information literacy - concept and importance
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TTT-workshop in Tallin 21.08.2008 - session 1 by Albert BoekhorstTRANSCRIPT
Information Literacy&Life Long Learning:Concept and Importance
Albert K. BoekhorstUniversiteit van AmsterdamUniversity of PretoriaTallinn University
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To survive and develop …themselves people and
organisations need knowledge on:
ThemselvesTheir physical environmentTheir social environment
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‘Survival of the Fittest’Those who are better than others capable to
satisfy their information needs in an effective and efficient way, are more capable to survive and develop themselves than … those with less advantageous traits ...
After Charles Darwin
"...it is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change...“
Therefore a need to be ‘Information Literate’
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Informatisation: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 behaviour24/7
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Information Needs
Environment
Social role
Personal
characteristics
Informationneeds
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Degree of information needs
uncertainty
importance
low high
low 1Low need ofinformation
2Moderate need of
information
high 3Moderate need of
information
4High need of information
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Information Space
Observation: objects & processesConversation: personsConsultation: recorded information
‘memory institutions’
Both real and virtualobjects
processes
peoplerecorded
information
real
virtual
EGO
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Information literacy
Increasing complexity of environment leads to need for more skills to select, retrieve and process informationExternal factors create backlog
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Information inequality
Participating majority Information elite
Excluded
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American Library Association(1989)
Information literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information
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2003 Prague Declaration "Towards an Information Literate Society" and Information Society
2005 Alexandria DeclarationBeacons of the Information Society
2009? India First World Conference on Information Literacy and Life Long Learning
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Aspects
1. Recognition information need2. Translation information need into query3. Identification suitable information source4. Application knowledge of relevant ICT5. Selection, integration, dissemination of
found information. 6. Continuous evaluation
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recognizeinformationneed
formulateinformation
query
knowledgeinformation
sources
knowledgeof ICT
appliations
selectionintergration
dissemination
K K’
E1 E2 E3 E4
E5
1 2 3 4 5
1 E1 = evaluation moment= knowledge product
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Iterating process
2. formulateinformation
query
3. knowledgeinformation
sources
4. knowledge of ICT applications
5. selectionintergration
dissemination
evaluation moment
1. recognizeinformation
need
1’. recognizeinformation
need
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SCONUL 7 pillars of information literacy
Recognise information need
Distinguish ways of addressing gap
Construct strategies for locating
Synthesise and create
Organise, apply and communicate
Compare and evaluate
Locate and access
Info
rmatio
n L
itera
cy
Basic Library Skills
&
IT Skills
http://www.sconul.ac.uk/
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Harris & Hodges (1995)
Adult literacyAdvanced literacyBasic literacyBiliteracyCommunity literacyComputer literacy Critical literacy Cultural literacyEmergent literacyFamily literacy
Functional literacyInformational literacyMarginal literacyMedia literacyMinimal literacyRestricted literacySurvival literacyVisual literacyWorkplace literacy
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IL and Media Literacy
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3 concepts
The ICT concept:Information literacy refers to the competence to use ICT to retrieve and disseminate information.
The information (re)sources concept:Information literacy refers to the competence to find and use information independently or with the aid of intermediaries.
The information process concept:Information literacy refers to the process of recognizing information need, the retrieving, evaluating, use and dissemination of information to acquire or extend knowledge.
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Information Rich - Poorperson
rich
poor
environment
richpoor
A = Information Rich person in Information Rich environment
A
C = Information Rich person in Information Poor environment
C
D = Information Poor person in Information Rich environment
D
B = Information Poor person in Information Poor environment
B
C’ A’
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How: by learning
In the socialisation process: ‘By doing’ Formal educationInformal education
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Governments
National governments have a specific responsibility:
They determine the form and content of the educational system in which pupils are prepared for their future lives as responsible and participative citizens
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Becoming information literate
Cannot be learned in a distinct subjectIntegrated in any subjectCoordination between ‘teachers’ & ‘librarians’
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Information Literacy Continum
Catts&Lau 2008
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Catts&Lau 2008
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Learning Line & Moments
Educational level A
Educational level B
Educational level C
Life Long Learning
curr
icul
um
time
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Aim
From
Unconscious IncompetentVia
Conscious IncompetentTo
Conscious Competent
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Stakeholders
Management institute/schoolTeachers‘Librarians’
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So far ‘Information literacy’
Is a container concept It’s a dynamic conceptBeing ‘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 -channelsacquiring access to information
Skills: being able to use required skills and technologyPart of Life Long Learning
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