information (il) literacy in the curriculum albert k. boekhorst universiteit van amsterdam...

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 (?)

©akb QQML2011 Athens 2

Workshop

Aim is to present background information to enable persons to develop an information literacy policy in their organisation …


Participants

Name Institution, function What is/are the obstacle(s)? What do you want to achieve today?


Excercise


IL: Why, What, How, When?



To survive and develop …

themselves people and organisations need knowledge on:

Themselves Their physical

environment Their social

environment


‘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’



Information explotion

Information explotion

CONSTANT CHANGE

CONSTANT CHANGE

Technologicaldevelopments

Technologicaldevelopments

Scientific developments

Scientific developments

GlobalizationGlobalization

Information dependency

Information dependency

Ongoing proces …


CHANGE

information

definition of literacy

job descriptions

workenvironments

needs & requirements

educationaltheories

life styles

technology


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


Need for updating the existing knowledge

Need for new skills

Need for

life long learning


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)


Information Needs

Environment

Social role

Personal

characteristics

Informationneeds


Information Space

Observation: objects & processes Conversation: persons Consultation: recorded information

‘memory institutions’

Both real and virtual objectsprocesses

peoplerecorded

information

real

virtual

EGO


Information literacy

Increasing complexity of environment leads to need for more skills to select, retrieve and process information

External factors create backlog


Information inequality

Participating majority Information elite

Excluded


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


2003 Prague Declaration "Towards an Information Literate Society"

and Information Society 2005 Alexandria Declaration

Beacons of the Information Society


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


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


Iterating process

2. formulateinformation

query

3. knowledgeinformation

sources

4. knowledge of ICT applications

5. selectionintergration

dissemination

evaluation moment

1. recognizeinformation

need

1’. recognizeinformation

need


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/


Related terms

Information literacy

Information competencies

User training

Library orientation

Information skills

Information fluency

Bibliographic instruction

User education


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


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


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.


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’


How: by learning

In the socialisation process: ‘By doing’ Formal education Informal education


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


Becoming information literate

Cannot be learned in a distinct subject

Integrated in any subject Coordination between ‘teachers’ &

‘librarians’


Information Literacy Continum

Catts & Lau 2008


Catts & Lau 2008


Learning Line & Moments

Educational level A

Educational level B

Educational level C

Life Long Learning

curr

icul

um

time


Aim

From Unconscious Incompetent

Via Conscious Incompetent

To Conscious Competent

How?

QQML2011 Athens 37©akb 37

consciouscompetent

consciousincompetent

consciouscompetent ?

step 1 raise awareness(assessment)

unconsciousincompetent

step 2 offer trainings

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QQML2011 Athens

Assessments

Self-assessment Peer-assessment Tutor-assessment

©akb 38


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


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!


Developing an IL Policy

Serap KurbanoğluHacettepe University, Turkey



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

QQML2011 Athens 44©akb

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


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


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




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


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?


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


Needed

Vision Mission Values Strategy


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."


Mission

Defines the fundamental purpose of an organization or an enterprise, succinctly describing why it exists and what it does to achieve its Vision.


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".



Report on IL policy

Analysis present situation Description of desired situation Analysis of changes Making priorities Demands and conditions Information plan

= action program


Planning lineair

conceptual

reality

present future

desiredsituation

presentsituation

presentsituation

transitionprocess

newsituation

newsituation

idealsituation


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


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


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


Planning

Statement of purpose Action Environmental scan

Opportunities and challenges Resources Budget Administrative and instutional support


Planning

Integration with the curriculum Collaboration and partnership Pedagogy Outreach and promotion Evaluation Characteristics of the learner Mode of instruction


Present situation

Vision, Mission, Values Statement? Staff Equipment Facilities Instruction


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.


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.


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


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.


http://managementhelp.org/plan_dec/str_plan/stmnts.htm#anchor519441

http://managementhelp.org/plan_dec/str_plan/stmnts.htm#anchor519441

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?


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.


Examples

California State University http://

www.calstatela.edu/library/mission.htm


http://www.calstatela.edu/library/mission.htm



IFLA/UNESCO:

SCHOOL LIBRAY GUIDELINES

http://archive.ifla.org/VII/s11/pubs/sguide02.pdf






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.


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.


http://www.lib.uchicago.edu/e/about/mvv.html





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.


Libray Values

In all of our interactions, we are guided by these values: Knowledge Service Quality Integrity Respect Communication


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.


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.


Exercise

Make groups Formulate a ‘Vision Statement’ for

your organisation Formulate a ‘Mission Statement’ for

your organisation


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


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


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


SWOT Analysis

Strengths Weaknesses

Opportunities Threats


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


Exercise

Make groups Make a SWOT analysis for your library


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


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


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;


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.


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)


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


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.


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


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);


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;


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


Exercise

Make groups Who are stakeholder in your institution? Construct an IL program planning team


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


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


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


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


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


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


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


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


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


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.


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


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


Team

Stakeholders Management institute/school Teachers ‘Librarians’ ICT staff Students ….

Start with small team of ‘sympathetics’


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





Assessment tool

Strategy

Start with small group Start within one ‘subject’ group Involve ‘management’ Convince ‘teachers’


Strategy II

1. Facilitate2. ‘Seduce’3. Oblige


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Information Literacy (IL) in the CurriculumFeedback and further …




Further:IFLA Information Literacy Section

http://www.ifla.org/VII/s42/index.htm InfoLit: IFLA Information Literacy Section

Discussion List

http://www.ifla.org/VII/s42/index.htm

http://infoserv.inist.fr/wwsympa.fcgi/info/infolit-l






http://www.ifla.org/


http://www.ala.org/ala/mgrps/divs/acrl/issues/infolit/index.cfm





/

http://lilacconference.com/WP

Questions?

albertkb@gmailcom albertkb.nl


http://www.albertkb.nl/

information (il) literacy in the curriculum albert k. boekhorst universiteit van amsterdam...

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