: http://plato.stanford.edu/archives/sum2003/entries/episteme-techne

52

This set of general principles constitute the theoretical foundation of Information Science as a scientific discipline

53

BASILI, C. (2000), “Information literacy”: un concetto solo statunitense? (Information literacy: a issue only in the USA?). “AIDAinformazioni”, 19 (2001), n. 2

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know-why: is the knowledge of general principles and laws, which govern nature, human mind and society;



Know-what: is the knowledge of facts (contiguous, as regards its meaning, to that which is commonly defined “information”)



Know-how: refers to the skill and competence in doing something.

With a view to such distinction and considering the large proliferation of courses and IL tutorials, most of which is designed for auto-instruction, we want to stress that IL is mainly "knowledge", not only "ability". This view is supported by Shapiro’s and Hughes’s concept, who include IL among the liberal arts, as already mentioned (see § 1.2.1 in Section 1 of this report) "Information and computer literacy, in the conventional sense, are functionally valuable technical skills. But information literacy should in fact be conceived more broadly as a new liberal art that extends from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure, and its social, cultural and even philosophical context and impact - as essential to the mental framework of the educated information-age citizen as the trivium of basic liberal arts (grammar, logic and rhetoric) was to the educated person in medieval society." 54

Thesis 3: The Culture of information is a kind of transversal knowledge In the specialised literature often recurs the distinction between subject disciplines and crosscurricular disciplines, where the former– which we call here “vertical” – are focused to a particular field of study and research, while the latter – which we call “horizontal” – have methodological character, independent from a specific scientific sector. The Culture of information, as Informatics and Second Language, is transversal to every intellectual activity, and thus it can be introduced in any course of study. In fact, it can be counted among the methodologies of scientific research and it has been defined as the basis for “learning how to learn”. Furthermore, the competencies acquired (information skills) are defined in the European Education Thesaurus as included in the Basic Education17, as follows:

54

SHAPIRO, Jeremy J. and HUGHES, Shelley K. (1996) Information Literacy as a Liberal Art: Enlightenment proposals for a new curriculum. «Educom review». 31 (2), 31-35. Available: http://www.educause.edu/pub/er/review/reviewArticles/31231.html)

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basic education MT (10) content of education da: grunduddannelse de: Grundbildung el : +,-./0 1/2,.314-1 es: educación básica fi : perusopetus fr : éducation de base it : educazione di base nl : fundamenteel onderwijs pt : Educação de base sv: grundutbildning SN instruction in subjects of elementary education, social skills and community responsibilities UF fundamental education NT1 computer literacy NT1 information skills RT basic training RT content of education RT minimum competencies

Thesis 4: The Culture of information is distinct from the Informatics culture In 1983 F.W. Horton pointed out the distinction between Information Literacy and Computer Literacy – affirming that: “Computer literacy has to do with increasing our understanding of what the machine can and cannot do. There are two major components of computer literacy: hardware and software. … Information literacy, then, as opposed to computer literacy, means rising the level of awareness of individuals and enterprises to the knowledge explosion, and how machine-aided handling systems can help identify, access and obtain data, documents and literature needed for problemsolving and decision-making. [Horton, 1983]55” As a matter of facts, today all the secondary information and an increasing part of the primary is available in electronic format. Correspondently, a great variety of search software exists and therefore its functionality as computer application has to be understood and studied. 55

HORTON, Forrest Woody Jr. (1983), Information literacy vs. computer literacy. “Bulletin of the American Society for Information Science”, Vol. 9, No. 4, April 1983

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Nevertheless, the large part of the study should concern the general logic of the internal design of this class of packages, and its strong relation with the underlying information architecture.

3.1.2 Information Literacy as social objective Thesis 5: Information Literacy is a requisite of the Information Society The reasons supporting this thesis can be found in the introduction of nearby all articles dealing with the issue of Information Literacy, therefore we will just cite the most recurring slogans related to well-known problems and needs of the current Information Society: •

information overload;



information smog;



learn how to learn;



active citizenship;



information divide.

The only remark we want to underline is a kind of graduality in the different purposes of Information Literacy. In the literature it seems to exist a large consent about the close relation between Information Literacy and processes like problem-solving and decision-making. However, these purposes can be conceived as one end of a spectrum, where the opposite end is the enlargement of individual knowledge. With Fig.18 we try to provide a graphic representation of this concept.

Activity

Goal

Decision

Decision-making problem-solving

Context

Lifelong learning

Investigation interpretation

Dossier/report

Scientific research/ vocational education

Study

Enlargement of individual knowledge

Formal Education

Fig. 18 - Aims and contexts of Information Literacy exploitation

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Thesis 6: Information Literacy is an objective of educational policy In previous paragraphs we defined information literacy as an educational policy goal. In the following ones we will give a number of argumentations supporting this thesis. Firstly, the original meaning of term “literacy” – i. e. “to be able to read and write” – historically originates as political objective aiming at solving the question of illiteracy. Furthermore, Zurkowsky56 himself, to whom – as already remembered - the coin of the expression “information literate” has been attributed, characterizes it as an intervention of political matrix. This cannot be recognized in the sentence intensively cited in the literature as follows: “People trained in the application of information resources to their work can be called information literates. They have learned techniques and skills for using the wide range of information tools as well as primary sources in molding information solutions to their problems [Zurkowski, 1974]“. but rather in the abstract of his paper found in the Eric database57: “The relations of the National Program for Library and Information Services to information literacy and the information industry are discussed. Private sector information resources are identified in several categories. The traditional relations of libraries and with the information industry are described, and examples are given of situations where traditional roles of libraries and private sector information activities are in transition. It is suggested that the top priority of the National Commission on Libraries and Information Science should be directed toward establishing a major national program to achieve universal information literacy by 1984. (PF)”

In fact, in the abstract – as we can see – is clearly mentioned Zurkowsky’s hope that a national program would be started, aiming at achieving universal information literacy within a decade.

Thesis 7: Information Literacy implies a massive operation The definition of information literacy proposed in section 2. implies the concept of “target population” of the Information Literacy process. As we understood this expression and according to the character of Zurkowsky’s paper, target population is every citizen who is in condition of information illiteracy. However, it is necessary to consider those cases where the educational objective is pursued for a limited universe in comparison with that of a whole nation: a region, a province, a municipality, a university, a school. The case of studying population of universities is of particular interest to our analysis. The IL process, anyway, implies the idea of a mass-operation, according to its policy connotation (see theses 6). This aspect can be easily recognised even in the denomination of international initiatives like the UNESCO “Information for all Programme”.

Thesis 8: Information Literacy refers to a minimum amount of competencies The concept of literacy has been extended from its original meaning, i. e. “ability to read and write”, to that of competencies of general character, dispensed to individuals which are

56

ZURKOWSKI, Paul (1974), The information service environment: Relationships and priorities. Washington, DC : National Commission on Libraries and Information Science. Government Printing Office, 1974 (Report ED 100391).

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ED100391: The Information Service Environment: Relationships and Priorities. Related Paper No. 5.

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completely or nearly completely incompetent in that matter58. This is opposite, we underline this concept, to the professional training of information specialists (see Thesis 1). We can consider three levels of competence: Basic Advanced Specialised In fact, besides the literal meaning of the term “literacy” - which calls for an educational strategy informed to a “minimum common denominator” - it could be useful to consider also both advanced and specialised levels of competence, particularly in the Higher Education context. Our vision of the three levels of IL competency is outlined below. Basic IL competencies: •

Fundamental concepts: value of information, a general picture of the information universe



Basic theoretical level: information mapping, Information Retrieval basics, minimum set of evaluation criteria

Advanced IL competencies: •

Basic IL competencies



Analysis of information sources



The logic of the Information Retrieval process



Semantic representation of documents (basic concepts)



Scientific writing

Specialised IL competencies: •

Advanced IL competencies



Disciplinary information mapping



Specific search tools



Disciplinary writing

The distinction among different levels of IL competency is relevant for the discussion about two main points: the configuration of IL relative to the curriculum and the attribution of the charge of teaching.

Thesis 9: Information Literacy requires changes in the education system To date, the teaching dimension of IL has been developed mostly by autonomous initiative of libraries worldwide, in the common format of tutorials and self-instruction courses (see PRIMO)59. Nevertheless, IL – as a requisite of the Information Society (see thesis 5) – cannot be developed in episodic and fragmented forms, but rather through coherent policy measures concerning modifications in the education system. 58

We intend, for example, the processes of diffuse Second language and Computer Literacies launched in the primary school in the last decades.

59

http://www.ala.org/ala/acrlbucket/is/iscommittees/webpages/emergingtech/site/index.cfm

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This topic represents a key issue for an effective implementation of the IL process, as it comprises a conversion of policy goals into operational terms. Implementing such transformation means to identify (and agree upon) one of the alternative paths of modification of the education system. The general concept of Education Policy as it is defined into the TESE – Thesaurus for Education Systems in Europe – 2006 Edition60: Education policy MT (04) UF educational policy NT NT NT NT NT NT NT NT NT NT NT NT NT NT NT NT

access to education accreditation democratisation of education duration of compulsory education duration of studies duration of the academic year duration of the school year forecasting free education language policy planning priority area promotion of mobility reform school closure setting up a school

RT education RT educational authority

can help in outline the issue. We underlined those terms which are (to different extents) of interest for an IL policy.

3.1.3 Information Literacy as cognitive acquisition of individuals Thesis 10: Information competencies (or i-skills) must be certificated Acquired information competencies constitute the learner dimension of Information Literacy. The cognitive perspective is the most analysed in the literature and a number of standards has been developed for different classes of learners. Of particular interest for the scope of this paper are the ACRL Competency Standards for Higher Education61 . It is meaningful to distinguish between two main classes of learners: •

those still within the cycles of formal education (pupils in primary education, students in secondary and higher or tertiary education);



those already outside the formal education system, i.e. in the lifelong learning context.

60

http://www.eurydice.org/portal/page/portal/Eurydice/TESEHome It is meaningful to note that on April 2008 the descriptor “Information Literacy” is absent from the Tese thesaurus, while it is present in the Eric Thesaurus since 1992.

61

http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm

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Information competencies achieved within the formal Education fall within the standard evaluation procedures, like any other competence dispensed there. In previous sections the connotation of the Culture of information as an autonomous discipline has been already discussed (compare theses 1-3). Out of the formal education cycles, and therefore in the lifelong learning context, it is necessary to define and develop methodologies for standard certification. In this direction could be the setting-up of an Information Driving License – perhaps at European level (EiDL62), analogous to the European Computer Driving License (EcDL). The EiDL could be calibrated on a minimum level of competency (the basic level – see thesis 8) in order to be suitable for both a massive operation (see theses 7) and generalised needs, independent from a specific application field (see thesis 2).

3.2. Consequences of the proposed framework The theses illustrated in the previous sections can be, in turn, assumed as statements to be taken into account in outlining how IL could be institutionalised in Europe, with particular focus on Higher Education institutions. A first step should be that of promoting among academics and policy makers the awareness of both the need of IL (see thesis 5) and the distinction between IL and Computer Literacy (thesis 4). Alongside, 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 (see thesis 3). A second step could be to insert IL among the learning outcomes of European universities and, particularly, among the so-called “generic instrumental competencies” (theses 11 and 3). A viable solution could be to integrate the ACRL Competency Standards for Higher Education into the Tuning project63 activities64. A strong assumption underlying the previous steps is to recognise the Culture of Information as a discipline in its own right (thesis 1), to be conceived mainly as "knowledge" then as mere "ability" (thesis 2), independent from any subject discipline (thesis 2), except for its applicative component (thesis 1), which can be related to the specialised IL competency level (thesis 10). The second edition of the ANZIL framework65, includes the following table, adapted from the work of Bruce66, illustrating IL program components::

BASILI, C. (ed.) Information literacy in Europe. A first insight into the state of the art of information literacy in the European Union. Consiglio Nazionale delle Ricerche, Roma, 2003, 315 pp., p. 9

62

63

http://tuning.unideusto.org/tuningeu/

64

It is important to underline that the Tuning project is a university-led project. It presents the motivated and generous work of 128 academics from 105 University departments across the length and breadth of Europe (http://tuning.unideusto.org/tuningeu/: final report of Tuning phase 1)

65

BUNDY, A. (ed.) (2004) Australian and New Zealand Information Literacy Framework. Principles, standards and practice. Second edition, Australian and New Zealand Institute for Information Literacy, Adelaide.

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BRUCE, C. (2002) Information literacy as a catalyst for educational change: a background paper. White paper prepared for UNESCO, the US National Commission on Libraries and Information Science, and the National Forum on Information Literacy for use at the Meeting of Information Literacy Experts, Prague The Czech Republic 2002 Available: http://www.nclis.gov/libinter/infolitconf&meet/papers/bruce-fullpaper.pdf

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Generic

Extra curricular classes and/or self paced packages

Parallel

Extra curricular classes and/or self paced packages that complement the curriculum

Integrated

Classes and packages that are part of the curriculum

Embedded

Curriculum design where students have ongoing interaction and reflection with information Table.1 Information literacy program components

We would like to use this classification for reasoning about a range of disciplinary configurations of the discipline “Culture of Information” with respect to the academic curriculum. This implies a reformulation of the Anzil table above as follows: Generic

Extra curricular, not credit-bearing

Parallel

Extra curricular discipline, credit-bearing, optional

Integrated

A discipline inserted into the curriculum, creditbearing, mandatory

Embedded

Part of subject disciplines Tab. 2 - disciplinary configurations of IL

According to table 2, the responsibility of teaching could be attributed to librarians for the basic level competencies (what in the table is “generic”) and to academic staff from the LIS Faculties for the other configurations. The embedded configuration - corresponding, in our vision, to what we defined as “specialised competency level” - should be imparted by academics of the “host” subject discipline. As concluding remarks, according to the research perspective of the European network on Information Literacy (EnIL), the discussion has been mainly focused to the Higher Education context, even if a large part of the concepts expressed are of general interest. Some of the consequences derived from the proposed framework of analysis are in contrast to the positions dominating the specialised literature. It is hoped that just this contrast could be of some help in the debate around Information Literacy in Europe.

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SECTION 4: SELECTED BIBLIOGRAPHY 1. AACC (American Association of Community Colleges).(2008). Position Statement on Information Literacy. http://www.aacc.nche.edu/About/Positions/Pages/ps05052008.aspx 2. ACRL (2006). Information Literacy Standards for Science and Technology (No. Document ID: 108186): American Library Association http://www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm 3. American Association of School Librarians. (2006). Information Power: Building Partnerships for Learning: Learning and Teaching Principles of School Library Media Programs. 4. Andretta, S. (ed.). (2007). Change and Challenge. Information literacy for the 21st Century. Adelaide: Auslib Press 5. Armstrong, C., et al. (2005). Defining information literacy for the UK. Library and Information Update, 4(1). 6. Association of College & Research Librarie (ACRL). (2000). Information Literacy Competency Standards for Higher Education. Chicago, IL: ACRL http://www.acrl.org/ala/mgrps/divs/acrl/standards/standards.pdf 7. Australian and New Zealand Institute for Information Literacy (2004). Australian and New Zealand Information Literacy Framework- 2nd Edition. 8. Barnard, L., et al. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12, 1-6 9. Basili, C. (2004). Le Réseau européen pour la culture de l’information (EnIL): vers une approche commune dans l’Union européenne pour promouvoir l’usage de l’information. In: Sylvie Chevillotte (Ed.), 3èmes Rencontres FORMIST, June 12th 2003. La formation à la maîtrise de l'information à l'heure européenne: problèmes et perspectives (pp. 3754). Villeurbanne: Presses de l'Enssib 10. Basili, C. (2007). Theorems of Information Literacy. In: Proceedings of the Conference “The Information Literacy Landscape”, Belgrade, Serbia, 5th-7th October 2007 11. Basili, C. (ed.). (2003). Information literacy in Europe. A first insight into the state of the art of information literacy in the European Union. Roma: Consiglio Nazionale delle Ricerche 12. Basili, C. (ed.). (2008). Infomation Literacy at the crossroad of Education and Information Policies in Europe. Roma: Consiglio Nazionale delle Ricerche 13. Basili, C. (ed.). (2009).The Observatory on Information Literacy Policies and Research in Europe. Roma: Consiglio Nazionale delle Ricerche 14. Brown, C., & Krumholz, L. (2002). Integrating information literacy into the science curriculum. College and Research Libraries, 63(2), 111-124 http://www.ala.org/ala/mgrps/divs/acrl/publications/crljournal/2002/mar/brown.pdf 15. Bruce, C. S. (1997). Seven faces of information literacy. Adelaide: AULSIB Press st

16. Campbell, S. (2004). Defining Information Literacy in the 21 century. IFLA 17. Candy, P. (2002). Lifelong Learning and Information Literacy.

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18. Case, D. (2002). Looking for Information: A Survey of Research on Information Seeking, Needs and Behavior. New York: Academic Press 19. Catts, R., & Lau, J. (2008), Towards Information Literacy Indicators. Paris: Unesco 20. Corrall, S. (2008). Information literacy strategy development in higher education: An exploratory study. International Journal of Information Management, 28, 26-37 21. Eisenberg , M. (2008). Information Literacy: Essential Skills for the Information Age. DESIDOC Journal of Library & Information Technology, 28(2), 39-47 22. Eisenberg, M. (2007). Teaching Information Literacy: Context, Context, Context. In: S. Curzon & L. Lampert (Eds.), Proven strategies for building a successful information literacy program. Neal-Schuman 23. Eisenberg, M., et al. (2004). Information Literacy: Essential Skills for the Information Age. 2nd. Edition. Libraries Unlimited 24. Endrizzi, L. (2006). Les Dossiers d'actualité: Information literacy. Lettre VST, 17. INRP (Institut National de Recherche Pédagogique). Veille scientifique et technologique http://www.inrp.fr/vst/LettreVST/english/17-april-2006_en.php 25. Hancock, V. E. (2004). Information Literacy for Lifelong Learning. 26. Head, A.J. & Eisenberg, M.B. (December 1, 2009). Lessons Learned: How College Students Seek Information in the Digital Age. Project Information Literacy First Year Report with Student Survey Findings. University of Washington's Information School http://projectinfolit.org/pdfs/PIL_Fall2009_finalv_YR1_12_2009v2.pdf 27. Head, A.J. & Eisenberg, M.B. (February 4, 2009). Finding Context: What Today's College Student Say about Conducting Research in the Digital Age. Project Information Literacy Progress Report. University of Washington's Information School http://projectinfolit.org/progress/ 28. Head, A.J. (2007). Beyond Google: How Do Students Conduct Academic Research? First Monday, 12(7) http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/1998/1873 29. Head, A.J. (2008). Information Literacy from the Trenches: How Do Humanities and Social Science Majors Conduct Academic Research? College and Research Libraries, 69(4) 30. Information Literacy Test (ILT), from Madison Assessment. (2009). http://www.madisonassessment.com/assessment-testing/information-literacy-test/ 31. Kapitzke, C. (2003). Information Literacy: A Positivist Epistemology and a Politics of Outformation. Educational Theory, 53, 37-53 32. Kelly, O., et al. (2009). Don’t dilly dally on the way: Driving towards digital information literacy capability. In: Same places, different spaces. Proceedings ascilite Auckland 2009. http://www.ascilite.org.au/conferences/auckland09/procs/kelly-o.pdf 33. Kuhlthau, C. (1999). Literacy and Learning for the Information Age. In: Stripling, B. (ed.) Learning and Libraries in an Information Age: Principles and Practices. Libraries Unlimited; Teacher Ideas Press: Eaglewood, Colorado, 1999, p. 3-21 [Principles and practices series] 34. Kurbanoglu, S.S., Akkoyunlu, B. & Umay, A. (2006). Developing the information literacy self-efficacy scale. Journal of Documentation, 62(6), 730-743

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35. Lau, J. (2006), Guidelines on Information Literacy for Lifelong learning. http://www.ifla.org/VII/s42/pub/IL-Guidelines2006.pdf 36. Liu, H., Chuang, H. & Huang, J. (2008). The correlation among web-based learners’ self-efficacy, learning strategies and outcomes. In: K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2008 (pp. 3030-3034). Chesapeake, VA: AACE 37. Lupton, M. (2008). Information literacy and learning. Adelaide: Auslib Press 38. Maybee, C. (2006). Undergraduate perceptions of information use: The basis for creating usercentered student information literacy instruction. The Journal of Academic Librarianship, 32(1), 79-85 39. McGuiness, C. (2006). What faculty think – exploring the barriers to information literacy development in undergraduate education. The Journal of Academic Librarianship, 32(6), 573-82 40. Mednick, M. (2002). Information Literacy: The New Challenge. California: City of Publication 41. Moore, P. (2002). An Analysis of Information Literacy Education Worldwide. White paper prepared for UNESCO, the U.S. National Commission on Libraries and. Information Science, and the National Forum on Information Literacy, for use at the Information Literacy Meeting of Experts, Prague, The Czech Republic 42. MSCHE (Middle States Commission on Higher Education). (2003). Developing Research and Communication Skills. Guidelines for Information Literacy in the Curriculum. MSCHE http://www.msche.org/publications/Developing-Skills080111151714.pdf 43. New Jersey Institute of Technology (NJIT). (2009). Institute Information Literacy Plan. Newark, NJ: New Jersey Institute of Technology. http://library.njit.edu/docs/njit-infolit-plan-caa-approved-05-20-2009.pdf 44. Project SAILS (Standardized Assessment of Information Literacy Skills).(2001-2006). Kent State University and the Association of Research Libraries https://www.projectsails.org/sails/aboutSAILS.php?page=aboutSAILS 45. Rader, H. (2002). Information Literacy 1973-2002: A Selected Literature Review. Library Trends, 51(2), 242-259. 46. Reed, M., Kinder, D., & Cecile, F. (2007). Collaboration between librarians and teaching faculty to teach information literacy at One Ontario University: experiences and outcomes. Journal of Information Literacy, 1(3) http://digitalcommons.ryerson.ca/cgi/viewcontent.cgi?article=1011&context=library_pu bs 47. Scharf, D. (2009). Are we teaching our students to be information literate? Newark, NJ: New Jersey Institute of Technology. University Lecture Series. Sept 24, 2009. Powerpoint. 48. Scharf, D., Elliot, N., & Huey, H. (2006). NJIT Assessment Scales: Information Literacy. http://library.njit.edu/docs/NJIT-ILRubric.pdf 49. Scharf, D., et al. (2007). Direct Assessment of Information Literacy Using Writing Portfolios. Journal of Academic Librarianship, 34, 462-477 50. SCONUL Advisory Committee on Information Literacy (1999). Information skills in higher education: a SCONUL Position Paper. The Society of College,National and

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University Libraries http://www.sconul.ac.uk/groups/information_literacy/papers/Seven_pillars2.pdf 51. Sharma, S., et al. (2007). Self-regulated learning and e-learning. In: H. Österle, J. Schelp & R. Winter (Eds.), Proceedings of the Fifteenth European Conference on Information Systems (pp. 383-394). St. Gallen: University of St. Gallen 52. Small, R. V., Zakaria, N. & El-Figuigui, H. (2004). Motivational aspects of information literacy skills instruction in community college libraries. College & Research Libraries, 65(2), 96-121. 53. Suskie, L. (2006). Five Dimensions of Good Assessment. Middle States Commission on Higher Education. http://library.njit.edu/researchhelpdesk/infolit/docs/suskie-mscheassessmentsummary-2006.pdf 54. The Bay Area Community Colleges Information Competency Assessment Project (2004). http://www.topsy.org/ICAP/ICAProject.html 55. Thornton, S. (2008). Pedagogy, Politics and Information Literacy. Politics, 28(1), 50-56 56. Unesco, Ifla, & Nfil. (2005). The Alexandria proclamation on Information Literacy and Lifelong Learning. http://www.ifla.org/III/wsis/BeaconInfSoc.html 57. Virkus, S. (2003). Information literacy in Europe: a literature review. Information Research, 8(4), paper no. 159 http://informationr.net/ir/8-4/paper159.html 58. Warner, D. A. (2008). An Illustration in Process: Recommended Sequence for Bibliographic and Information Literacy for an Interdisciplinary Program in the Sciences: The Integrated Sciences and Math Major. A Disciplinary Blueprint for the Assessment of Information Literacy. Westport, CT: Libraries Unlimited http://library.njit.edu/researchhelpdesk/infolit/docs/warner-chapter4-2008.pdf 59. Wilson, T.D. (1981). Unisist Guidelines for Developing and Implementing a National Plan for Training and Education in Information Use, preliminary version. Paris: Unesco 60. Winkworth, F.V. (1977). User education in schools: a survey of the literature on education for library and information use in schools. London: The British Library. Research and Development Departments (BLRDD 5391 HC) 61. Zurkowsky, P. (1974). The information service environment: Relationships and priorities. Washington, DC: National Commission on Libraries and Information Science. Government Printing Office (ED 100391- Eric Clearinghouse) http://library.njit.edu/researchhelpdesk/infolit/docs/scharf-universitylecture24sept09.pdf 62. Tsai, M. J. (2009). The model of strategic e-learning: Understanding and evaluating student elearning from metacognitive perspectives. Educational Technology & Society, 12(1), 34-48 http://www.ifets.info/journals/12_1/4.pdf 63. Head, A.J., & Eisenberg, M.B. (July 13, 2010). Assigning Inquiry: How Handouts for Research Assignments Guide Today's College Students. Project Information Literacy Progress Report.University of Washington's Information School http://projectinfolit.org/pdfs/PIL_Handout_Study_finalvJuly_2010.pdf 64. Head, A.J., & Eisenberg, M.B. (2010). How Today's College Students Use Wikipedia for Course-Related Research. First Monday, 15(3) http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2830/2476 65. Information Seeking Skills Test, from James Madison University's general education program. (2010). http://www.jmu.edu/gened/info_lit_general.shtml#isst

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66. Kiliç-Çakmak, E. (2010). Learning strategies and motivational factors predicting information literacy self-efficacy of e-learners. Australasian Journal of Educational Technology, 26(2), 192-208 67. Miller, M.H. (March 16, 2010). Students Use Wikipedia Early and Often Study Shows. Chronicle of Higher Education http://chronicle.com/blogPost/Students-Use-WikipediaEarly/21850/ 68. Pinto, M. (2010). Design of the IL-HUMASS survey on information literacy in higher education: A self-assessment approach. Journal of Information Science, 36(1), 86-103 69. Truong, K. (July 27, 2010). Research Assignment Handouts Give Students Meager Guidance. Chronicle of Higher Education http://chronicle.com/article/ResearchAssignment-Handouts/123702/?sid=at&utm_source=at&utm_medium=en 70. Weiner, S. & Jackman, L.W. (2010). Information literacy beyond the library: The national forum on information literacy. College & Undergraduate Libraries, 17(1), 114120 71. Weiner, S. (2010). Information literacy: A Call to Action, College and Research Library News, 71(7) http://crln.acrl.org/content/71/7 72. Weiner, S. (2010). Information Literacy: A Neglected Core Competency. Educause Quarterly, 33(1) http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/I nformationLiteracyANeglectedC/199382

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LIST OF FIGURES Fig. 1. Information literacy in the context of lifelong learning.............................................. 6 Fig. 2- Excerpts from the Alxandria Proclamation on IL and LLL .......................................... 8 Fig. 3. Information literacy and critical thinking. ............................................................. 10 Fig. 4 - The SCONUL proposal ...................................................................................... 14 Fig. 5 - 21st Century Skills. Source: Parnership for 21st century skills ............................... 15 Fig. 6 21st century skills - source: P21 .......................................................................... 16 Fig. 7 - Information Literacy within 21st Century Skills (Source P21 framework) ................. 16 Fig. 8 - Media Literacy within 21st Century Skills (Source P21 framework) ......................... 17 Fig. 9 - ICT or digital Literacy within 21st Century Skills (Source P21 framework) ............... 17 Fig. 10 - Standards for the 21st Century Learner, AASL, 2007 .......................................... 18 Fig. 11- Class1 skills - - Standards for the 21st Century Learner, AASL, 2007 ..................... 18 Fig. 12 - Class1 Dispositions in Action - Standards for the 21st Century Learner, AASL, 2007 19 Fig. 13 -- Class1-Responsibilities - Standards for the 21st Century Learner, AASL, 2007 ...... 19 Fig. 14. Graphical representation of graduate attributes and their functional aims (Barrie, 2004). ...................................................................................................................... 22 Fig. 15 - Key Competences for Lifelong Learning — A European Reference Framework ......... 28 Fig. 16- representation format of IL best-practices ......................................................... 31 Fig. 17 - Perspectives of analysis of the Information Literacy discourse .............................. 54 Fig. 18 - Aims and contexts of Information Literacy exploitation....................................... 61

LIST OF GRAPHS Graph. 1 - IL initiatives by EU funding Programme .......................................................... 46 Graph. 2 - IL initiatives by institution ............................................................................ 47 Graph. 3- IL initiatives by Country ................................................................................ 48 Graph. 4 - IL initiatives by initiative-type ....................................................................... 49 Graph. 5 - IL initiatives by literacy area ......................................................................... 49 Graph. 6 - IL initiatives by year of launch ...................................................................... 50 Graph. 7 - IL initiatives by Country and year of launch .................................................... 50 Graph. 8 - IL initiatives by target community ................................................................. 51

LIST OF TABLES Tab. 1 - Skills and Tasks for Jobs: A SCANS Report for America 2000 ................................ 27 Tab. 2 - disciplinary configurations of IL ........................................................................ 66

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LIST OF ABBREVIATIONS AASL

American Association of School Librarians

ACRL

Association of College and Research Libraries

ADAM

Advanced Data Archive and Management System

ALA

American Library Association

ANZIIL

Australian and New Zealand Institute for Information Literacy

CAUL

Council of Australian University Librarians

CILIP

Chartered Institute of Library and Information Professionals

EnIL

EnIL – the European network on Information Literacy

ENQA

European Network for Quality Assurance

ESF

European structural funds

EU

The European Union

FP

Framework Programme

HE

higher education

IFLA

International Federation for Library Automation

IL

Information literacy

JISC

Joint Information Systems Committee

LLL

Lifelong learning

NFIL

National Forum on Information Literacy

SCONUL

Society of College, National and University Libraries

UNESCO

United Nations Educational, Scientific and Cultural Organisation

VET

vocational education and training

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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.

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