The Scottish Information Literacy Project: from ICT to digital literacy, the importance of information literacy

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  • The Scottish Information Literacy Project:working with partners to create an information literate Scotland

    The Scottish Information Literacy Project: From ICT to Digital Literacy the importance of information literacy

    Christine Irving&Dr John Crawford

    digital literacy in an e-world 2008: The 8th Annual E-Books Conference - Thursday 30th October 2008

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  • PresentationScottish Information Literacy ProjectEarly beginnings ICT and the Drumchapel ProjectProject objectives progress to date, partnership and contacts

    A National Information Literacy Framework (Scotland)

    Digital Literacy, Digital Information Literacy, Information Literacy

    Information Literacy in the workplaceWhats next

    Quotes / Final thoughts

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  • ICT / Drumchapel ProjectAn exploratory project initially ICT skills orientatedCommunity ICT facilities little used - Library and Cybercafs implications only now being addressedSchool and School Library are main focus for IT use in deprived areasLittle integration of information literacy into the curriculumLevels of ICT deprivation did not seem to be highBasic IT skills exist- WP, email, InternetPupil evaluation of websites poorAn asylum seeking issue An information literacy skills agenda emerged

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  • The Scottish Information Literacy Project - objectivesto develop an information literacy framework, linking primary, secondary and tertiary education to lifelong learning including workplace and adult literacies agendasAdvocacy on behalf of information literacy for education and the wider community Working with information literacy champions both UK and worldwide Researching and promoting information literacy in the workplace Identifying and working with partners, both in education and the wider community Researching the role of information literacy in continuing professional development Researching the health literacies agenda

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  • Progress to date First draft of Framework produced and pilotedInformation literacy in the workplace study Promoting international contactsContacts developed and strengthened with NGOsExtensive communications programmeWebsite further developedContact established with Glasgow Chamber of CommerceInitial health literacies contacts made Creation of an information literacy network Stimulated unprecedented level of activity in the schools sector in Scotland

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  • Partnerships and contacts Schools mainly with librariansFE/HE Dept. Educational Foundations, University of Wisconsin-WhitewaterDelegation from FinlandUS National Forum for Information LiteracyUniversity of Aalborg?Workplace Scottish Government; Glasgow Chamber; CBI ScotlandLTS/SQA

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  • A National Information Literacy Framework (Scotland) draft outline

    *Diagram evolved through looking for common themes from existing models and definitions which I was pleased to see emerge.

    Briefly explain diagram.

  • A National Information Literacy Framework (Scotland) draft contents

    Back ground information and provenance Acknowledgements Information literacy what it isInformation literacy and lifelong learningInformation literacy educationUse of the Information Literacy framework The framework levelsInformation literacy and assessmentAppendices

    *The draft evolved and the document size is much larger than intended. The original intention was something compact for practitioner use but as I worked on the framework I realized the need for it to be used as an advocacy document to inform and persuade a wide audience.

  • Draft Framework

    Piloting and evaluation survey carried out good feedback, more work to do - ongoing

    ExemplarsSome good examples from partners primary, secondary, FE, HE, workplace, transitionMore to come some still being developed. Not as many as hoped - practitioners tend not to think of their activities as exemplars of good practice

    Sharing Practice for schoolsLearning and Teaching ScotlandAdding value to LTS Information Literacy Online Service:

    Exemplars of good practice http://www.caledonian.ac.uk/ils/LTS.html

    Key pointNeed to link to Curriculum for Excellencesingle coherent curriculum for all young people aged 3-18 in Scotlandprovides a framework within which excellent learning and teaching can take place it is an integral part of the improvement agenda in Scottish education.

    *Learning and Teaching Scotland to host school exemplars on their Curriculum for Excellence website sharing practice which will give exemplars a higher profile and a wider audience particularly school teachers.

  • Curriculum for Excellence Literacy

    Literacy and English Outcomes Draft experiences and outcomesFebruary 2008

    The three lines of development for literacy skills are:Reading - Enjoyment and Choice, Tools for reading, Finding and using information, Understanding, analysing and evaluating

    Writing - Enjoyment and Choice, Tools for writing, organising and using information, creating texts

    Listening and talking - Enjoyment and Choice, Tools for listening and talking, Finding and using information, Understanding, analysing and evaluating, creating texts

    Within each of these there are organizers relevant to all curriculum areas.

    www.curriculumforexcellencescotland.gov.uk/Images/literacy_across_the_curriculum_tcm4-470951.pdf

    * Struck Gold relevant to all curriculum areas use of IL terms opportunity to link / map IL activities to

  • Digital LiteracyThe ability to use ICT and the Internet becomes a new form of literacy digital literacy. Digital literacy is fast becoming a prerequisite for creativity, innovation and entrepreneurship and without it citizens can neither participate fully in society nor acquire the skills and knowledge necessary to live in the 21st century.

    European Commission, 2003:1

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  • Digital Literacythe ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers.

    Digital literacy is fast becoming a prerequisite for creativity, innovation and entrepreneurship and without it citizens can neither participate fully in society nor acquire the skills and knowledge necessary to live in the 21st century.Paul Glister, 1997:1-2

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  • Digital Information Literacy?

    A review of digital information literacy in 0-16 year olds: evidence, development models, and recommendations

    What will information sources and access be like for our children in another decade or two and again when they grow into old age? Clearly we are teaching our children to be flexible handlers of information to enable them to cope with information sources and access technology not yet invented. The why and how of education immediately becomes more important than the here and now. We need to teach them how to find out, not teach them the answers

    Geoff Dubber (2008) SLA Guidelines, Cultivating Curiosity : Information Literacy Skills and the Primary School Library (p.8)

    Digital information literacy or information literacy in a digital world?

    * Struck Gold relevant to all curriculum areas use of IL terms opportunity to link / map IL activities to

  • Information Literacy in a digital environmentNo need for a new definition for IL in a Web 2.0 world Key issue is how you understand the concept of informationCommentators on IL make the assumption that information in IL definitions refers to textual information, but that is not necessarily the case.

    The notes on IL skills which accompany the CILIP definition make it clear that information may be available on paper, digitally, through other media such as broadcast or film or from a colleague or friendWebber , Sheila. (2008) Educating Web 2.0 LIS students for information literacy in Information Literacy meets Library 2.0 edited by Peter Godwin and Jo Parker (p39)

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  • Information Literacy

    "Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner." CILIP (2004) Information Literacy Definition

    Information Literacy was defined as the ability to identify, locate, evaluate, organize and effectively create, use and communicate information to address an issue or problem. Prague Declaration

    *No need for a new definition for IL in a Web 2.0 world. key issue is how you understand the concept of information. Commentators on IL make the assumption that information in IL definitions refers to textual information, but that is not necessarily the case. The notes on IL skills which accompany the CILIP definition make it clear that information may be available on paper (books, reference works, journals, magazines, newspapers, etc), digitally (on CD-ROMS, over the internet or the world wide web, on DVDs, on your own computer or network etc), through other media such as broadcast or film or from a colleague or friend (Armstrong et al., 2005). p40.

  • Information Literacy Prague Declaration To date, advancements in information and communicationtechnologies have only increased the divide between theinformation rich and the information poor.

    Three elements to improve this situation: ready access to information and communication technologies;unrestricted availability of needed information; an information literate citizenry Information literate citizenry is required to mobilize an effectivecivil society and create a competitive workforce.http://portal.unesco.org/ci/en/ev.php-URL_ID=13272&URL_DO=DO_TOPIC&URL_SECTION=201.html

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  • Information literacy in the workplaceWorkplace studies Project objectiveBased on 20 interviews with employees mainly in the public sector in central ScotlandNot a heavily studied area limited literatureFounded on a review of the pedagogic literature of learning in the workplaceInterviews arranged with the help of Project partners and contacts in Adult Literacies, Tribunals Service, Scottish Government Library Services and health librariesLack of private sector contactsFunded by the British Academy

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  • Conclusions (1) The traditional library view of information as deriving from electronic and printed sources only is invalid in the workplace and must include people as sources of information

    It is essential to recognize the key role of human relationships in the development of information literacy in the workplace

    The public enterprise with its emphasis on skills and qualifications is a fertile area for further investigation and developmental work

    Adult Literacies training is a powerful driver to encourage workplace information literacy

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  • Conclusions (2)Advanced Internet training extends employees information horizonsA skill and qualifications based agenda is an important pre-condition Most interviewees viewed public libraries as irrelevant for anything other than recreational purposesInformation literacy training programmes must be highly focused on the target audience All organizations have information policies but may be unaware of the fact An understanding of what constitutes information literacy is widespread in the workplace but is often implicit rather than explicit and is based on qualifications, experience, and networking activitiesOrganizations which access a wide range of information, of high quality, including sources outwith their organization, will make the best informed decisions

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  • Contacts should be established with chambers of commerce, skills agencies and other organizations involved in workplace trainingOrganizations information polices which are largely implicit should be made explicit and should include accessing a wide range of information, of high quality, including sources outwith their organization Preliminary skills audits should be carried out within organizations to determine staff information literacy skills and the organizations information literacy policyThe viability of developing information literacy training programmes should be further researchedInformation literacy training programmes should initially target sympathetic organizationsAdvanced Internet training programmes should be offered to all workplace employeesThe private sector should be researched furtherThe provision of information literacy training programmes by public libraries should be investigatedDevelopmental work should be undertaken with Adult Literacies agencies NHS contacts should be expanded to progress the health literacies agenda

    Recommendations

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  • Scottish Information Literacy Project - what we want to do nextRestructure the National Information Literacy Framework Scotland in the light of feedback from piloting in the school and FE/HE sectorsExpand the Framework to extend the lifelong learning/community engagement component using the data from the workplace/Adult Literacies study currently completingInvestigate the development of information skills training modules which could be delivered via public libraries, workplace training and Adult Literacies programmes Review and develop our existing workplace information literacy skills expertise with chambers of commerce, Adult Literacies partners, etcHave more time to publicise and promote our work to the sectors which we are targeting and to disseminate and develop strategic collaborations and partnerships on a national and international basis.To develop further strands in media and health literacies Get information literacy incorporated into Scotland's lifelong learning policy

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  • Quotes / final thoughtsGlister identifies critical thinking rather than technical competence as the core skill of digital literacy , and emphasizes the critical evaluation of what is found on the Web, rather than the critical skills required to access it. Allan Martin (2006) A Framework for Digital Literacy

    The internet needs a way to help people separate rumour from real science, says the creator of the World Wide Web Pallab Ghosh, Science correspondent, BBC News (2008) http://news.bbc.co.uk/1/hi/technology/7613201.stm

    That's why library and information specialists build / built portals and gateways for their users but a lot of people don't want to use them preferring to using Google as they think Google has all the answers.

    Sounds like people want technology to do our thinking for us instead of not believing everything they read but being able to evaluate what they read and become information literate. Christine Irving (2008)

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  • Information Literacy in practicePupils from Craigholme School in Glasgow working on their Information Literacy Project (Junior 6)

    * Struck Gold relevant to all curriculum areas use of IL terms opportunity to link / map IL activities to

  • Contact details Dr. John Crawford,Christine IrvingLibrary Research Officer, Researcher / Project OfficerMilton Street BuildingMilton Street BuildingMS004, (ground floor) MS005, (ground floor)Glasgow Caledonian UniversityGlasgow Caledonian University Cowcaddens RoadCowcaddens RoadGlasgow, G4 0BAGlasgow, G4 0BATel: 0141-273 -1248Tel: 0141-273 -1249

    Email jcr@gcal.ac.ukEmail christine.irving@gcal.ac.uk

    Project website www.caledonian.ac.uk/ils/Project blog http://caledonianblogs.net/information-literacy/

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    **Diagram evolved through looking for common themes from existing models and definitions which I was pleased to see emerge.

    Briefly explain diagram.*The draft evolved and the document size is much larger than intended. The original intention was something compact for practitioner use but as I worked on the framework I realized the need for it to be used as an advocacy document to inform and persuade a wide audience. *Learning and Teaching Scotland to host school exemplars on their Curriculum for Excellence website sharing practice which will give exemplars a higher profile and a wider audience particularly school teachers.

    * Struck Gold relevant to all curriculum areas use of IL terms opportunity to link / map IL activities to

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    * Struck Gold relevant to all curriculum areas use of IL terms opportunity to link / map IL activities to

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    *No need for a new definition for IL in a Web 2.0 world. key issue is how you understand the concept of information. Commentators on IL make the assumption that information in IL definitions refers to textual information, but that is not necessarily the case. The notes on IL skills which accompany the CILIP definition make it clear that information may be available on paper (books, reference works, journals, magazines, newspapers, etc), digitally (on CD-ROMS, over the internet or the world wide web, on DVDs, on your own computer or network etc), through other media such as broadcast or film or from a colleague or friend (Armstrong et al., 2005). p40. *

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    * Struck Gold relevant to all curriculum areas use of IL terms opportunity to link / map IL activities to

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