vocational education & training
TRANSCRIPT
Vocational Education & TrainingAre students prepared for information
fluency?
Mersini Moreleli-CacourisDept. of Library Science and Information Systems
Alexander TEI of Thessaloniki, Greece
Education-Goals
The preparation of independent individuals, who can
think critically and creatively act as informed and responsible professionals and citizens develop their aesthetic awareness
The acquisition of knowledge and skills, that will enable them to:
to adopt and apply them to any environment to enhance them continuously
The development of a lifelong relationship with learning
“… [any academic institution’s] purpose is not to
transfer knowledge but to create environments
and experiences that bring students to discover
and construct knowledge for themselves, to make
students members of communities of learners that
make discoveries and solve problems. The college
aims, in fact, to create a series of ever more
powerful learning environments” (Barr & Tagg, 1995)
Education
“Critical thinking is not a new concept or concern in academic institutions. On the contrary, it has long been a major objective of higher education. However, the need to "cover the subject" has assumed precedence for some instructors, and many concentrate more on delivering facts and subject content than on instilling methodological or analytical skills. With a virtually unmanageable but still growing level of information now available on most topics, it is time for students to return to the most important aspect of learning: mastering thinking skills requisite to proper use of the information at their disposal.” (Engeldinger, 1988)
Education
Vocational Education & Training
Variations in terminology
Vocational Education & Training (VET)
EU, CEDEFOP
Technical and Vocational Education and Training (TVET)
UNESCO
Technical and Further Education (TAFE) orVocational and Technical Education (VTE)
Australia
Further Education United Kingdom
Career and Technical Education (CTE)
USA
Vocational education and training
Aimed at imparting skills for the labor market, at a sub-professional level
Most diverse education sector, delivered in both the classroom and the workplace, and organized in a variety of ways internationally
A cornerstone is the apprenticeship – combining formal education with on-the-job experience – but also delivered in schools and tertiary educational institutions (Karmel, 2010, p. 229)
Institutional arrangements of vocational education complex (with industry playing an important role)
Approach to teaching and learning distinctive (and contested)
Expectations by the community demanding, with it being seen as the
education sector best positioned to deal with social disadvantage and
addressing issues of equity in many countries (VET offering second- chance education)
The VET sector is the least understood and most poorly defined education sector, facing also a status and image problem
Vocational education and training
… for far too long, Career and Technical Education has been the neglected stepchild of education reform. That neglect has to stop
… the need to re-imagine and remake career and technical education is urgent
CTE has an enormous, if often overlooked impact on students, school systems, and our ability to prosper as a nation (Duncan, 2011)
Vocational education and training
Education Ministers of 31 European countries adopted the Copenhagen Declaration on enhanced European cooperation in vocational education and training (2002)
The Declaration (now known as the ‘Copenhagen Process’) gives a mandate to the European Commission to develop concrete actions in the fields of transparency, recognition and quality in vocational education and training (McBride, 2005)
The EU and VET
Explicit interest and investment in improving VET in the member states
Emphasis on dual role of VET◦ support of economic growth◦ promotion of social cohesion by improving the
employment and career prospects of everyone, from the most highly skilled to those with low levels of qualification (Bridge, 2010)
The EU and VET
Problems with quality of VET
Diversity in responsibility for VET development,
management and policy strategies at the national level
EU Initiative to act as the coordinator of national
initiatives and provide a comprehensive and convergent
view, to complement and support national policies
The EU and VET
Demand for new skills
Existing knowledge and competencies to be
Widened
Complemented through VET programs
Upgraded
The EU and VET
A Cedefop publication
A policy report evaluating progress achieved in European
policy-making in the field since the beginning of the
Copenhagen process
Projects into the future how the new policy framework, Europe
2020, will underpin continuing reform in vocational education
and training and lifelong learning in the next decade
EU and VET—Bridge to the Future
Characteristics of Programs of Information Literacy that Illustrate Best Practices
Category 1: MissionCategory 2: Goals and ObjectivesCategory 3: PlanningCategory 4: Administrative and Institutional SupportCategory 5: Articulation with the CurriculumCategory 6: CollaborationCategory 7: PedagogyCategory 8: StaffingCategory 9: OutreachCategory 10: Assessment/Evaluation (ACRL. Best
practices, 2003)
A. Institutional/Strategic PlanningDocumentation and policy issues
B. Operational/Administrative PlanningLeadership, Cooperation, Financial, Curricular,
Marketing issues
C. Implementation/Curriculum Planning and Development
Information Literacy Programs, Staff involved, Assessment and evaluation methods (CAUL, 2004)
Best Practice Characteristics for Developing Information Literacy in Australian Universities: a guideline
OECD reviews the ways education supports integration of young people into the labor market
Need for more and better data on the structure of VET in various countries
Need for identification of “best practices”, i.e. models of where VET systems and the labor market work together to meet needs of students and employers (Gurría, 2007)
Comparisons of VET systems
Combine technical skills with problem-solving capabilities and communication and management skills
Ensure that all TEIs focus on providing their students with flexible and transferable skills and competencies (OECD, for the knowledge society, 2011)
Ensure a Variety of Skills for Innovation
Encourage employers to specify competencies for employment
Encourage educational institutions to design programs to develop these competencies in students
Ensure that students know what competencies they need in order to become employable
Set up a qualifications framework to make transfers across fields of study and institutions more flexible
Facilitate the assessment and recognition of prior learning
Explore the potential of a National Qualifications Framework
Australia In 1995 implementation of national framework for credit
transfer between vocational and higher education systems In March 2007, country’s elite institutions, signed a
credit-transfer agreement permitting full transfer of credits among them
Great BritainEngland
Credit-transfer arrangements in the form of regional articulation agreements involving just a few institutions
Scotland and Wales Have nearly full credit-transferability within their borders
Transferability between vocational and higher-education systems-Examples, CCL
New Zealand
Emphasis in credit-transferability has been to promote credit transfers within the higher-education system
USA Flexibility and openness cornerstone of postsecondary
education system All states have tried to find ways to promote credit transfer
between two- and four-year systems Transferability across state lines or between public and private
institutions (whether in- or out-of-state) largely conducted ad hoc
Transferability between vocational and higher-education systems-Examples
Specific occupational skills needed - in professional, managerial and technical jobs, in expanding fields such as health care, as well as in traditional trades like electricians
Two projects:◦ Learning for jobs—initial VET
www.oecd.org/edu/learningforjobs ◦ Skills beyond School— postsecondary level
(OECD. Policy reviews, 2010)
Policy Reviews of Vocational Education and Training (VET)
Cross-country survey on adult skills (in 2011, results in 2013)
Identify current skills of the labor force, and establish a benchmark
Understand ways skills are acquired, enhanced or lost Coverage of general competencies
◦ Literacy◦ Numeracy◦ Ability to solve problems in technology-rich environments
Will measure skills and competencies needed for individuals to participate in society and for economies to prosper
Will help governments better understand how education and training systems can nurture these skills (PIAAC, 2008)
Programme for the International Assessment of Adult Competencies (PIAAC)
Cross-country survey on adult skills (in 2011, results in 2013)
Identify current skills of the labor force, and establish a benchmark
Understand ways skills are acquired, enhanced or lost Coverage of general competencies
◦ Literacy◦ Numeracy◦ Ability to solve problems in technology-rich environments
Will measure skills and competencies needed for individuals to participate in society and for economies to prosper
Will help governments better understand how education and training systems can nurture these skills (PIAAC, 2008)
Programme for the International Assessment of Adult Competencies (PIAAC)
Key competencies for LifeLong Learning
Communication in mother tongue
learning to learn
communication in foreign languages
social and civic competences
competences in maths, science, technology
sense of initiative and entrepreneurship
digital competencies
cultural awareness and expression (Bridge to the
future, 2010)
Computer literacy Information Technology (IT)/ Electronic
Information Literacy (EIT) Library literacy Media literacy Network literacy/ Internet Literacy/ Hyper-
Literacy Digital Literacy/ Digital Information Literacy
(Bowden, 2001)
Skill based competencies
The skills and abilities for location, critical
reception, assessment
and use of information and media in individuals’
professional and personal lives
Information literacy
Information fluency is achieved when computing
skills
are combined with a knowledge of information,
including
its many forms and sources, and critical thinking
skills
(Associated Colleges of the South, 2007)
Information fluency
Ability [of individuals] to define problems in
terms of their information needs, and to apply a
systematic approach to search, locate, apply, and
synthesize the information and evaluate the
entire process in terms of effectiveness and
efficiency (Business dictionary, 2009)
Information literacy
Information literate people will demonstrate an
awareness of how they gather, use, manage,
synthesize and create information and data in an
ethical manner and will have the information
skills to do so effectively (Sconul, 2011)
Information literate people
‘information literate people are those who have learned
how to learn because they know how knowledge is
organized,
how to find information, and how to use information in
a way
that others can learn from them’ (Ford, 1991)
Information literate people
1. define information literacy within the higher literacies and its importance to student performance, lifelong learning, and active citizenship;
2. design one or more models for information literacy development appropriate to formal and informal learning environments throughout people's lifetimes; and
3. determine implications for the continuing education and development of teachers
The American Library Association's Presidential Committee on Information Literacy
emergence of the Information Age offers great challenges
information expanding at unprecedented rate, rapid strides in technology for storing, organizing, and accessing the ever growing tidal wave of information
…large components of which are only available to people with money and/or acceptable institutional affiliations
shift in how we should teach and learn, how we should live and work in the 21st century
3Rs alone – reading, writing, and arithmetic – no longer represent basic literacy skills needed by all to achieve educational and workplace success in this new millennium (ALA Final report, 1989)
The American Library Association's Presidential Committee on Information Literacy
Need for information literacy skills great in today's work environment
Efforts to "manage" knowledge increasingly necessary to keep a strategic advantage within a global market
Business leaders calling for information literate workers (Breivik, 2005)
The importance of Information Literacy
Few executives yet know how to ask: What information do I need to do my job? When do I need it? In what form? And from whom should I be getting it?
Fewer still ask: What new tasks can I tackle now that I have all this
data? Which old tasks should I abandon? Which tasks should I do differently? (Drucker, 1992)
Importance and applicability of Information Literacy
In ascending order of complexity
simple information skills – using a single information tool, e.g. a library catalog
compound information skills – combining simple informationskills/tools, e.g. preparing a bibliography by searching several databases
complex/integrated information skills – making use of a variety of information networks, evaluating and repackaging information (Tuckett, 2001)
Levels of Information Literacy Skills Hierarchy
International Initiatives
… recognizes information literacy as “a basic human
right in the digital world” as it empowers individuals
“in all walks of life to seek, evaluate, use and create
information effectively to achieve their personal,
social, occupational and educational goals” (Alexandria
proclamation, 2005)
The Alexandria Proclamation
The creation of an Information Society is key to social, cultural and economic development of nations and communities, institutions and individuals in the 21st century and beyond.
Information Literacy encompasses knowledge of one’s information concerns and needs, and the ability to identify, locate, evaluate, organize and effectively create, use and communicate 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 learning
Information Literacy, in conjunction with access to essential information and effective use of information and communication technologies, plays a leading role in reducing the inequities within and among countries and peoples, and in promoting tolerance and mutual understanding through information use in multicultural and multilingual contexts
The Prague DeclarationTowards an Information Literate Society
Governments should develop strong interdisciplinary
programs to promote Information Literacy nationwide as a
necessary step in closing the digital divide through the
creation of an information literate citizenry, an effective
civil society and a competitive workforce
Information Literacy is a concern to all sectors of society
and should be tailored by each to its specific needs and
context
Information Literacy should be an integral part of
Education for All, which can contribute critically to the
achievement of the United Nations Millennium
Development Goals, and respect for the Universal
Declaration of Human Rights
The Prague DeclarationTowards an Information Literate Society
National Initiatives
“Rather than merely possessing data, we must also learn the skills necessary to acquire, collate, and evaluate information for any situation
This new type of literacy also requires competency with communication technologies, including computers and mobile devices that can help in our day-to-day decision making
National Information Literacy Awareness Month highlights the need for all Americans to be adept in the skills necessary to effectively navigate the Information Age” (Obama, 2009)
National Information Literacy Awareness Month, 2009
“Over the past decade, we have seen a crisis of authenticity emerge. We now live in a world where anyone can publish an opinion or perspective, whether true or not, and have that opinion amplified within the information marketplace. At the same time, Americans have unprecedented access to the diverse and independent sources of information, as well as institutions such as libraries and universities, that can help separate truth from fiction and signal from noise” (Obama, 2009)
National Information Literacy Awareness Month, 2009
NOW, THEREFORE, I, BARACK OBAMA, President of the United States of America, by virtue of the authority vested in me by the Constitution and the laws of the United States, do hereby proclaim October 2009 as National Information Literacy Awareness Month. I call upon the people of the United States to recognize the important role information plays in our daily lives, and appreciate the need for a greater understanding of its impact
National Information Literacy Awareness Month, 2009
Both Associations foster lifelong learning and take initiatives to ensure that students at all educational levels prepared to meet challenges of 21st century
For both Associations Information Literacy skills are necessary for student success
Goals Promote the idea of Information Literacy Ensure the adequate preparation of trainers
Actions Committee on collaboration of university and K-12 librarians
for the benefit of their constituencies (BluePrint, 1998)
BluePrint for collaboration ACRL/AASL
Goals Achieve seamless continuation of AASL standards for
IL to ACRL standards of IL Promote information literacy standards competency
for higher education Develop specific information literacy performance
indicators and measurable outcomes for education students
Encourage ALISE members to include modules on IL in their programs
Develop relationships with local school boards to create and promote information literacy programs for school librarians' continuing education
BluePrint for collaboration ACRL/AASL
Students and Information Literacy
Plagiarism is going social
Legitimate educational sites are more popular
than cheat sites
15% of content matches, come directly from sites
that promote and benefit from academic
dishonesty
Wikipedia is the most popular site for matched
content
Educators with the knowledge and tools can
address the growing problem (Plagiarism and Web,
2011)
Where students find material
The top eight matched sites, along with their given category, are:
1) en.wikipedia.org - Encyclopedia 2) answers.yahoo.com – News & Portal 3) www.answers.com - Social & Content Sharing 4) www.slideshare.net - Social & Content Sharing 5) www.oppapers.com - Cheat Sites & Paper Mills 6) www.scribd.com - Social & Content Sharing 7) www.coursehero.com - Homework & Academic 8) www.medlibrary.org - Homework & Academic
(Plagiarism and Web, 2011)
Where students find material
College Students and Information Seeking
Head, Alison & Michael B. Eisenberg (2009). How College Students Seek Information in the Digital Age. The Information School, University of Washington.
Project information literacy 1. Progress report, no. 1: “Lessons Learned” |
(http://projectinfolit.org/pdfs/
PIL_Fall2009_Year1Report_12_2009.pdf)
College Students and InformationSeeking
The research group conducted research among 27,666
students of 6 American universities, in April and May 2009
2,318 responses were collected
Harvard University Illinois State University University of Washington Chaffey Community College (CA)Shoreline Community College (WA)Volunteer State Community College (TN) (Head & Eisenberg, 2009)
College Students and Information Seeking
In general findings reveal that most students are not aware of the abundance of resources available to them
Whether doing research for a course or for personal reasons almost all students developed a search strategy based on a limited number of common sources of information— close at hand, tried and true. Almost all of them relied at first on suggested readings and Google, for course research, or Google and Widipedia for addressing issues arising in their everyday lives
The majority of students did not indicate any variations in frequency or order of use of these sources, regardless of their information goals or despite the plethora of other electronic sources or personal assistance existing (Head & Eisenberg, 2009)
College Students and Information Seeking
A significant number of students, when conducting research
and finding information, leveraged scholarly sources and
public Internet sites and favored brevity, consensus, and
currency
Findings indicate that students conceptualize research, especially
information seeking, as a competency learned by rote, rather than
as an opportunity to learn, develop, or expand upon an information-
gathering strategy which leverages the wide range of resources
available to them in the digital age (Head & Eisenberg, 2009)
Recommendation by researchers:
Students should be given course-related research
assignments that encourage the collection, analysis,
and synthesis of
multiple viewpoints from a variety of sources, so the
transfer of information literacy and critical thinking
competencies may be more actively called up,
practiced, and learned by students (Head & Eisenberg,
2009)
College Students and Information Seeking
Cannot read a citation Have difficulties in using a call number to locate a book
on the shelf Do not know how to evaluate/think critically about
sources Wikipedia their main/only source Little research experience beyond Google Have difficulties in selecting a proper research topic Have difficulties in identifying appropriate key words
for searching Ignore plagiarism problems
What our students do not know
Information literacy not included in learning
outcomes/assessment
No experience with libraries-lack of school libraries
Lack of resources or access to them
Lack of professionals to educate them-librarians
Untrained teachers or with dated research abilities
Information Literary not among high priority skills
What our students do not know--Reasons
Information Literacy in Higher education
Association of College and Research Libraries, ACRL (2000). Information literacy competency standards for higher education.
Retrieved fromhttp://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
Information Competencies for Higher Education
Standard I. The information competent student determines the nature and extent of the information needed
Standard II. The information competent student accesses needed information effectively and efficiently
Standard III. The information competent student evaluates information and sources critically and incorporates selected information into his or her knowledge base and value system.
Information Competencies for Higher Education
Standard IV. The information competent student, individually or as a member of a group, uses information effectively to accomplish a specific purpose
Standard V. The information competent student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally
I. The information competent student determines the nature and extent of the information needed
POSSIBLE LEARNING OBJECTIVES/OUTCOMES |
“Students will be able to …”• confer with the instructor and participate in class and work group discussions to identify a research topic or information need• develop a thesis statement and formulate research questions• explore background sources (encyclopedias, chronologies, handbooks, etc.) to increase familiarity with the topic• review and revise the information need to achieve a manageable focus
I. The information competent student determines the nature and extent of the information needed
POSSIBLE LEARNING OBJECTIVES/OUTCOMES
“Students will be able to …”• identify key concepts and words that describe the research topic• recognize that knowledge is organized into disciplines that influence the way in which information is accessed• identify the purpose and audience of potential resources (e.g., popular versus scholarly, current versus historical)• differentiate between primary and secondary sources, recognizing how their use and importance vary with each discipline
I. The information competent student determines the nature and extent of the information needed
POSSIBLE LEARNING OBJECTIVES/OUTCOMES |
“Students will be able to …”
• recognize that information may need to be constructed using raw data from primary sources• broaden the information seeking process beyond local resources when necessary by using resources at other locations or utilizing interlibrary loan services• describe criteria used to make information decisions and choices
II. The information competent student accesses needed information effectively and efficiently
EXAMPLE (Maughan, 2010)
FROM STANDARD TO . . . .OBJECTIVE/OUTCOME TO . . . . LEARNING ACTIVITIES Standard II Students will be able to identify Students will be directed to the and use controlled vocabulary Library website and told to search and terms specific to the discipline for books on a given topic.
They will be asked to report their
results and indicate the type of
search they performed and the
words they searched
Australian and New Zealand Information Literacy Framework:
principles, standards and practice. 2n ed. Ed. By Alan Bundy. Adelaide: Australian and New Zealand Institute for Information Literacy, 2004.
Standard 1. The information literate person recognises the need for information and determines the nature and extent of the information needed
Standard 2. The information literate person finds needed information effectively and efficiently
Standard 3. The information literate person critically evaluates information and the information seeking process
Standard 4. The information literate person manages information collected or generated
Standard 5. The information literate person applies prior and new information to construct new concepts or create new understandings
Standard 6. The information literate person uses information with understanding and acknowledges cultural, ethical, economic, legal, and social issues surrounding the use of information
ANZIIL
Society of College, National and University Libraries, SCONUL. (2011). The Seven Pillars of Information Literacy. SCONUL Working Group on Information Literacy
Accessed:http://www.sconul.ac.uk/groups/information_literacy/publications/coremodel.pdf
Management of Information Literacy
A mission statement for information literacy should be
established by educational authorities to ensure
compatibility among various institutions and
adherence to international standards
Individual educational institutions might adopt this to
specific needs and conditions
Mission statements
Wartburg College. Vogel Library, Iowahttp://library.wartburg.edu/infolit/GenEdEvaulation2005.pdf
Vogel Library’s mission is to educate information-literatelifelong learners
Examples of mission statements
We believe that information literacy is so fundamental that it is an integral part of the academic experience in and out of the classroom
We believe course-integrated instruction connected with a real academic need is more effective than stand-alone information literacy courses or disconnected tours and library orientations
We believe in a planned curriculum with distinct, sequenced information literacy content that allows practice and reinforcement without duplication
We believe that our information literacy instruction and any subsequent activity must help to achieve a faculty member’s course objectives
Wartburg College. Vogel Library
We believe that professors and students must be guided toward the understanding that the librarians’ goals are interconnected with their own course goals and curricular needs
Above all, we emphasize the teaching of concepts over skills as a means to achieve our information literacy mission of educating information-literate lifelong learners
Wartburg College. Vogel Library
…of the mission of Library Services is to provide "instruction to
promote information literacy and life-long learning"
Students graduating from Austin Community College should be
prepared to apply the information skills they learn as students to all
aspects of their lives as citizens, family members, employees, and
professionals
Information literate students have transferable skills from their
formal education they can use throughout life and as a means
toward continued learning (http://library.austincc.edu/help/infolit/InfoLit-Overview.php )
Austin Community College
The mission of Palomar College Library/Media Center is to collaborate with all disciplines to empower and teach students to find, evaluate, and use information effectively
We will collect, organize, and maintain information in all its formats to support the intellectual growth of students and the professional needs of our faculty (http://www.palomar.edu/library/libmission.htm)
Palomar College
We will strive to promote information literacy across campus with the
purpose of enhancing the pursuit of knowledge in all disciplines,
requiring students to think critically, and strengthening life-long
learning skills. We will strive to educate students, faculty, and other
campus personnel to understand all aspects of information literacy,
including organization of information into knowledge, and evaluation
of all information in all forms. We will provide resources and services
in an environment that fosters independent thinking, helping
students to become confident in their skills to be used in their
professional and personal lives (http://legacy.owensboro.kctcs.edu/library/infoliteracy.htm)
Owensboro Community and Technical College Library
Factors to be considered Level and Educational goals of program Desired learning outcomes Adaptation of existing standards
◦ Tailored to the needs and background of recipients◦ Content◦ Teaching strategies: focus on learning, pedagogical
issues, application of new technologies ◦ Assessment methods
Design of an Information Literacy Program
Sections to be included1. Introduction—definition of IL/IF, scope2. History of similar efforts in institution3. Goals and objectives of program4. Body of the plan5. Oversight6. Methods of assessment7. Timeline for implementation8. Marketing plan (Burkhardt, 2005)
Design of an Information Literacy Program
Agencies (VET)
European Centre for the Development of Vocational Training, Cedefop
Centre of expertise to support the development of VET and evidence based policy making
Provides advice, research, analysis, information, stimulates European cooperation and common learning
Works closely with the European Commission, governments, representatives of employers and trade unions, as well as with researchers and practitioners
Cedefop shares its expertise through electronic and hard-copy publications, conferences and working groups
The mission of OECD is to promote policies that will
improve the economic and social well-being of people
around the world
Education among its topics Pre school and schoolHigher education and adult learning Education, economy and society Human Capital Research and knowledge management
Organisation for Economic Co-operation and Development, OECD
International Labour Organization, ILO
The international organization responsible for drawing up and overseeing international labor standards.
United Nations agency that brings together representatives of governments, employers and workers to jointly shape policies and programs promoting Decent Work for all
Topic: Skills, knowledge and employability
The Center works to improve
The engagement
Achievement, and
Transition of high school and postsecondary CTE students
Through technical assistance to States
Professional development for CTE practitioners, and
Dissemination of knowledge derived from scientifically based
research
National Research Center for Career and Technical Education (NRCCTE)
The largest national education association
dedicated to the advancement of education that
prepares youth and adults for careers
Association for Career and Technical Education
The Foundation strives to help people achieve their
potential by expanding access to and success in
education beyond high school
Tuning USA launches faculty-led process that will
involve students and employers in linking college
degrees to workplace relevance and students’ mastery
of agreed-upon learning objectives
Lumina Foundation
Agencies (Information Literacy)
Unesco
Strengthening education systems Entrepreneurship Education Education should encompass both academic knowledge and
practical skills to prepare young people for responsible citizenship and the world of work
Fostering entrepreneurship attitudes and skills in secondary schools raises awareness of career opportunities, as well as of ways young people can contribute to the development and prosperity of their communities. It helps reduce youth vulnerability, social marginalization and poverty
Themes: Information and Media Literacy
Information Literacy Section (2002- )
Primary purpose to foster international cooperation in the development of information skills education in all types of libraries
Action Plan, 2011-2012• Long-term strategy to implement and adapt concepts and
programs of IL • Core curriculum within the National Information Society
Policy Framework • Set of indicators to assess IL of population
International Federation of Library Associations and Institutions, IFLA
International Alliance for Information Literacy http://enil.ceris.cnr.it/Basili/EnIL/Iailpage.html
Founding Members
Australian and New Zealand Institute for Information Literacy (ANZIIL) http://www.anziil.org/
European Network on Information Literacy (EnIL) (European Union) http://www.ceris.cnr.it/Basili/EnIL/index.html
National Forum on Information Literacy/NFIL (United States)http://www.infolit.org
NORDINFOlit (Scandinavia) http://www.nordinfolit.org
SCONUL Advisory Committee on Information Literacy (United Kingdom)http://www.sconul.ac.uk/groups/information_literacy
Mission
to promote information literacy at home and abroad
to provide programmatic research and training
activities to a broad spectrum of constituencies
National Forum on Information Literacy, http://infolit.org/
MissionDedicated to playing leadership role in assisting individuals and institutions in integrating information literacy throughout the full spectrum of the educational process
Goals Prepare librarians to become effective teachers of information literacy
programs Support librarians and other educators and administrators in playing
leadership roles in the development and implementation of information literacy programs
Forge new relationships throughout the educational community to work towards information literacy curriculum development
Offer opportunities for growth and development in the changing field of information literacy
Institute for Information Literacy, IIL http://www.ala.org/ala/mgrps/divs/acrl/issues/infolit/professactivity/iil/welcome.cfm
ACRL Information Literacy website, The ACRL Information Literacy Coordinating Committee's gateway to resources on information literacy
http://www.ala.org/ala/mgrps/divs/acrl/issues/infolit/index.cfm
ALA/ACRL
http://www.ala.org/apps/primo/public/search.cfm
Promote & share peer-reviewed instructional materials created by librarians to teach people about discovering, accessing and evaluating information in networked environments
ANimated Tutorials Sharing Project
http://ants.wetpaint.com
International Journal of Vocational and Technical Education
Journal of Education and Work Journal of Career and Technical Education
(former title: Journal of Vocational and Technical Education)
Journal of Vocational Education Research Journal of Vocational Education & Training
http://www.tandf.co.uk/journals/titles/13636820.asp Vocational Education Journal Vocational Training: European Journal (information,
full text some issues www.cedefop.eu.int/publications.asp
Vocations and Learning http://www.springerlink.com/content/120916/
Journals--VET
Communications in Information Literacyhttp://www.comminfolit.org/index.php/cil (open access)
Journal of Information Literacy http://jil.lboro.ac.uk/ojs/index.php/JIL/index (open access)
College & Research Libraries Community & Junior College Libraries Journal of Academic Librarianship Research Strategies (ceased
publication) School Library Media Quarterly
Journals—Information Literacy
Necessity for improved and attractive VET
Development of policies and strategies to advance
lifelong learning opportunities for all at all levels
Promote the creation of a new culture in educational
institutions, which will support student involvement
in the educational process
Consensus on student learning outcomes
Recommendations--VET
Information literacy skills more important for VET
students, considering their lower economic and social
background
Advocate, at various levels and to important
stakeholders, the benefits of Information Literacy
Associate Information Literacy skills with
accreditation, assessment and employability
Prepare, with selective faculty members, examples of
course integrated information literacy programs
Recommendations
“International practice shows that, for successful
development of an IL education system, it is
necessary to set unified state-level standards,
evaluation tools, and methodology. These components
could promote cooperation between the actors of IL
and the education system” (Krumina, 2011)
Recommendations
Need for research to estimate information fluency of students
◦ Under-prepared students have little natural curiosity to explore ambiguous ideas that make them uncomfortable
◦ People who are less skilled at a task tend to overestimate their skill levels
◦ Less skilled people have difficulty recognizing that others have better skills than they do
◦ Although training helps improve skills, the less skilled are less likely to seek such training (Dunning-Kruger, 1999)
Understand what students do to accomplish assignments
Assist students progress from summarizing what they found to analysis and interpretation
Recommendations
Establish a National Forum to serve as the National Focal Point for Information Literacy programs provided to every educational sector. Application of web 2.0 technologies will facilitate participation and communication.
Establish a National Resource Center, which will include exemplary online tutorials, surveys, current news etc.
Encourage faculty enhancement of own information literacy skills and involvement in IL programs
Establish a Teaching & Learning Center, staffed with education experts, information technology professionals, discipline specialists and information scientists to support the development of information literacy programs
Recommendations
…it also backs the case for investing in education,
even when other areas of public spending are under
pressure. “Education is an essential investment for
responding to the changes in technology and
demographics that are re-shaping labor markets”
(Gurría, 2010)
Conclusion
“Information should not be seen as mere capital to be
accumulated, bought, and sold, but instead, it should
be seen as a means to empower all people to make
our world a better place… Without the ability to
command information, students will not only find
themselves left out of the information economy, they
will find themselves unable to have a voice in our
society” (Swanson, 2005)
Conclusion