This  project  has  been  funded  with  support  from  the  European  Commission  

 

       

           

     

Report  on  Finalised  Information  Literacy  Case  Studies  Authors:  Carla  Basili  

 

EXECUTIVE SUMMARY

The present report constitutes the delivery D6.1 of the Work Package 6: Resource development of the EMPATIC project. Within the work plan of EMPATIC, the Work Package 6 is aimed at:

− providing finalised good practice case studies of Information Literacy in action at each level of education;

− providing links to key IL resources across Europe. In view of the above, in its Section 1, the deliverable explains how and why the methodology of case studies is of central importance to the goals of the Empatic project, as an awareness-raising tool of immediate impact. It is also explained the basic criteria applied for the selection of the 20 case studies over the 87 identified in the Desk Research WP1 (see deliverable D1.1). In order to provide a more up to date picture, a number of more recent initiatives have replaced some of those originally identified. The section also explains the rationale of the whole report and the reasons of its articulation in sections, each devoted to a single learning sector (Schools, Higher Education, Vocational Education and Adult Education) with the relative case studies. According to the above, the sections of the report provide illustrative case studies of each learning sector, focussing on their relevance with respect to one or more problematic or beneficial dimensions of Information Literacy of that learning sector. More specifically, section 2 of the report is devoted to Higher Education, section3 to Schools, section 4 to Vocational Education and section 5 to Adult Education. Section 6 includes a set of links to key IL resources across Europe and worldwide.

Table  of  Contents  

EXECUTIVE SUMMARY ................................................................................................... 1  

SECTION 1: INTRODUCTORY METHODOLOGICAL REMARKS: THE ROLE OF CASE STUDIES WITHIN EMPATIC ACTIVITIES ........................................................................................ 3  

1.1. CASE STUDIES AS METHODOLOGICAL APPROACH TO RAISING POLICY AWARENESS ............................. 3  

SECTION 2: CASE STUDIES IN THE HIGHER EDUCATION LEARNING SECTOR ....................... 5  

2.1 PROBLEMS, QUESTIONS AND POTENTIAL BENEFITS .................................................................. 5  2.2 CHARACTERISTICS OF CASE STUDIES MATCHING THE ISSUES ...................................................... 5  

SECTION 3: CASE STUDIES IN THE SCHOOL LEARNING SECTOR ........................................ 7  

3.1 PROBLEMS, QUESTIONS AND POTENTIAL BENEFITS .................................................................. 7  3.2. CHARACTERISTICS OF CASE STUDIES MATCHING THE ISSUES ..................................................... 8  

SECTION 4: CASE STUDIES IN THE VOCATIONAL EDUCATION LEARNING SECTOR ................ 9  

4.1 PROBLEMS, QUESTIONS AND POTENTIAL BENEFITS .................................................................. 9  CASE STUDIES ....................................................................... ERROR! BOOKMARK NOT DEFINED.  4.2 CHARACTERISTICS OF CASE STUDIES MATCHING THE ISSUES ...................................................... 9  

SECTION 5: CASE STUDIES IN THE ADULT EDUCATION LEARNING SECTOR ....................... 11  

5.1 PROBLEMS, QUESTIONS AND POTENTIAL BENEFITS ................................................................. 11  THE LACK OF NATIONAL POLICY ON THE LIBRARIES COOPERATION. .............................................. 11  THE CENTRAL ROLE OF THE LIBRARIANS. ............................................................................. 11  

5.2 CHARACTERISTICS OF CASE STUDIES MATCHING THE ISSUES ..................................................... 12  

SECTION 6: LINKS TO KEY IL RESOURCES ACROSS EUROPE ............................................ 13  

SCHOOL LEARNING SECTOR ................................................................................................ 13  HIGHER EDUCATION LEARNING SECTOR .................................................................................. 13  LIFELONG LEARNING SECTOR: ADULT EDUCATION – VOCATIONAL EDUCATION ..................................... 14  GENERAL PURPOSE RESOURCES ............................................................................................ 14  

REFERENCES ............................................................................................................. 15  

SECTION 1: INTRODUCTORY METHODOLOGICAL REMARKS: THE ROLE OF CASE STUDIES WITHIN EMPATIC ACTIVITIES

1.1. Case studies as methodological approach to raising policy awareness

Case study approach is a methodology largely used to generate convincing evidence of the importance and potential value of neglected issues. The case study methodology also results in an immediate impact, particularly when addressed to people not specifically acquainted with the matter to be promoted. In the case of Empatic, main aim of the whole project is to raise policy awareness of the potential benefits of Information Literacy among policy makers and stakeholders. Previous deliverables of the Empatic project provided stakeholders with essential theoretical background to the Information Literacy international scenario, in terms of definitions, models and strategies, in order to demonstrate how the ratio of the dissemination activities carried out by Empatic relies on sound bases. A part from libraries – whose historical role as “ambassadors” of the Information Literacy message has been already acknowledged in previous deliverables of the project – most of the stakeholders addressed by Empatic lack of a specialised knowledge of Information Literacy and, of utmost importance, have few time to spend in improving it. For such a target audience, therefore, higher levels of attention could be reached through methodologies of immediate impact – like exactly the case studies approach. To summarise, in order to spread over the awareness about Information Literacy, it seems reasonable to rely on a process in which the attention of decision makers is firstly captured through case studies and then consolidated through sound background information. To this respect, it has been already noticed that Empatic project provides both the elements of the envisaged process. According to the definition of Süßmann (2005)1 a case study can be defined as:

Accounts which present what is depicted as a case; that is to say, they make it into something concrete and specific, something that points beyond itself to an abstract and general phenomenon (this may be a concept, a norm, a rule, a habitus, or a case structure).

In our case, it describes an Information Literacy initiative, which is representative of a learning sector among those encompassed by the EC Lifelong Learning Programme (Schools, Higher Education, Vocational Education, Adult Education). A set of 20 Information Literacy initiatives was chosen out of the set of 87 identified by Empatic’s Desk Research Work Package (see deliverable D1.1) according to specific criteria. Initially, it was considered to base the best practices selection on the guidelines from ACRL (Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline. Best Practices Initiative. Institute for Information Literacy- Draft Revision – January 2011)2 Nevertheless, this approach was discarded for various reasons, principally because it applies

1 Süßmann, Johannes (2005) ‘Fallstudien: Theorie-Geschichte-Methode’. Conf. on Fallstudien: Theorie-Geschichte- Methode. Johann Wolfgang Goethe Universität, Frankfurt am Main. 15.9.2005 as cited by Apitzsch, U. and Siouti, S. “Interdisciplinarity, Research Policies and Practices: Two Case Studies in Germany”. The University of York, 2006 2 http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/characteristics_rev_.pdf

only to the Higher Education sector, and also because the guidelines are mainly focused to Information Literacy programmes carried out by libraries. On the contrary, the declared goal of individual projects/initiatives to support and enhance lifelong learning was among the most relevant selection criteria. Alongside the lifelong learning commitment, selection criteria were also based on the diverse problematic dimensions of Information Literacy – as they came out through the four Empatic workshops - in each of the four learning sectors considered in the project. More specifically, each learning sector (Schools, Higher Education, Vocational Education, Adult Education) addressed by the project presents a number of specific issues – both problems and potential benefits - as identified and described in other deliverables of the Empatic project (see D1.1, D5.1, D5.2, D5.3, D5.4 etc). Based on these problems and potential benefits, the 20 case studies were thus selected as they solve or exploit at least one of those issues. In order to provide a more up to date picture, a number of more recent initiatives have replaced some of those originally identified. The next sections of this report, for each learning sector, will illustrate the results of this methodological approach through first recall the major problems or potential benefits of Information Literacy in the sector, and then underlining those characteristics of each selected initiative that constitute an answer or recipient to those problems/potential benefits. An empty “problem/benefit area” means that the case study goal is auto-explicative.

SECTION 2: CASE STUDIES IN THE HIGHER EDUCATION LEARNING SECTOR

2.1 Problems, questions and potential benefits

The main issues raised from the Higher Education workshop of Empatic (see deliverable D5.2) con be summarised in a series of issues, as follows. Connotation of Information Literacy as a discipline of study A strong assumption underlying the institutionalisation of IL is to recognise it as a discipline in its own, to be conceived mainly as "knowledge" then as mere "ability", independent from any subject discipline, except for its applicative component, which can be related to a specialised IL competency level. This point was the first addressed since it is the base for further analysis on how IL could be inserted into the Bologna process. A debate started as to consider IL a discipline or simply a skill. Information Literacy vs Computer Literacy A major problem with IL is a diffused degree of misconception of the distinction between IL and Computer Literacy. The idea of replicating – mutatis mutandis – an institutional configuration path similar to that of Computer Literacy can be suggested. Both disciplines, in fact, are transversal and useful to every course of study. Information Literacy insertion into the Bologna process The EU Higher Education landscape is governed by the Bologna Process, a process started in 1999 and aimed at creating a European Higher Education Area, in which students can choose from a wide and transparent range of high quality courses and benefit from smooth recognition procedures. Responsibility for teaching This point is also linked to the (still open) question of credit assignment or not to the discipline. Among the best practices, the MA in Information Literacy was an example of a curricular initiative, while the SWIM tutorial constitutes an example of library initiative. Teaching the “teachers” The need to promote Information Literacy among both the teachers and the students was recognised as a need, but quite difficult to reach, given the hard task of make academics being “receivers of education”.

2.2 Characteristics of case studies matching the issues

The ALFIN-EEES case study was appreciated as an example of high level policy awareness since it implies the involvement of the Ministry of Education as supporting body, and a variety of public and private stakeholders as promoters. The Graduate Information Literacy represents a case of a joint initiative of three universities. This constitutes a significant step towards implementing Information Literacy within the National Higher Education System of a country. EMPATIC suggestion is to include IL among the set of learning outcomes, specifically among the generic competencies defined by the Tuning project for the Bologna process.

The Information Literacy project at Staffordshire University is a very important example of how Information Literacy can be part of a university policy strategy. The most meaningful part of the initiative includes: a Statement of Good Practice; its Implementation Plan; a set of Learning Outcomes encompassing also Information Literacy; a Student handbook Texts. All these documents could be used as guidelines by other universities wishing to institutionalise IL. The Master in Information Literacy at the University of Sheffield represents a form of institutionalization as a stand alone disciplinary domain, in line with the conception of Information Literacy as a discipline of study (Basili, 2008a). The Streaming Web-based Information Modules (SWIM) - as an example of library tutorial - represents a case in which the library plays the role of promoter organisation.

Initiative Problem/potent. benefit Matching features

ALFIN-EEES − Policy awareness − Institutionalisation

− supported by the Spanish Ministry of Education and Spanish IL EHEA

GRADUATE INFORMATION

LITERACY MODULE − Policy awareness − Institutionalisation

− joint initiative of three universities

− supported by Higher Education Authority (a member of international organization ENQA - the European Association for Quality Assurance in Higher Education and National Department Plan (NDP)

INFORMATION LITERACY PROJECT

− Campus policy initiative

− IL statement of good practice

MA IN INFORMATION LITERACY

− disciplinary connotation

− Institutionalisation

− Curriculum integration − Credit bearing discipline

SWIM tutorial − Teaching responsibility − Library managed solution

SECTION 3: CASE STUDIES IN THE SCHOOL LEARNING SECTOR

3.1 Problems, questions and potential benefits

The main issues raised from the School workshop of Empatic (see deliverable D5.1) con be summarised in a series of issues, as follows.

European goals vs national strategies The first and essential issue identified and discussed was if a Europe-wide, one d e t a i l e d Information Literacy strategy is really needed. The workshop participants observed that the educational systems, information culture, and experiences with IL development in every EU country are different, so what works in one part of Europe may not in the other. As a result it might be better to formulate the all-European Information Literacy standards in terms of l e a r n i n g o u t c o m e s , the set of IL goals to be achieved in different appropriate ways and by various means within formal, informal and non-formal learning environments. In other words, the proper direction in the area of Information Literacy development is not “central planning”, but setting common European goals, to be accomplished in each country in their own way.  

 

Central vs. local responsibility Another important question has been: who is to be responsible for the introduction and development of Information Literacy in any of the European countries? Should it be the central national body or central goals? The answer is not simple. Generally, participants spoke out against the central body for the method of “small steps” and cooperative work of all interested parties/stakeholders on the l o c a l level, in local communities where real work is or can be done.

 

"Digital natives" and Information Literacy Young generation, so-called “digital natives” do not necessarily have the “inherent” culture of information; they also must undergo education and training in the field of Information Literacy.

 

Teaching the teachers Teachers must be aware of what Information Literacy is, why it is so important and how to learn/teach IL in schools (the methodology). In other words, the school management and teachers are the most important stakeholders.    

 

Cooperation of different stakeholders Discussed examples of Information Literacy good practices show that the development of IL competencies cannot be a unilateral effort of librarians. Modern education of IL competencies requires extensive cooperation of different stakeholders: schools, libraries, cultural institutions, local authorities, teachers, parents and students.

Information Literacy and contiguous competencies The analysed examples also showed a trend to combine “pure” IL education with teaching/learning of other skills, such as media or digital literacy competencies. Also, using a wide range of innovative methods and tools to make IL education more interesting and effective has been characteristic for all concerned projects.

 

 

3.2. Characteristics of case studies matching the issues

 

 

Initiative Problem/potential benefit Matching features

UNESCO MIL Curriculum for

teachers − lack of teacher IL education

− formal teacher education integration

CHILIAS

− Timely awareness − early reaction − early awareness of the

Commission, but almost isolated initiative

− project strt date within the period 1994-1998

− funded by the European Commission under FP4

Information literacy skills – the link between secondary and tertiary

education

− gap among different level of education

− education continuity

Informatyka+ − disciplinary connotation − Institutionalisation

− Institutionalisation (regional level)

VERITY − Library oriented

solution

SECTION 4: CASE STUDIES IN THE VOCATIONAL EDUCATION LEARNING SECTOR

4.1 Problems, questions and potential benefits

The main issues raised from the Vocational Education workshop of Empatic (see deliverable D5.3) con be summarised in a series of issues, as follows. Lack of Information Literacy Awareness in the Society One of the most significant problems about VET in Turkey is the lack of awareness in information literacy on the level of society. The society has not conceived the importance of information literacy yet. They do not think that the problems they face about utilizing information and communication technologies in social life are caused by the lack of information literacy. Lack of Information Literacy Awareness by Politicians and Users The lack of awareness in information literacy on the level of society is also seen for decision makers, politicians and users in Turkey. They are not aware sufficiently of how much information literacy is important for society. Moreover, they have not completely realized that people outside formal education can gain the competence of information literacy via VET. No Relationship between Vocational Education and Information Literacy The fact that information literacy is or should be a part of vocational education (VET) is not known in Turkey. In other words, information literacy has not been regarded as the field of VET yet. Lack of Cooperation between the Institutions Connected with Vocational Education There is not sufficient coordination and cooperation within and between related formal and civil institutions on VET. This leads to unproductiveness and extravagance in VET activities. Lack of National Policy in the Subject of Vocational Education The other significant problem about VET in Turkey is lack of national policy in the subject of vocational education. That is why, the VET activities cannot discipline and continued neatly, the cooperation between institutions cannot be established, and the fields’ lack of education cannot be determined and VET activities on national level cannot be realized. General Vocational Education Problems in Turkey The following points have been considered as problematic for the vocational education system in Turkey :

• institutional arrangements of vocational education is a complex process; • the VET sector is the least understood and most poorly defined education sector, facing

also a status and image problem; • quality is still an open problem with the VET system • different levels of policy operate on VET from different points of view, thus generating

decisions not as coherent as they should be.

4.2 Characteristics of case studies matching the issues

Given the problematic picture of the whole VET system just described, not surprisingly the most meaningful Information Literacy initiatives selected for this sector come from international organisations like Unesco.

Initiative Problem/potential benefit Matching features

SEEKS – Adult Information Seeking

Strategies in the Information Society

− development of a transnational validated taxonomy of ICT-related information-seeking behaviour (ISB) among adult learners

Szkolenia – to się opłaca - Database of training

offers/PARP − Lack of Information Literacy

Awareness in the Society

− system of staff training with the needs of modern economy

Training of Information Professionals

− a first step to raise awareness in education

Training of Information Professionals/UNESCO

− Lack of Cooperation between the Institutions Connected with Vocational Education

− Filling the gap

Training-the-Trainers in Information

Literacy/UNESCO

− No Relationship between Vocational Education and Information Literacy

− a first step to raise awareness in education

SECTION 5: CASE STUDIES IN THE ADULT EDUCATION LEARNING SECTOR

The main issues raised from the Adult Education workshop of Empatic (see deliverable D5.4) con be summarised in a series of issues, as follows.

5.1 Problems, questions and potential benefits

General problems of Adult Education programs in Greece • Institutional arrangements of lifelong learning projects are even now complex and

bureaucratic; • lifelong learning is not widely considered as an educational branch, but as the impulsive

force against unemployment; • to date, no widely accepted common quality standards for Adult Education; • The adoption of the Information Literacy outside formal education is problematic.

Lack of Information Literacy Awareness in the Society Society is not yet persuaded on the significance of Information Literacy, while different specialised terms and disciplines have been identified, such as: Digital literacy, Health literacy, Computer literacy, Advanced and Basic literacy, Community literacy, Critical literacy, Cultural literacy, Emergent literacy, Family literacy, Media Literacy, Political Literacy, Business literacy. Information Literacy requires social coherence National governments have a specific responsibility in determining form and content of the educational system, in which pupils are prepared for their future lives as responsible and participative citizens. If we connect this to the employment, this is a good way to persuade decision makers and people to accept IL. As things change gradually, the prerequisite is to change the way of teaching, how libraries see themselves and the library environment. Public libraries and school libraries play a crucial role The most of the LLL projects, are designed without a library professionals’ involvement. This is a central problem. Public libraries should be strong enough to undertake the role and responsibility they ought to develop, manage and implement LLL projects. The information Literacy should start at the primary schools, so the establishment of libraries at primary educational level is essential.

The Lack of National Policy on the Libraries cooperation.

Another significant problem is the lack of national policy in libraries’ innovative role and the IL. Actually the cooperation between different kinds of libraries is not legislated.

The central role of the librarians.

According to Stevens and Campbell

“In the …. library setting, librarians can enhance social capital by collaborating with … and other … constituencies, immersing themselves in … and community life, bridging the gaps …, and working … to create authentic learning experiences in which individuals’ development of information literacy competencies is inextricably linked to

learning about the world and ways of participating productively in it” (Stevens &Campbell, 2006)3

In view of this statements, librarians: • are key players in information literacy program development, • should be involved in teaching, • take into great account students’ learning needs, • should be visible in the academic community and participate in educational activities. • can play an efficient advocacy action.

5.2 Characteristics of case studies matching the issues

Initiative Problem/potential benefit

Matching features

ENTITLE − Exportable library

solution

Information and Media Literacy /UNESCO

− Proliferation of mass media

− media education

IFAP – Information For All Programme /UNESCO

− Information Literacy with the impact on Computer Literacy, Digital Literacy

− Digital and information divide

Statistical Literacy

− Statistical literacy education, promotion and activities

WKLUCZAMY.PL − Digital divide − Formal Education

3 Stevens, C.R. & Campbell, P.J. (2006). “Collaborating to connect global citizenship, information literacy, and lifelong learning in the global studies classroom.” Reference Services Review, 34(4), 536-556. UNESCO (2003) UIE Annual Report. http://unesdoc.unesco.org/images/0014/001493/149312e.pdf. Referred by Moreleli-Cacouris (2011).

SECTION 6: LINKS TO KEY IL RESOURCES ACROSS EUROPE

School Learning Sector

Information Literacy in the classroom: secondary school teachers’ conceptions http://www4.rgu.ac.uk/files/acf4daa.pdf Information Literacy Standards for Teacher Education EBSS Instruction for Educators Committee 2006-2007 – 2010-2011, Approved by the ACRL Board of Directors at the Spring Executive Committee Meeting May 11, 2011 http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/ilstandards_te.pdf Standards for the 21st Century Learner http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf American Association of School Librarians and the Association for Educational Communications and Technology, Information Literacy Standards for Student Learning, 1998 http://www.alastore.ala.org/detail.aspx?ID=203

Higher Education Learning Sector

Information Literacy Competency Standards for Higher Education http://www.ala.org/acrl/standards/informationliteracycompetency SCONUL Working group on Information literacy http://www.sconul.ac.uk/groups/information_literacy/ DISCUS (Developing Information Skills & Competence for University Students) http://discus.tu-harburg.de IL Recommendation for the Finnish Universities http://www.helsinki.fi/infolukutaito/english/recommendation.pdf

Lifelong Learning Sector: Adult Education – Vocational Education

Information Literacy Competency Standards for Journalism Students and Professionals, ACRL, October 2011 http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/il_journalism.pdf Information literacy work at CILIP http://www.cilip.org.uk/get-involved/advocacy/information-literacy/Pages/default.aspx Information Literacy Section http://www.ifla.org/VII/s42/index.htm Nordic Information Literacy Summer School Transformation from Digital Library to Digital Learning, Korpo, Finland, 7-11 June, 2010 http://www.helsinki.fi/infolukutaito/ILajankohtaista/2010summerschool.html

General purpose resources

Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/characteristics_rev_.pdf The DOTEINE Project Documentation and Information Technologies for Education: Instruments for Information Literacy and the Organization of Educational Resources http://doteine.uc3m.es/doteine_en.htm Teaching, Learning and Technology. Information Literacy Best Practices http://www.tltgroup.org/InfoLit/BestPractices.htm THE ALEXANDRIA PROCLAMATION. http://www.ifla.org/III/wsis/BeaconInfSoc.html

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1

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This publication reflects the views only of the author, and the Commission cannot be

held responsible for any use which may be made of the information contained therein.