Information (IL) Literacy in the Curriculum
Albert K. BoekhorstUniversiteit van Amsterdam
University of Pretoria
Athens 2011
Program 9:00 – 18:30
Introduction Workshop Participants
IL, Why, What, How, When? Developing an IL policy Feedback & Final remarks Surprise (?)
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Workshop
Aim is to present background information to enable persons to develop an information literacy policy in their organisation …
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Participants
Name Institution, function What is/are the obstacle(s)? What do you want to achieve today?
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Excercise
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IL: Why, What, How, When?
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To survive and develop …
themselves people and organisations need knowledge on:
Themselves Their physical
environment Their social
environment
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‘Survival of the Fittest’
Those who are better than others capable to satisfy their information needs in an effective and efficient way, are more capable to survive and develop themselves than … those with less advantageous traits ...
After Charles Darwin
"...it is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change...“
Therefore a need to be ‘Information Literate’
Informatisation process
Ongoing control over natural forces ‘technization’
Ongoing social differentiation ‘differentiation’
Expanding of interdependency networks
‘globalisation’
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Information explotion
Information explotion
CONSTANT CHANGE
CONSTANT CHANGE
Technologicaldevelopments
Technologicaldevelopments
Scientific developments
Scientific developments
GlobalizationGlobalization
Information dependency
Information dependency
Ongoing proces …
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CHANGE
information
definition of literacy
job descriptions
workenvironments
needs & requirements
educationaltheories
life styles
technology
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Effects for people
Exponential growth of information, information media, information channels and information services
Growth of technology, tools and applications to retrieve, process and disseminate information
Changes in communication patterns and behaviour
24/7 access and availability
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Need for updating the existing knowledge
Need for new skills
Need for
life long learning
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Lifelong learning
All learning activities undertaken throughout life on an ongoing basis in a variety of formal and informal settings, with the aim of improving knowledge, skills, understanding and competence, within a personal, civic, social and/or employment-related perspective
(NIACE, 2003)
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Information Needs
Environment
Social role
Personal
characteristics
Informationneeds
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Information Space
Observation: objects & processes Conversation: persons Consultation: recorded information
‘memory institutions’
Both real and virtual objectsprocesses
peoplerecorded
information
real
virtual
EGO
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Information literacy
Increasing complexity of environment leads to need for more skills to select, retrieve and process information
External factors create backlog
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Information inequality
Participating majority Information elite
Excluded
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American Library Association (1989)
Information literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information
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2003 Prague Declaration "Towards an Information Literate Society"
and Information Society 2005 Alexandria Declaration
Beacons of the Information Society
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Aspects
1. Recognition information need2. Translation information need into query3. Identification suitable information source4. Application knowledge of relevant ICT5. Selection, integration, dissemination of
found information. 6. Continuous evaluation
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recognize information need
formulate information query
knowledge information sources
knowledge of ICT appliations
selection intergration dissemination
K K’
E1 E2 E3 E4
E5
1 2 3 4 5
1 E1 = evaluation moment= knowledge product
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Iterating process
2. formulateinformation
query
3. knowledgeinformation
sources
4. knowledge of ICT applications
5. selectionintergration
dissemination
evaluation moment
1. recognizeinformation
need
1’. recognizeinformation
need
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SCONUL 7 pillars of information literacy
Recognise information need
Distinguish ways of addressing gap
Construct strategies for locating
Synthesise and create
Organise, apply and communicate
Compare and evaluate
Locate and access
Info
rma
tion
Litera
cy
Basic Library Skills
&
IT Skills
http://www.sconul.ac.uk/
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Related terms
Information literacy
Information competencies
User training
Library orientation
Information skills
Information fluency
Bibliographic instruction
User education
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Harris & Hodges (1995) Adult literacy Advanced literacy Basic literacy Biliteracy Community literacy Computer literacy Critical literacy Cultural literacy Emergent literacy Family literacy
Functional literacy Informational literacy Marginal literacy Media literacy Minimal literacy Restricted literacy Survival literacy Visual literacy Workplace literacy
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IL and Media Literacy
UNESCO Expert Group Meeting, 16-18 June 2008, Paris: Teacher Training Curricula For Media and
Information Literacy UNESCO Expert Group Meeting, 4-6
November 2010, Bangkok Development of Media and Information
Literacy Indicators
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3 concepts The ICT concept:
Information literacy refers to the competence to use ICT to retrieve and disseminate information.
The information (re)sources concept: Information literacy refers to the competence to
find and use information independently or with the aid of intermediaries.
The information process concept: Information literacy refers to the process of
recognizing information need, the retrieving, evaluating, use and dissemination of information to acquire or extend knowledge.
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Information Rich - Poorperson
rich
poor
enviro
nm
ent
richpoor
A = Information Rich person in Information Rich environment
A
C = Information Rich person in Information Poor environment
C
D = Information Poor person in Information Rich environment
D
B = Information Poor person in Information Poor environment
B
C’ A’
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How: by learning
In the socialisation process: ‘By doing’ Formal education Informal education
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Governments
National governments have a specific responsibility: They determine the form and content of
the educational system in which pupils are prepared for their future lives as responsible and participative citizens
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Becoming information literate
Cannot be learned in a distinct subject
Integrated in any subject Coordination between ‘teachers’ &
‘librarians’
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Information Literacy Continum
Catts & Lau 2008
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Catts & Lau 2008
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Learning Line & Moments
Educational level A
Educational level B
Educational level C
Life Long Learning
curr
icul
um
time
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Aim
From Unconscious Incompetent
Via Conscious Incompetent
To Conscious Competent
How?
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consciouscompetent
consciousincompetent
consciouscompetent ?
step 1 raise awareness(assessment)
unconsciousincompetent
step 2 offer trainings
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Assessments
Self-assessment Peer-assessment Tutor-assessment
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So far ‘Information literacy’
Is a container concept It’s a dynamic concept Being ‘Information Literate’ is a competence:
a critical Attitude about: What am I doing? What for am I doing this? With what am I doing this?
Knowledge about: the organization and quality of information resources
and -channels acquiring access to information
Skills: being able to use required skills and technology
Part of Life Long Learning
Exercise
Make groups What are the main obstacles to
implement IL in the curriculum in your organisation
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According to me …
Management is not interested They search with one word in Google and
think that’s enough! ‘Teachers’ claim it’s their area
But are the competent? Students think they are competent!
They search with one word in Google and think they are competent!
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Developing an IL Policy
Serap KurbanoğluHacettepe University, Turkey
Albert K. BoekhorstUniversiteit van Amsterdam
University of Pretoria
Our plans miscarry because they have no aim. When a man does not know what harbour he is making for,
no wind is the right wind
Seneca
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In our minds … we know
1. Present situation A2. Desired situation B3. Wonder how to come from A to B4. So we need a strategy for an IL policy
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Information policy
An information policy is the vision of the strategic management on the main lines, that have to be observed to achieve the required information organisation for the near future from one till five year
What do we need
A strategic planning A formulated policy Action program
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Strategic planning
Strategic planning is the formal consideration of an organization's future course. All strategic planning deals with at least one of three key questions: "What do we do?" "For whom do we do it?" "How do we excel?"
http://en.wikipedia.org/wiki/Strategic_planning
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Strategic Planning Process I
Situation - evaluate the current situation and how it came about.
Target - define goals and/or objectives (sometimes called ideal state)
Path / Proposal - map a possible route to the goals/objectives
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Strategic Planning Process II
Draw-See-Think Draw - what is the ideal image or the desired
end state? See - what is today's situation? What is the gap
from ideal and why? Think - what specific actions must be taken to
close the gap between today's situation and the ideal state?
Plan - what resources are required to execute the activities?
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Strategic Planning Process III
See-Think-Draw See - what is today's situation? Think - define goals/objectives Draw - map a route to achieving the
goals/objectives
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Needed
Vision Mission Values Strategy
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Vision
Defines the way an organization or enterprise will look in the future. Vision is a long-term view, sometimes describing how the organization would like the world to be in which it operates. For example, a charity working with the poor might have a vision statement which reads "A World without Poverty."
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Mission
Defines the fundamental purpose of an organization or an enterprise, succinctly describing why it exists and what it does to achieve its Vision.
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Values Beliefs that are shared among the stakeholders
of an organization. Values drive an organization's culture and priorities and provide a framework in which decisions are made.
For example: "Knowledge and skills are the keys to success“ “Give a man bread and feed him for a day, but teach
him to farm and feed him for life".
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Report on IL policy
Analysis present situation Description of desired situation Analysis of changes Making priorities Demands and conditions Information plan
= action program
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Planning lineair
conceptual
reality
present future
desiredsituation
presentsituation
presentsituation
transitionprocess
newsituation
newsituation
idealsituation
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Planning iteratief
present future
desiredsituation
presentsituation
presentsituation
transitionprocess
newsituation
newsituation
idealsituation
present future
desiredsituation
presentsituation
presentsituation
transitionprocess
newsituation
newsituation
idealsituation
Getting started
Don’t reinvent the wheel: Identify the IL model that works best for your institution Adapt existing information literacy standards and practices
Design a program based on the standards and experiences Work on a strategic plan Identify and focus on library responsibilities toward IL and
develop library instruction programs accordingly Ensure to teach the research process and its concepts, and
do more than introducing electronic tools and technology Be prepared for challenges & be aware of planning pitfalls
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Key planning issues
Plan your Information literacy program in concert with overall strategic library planning
Make sure that your plan is tied to library and institutional development plans
Review past performance and try to understand reasons for past failures
Identify opportunities Determine learners’ needs and preferences Understand the impact of IL training on existing operations
and staff function
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Potential challenges & planning pitfalls Obstacles such as limited facilities, financial and human
resources Inability to get management and/or faculty involved Lack of clear objectives Assumptions The status problems Resistance towards change Obstacles in communication (different vocabularies) Student motivation (students don’t want to do anything
extra) Perfectionism
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Planning
Statement of purpose Action Environmental scan
Opportunities and challenges Resources Budget Administrative and instutional support
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Planning
Integration with the curriculum Collaboration and partnership Pedagogy Outreach and promotion Evaluation Characteristics of the learner Mode of instruction
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Present situation
Vision, Mission, Values Statement? Staff Equipment Facilities Instruction
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Developing a Vision Statement The vision statement includes vivid description of the organization as it
effectively carries out its operations. Developing a vision statement can be quick culture-specific, i.e.,
participants may use methods ranging from highly analytical and rational to highly creative and divergent, e.g., focused discussions, divergent experiences around daydreams, sharing stories, etc. Therefore, visit with the participants how they might like to arrive at description of their organizational vision.
Developing the vision can be the most enjoyable part of planning, but the part where time easily gets away from you.
Note that originally, the vision was a compelling description of the state and function of the organization once it had implemented the strategic plan, i.e., a very attractive image toward which the organization was attracted and guided by the strategic plan. Recently, the vision has become more of a motivational tool, too often including highly idealistic phrasing and activities which the organization cannot realistically aspire.
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Notice any differences between the organization’s preferred values and its true values (the values actually reflected by members’behaviors in the organization). Record each preferred value on a flash card, then have each member “rank” the values with 1, 2, or 3 in terms of the priority needed by the organization with 3 indicating the value is very important to the organization and 1 is least important. Then go through the cards again to rank how people think the values are actually being enacted in the organization with 3 indicating the values are fully enacted and 1 indicating the value is hardly reflected at all. Then address discrepancies where a value is highly preferred (ranked with a 3), but hardly enacted (ranked with a 1).
Incorporate into the strategic plan, actions to align actual behavior with preferred behaviors.
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Mission statement Mission statement describes the overall purpose of the
program and may reflect the values and priorities
Write a mission statement for your IL program
Make sure that the mission statement includes a definition of information literacy; is consistent with the “Information Literacy Standards”; corresponds with the mission statements of the institution; clearly reflects the contributions of and expected benefits to
institutional community; appears in appropriate institutional documents; is reviewed periodically and, if necessary, revised
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Developping a mission statementhttp://managementhelp.org/plan_dec/str_plan/stmnts.htm#anchor519441 Basically, the mission statement describes the overall purpose of the
organization. If the organization elects to develop a vision statement before
developing the mission statement, ask “Why does the image, the vision exist -- what is its purpose?” This purpose is often the same as the mission
Developing a mission statement can be quick culture-specific, i.e., participants may use methods ranging from highly analytical and rational to highly creative and divergent, e.g., focused discussions, divergent experiences around daydreams, sharing stories, etc. Therefore, visit with the participants how they might like to arrive at description of their organizational mission.
When wording the mission statement, consider the organization's products, services, markets, values, and concern for public image, and maybe priorities of activities for survival.
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Consider any changes that may be needed in wording of the mission statement because of any new suggested strategies during a recent strategic planning process.
Ensure that wording of the mission is to the extent that management and employees can infer some order of priorities in how products and services are delivered.
When refining the mission, a useful exercise is to add or delete a word from the mission to realize the change in scope of the mission statement and assess how concise is its wording.
Does the mission statement include sufficient description that the statement clearly separates the mission of the organization from other organizations?
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Developing a Values Statement Values represent the core priorities in the organization’s
culture, including what drives members’ priorities and how they truly act in the organization, etc. Values are increasingly important in strategic planning. They often drive the intent and direction for “organic” planners.
Developing a values statement can be quick culture-specific, i.e., participants may use methods ranging from highly analytical and rational to highly creative and divergent, e.g., focused discussions, divergent experiences around daydreams, sharing stories, etc. Therefore, visit with the participants how they might like to arrive at description of their organizational values.
Establish four to six core values from which the organization would like to operate. Consider values of customers, shareholders, employees and the community.
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Examples
California State University http://
www.calstatela.edu/library/mission.htm
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IFLA/UNESCO:
SCHOOL LIBRAY GUIDELINES
http://archive.ifla.org/VII/s11/pubs/sguide02.pdf
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IFLA 1.1. MissionThe school library provides information and ideas that are fundamental to functioning successfully in our increasingly information- and knowledge-based present day society. The school library equips students with lifelong learning skills and develops their imagination, thereby enabling them to live as responsible citizens.
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IFLA 1.2 Policy
The school library should be managed within a clearly structured policy framework. The library policy should be devised bearing in mind the overarching policies and needs of the school and should reflect its ethos, aims and objectives as well as its reality.
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http://www.lib.uchicago.edu/e/about/mvv.html
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Library Mission Statement
Crescat scientia, vita excolaturLet knowledge grow from more to more; and so be human life enriched
The Library's mission is to provide comprehensive resources and services in support of the research, teaching, and learning needs of the University community. To fulfill this mission, the Library commits to: Understand the research, teaching, and learning needs of its users; Build collections and create tools to support research, teaching, and learning; Provide access to and promote the discovery and use of local and external information
resources; Ensure the preservation and long-lasting availability of Library collections and resources; Create hospitable physical and virtual environments for study, teaching, and research; Collaborate with other members of the University to enrich the research and learning
community; Advance local, national, and international library and information initiatives; Develop, encourage, and sustain expertise, skill, commitment and an innovative spirit in its staff.
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Libray Values
In all of our interactions, we are guided by these values: Knowledge Service Quality Integrity Respect Communication
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Knowledge We encourage the process of learning and the
life of the mind. We celebrate truth seeking through discourse
and investigation. We anticipate and contribute to scholarly
inquiry. We promote the Library as both a real and
virtual extended classroom. We embrace our role as collectors and
custodians of the intellectual record.
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Service We offer an environment that supports
creativity, flexibility, and collaboration. We believe that each user of the Library is
unique and important. We evolve to meet the changing needs of the
Library and its users. We maintain a comfortable, welcoming and
secure place for study, research, work, reflection and interaction.
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Exercise
Make groups Formulate a ‘Vision Statement’ for
your organisation Formulate a ‘Mission Statement’ for
your organisation
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Goals & Actions Goals are the qualitative and quantitative statements of
what the organization wishes to achieve over a measurable future
State the goal or goals to achieve and make them specific Make sure that goals for your information literacy program:
are consistent with the mission and goals of the institution; are consistent with the mission statement of the IL program; apply to all learners, regardless of delivery system or location; reflect the desired outcomes of preparing students for lifelong
learning; are evaluated and reviewed periodically
List all actions required to achieve each goal Write actions in the order they need to be completed
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Enviromental scan Scan both internal and external environment
SWOT/TOWS analysis can be used
Environmental scan Detecs social, economic, and political trends that may
affect organization’s future Detects trends and events important to your plan Detecs institutional factors that can help or limit the
program Provides early warning of changing external conditions Defines potential threats and opportunities implied by
external factors Promotes a future orientation in the thinking of
management and staff Enables to understand current and potential changes to
determine organizational strategies
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Internal & external factors
Internal = Strengths and Weaknesses Evaluate the weaknesses and strenghts in terms of
human, economic and physical resources available in the library for the IL program
External = Opportunities and Threats Anticipate and address current and future
opportunities and challenges
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SWOT Analysis
Strengths Weaknesses
Opportunities Threats
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TOWS Analysis
External Opportunities
External Threats
Internal Strengths
Strategies that use strengths to maximize opportunities
Strategies that use strengths to minimize threats
Internal Weaknesses
Strategies that minimize weaknesses by taking advantage of opportunities
Strategies that minimize weaknesses and avoid threats
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Exercise
Make groups Make a SWOT analysis for your library
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Resources
Identify what is required to implement the program;
Describe the human resources required for each action;
Describe the physical requirements for each action (e.g. classroom, office space, furniture, equipment, etc.);
Address, with clear priorities, human, technological and financial resources, current and projected
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Human Resources
Build up your team Employ, develop, or have access to sufficient
personnel with appropriate education, experience, and expertise
Identify and assign leadership and responsibilities within the team
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Human Resources
Make sure that the staff develop experience in teaching, assessment of student
learning, and curriculum development; develop expertise to develop, coordinate, implement,
maintain, and evaluate IL programs; use instructional design processes; promote, market, manage, and coordinate diverse instruction
activities; collect and interpret data to evaluate and update instruction
programs;
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Human Resources
collect and interpret data to evaluate and update instruction programs;
integrate and apply instructional technologies into learning activities;
produce instructional materials; employ a collaborative approach to working with others; actively engaged in continual professional development and
training; respond to changing technologies, environments, and
communities.
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Budget
Tie your plan to library and institutional budgeting cycles
Estimate your budget Be flexible in estimating costs Determine how much funding the program
needs (staff = money)
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Administrative and institutional support
No information literacy program can be developed and sustained unless it has a strong base of support
Support for a successful instruction program has many interdependent facets
The level of support necessary will depend on the scope of the program the size of the program its connection with other institutional units
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Administrative and institutional supportConvince the administration within your institution:
that IL is a learning issue not a library issue and that faculty must also be responsible for students acquiring IL abilities;
to assign information literacy leadership and responsibilities; to plant IL in the institution’s mission, strategic plan, and
policies; to provide funding to establish and ensure ongoing support
for teaching facilities and resources, staffing, professional development opportunities for librarians, faculty, staff, and administrators;
to recognize and encourage collaboration among instutional community (faculty, librarians, and other staff) and among institutional units;
to communicate support for the program; to reward achievement and participation in the information
literacy program within the institution’s system.
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Integration into the curriculum Ensure that IL is incorporated into the curriculum; Use institutional decision making mechanisms to ensure
institution-wide integration into academic programs; Identify the scope (i.e., depth and complexity) of
competencies to be acquired on a disciplinary level as well as at the course level;
Sequence and integrate competencies throughout a student’s academic career, progressing in sophistication;
Specify programs and courses charged with implementation;
Merge the IL concepts with the course contents
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Collaboration & partnership
Collaborate with faculty, librarians, other program staff and administrators;
Establish formal and informal mechanisms for communication and ongoing dialogue across the institutional community;
Collaborate at all stages (planning, implementation, assessment of student learning, and evaluation and refinement of the program);
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Collaboration & partnership Center your collaboration efforts around
enhanced student learning and the development of lifelong learning skills;
Work with faculty to develop curriculum, syllabi, and assignments that focus on the research;
Collaborate with faculty to incorporate information literacy concepts and disciplinary content;
Collaborate with faculty to identify opportunities for achieving information literacy outcomes through course content and other learning experiences;
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Developing partnership
Focusing faculty attention on information literacy and creating a partnership can present challenges Faculty have many competing interests Most faculty feel that they have established a
partnership with librarians It is not at the top of the faculty’s agenda
Strategies in Developing Partnership Identifying the partners Creating awareness of the issue of information
literacy Avoiding partnership pitfalls
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Exercise
Make groups Who are stakeholder in your institution? Construct an IL program planning team
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Identifying the partners
Determine the partners on the target
School Board / Academic senate Faculty engaged with center on teaching
and learning Part-time faculty members Academic administrators Department chairs Individual teachers/professors who may be
doing work that would benefit from an IL program
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Creating awareness
Support can only come when faculty are aware of what IL is, why it is important, and what problem it is solving
Creating awareness in the minds of faculty is not a one-time event
Faculty awareness of IL can be raised in the following ways Make a powerful link between critical thinking and IL Talk about IL as a lifelong learning skill Talk about how IL helps students with their current
academic endeavors Talk about IL as one of the essential skills of student
academic life Provide data about the current level of student IL skills
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Avoiding partnership pitfalls It is imperative that librarians respect faculty authority
over the curriculum IL literacy program should be introduced as an
enterprise-wide solution to an enterprise-wide problem IL program should have goals that are agreed on by the
faculty and the librarians Avoid giving the message of exclusiveness to faculty Librarians should be mindful of the compactness of the
curriculum Do not exhaust the faculty by inundating them with a
full array of IL standards When introducing an IL literacy program choose the
time wisely Be prepared to define IL
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PedagogyMake effective use of instructional pedagogies support diverse approaches to teaching; make effective use of instructional technologies and
media resources; foster critical thinking and reflection; support multiple learning styles; support student-centered learning; determine learning outcomes; assess progress against learning outcomes; build the program on students’ existing knowledge; link information literacy to ongoing coursework and
real-life experiences appropriate to program and course level
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Outreach & promotion
Outreach / promotional activities for an IL program are the responsibility of all members of the institution, not simply the librarians
Emphasize the importance of IL and communicate a clear message defining and describing the program and its value to targeted audiences;
Gauge the method most appropriate to the institution; Timing is crucial for successful promotion. Be well informed
and involved with the work of the instution; Provide targeted marketing and publicity to stakeholders; Target a wide variety of groups; Use a variety of outreach channels and media, both formal and
informal; Offer IL workshops and programs for faculty and staff
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Promoting strategies
Make contact with key members of the staff Take advantage of available opportunities. Make links, where
appropriate, to information literacy when attending meetings Try to integrate an IL session into existing staff training
programme Offer to train lecturers in an aspect of IL, e.g. the use of a
particular database and its new features, and then use this as a selling point
Offer to deliver a session in partnership with an academic, e.g. in a session on plagiarism and referencing
Invite staff to IL events Tie-in discussions on IL with other school priorities such as
combating plagiarism Prepare a formal paper for the management Bring appropriate sections of official reports by educational and
library bodies to the attention of the institutional community
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Promoting to students When IL sessions are embedded in curricula, students have a
strong impetus to attend Otherwise, some well targeted publicity will be needed In order to maximise attendance:
Get involved in registration week events and highlight the importance of the IL sessions students will be attending
If held in registration week, ensure that the library orientation session is included in the student’s registration week timetable
Advertise training sessions on Blackboard or the School intranet
Create a promotional flyer to post in student pigeon holes and on school notice boards
Use the orientation session as a promotion opportunity to advertise further events tailored to the particular needs of the student group
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Evaluation
Systematic ongoing process that should gather data regarding the progress of instruction program toward meeting its goals and objectives
Influences decisions, guides allocation of resources, helps to decide what to emphasize in the classroom
It is not an end in itself; it is a way to get answers to important questions that have to do with educating students effectively
Prepare an evaluation plan which addresses multiple measures (needs assessment, participant reaction, learning outcomes, teaching effectiveness, and overall effectiveness of instruction program)
Articulate the evaluation criteria in planning documents
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Evaluation Use multiple methods for assessment/evaluation Address specific learning outcomes Focuse on student performance, knowledge acquisition, and
attitude appraisal Assess both process and product Develop assessment instruments Coordinate with faculty to explore and implement
performance-based assesment methods Use assessment data in the revision and improvement of the
program Periodicaly review the assessment/evaluation methods
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Characteristics of the learners Keeping the prospective users in mind is essential in the
development of instructional programs Characteristics of next generation learners:
They were born during the computer age and grew up in a technological world
They are a much more technically sophisticated generation than previous generations
The visual image is the primary means of communication Multimedia – music, graphics, and video – is the preferred
learning and entertainment experience for many of them They have native ability to multitask They can handle the nonlinear approach (they are interactive
and experiential, and learning occurs through trial and error) They are computer literate, but are not information literate.
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Modes of instructionInstruction takes place in many ways, these may include,
but are not limited to, providing: Course-integrated instruction Drop-in workshops Handouts and guides (print & electronic) Web based instruction Stand alone courses
Credit / non-credit Requested / elective
Subject specific instruction Tours Video presentations
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Identification of modes of instruction
The modes selected should be consistent with the content and goals of IL instruction
Where appropriate, more than one mode of instruction should be used based on knowledge of the wide variety of learning styles of individuals and groups
When possible, instruction should employ active learning strategies and techniques that require learners to develop critical thinking skills in concert with IL skills
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Team
Stakeholders Management institute/school Teachers ‘Librarians’ ICT staff Students ….
Start with small team of ‘sympathetics’
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http://www.ala.org/ala/mgrps/divs/acrl/issues/infolit/professactivity/iil/immersion/iqtest.cfm
Each team member fills document and calculates score
Discussion on outcomes
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Matrix: IL in subjects Standard Actors Priorities
Subject X XX XXX
Formulerenvraag
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Assessment tool
Strategy
Start with small group Start within one ‘subject’ group Involve ‘management’ Convince ‘teachers’
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Strategy II
1. Facilitate2. ‘Seduce’3. Oblige
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http://lilacconference.com/WP/
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Information Literacy (IL) in the CurriculumFeedback and further …
Albert K. BoekhorstUniversiteit van Amsterdam
University of Pretoria
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Feedback
Did you achieve what you hoped to achieve?
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Further:IFLA Information Literacy Section
http://www.ifla.org/VII/s42/index.htm InfoLit: IFLA Information Literacy Section
Discussion List
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http://www.ala.org/ala/mgrps/divs/acrl/issues/infolit/index.cfm
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http://www.infolitglobal.info/en
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http://lilacconference.com/WP
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Surprise (?)
Information Literacy Self-Efficacy Scale Information Literacy Assessment
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