International perspective:

national frameworks

Sheila Webber

Department of Information Studies

University of Sheffield

November 2009

http://infolitglobal.net/logo/en/

Developing a national information

literacy strategy• Pioneering!

• Many definitions, models, frameworks and proclamations

generated by expert groups

• Some research-based models

• Some strategies etc. that are claimed as information

literacy, within national strategies concerning information,

education etc.

• Most success: small countries that value education, open

use of information & the economic/social capital

represented in their citizens?

Outline

• Point’s from Horton’s “primer”

• My own perspective on the 4 areas identified in the

UNESCO-sponsored discussions: governance/

citizenship; Education; Health; Business

• Models, frameworks and visions

Horton: Understanding

information literacy

• Background on IL and proposed model (Horton’s

background as Information Management expert)

• Perceived challenges & recommendations in 4

areas: Education; Health; Workforce development &

human capital; Empowering people to vote &

participate in governing

• Steps for advocacy & awareness raising

• Examples of declarations, initiatives and ideas for

“best practice”

Themes for advocacy with each

set of partners / stakeholders

• Identifying level of awareness of information literacy

• Identifying ways of raising awareness

• Identifying key organisations, initiatives or events

• Identifying champions

• Having a clear idea of what you want them to do

“To achieve its overall socio-economic

development goals, the appropriate national

authorities should develop a national information

literacy and Lifelong Learning strategy and vision

for the country as a whole, and admonish all

other institutions, each sector and citizens to treat

the area as a high priority”

(Horton, 41)

My perspective on international

developments

Governance/ citizenship

• A number of countries (& the EU) have policies or

programmes on ICT and/or media literacy (but not

explicitly information literacy)

• Example: Finland:

– Government Policy Programme for the Information

Society (2007-2011): IT, media literacy and skills for

information society.

– Libraries are acknowledged as assets and actors for

lifelong learning, civic skills, & info society services

Governance/ citizenship

• Does the government genuinely want people to be

information literate?

• Is literacy itself encouraged?

• Cultural issues affecting views on information literacy?

• What are the predominant ways in which citizens acquire

and share information?

• Linguistic/ ethnic / sectoral / religious/ regional differences?

• Who are potential allies? What motivates them? (logically

and emotionally) How long will they be around/ allies?

Education: Development may be linked to

• External forces for change (e.g. Bologna Process)

• Educational policy (e.g. as regards teaching quality;

massification; priorities) & predominant pedagogic

approach of teachers/ lecturers

• Nature/ existence of national curriculum

• Nature of teacher education

• Accreditation processes

• Status/funding of libraries & of education generally

Health

• Need for evidence based health and medical work

makes this a rich area for information literacy

• Developments will depend on medical education

and health systems in individual countries

• National health priorities and crises may provide

opportunities

• International initiatives such as Cochrane

Collaboration imply information literate information

use

Business

• IL activities more difficult to track:

– Diversity

– Different terminology

– Confidentiality

• Meaning of IL varies more widely from academic

mode & may not be recognised as such, e.g.

– Collaborative use of information

– Wider interpretations of information (but specific to

context)

• Cannot have “one size fits all”

Models &

frameworks

Alejandro Uribe Tirado, Universidad de Antioquia, Colombia, 2009

ANZIIL framework (2nd ed)

• Standard One The information literate person recognises the need for information and determines the nature and extent of the information needed

• Standard Two The information literate person finds needed information effectively and efficiently

• Standard Three The information literate person critically evaluates information and the information seeking process

• Standard Four The information literate person manages information collected or generated

• Standard Five The information literate person applies prior and new information to construct new concepts or create new understandings

• Standard Six The information literate person uses information with understanding and acknowledges cultural, ethical, economic, legal, and social issues surrounding the use of information

http://www.anziil.org/resources/Info%20lit%202nd%20edition.pdf

Wijetunge and Alahakoon(2005)

From: Information Literacy for advanced study (Masters & Doctorate): Elements

for a curriculum

Andral, M. et al (2006)

Information Literacy/ Competence Classification

(Russia)№ Information

Literacy/Competence

Indicators

Description of Information Literacy/Competence Indicators

1 Motivation Motives to contact information flow: genre- or subject-based, emotional,

epistemological, hedonistic, psychological, ethical, intellectual, esthetic,

therapeutic, etc.

2 Contact (Communication) Frequency of contact/communication with information flow

3 Content Knowledge of media terminology, theory, and history

4 Perception Ability to perceive information flow (including media texts)

5 Interpretation/Appraisal Ability to analyze critically the functioning of information flows and media in

society and media texts of various genres and types, based on perception and

critical thinking development levels

6 Activity Ability to select information and media and to create/distribute one’s own

information; self-training information skills

7 Creativity Creative approach to different aspects of information/media activity

(perceptive, play, artistic, research, etc.)

Fedorov, Gendina and Petrova (2007)

Missing aspect?

• Information literacy for having a good life (whatever

that means to you)

• More than empowering

people to be “good citizens”

• For engaging with politicians

& media – and people as

human beings – can trigger

motivation

Quotation from interview for research

by Webber, Boon & Johnston

Quotation from interview for research by Shahd Salha

ANZIIL: 4 overarching principles

Information literate people

• engage in independent learning through constructing new meaning, understanding and knowledge

• derive satisfaction and personal fulfillment from using information wisely

• individually and collectively search for and use information for decision making and problem solving in order to address personal, professional and societal issues

• demonstrate social responsibility through a commitment to lifelong learning and community participation

Quotation from interview for research by Webber, Boon & Johnston

“Information literacy lies at the core of lifelong

learning. It empowers people in all walks of life to

seek, evaluate, use and create information effectively

to achieve their personal, social, occupational and

educational goals. It is a basic human right in a digital

world and promotes social inclusion of all nations”

Alexandria Proclamation on information literacy and lifelong learning

Quotation from interview for research by Shahd Salha

Themes for advocacy with each

set of partners / stakeholders

• Identifying level of awareness of information literacy

• Identifying ways of raising awareness

• Identifying key organisations, initiatives or events

• Identifying champions

• Having a clear idea of what you want them to do

• Identifying emotional as well as practical arguments

Successful initiatives

• Opportunism

• Practicality

• Good organisation & groundwork

• Persistence

• Networking

• Belief

• Passion

• Models, strategy and visions

Quotation from interview for research by Shahd Salha

References & Resources• Andral, M. et al (2006) Maîtrise de l’information des étudiants avancés (master et

doctorat) Eléments pour une formation. Enssib. http://www.enssib.fr/bibliotheque-numerique/document-21101

• Corrall, S. (2009) Exploring the Development of Information Literacy Strategies [powerpoint] http://www.slideshare.net/cilr/exploring-the-development-of-information-literacy-strategies

• Fedorov, A.,Gendina, N. and Petrova, V. (2007) "Russia: Information Literacy State-of-the Art Report". In Lau, J. (ED) Information Literacy: an international state of the art report. 2nd Draft. Veracruz. http://infolitglobal.net/media/UNESCO_IL_state_of_the_art_report_-_Draft070803.doc

• IFLA Information Literacy Section (including Guidelines on information literacy for lifelong learning) http://www.ifla.org/en/information-literacy

• Infolit Global website (country reports, database and logo) http://infolitglobal.net/

• Wijetunge, P. and Alahakoon, U. (2005) "Empowering 8: the Information Literacy model developed in Sri Lanka to underpin changing education paradigms of Sri Lanka." Sri Lanka Journal of Librarianship & Information Management, 1 (1), 31-41. http://www.cmb.ac.lk/academic/institutes/nilis/reports/InformationLiteracy.pdf

Sheila Webber

s.webber@shef.ac.uk

http://information-literacy.blogspot.com/

http://www.pageflakes.com/informationliteracy/