validation report - adult education and lifelong learning sector
DESCRIPTION
Authors: Anthi Katsirikou, Christos Skiadas, Aristeidis MeletiouTRANSCRIPT
This project has been funded with support from the European Commission
Validation Report Adult/ Lifelong Learning Sector Authors: Anthi Katsirikou, Christos Skiadas, Aristeidis Meletiou
Ver: Final
"This project has been funded with support from the European Commission. 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."
EXECUTIVE SUMMARY
The present report constitutes the delivery D5.2 of the Work Package 5: Validation.
The core objectives of the EMPATIC project are to:
-‐ draw together and valorise the results of previous Information Literacy initiatives and projects across the school, university, adult and vocational learning sectors;
-‐ use this evidence to influence policy makers’ perceptions and actions to support a marked increase in piloting and mainstreaming of Information Literacy;
-‐ have a significant impact on validating new learning paradigms and strategic thinking on curriculum reform.
Within the work plan of EMPATIC, Work Package 5 aimed to validate the models, standards, performance measures and case approaches developed in the previous work packages.
Round-‐table workshops were facilitated for each of the four transversal sectors, bringing together invited policy makers together with expert stakeholders (including researchers and representatives from the learning/teaching professions).
Brief summaries of each workshop are provided, together with outlines of key issues identified.
2
Table of Contents EXECUTIVE SUMMARY ............................................................................................................................................... 1 SECTION 1: INTERNATIONAL WORKSHOP “INFORMATION LITERACY (IL), THE CORE OF THE LIFELONG LEARNING (LLL)”, 27TH MAY 2011, ATHENS, GREECE .................................................................................................................... 4 1.1. VENUE, DATES, WEBSITE, AND PARTICIPANTS .......................................................................................................................... 4 1.2. WORKSHOP CHAIR, COMMITTEE, RAPPORTEUR AND INVITED SPEAKERS ................................................................................... 4 1.3. AGENDA/PROGRAMME WITH SPEAKERS ................................................................................................................................ 4 1.4 BRIEF OUTLINE OF POINTS DISCUSSED ..................................................................................................................................... 5
1.4.1 THE WORKSHOP AIMED AT: .......................................................................................................................................... 5 1.4.2. FUNCTION OF INFORMATION LITERACY IN ADULT/ LIFELONG LEARNING SECTOR .................................................................... 5 1.4.3 SITUATION OF LLL IN GREECE ...................................................................................................................................... 5 1.4.3 LIFELONG LEARNING EDUCATIONAL PROGRAMS IN GREECE: PROBLEMS AND DISCUSSION TOPICS: .............................................. 8 1.4.4 THE INCLUSION OF IL INTO THE LLL ................................................................................................................................ 8
1.5 MAJOR ISSUES IDENTIFIED ............................................................................................................................................ 8 1.5.1 THE AWARENESS IN INFORMATION LITERACY ON THE LEVEL OF SOCIETY ................................................................................ 8 1.5.2 THE DIFFICULTY OF INFORMATION LITERACY CHANNELS TO SPREAD WIDELY THE ROLE AND THE NECESSITY OF THE INFORMATION LITERACY ........................................................................................................................................................................... 9 1.5.3. THE ATTITUDE OF POLITICIANS AND DECISION MAKERS IN THE EFFECT OF IL IN THE SOCIAL COHERENCE ....................................... 9 1.5.4 THE UNDERESTIMATION OF IL COURSES IN BOTH FORMAL AND INFORMAL EDUCATIONAL SECTORS. ............................................. 9 EXCEPT OF ACADEMIC LIBRARIES NO OTHER EDUCATIONAL UNIT HAS INVOLVED THE IL INTO CURRICULUM IN GREECE. THE INFORMATION LITERACY STARTS AT THE PRIMARY SCHOOLS, SO THE ESTABLISHMENT OF LIBRARIES AT PRIMARY EDUCATIONAL LEVEL IS ESSENTIAL. GENERALLY SPEAKING, PARTICIPANTS FROM EUROPEAN AND NON EUROPEAN COUNTRIES AGREED THAT THE IL PROCESS IS PROBLEMATIC OUTSIDE OF THE FORMAL EDUCATION. ..................................................................................................................................... 9 1.5.5. LACK OF COORDINATION AND COOPERATION AMONG THE STAKEHOLDERS OF THE PROJECTS. .................................................... 9 1.5.6 THE LACK OF NATIONAL POLICY ON THE LIBRARIES COOPERATION. ....................................................................................... 9 1.5.7. THE CENTRAL ROLE OF THE LIBRARIANS. ......................................................................................................................... 9
1.6 MODIFICATIONS/ADDITIONS SUGGESTED TO CASE STUDIES ..................................................................................... 10 1.6.1. ENTITLE – EUROPE’S NEW LIBRARIES TOGETHER IN TRANSVERSAL LEARNING ENVIRONMENT: .............................................. 10 1.6.2. INFORMATION AND MEDIA LITERACY /UNESCO: ......................................................................................................... 10 1.6.3. IFAP – INFORMATION FOR ALL PROGRAMME /UNESCO: .............................................................................................. 10 1.6.4. STATISTICAL LITERACY .............................................................................................................................................. 11 1.6.5. WKLUCZAMY.PL ................................................................................................................................................. 11
1.7 FINALIZED BEST PRACTICES/CASE STUDIES FOR ADULT/ LIFELONG LEARNING SECTOR .................................................................... 11 1.7.1. ENTITLE – EUROPE’S NEW LIBRARIES TOGETHER IN TRANSVERSAL LEARNING ENVIRONMENT .............................................. 11 1.7.2 INFORMATION AND MEDIA LITERACY. UNESCO .............................................................................................................. 13 1.7.3 IFAP – INFORMATION FOR ALL PROGRAMME ............................................................................................................... 15 1.7.4 STATISTICAL LITERACY ............................................................................................................................................... 17 1.7.5 WKLUCZAMY.PL .................................................................................................................................................. 18
SECTION 2: DESCRIPTION OF THE “REAL-‐LIFE” IL ACTIVITIES IN EACH COUNTRY FOR EACH SECTOR ......................... 21 2.1 BRIEF OUTLINE OF POINTS DISCUSSED .................................................................................................................................. 21
2.1.1 THE LACK OF BUDGET AND HUMAN RESOURCES FOR IL COURSES IN LLL /ADULT EDUCATION ................................................. 21 2.1.2 THE PROBLEM ABOUT INCLUDING INFORMATION LITERACY INTO THE CURRICULUM OF ALL EDUCATIONAL LEVELS. ....................... 21
3
2.1.3 PUBLIC LIBRARIES, LIFELONG LEARNING AND INFORMATION LITERACY OR THE NECESSITY OF PUBLIC LIBRARIES TO PLAY THEIR INNOVATIVE ROLE. ............................................................................................................................................................ 21 2.1.4 THE NECESSITY OF PROMOTION AND ADVERTISEMENT OF IL IN LLL AND ADULT EDUCATION. ................................................... 21
SECTION 3: CONCLUSIONS ....................................................................................................................................... 22 APPENDICES ............................................................................................................................................................ 23 APPENDIX 1: WORKSHOP DOCUMENTS PRESENTED FOR DISCUSSION ........................................................................... 23 APPENDIX 2: WORKSHOP LIST OF PARTICIPANTS ............................................................................................................ 23 APPENDIX 3: WORKSHOP COPIES OF PRESENTATIONS .................................................................................................... 24 APPENDIX 4: COPIES OF PHOTOS, PRESS RELEASES AND MEDIA COVERAGE FROM WORKSHOPS ................................. 24
4
SECTION 1: INTERNATIONAL WORKSHOP “INFORMATION LITERACY (IL), THE CORE OF THE LIFELONG LEARNING (LLL)”, 27TH MAY 2011, ATHENS, GREECE
1.1. Venue, dates, website, and participants
Venue: The National Hellenic Research Foundation, 48 Vassileos Constantinou Avenue - 11635, Athens, Greece
Date: Athens, Greece, 27 May 2011
1.2. Workshop Chair, Committee, RaPPORTEUR and invited speakers
Workshop Chair: Prof. Dr. Christos H. Skiadas, Director,Data Analysis and Forecasting Laboratory, Technical University of Crete, 73100 Chania Crete Greece, [email protected]
Workshop rapporteur – Anthi Katsirikou, Librarian, PhD, MSc, Director, University of Piraeus Library ([email protected], [email protected])
Workshop Committee: Prof. Christos Skiadas ([email protected]), Dr Anthi Katsirikou, Aristeidis Meletiou (MSc) ([email protected]), Ageliki Oikonomou (MSc) ([email protected]).
Keynote speaker: Mersini Moreleli-Cacouris, Assistant Professor, Dept. of Library Science and Information Systems, Alexander Technological Educational Institute of Thessaloniki, Greece. Title: Learning How to Learn: Information Literacy for Lifelong Meaning Invited International Panelists (in alphabetical order):
Professor Albert Boekhorst (The Netherlands)
Professor Serap Kurbanoglu (Turkey)
Helen Mamma, MSc (Greece)
Anna Lucia Terra (Portugal)
George Zachos, PhD (Greece)
1.3. Agenda/programme with speakers
09.30 Registration and 10.00 Opening Speeches 12.00 Anthi Katsirikou: About EMPATIC PROJECT 12.40 Keynote Speech Mersini Moreleli-Cacouris: Learning How to Learn: Information
Literacy for Lifelong Meaning 13.40 Lunch 15.00 Christos H. Skiadas Round table discussion 17.00 Close
5
1.4 Brief outline of points discussed
1.4.1 The workshop aimed at:
- Seeking ways to involve IL in the Lifelong learning procedures and defining this role.
- Exchanging ideas and opinions among different target groups, about the integration of IL into LLL.
- Discussing strategies and programs of Information Literacy (IL) development in the LLL sector across the EU and abroad.
- Validating the EMPATIC products up to date, in particular the Deliverables 4.1 and 4.2, related to IL development strategies as well as IL standards and performance indicators, and examples of good IL practice (cases).
1.4.2. Function of Information Literacy in Adult/ Lifelong Learning Sector
At the workshop, the followings regarding the functions of information literacy in adult /lifelong learning sector have been determined:
Information literacy in this sector; • Is essential for the development, prosperity and freedom of people.
• Contributes to the personal, social, occupational and educational level of people and individuals.
• is related to the concepts of ongoing education, self-education, vocational training.
• Facilitates the adaptation of changes/development at work. • Effects the productivity and work efficiency and contributes to the improvement
of the quality. • Is essential for people and organisations to survive and develop themselves. • Supports the economic growth. • Information literacy is, therefore, a basic human right that promotes social
inclusion in all nations. (IFAP mid-term strategy 2008-2013)1.
1.4.3 Situation of LLL in Greece Lifelong learning is an important educational sector in Greek non-formal educational system. Some years before more than one Ministries developed LLL programs, such as the Ministry of Labour, the Ministry of Public Administration, Governance and the Ministry of National Education and Religious Affairs. The present Government decided that the LLL is a crucial factor for the development of the country and the improvement of social inclusion and cohesion. That’s why they renamed the Ministry of National Education to the Ministry of Education and Lifelong Learning and Religious Affairs and established a General Secretary under the Minister responsible for the LLL in Greece. Doing so, they managed to concentrate the initiatives and the projects under one administrative unit and to equally distribute the resources and avoid reduplications in actions. The General Secretary on LLL is responsible for two major actions/ categories of LLL
1 Source: Unesco portal: http://portal.unesco.org/.../12114609343ifap.../ifap_draf_strategic_plan.pdf
6
1. The Institute of continuing education of adults. Its aim is the socio-technological support of the LLL projects and the implementation of actions relative to the Lifelong learning. So, the Institute supports the operation of the LLL establishments and the stand alone educational projects that are spread in all over Greece.
The establishments are: • Centers for Adult Education, • Of Second Chance Schools, • Academies for Parents,
The Stand Alone Projects: • Learning the Greek as the second language for immigrants, • Adult education in risk management, crises and emergency response and
disaster (VOLUNTEERISM), • Adult learning in basic skills in new technologies, • Training farmers to take action in secondary and tertiary sectors of the
economy, • Health Education, • Research and pilot projects.
2. The Prefectural Committees of Adult Education (NELE) constitute independent public authorities of the Prefectures that organize and promote training programs. Representatives of the local administrative bodies and Authorities constitute the Board of NELE, but the decision is made by the Head of the Prefecture. The responsibilities consist of coordinating the educational work at county level (approval training courses, hiring instructors, etc.), in accordance with local needs and directions of the General Secretary. The implemented projects are in the following disciplines:
• Culture – Arts,
• Social Economy – Entrepreneurship,
• Political action,
• Projects for People with Disabilities,
"Certificate of Training" is issued for all the projects.
The actions of the General Secretary are completed by two main actions: 1. Planning and Implementation of Distance learning programs for the LLL Instructors and
trainers. 2. Planning and Implementation of Distance Lifelong learning programs.
The first is the base line, the infrastructure of the LLL educational projects and administrative system and the second uses the ICT to the training programs. Under this administrative organization a lot of projects run in a decentralised scheme. The General Secretary of LLL services the legal frame, the strategy, the goals and the vision, and the coordination among different organizations.
According to Eurostat, Greece is not in a high status:2
Lifelong learning (% of the population aged 25 to 64 participating in education and training). Greece has a rate 1,8 (2004) and 3,3 (2009). The highest European rate is Switzerland: 28, 4(2004) and 24 (2009) and the rate in Euro-area is 7,3 and 8 respectively.
2Eurostat, statistics in focus, 44/2009. See also MAKING LIFELONG LEARNING A REALITY participation in learning for various age groups of the population. Available at http://ec.europa.eu/education/lifelong-learning-policy/.../reality_en.pdf. and http://epp.eurostat.ec.europa.eu/tgm/table.do?tab=table&init=1&plugin=1&language=en&pcode=tsiem080.
7
In addition, the Ministry gives great importance in evaluating and measuring the quality of Lifelong Learning. The working package of 2009 – 2010 & 2011 – 2012 refer to:
1. Widening Access of citizens to the public services,
2. Promoting Career Management Skills,
3. Cooperation and coordination mechanisms in guidance, practice and policy development, and
4. Quality assurance / evidence based practice and policy.
The Ministry of Education and Lifelong learning and Religious Affairs is in the process of the planning of the Quality standard, the Quality criteria, the Quality Indicators, the benchmarks of the LLL. The active participation of citizens is necessary.
8
1.4.3 Lifelong Learning Educational programs in Greece: Problems and discussion topics:
• Institutional arrangements of lifelong learning projects are even now complex and bureaucratic.
• Although Lifelong learning or Adult education traditionally concerned more with social, political, personal, and cultural development than with economic development and employability (Moreleli- Kakouri, 2011)3, the most famous actions are relevant to the job finding and money earning. The least famous actions are the social and volunteering ones. Lifelong learning is not widely considered as an educational branch, but as the impulsive force against unemployment. In that case lifelong learning doesn’t lend prestige to and social recognition.
• There are no widely accepted common quality standards up to now; therefore the problem is in the way that the projects carried out.
• The adoption of the Information Literacy outside formal education is problematic.
1.4.4 The inclusion of IL into the LLL The workshop discussed this matter. What proposed is the planning of a campaign to the General Council of the Archives, Libraries and educational tv programs and other relevant organizations and agencies in every level of the implementation of LLL projects. The campaign will focus on the benefits of IL. Perhaps the best advertisement would be the application in an individual course and the sharing of educational results in comparison with other projects. The major problem that the solution faces is the absence of libraries in the small training institutions.
1.5 MAJOR ISSUES IDENTIFIED
The discussion among participants focused on the difficulties of IL inclusion in the curriculum. The panellists pointed out that non only Life Long learning sector but even Formal Education sectors underestimate the effect of IL in the learning process. Both Foreign (European and non European) and Greek participants agreed and exchange ideas how to face it. The different personal IL experiences were reflected to the problems and the opinions expressed. Some of the major topics are the following:
1.5.1 The Awareness in Information Literacy on the level of Society Society is not persuaded on the significance of information literacy yet. They don’t realize that some of their problems they face in their social and working life, about utilizing information and communication technologies could be solved by the information literacy. So, the major problem is how to make people to realize what they need. The workshop invoked the slogan of Unesco “The four pillars of Education: Learning to know, Learning to do, Learning to live together, Learning to be” in order to point out that both people and organisations need knowledge on themselves, their physical environment, and their social environment in order to be more capable to survive and develop more advantages. Different specialized terms and disciplines have created, 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.
3 Mersini Moreleli-Cacouris: Learning How to Learn: Information Literacy for Lifelong Meaning. Keynote speech to Empatic workshop on IL the core of LLL. Athens, 27 May 2011.
9
1.5.2 The difficulty of Information Literacy channels to spread widely the role and the necessity of the information literacy
A problem that stated was how all this discussion and research about IL may affect the decisions of politics and real life (schools, educations, jobs, employees etc). How can we find the channels of transferring the knowledge to other social groups? It would be the solution of that problem if Greek public libraries would be strong enough to undertake the role and responsibility they ought to develop manage and implement LLL projects.
1.5.3. The attitude of politicians and decision makers in the effect of IL in the social coherence 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. 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.
1.5.4 The underestimation of IL courses in both formal and informal educational sectors.
Except of Academic libraries no other educational unit has involved the IL into curriculum in Greece. The information Literacy starts at the primary schools, so the establishment of libraries at primary educational level is essential. Generally speaking, participants from European and non-European countries agreed that the IL process is problematic outside of the formal education.
1.5.5. Lack of coordination and cooperation among the stakeholders of the projects. The most of the LLL projects, such as the curriculums in basic, secondary and higher education, are designed without a library professionals’ involvement. This is the core of the problem. As nobody knows the importance of IL nobody includes it. That’s why the activity about information literacy is very little. Schools and universities can provide information literacy support and instruction during years of formal education but do not serve individuals in the subsequent years of informal or self-directed study or life. And of course, there is a matter with citizens who are not affiliated with a school anymore or who have never attended secondary/post secondary education.
1.5.6 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 IL is not legislated to be included in the curriculum and it is an initiative of individual educators. That’s why the most students don’t follow the educators’ IL program, even though they don’t know how to search, retrieve, evaluate, use information sources and the information itself. Nevertheless, the IL would be recognized if tutors and professors used it.
1.5.7. The central role of the librarians.
“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)4 Librarians are: 4 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).
10
• Key players in information literacy program development, • Be involved in teaching, • Cater for students’ learning needs, • Be visible in the academic community and participate in educational activities. • Strong organization is important so Libraries participate as players to the cooperation
for IL projects. Librarians have to incorporate faculty, to persuade faculty and policy makers to include IL competencies.
1.6 MODIFICATIONS/ADDITIONS SUGGESTED TO CASE STUDIES
The participants at the workshop discussed on the following case studies:
1.6.1. ENTITLE – Europe’s New Libraries Together in Transversal Learning Environment: The website is available on: http://www.entitlelll.eu/eng. The core document is the expert-validated impact assessment framework designed for use at institutional, regional/national level in supporting quantitative and qualitative evaluation of the impact of libraries' learning activities and services on learning participation. The workshop suggested that this practice is adoptable this practice and promote it to the stakeholders that plan and implement educational strategies and IL projects in Greece, such as the Ministry of Education, Lifelong Learning and Religious affairs, the Academic Libraries and the Departments of Library and Information Science at Higher Education Institutions.
1.6.2. Information and Media Literacy /UNESCO: The project contributes to the spread of information and media literacy in lifelong learning. The proliferation of mass media has brought about decisive changes in human communication processes and behaviour. Media education aims to empower citizens by providing them with the competencies, attitudes and skills necessary to comprehend media functions. Media education can be contextualized within two UNESCO advocacies - the human rights based approach to programming and the creation of Knowledge Societies. Access to quality media content and participation in programming are principles that are among the cornerstones of the universal right to free expression.5
Media Literacy projects could be created by the university departmental libraries of Mass Media, in collaboration between faculty staff and librarians. It is a kind of literacy that is closed connected to political and social awareness and consciousness. The departmental libraries should undertake the responsibility to design training courses for librarians. The workshop approved cooperative and communicative actions, one of them is to share this information the departmental libraries.
1.6.3. IFAP – Information For All Programme /UNESCO: UNESCO’s Information for All Programme (IFAP) wishes to encourage communities using information for development to share their success stories. The aim is to promote good practices in using information for development in all parts of the world. The stories collected in open platform provide practical examples that we believe will inspire others and raise the visibility of the critically important role that information plays in development and are available on: http://www.unesco-ci.org/cgi-bin/ifapstories/page.cgi?g=;d=1. The IFAP website is available on: http://www.unesco.org/new/en/communication-and-information/intergovernmental-programmes/information-for-all-programme-ifap/homepage/ It has been thought that the content of the website is fruitful for both the trainers and trainees of information literacy. Information professionals can also be educated so as to give education about information literacy. 5http://portal.unesco.org/ci/en/ev.php-URL_ID=27056&URL_DO=DO_TOPIC&URL_SECTION=201.html
11
1.6.4. Statistical Literacy International Statistical Literacy Project (ISLP) provides an online repository of international resources and news in Statistical Literacy on the website (available on: http://www.stat.auckland.ac.nz/~iase/islp/), international activities to promote the resources and the individuals and institutions behind them and outreach activities to increase awareness of statistical literacy. International Statistical Literacy Project (ISLP) disseminates resources (articles, references, bibliographies, portals, websites, tutorials, etc.) divided for special users groups. The online resources are selected and designed for:
1. Adults learners and educators 2. Articles with Statistics 3. Assessment of Stats Literacy 4. Census for Children 5. Definitions of Stats Literacy 6. General Resources on Stats Literacy 7. Media and Journalist Training 8. Statistical Offices/Training and Projects 9. Teachers/Resources and Training
1.6.5. WKLUCZAMY.PL The initiative is sponsored and patronized by media Zabrze Television (Silesia region) and weekly magazine Nowiny Zabrzanskie. Regional, civic and social action against the phenomenon of the digital divide, especially of the inhabitants of Silesia aged 50+ years. The web site is available on: http://www.wkluczamy.pl/ The main aim of project is to help adults and other users from Silesia region to develop cultural awareness and information literacy through a series of trainings, workshops, proposed software and e-communication tools. It tries to develop the Information Literacy especially Computer Literacy, Digital Literacy counteracting e-exclusion of information society through the specified amount of workshops, trainings, meetings and research on digital inclusion of adults in Silesia region. The users are able to use the free of charge resources such as: operating system, search engine, office package, e-mail software and network, Software (Internet connection) (the project also helps to receive the ECDL European) and Computer Driving License Certificate. The departmental libraries should undertake the responsibility to design training courses for librarians. The workshop approved cooperative and communicative actions, one of them is to share this information the departmental libraries.
1.7 Finalized Best Practices/case studies for Adult/ Lifelong Learning Sector
The improvement of the best practises listed above has been appropriated and discussed at the workshop. Below there are descriptions of the validated cases.
1.7.1. ENTITLE – Europe’s New Libraries Together In Transversal Learning Environment
I: GENERAL INFORMATION 1. Country: European countries: Austria, Bulgaria, Czech Republic, Denmark, Finland, Greece, Hungary, Malta, Portugal, Romania, Slovenia, United Kingdom 2. EU funding programme: Lifelong Learning Programme of the European Union and Funded by European Commission (under LLP KA4 Dissemination and Exploitation of Results).
12
3. Focus, initiative-type: Initiatives/projects aimed at development of IL as social objective 4. Learning sector: Lifelong Learning; Adults 5. Literacy area: Information Literacy with the impact on Computer Literacy, Digital Literacy 6. Geographical / social range: 7. Type of institution, organization, and stakeholder: non-official bodies, LIS community, NGOs, Professional bodies II: CHARACTERISTIC Consortium The Consortium members are:
1. Aarhus Public Libraries, Denmark 2. Acrosslimits, Malta 3. Bulgarian Library and Information Association (BLIA), Bulgaria 4. BVOE (Buchereiverband Osterreichs), Austria 5. Cluj County Library Octavian Goga, Romania 6. Cross Czech a.s., Czech Republic 7. European Bureau of Library, Information and Documentation Associations 8. (EBLIDA), Netherlands 9. Helsinki City Library, Finland 10. Libraries and Archives Department, Lisbon, Portugal 11. MDR Partners, United Kingdom 12. Museums, Libraries and Archives Council, United Kingdom 13. National and University Library of Slovenia (NUK), Slovenia 14. Publika MKK, Hungary 15. The European Schoolnet Partnership (EUN) 16. Veria Central Public Library, Greece
Background ENTITLE is a multilateral project under LLP KA4 Dissemination and Exploitation of Results, designed to support and extend the progress made to date by Europe’s public libraries in supporting learning for all age groups and sections of society, by disseminating, consolidating and enhancing the work of key existing networks, projects and initiatives in this area. It will focus on the contribution to be made through informal learning settings in libraries to lifelong learning, combating digital illiteracy and social exclusion, paying special attention to gains achieved through the applications of ICT. ENTITLE is supporting learning for all age groups and sections of society, by disseminating, consolidating and enhancing the work of key existing networks, projects and initiatives in lifelong learning area. Core objectives ENTITLE aims to provide library and partner adult professionals, researchers and decision makers in Europe with a common, validated means of collecting and presenting data on the impact of their learning provision on learners, across their major target learning 'sectors' and to establish a basis upon which they can in future establish trends and developments in a manner which is convincing to strategic policy makers, funding bodies in the education, culture employment sectors etc.
13
In documents prepared during the project implementation and realization. The expert-validated impact assessment framework designed for use at institutional, regional/national level in supporting quantitative and qualitative evaluation of the impact of libraries' learning activities and services on learning participation, outcomes etc. for children/schools, adult learners in general and learners involved in vocational education are available in the documents prepared during the project implementation and realization. The framework is adaptable for the conducting of comparative studies in future at each of the levels described up to and including pan-European level. The website is available on: http://www.entitlelll.eu/eng Details The specific case for investment is the area of public libraries that have a number of natural advantages including: their strong roots in local communities, a tradition of partnership with schools and provision of learning-oriented services of various kinds for children; and an increasingly established role as part of Lifelong Learning landscape. There is a strong political assumption, both implicit and explicit, that informal/non-formal learning organizations such as libraries have a vital job to do by supporting individual learners. needs, providing them with choices and flexibility, helping people to continue and return to learning, enabling adults to get a job or qualification, signposting and inspiring people to take up other courses, helping children to learn and supporting schools in diversifying children’s experiences. ENTITLE aims to provide library and partner adult professionals, researchers and decision makers in Europe with a common, validated means of collecting and presenting data on the impact of their learning provision on learners, across their major target learning 'sectors' and to establish a basis upon which they can in future establish trends and developments in a manner which is convincing to strategic policy makers, funding bodies in the education, culture employment sectors etc. The current consortium has access, through its previous and current activities, to some of the most active and important dissemination networks in the fields: of digital services provided by libraries at local level (CALIMERA), school-based education (European Schoolnet) and Adult Education (European Adult Education Association). Results ENTITLE aims to provide library and partner adult professionals, researchers and decision makers in Europe with a common, validated means of collecting and presenting data on the impact of their learning provision on learners, across their major target learning 'sectors' and to establish a basis upon which they can in future establish trends and developments in a manner which is convincing to strategic policy makers, funding bodies in the education, culture employment sectors etc. The core document is the expert-validated impact assessment framework designed for use at institutional, regional/national level in supporting quantitative and qualitative evaluation of the impact of libraries' learning activities and services on learning participation, outcomes etc. for children/schools, adult learners in general and learners involved in vocational education. The framework is adaptable for the conducting of comparative studies in future at each of the levels described up to and including pan-European level.
1.7.2 Information and Media Literacy. Unesco
I: GENERAL INFORMATION 1. Country: international 2. EU funding programme: no EU funding
14
3. Focus, initiative-type: Initiatives/projects aimed at development of IL as social objective 4. Learning sector: Lifelong Learning, Transversal 5. Literacy area: Information Literacy and Media Literacy 6. Geographical / social range: international 7. Type of institution, organization, stakeholder: international organization; United Nations Educational, Scientific and Cultural Organization UNESCO II: CHARACTERISTIC Consortium United Nations Educational, Scientific and Cultural Organization UNESCO based in Paris (Headquarters). Part of UNESCO Communication and Information Sector and Capacity building Observatory portal. The website is available on: http://portal.unesco.org/ci/en/ev.phpURL_ID=15886&URL_DO=DO_TOPIC&URL_SECTION=201.html Background UNESCO action to provide people with the skills and abilities for critical reception, assessment and use of information and media in their professional and personal lives. Core objectives The aim is fostering information and media literate societies by encouraging the development of national information and media literacy policies, including in education. That means the impact on actions for different bodies official and non-official, especially connected with educational and lifelong learning sector. Details UNESCO.s mission in this area consists of fostering information and media literate societies by encouraging the development of national information and media literacy policies, including in education. A particular focus is on training teachers to sensitize them to the importance of information and media literacy in the education process, enable them to integrate information and media literacy into their teaching and provide them with appropriate pedagogical methods and curricula. An essential element of the strategy is the integration of libraries into the programmes as they provide an environment with resources and services for free and open learning and play a key role in people’s life-long learning. Media literacy section of UNESCO is the action to provide critical knowledge and analytical tools, empowering media consumers to function as autonomous and national citizens, and enabling them to critically make use of the media. Related actions are e-literacy development and IFAP (the Information for All Programme – IFAP). In September 2007, the Bureau of the Intergovernmental council for IFAP decided to fund a global scale-up project on information literacy and agreed on a series of regional Training-The-Trainers workshops in information literacy. Experts specializing in teacher training, curriculum development, media education and information literacy representing regions across the globe will gather to agree upon a framework for a model teacher-training curriculum on media and information literacy. The curriculum aims to integrate media education and information literacy in the initial training of teachers at secondary school levels, and will be designed for application and adaptation worldwide, according to the needs of each country. The framework will assert the desired competencies of teachers in this field and will focus on raising the awareness of youths in using information and media.
15
The initiative is dedicated for Lifelong Learning, but could be addressed to students (all levels of education), educators, trainers and other users for whom media and information literacy is important part of holistic understanding of information literacy competences education. The action held to provide people with the skills and abilities for critical reception, assessment and use of information and media in their professional and personal lives. Results The project contributes to the spread of information and media literacy in lifelong learning. The resources – documents, publications (concerning education, indicators, new technologies for IL development, etc.) are available on the website.
1.7.3 IFAP – Information For All Programme
I: GENERAL INFORMATION 1. Country: international; United Nations Educational, Scientific and Cultural Organization UNESCO 2. EU funding programme: 3. Focus, initiative-type: Initiatives/projects aimed at development of IL as social objective 4. Learning sector: Lifelong Learning/common; Awareness development, policy and recommendation initiatives; Education goals and strategies development; Resources and tools for learners, teachers, users. Development 5. Literacy area: Information Literacy with the impact on Computer Literacy, Digital Literacy 6. Geographical / social range: international 7. Type of institution, organization, stakeholder: United Nations Educational, Scientific and Cultural Organization UNESCO; National governments, parliaments and their official agencies; II: CHARACTERISTIC Consortium United Nations Educational, Scientific and Cultural Organization UNESCO based in Paris (Headquarters) The IFAP is guided in its planning and implementation by an Intergovernmental Council comprising 26 UNESCO Member States that are elected by Unesco General Conference. The functioning of the Council is financed by UNESCO.s regular budget. IFAP works closely with other intergovernmental organizations and international NGOs, particularly those with expertise in information management and preservation, for example the International Federation of Library Associations and Institutions (IFLA) and the International Council on Archives (ICA). IFAP works closely with other intergovernmental organizations and international NGOs, particularly those with expertise in information management and preservation, for example the International Federation of Library Associations and Institutions (IFLA) and the International Council on Archives (ICA). Background The Information for All Programme is on-going, intergovernmental programme, created in 2000. Through IFAP, Governments of the world have pledged to harness the new opportunities of the information age to create equitable societies through better access to information. The Information for All Programme is closely integrated with UNESCO's regular programme, especially in the area of communication and information. IFAP works closely with other intergovernmental organizations and international NGOs, particularly those with expertise in information management and preservation, for example the International Federation of Library Associations and Institutions (IFLA) and the International Council on Archives (ICA). IFAP
16
works through the National Committees, providing a focus at the country level as well as an opportunity to interpret and mobilize the IFAP vision for local communities through e.g. organization of workshops, meetings and publications. Core objectives The overall goal of IFAP is to help UNESCO Member States develop and implement national information policies and knowledge strategies in a world increasingly using information and communication technologies (ICT). In order to achieve this goal, the Programme concentrates also its efforts on Information Literacy that empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goal. Details IFAP try to:
• promote and widen access to information in the public domain through the organization, digitization and preservation of information;
• support training, continuing education and lifelong learning in the fields of communication, information and informatics; .
• support the production of local content and foster the availability of indigenous knowledge through basic literacy and ICT literacy training;
• promote the use of international standards and best practices in communication, information and informatics in UNESCO's fields of competence;
• and promote information and knowledge networking at local, national, regional and international levels.
Database of existed IFAP projects is available on: http://www.unesco-ci.org/cgi-bin/ifapprojects/page.cgi?d=1 The Bureau of the Intergovernmental Council for IFAP was launched in 2005 and funds proposals in one of the three priority areas that is promoting information literacy, through capacity building particularly for information professionals; Results UNESCO.s Information for All Programme (IFAP) wishes to encourage communities using information for development to share their success stories. The aim is to promote good practices in using information for development in all parts of the world. The stories collected in open platform provide practical examples that we believe will inspire others and raise the visibility of the critically important role that information plays in development and are available on: http://www.unesco-ci.org/cgi-bin/ifapstories/page.cgi?g=;d=1 The IFAP website is available on: http://www.unesco.org/new/en/communication-and-information/intergovernmental-programmes/information-for-all-programme-ifap/homepage/
17
1.7.4 Statistical Literacy
I: GENERAL INFORMATION 1. Country: international 2. EU funding programme: no EU funding 3. Focus, initiative-type: Initiative/project aimed at development of IL as social objective; Awareness development, policy and recommendation initiative; Education goals and strategies development; Curricula development; Resources and tools for learners, teachers, users development 4. Learning sector: Lifelong Learning; Transversal 5. Literacy area: Information Literacy with the impact on Computer Literacy, Digital Literacy 6. Geographical / social range: international 7. Type of institution, organization, and stakeholder: II: CHARACTERISTIC Consortium The International Statistical Literacy Project of the International Statistical Institute has as main objective to contribute to statistical literacy across the world, among young and adults, in all walks of life. The International Statistical Literacy Project is under the umbrella of the International Association for Statistical Education (IASE), a section of the International Statistical Institute (ISI). It is overseen jointly by the Executive Committee of the IASE and the International Statistical Literacy Project (ISLP) Advisory Committee. The members group is based on professionals from national, governmental bodies and higher education institutions. Background The mission of the International Statistical Literacy Project (ISLP) is to support, create and participate in statistical literacy activities and promotion around the world. To facilitate communication among many countries and projects, ISAP support the webpage, which is a forum where those interested in acquiring or providing statistical literacy can meet (in a virtual sense), exchange needs, information and resources, and learn to disseminate statistical literacy in their communities. It replaces the World Numeracy Project of the International Statistical Institute (ISI). To make the mission of the ISLP possible, the webpage was converted to the Wiki Environment accessible for every member of the IASE to be active participants in the forum. Activities and editing can be done by anyone after login. Core objectives The project aim is to contribute to statistical literacy education, promotion and activities. Details International Statistical Literacy Project (ISLP) provides an online repository of international resources and news in Statistical Literacy on the website (available on: http://www.stat.auckland.ac.nz/~iase/islp/), international activities to promote the resources and the individuals and institutions behind them and outreach activities to increase awareness of statistical literacy. The International Statistical Literacy Project is under the umbrella of the International Association for Statistical Education (IASE), a section of the International Statistical Institute (ISI). It is overseen jointly by the Executive Committee of the IASE and the International Statistical Literacy Project (ISLP) Advisory Committee.
18
The ISLP is comprised of several projects, each of them focused on one area of statistical literacy. Each project is coordinated by expert volunteers (the project coordinator) who highlight news, compile resources, maintain a web page for their project and execute activities dedicated to increase statistical literacy in their area of expertise. The resources compiled by each project coordinator are useful for acquiring and developing statistical literacy at all levels from Primary/Elementary School through Adult Learners. There are also resources available for official statisticians and for journalists and the mass media. Further, there are also resources devoted statistical literacy projects, websites, etc. that have been developed by national statistical offices, national statistical societies, and other non-profit organizations. Results International Statistical Literacy Project (ISLP) disseminates resources (articles, references, bibliographies, portals, websites, tutorials, etc.) divided for special users groups. The online resources are selected and designed for:
1. Adults learners and educators 2. Articles with Statistics 3. Assessment of Stats Literacy 4. Census for Children 5. Definitions of Stats Literacy 6. General Resources on Stats Literacy 7. Media and Journalist Training 8. Statistical Offices/Training and Projects 9. Teachers/Resources and Training
1.7.5 WKLUCZAMY.PL
I: GENERAL INFORMATION 1. Country: Poland 2. EU funding programme: no EU funding; project is the social and individual initiative 3. Focus, initiative-type: Initiatives/projects aimed at development of IL as social objective 4. Learning sector: Lifelong Learning; Adult 5. Literacy area: Information Literacy with the impact on Computer Literacy, Digital Literacy and Internet literacy 6. Geographical / social range: national, regional (Silesia region) 7. Type of institution, organization, and stakeholder: non-profit organization – "Silesian Gallery of Ideas” II: CHARACTERISTIC Consortium The initiative is sponsored and patronized by media Zabrze Television (Silesia region) and weekly magazine Nowiny Zabrzanskie. Regional, civic and social action against the phenomenon of the digital divide, especially of the inhabitants of Silesia aged 50+ years. The web site is available on: http://www.wkluczamy.pl/
19
Background The project is based on activity of non-profit organization – "Silesian Gallery of deas", in the battle with a huge social problem, which in Silesia is a "digital divide" of people 50+. Corporate Social Responsibility (CSR) Initiative WKLUCZAMY.PL is based on extensive sociological studies, which are implemented in the Silesia region by Dr. Romana Pawlinska-Chmara, a faculty member of the Opole University. She founded the organization "Silesian Gallery of Ideas” that aims at fighting against various social exclusions, especially those of 50+ citizens in the region of Silesia. Core objectives The main aim of project is to help adults and other users from Silesia region to develop cultural awareness and information literacy through a series of trainings, workshops, proposed software and e-communication tools. Details In the framework of the activity WYKLUCZAMY.PL the society of the initiative is assembled in Club Active 50+. The aim of the Club Active 50 + is to develop the intellectual ability, physical and cultural, and building interpersonal relationships and the integration of the people from the area surrounding Zabrze. Proposed various forms of activities allow the participants to lead an active lifestyle, develop interests and skills, especially those related to support for new forms of communication. The project aim is develop the Information Literacy especially Computer Literacy, Digital Literacy counteracting e-exclusion of information society through the pecified amount of workshops, trainings, meetings and research on digital inclusion of adults in Silesia region. The users are able to use the free of charge resources such as:
• operating system, search engine, office package, e-mail software and network • Software (Internet connection). The project also helps to receive the ECDL European • Computer Driving License Certificate.
Results The main results are improvement of computer, ICT skills within 50+ group of users. The impact was put on e-inclusion of adults. The project incited the awareness of social, cultural, interpersonal and collaborative capacities to create information society with e-communication possibilities, tools and forms usage for all citizens.
20
Conclusions No coherent Information Literacy policy actions are undertaken by the interested organizations – often a lack of funding from the EU is observed within the selected “cases”. The government agencies do not fund most of the initiatives or research. Information Literacy has been implemented mainly by academic centers; all kinds of tutorials and training are created. In some academic and library institutions, thanks to the participation and realization of IL projects, the issues related to IL education have been included into the curricula. In the case of completed projects there is a lack of data concerning further development of the selected IL initiatives or the projects. impact on educational policy and other actions taken with respect to teaching information skills. Furthermore, one gets the impression that most of the IL projects did not bring lasting results due to the lack of a wider reflection and overall project management policy. It is therefore necessary to develop strategic solutions that will ensure the viability of the project results after the termination of funding. Also, as it has been mentioned earlier, all organizations participating in the Information Literacy projects should do much more to provide access to complete and good-quality information about their initiatives, particularly through the creation of functional websites and maintaining them not only for the duration of the projects but also afterwards. Within the implementation and realization aspects the lack of uniformity is seen, but on the other hand, there should be some differences because of the diversity of users. The impact should be put more on building strategies for the sustainable implementation of the IL policy, the inclusion of government, academic and other bodies. activity. The emphasis ought to be put on:
• Development of translational validated taxonomy of Information Literacy strategies • Results of translational mapping of distribution of Information Literacy strategies • Guidelines for teachers and trainers to facilitate optimal use of user and student
Information Literacy strategies http://empat-ic.eu/eng/ Project funded by the European Commission under the Lifelong Learning Programme
21
SECTION 2: DESCRIPTION OF THE “REAL-‐LIFE” IL ACTIVITIES IN EACH COUNTRY FOR EACH SECTOR
2.1 Brief outline of points discussed
2.1.1 The Lack of Budget and Human Resources for IL courses in LLL /Adult Education
Dealing with this important problem the participants proposed the use of existing material and the adjustment to the different nationalities/ groups/ languages/ cases. There is no need to implement our standard but to adjust the international one to the national realities. Let’s use each others’ expertise. UNESCO’s IL material is in the website, use for free. There is always a lot of enthusiast people that are ready to adopt and modify them. The problem is the cooperation. This practice minimizes the budget and the creation time.
2.1.2 The Problem about including Information Literacy into the curriculum of all Educational levels.
The efforts must start from the lowest level: the user. To reach them it is necessary to collaborate with students in small groups, to educate librarians, to cooperate with people who are involved in the informal education system, especially the trainers of the trainers of adult education. Such initiatives are welcoming, according to the suggestion of participants.
2.1.3 Public libraries, lifelong learning and Information literacy or the necessity of Public libraries to play their innovative role.
Public libraries are among the most important places for the members of a given community to connect with information so that they may read, interpret, and produce information that will be appropriate and valuable to the community.
As information literacy is a lifelong skill, public libraries are perfectly positioned to be a ‘constant presence throughout people’s lives,’ and able to provide ongoing support to individuals in developing information literacy skills (Harding, 2008)6 By making information literacy a core mission, public libraries can reach out to all who wish to be lifelong learners rather than just the institutionally educated elite and, in so doing, nurture democracies (Hall, 2010)7 The motivation is not financing, we have to be again missionaries and not to be motivated by money. In this context we’ll develop interesting initiatives and happenings.
2.1.4 The necessity of promotion and advertisement of IL in LLL and adult education. Information professionals as a rule face with skepticism concepts like “promotion, marketing, advertisement”. They wrongfully insist that marketing is absolutely connected to economic growth in contradiction to library’s mission. However, marketing is a useful tool and that’s why IFLA and other international organizations work to specify the actions and attitudes. The Information Literacy Marketing manual of IFLA is translated into various languages. A team of University of Piraeus librarians are translating the Greek version.
6 Harding, J. (2008). “Information literacy and the public library: We’ve talked the talk, but are we walking the walk?” Australian Library Journal, 57(3): 274–294. 7 Hall, Rachel (2010). “Public Praxis: A Vision for Critical Information Literacy in Public Libraries.” Public Library Quarterly, 29: 2, 162-175.
22
SECTION 3: CONCLUSIONS
The workshop after a long discussion came into the following conclusions, concerning the Information literacy in Adult education/lifelong learning.
1. Promotion of IL and its specialized fields to society, decision makers, politicians and users should be developed.
2. The Ministry of Education and Lifelong learning and Religious Affairs, the Departments of Library and Information Science at higher educational institutions and the relevant libraries should cooperate with each other.
3. Participants could intervene to the General Secretary of LLL in order to recommend the project organizations and curriculum on information literacy in Adult education.
4. Information literacy should be integrated into the LLL activities that run by various organizations. The panellists will seek for people who are willing to cooperate on a pilot teaching course.
5. The Departments of Library and Information Science at higher educational institutions should prepare educational contents/materials related to information literacy.
6. International cooperation concerning Adult education and information literacy should be developed.
7. National strategies are drawn on the European scheme of IL standards, assessment types and learning outcomes.
23
APPENDICES
APPENDIX 1: WORKSHOP DOCUMENTS PRESENTED FOR DISCUSSION
The workshop documents and posters are available online through the webpage in English
APPENDIX 2: WORKSHOP LIST OF PARTICIPANTS
International Workshop “Information literacy (IL), the core of the lifelong learning (LLL)”
List of participants with affiliations: Name Affiliation e-mail Axelsson Marie-Louise Linkoping University
Library, Sweden [email protected]
Balta Kyriaki University of Macedonia
Hatzilia Margarita Atei of Thessalonika [email protected]
Krakowska
Monika Jagiellonian University Institute of Information and Library Science
Suchojad Dr. Henryk Jan Kochanowski University in Kielce The Main Library, Poland
Aharony Noa Bar-Ilan University [email protected]
Basili Carla CNR, Italy [email protected]
Brage Christina Linkoping University Library, Sweden
Cavaller Victor Open University of Catalonia
Cuturic Daniel Tallin University, Estonia
Della Seta Maurella Istituto Superiore di Sanità, Rome, Italy
Duncan Vicky University of Saskatchewan, Canada
Houlihan Meggan The American University of Cairo, Egypt
Koryanska Agniesrka Jagiellonian University Institute of Information and Library Science
Kurbanoglu Serap Hacettepe University Department of
24
Information Management
Lakshmana Nithin Tallin University, Estonia
Nagasawa Tayo Mie University, Japan [email protected]
Peony Tai University of Hong Kong Libraries
Pietruch-Reires
Diana Jagiellonian University, Cracov
Samanian Dr. M. Islamic Azad University Bojnourd Branch
Singh D.K. Banaras Hindu University, India
Tkacz Aneta Main Library of the Jan Kachanowski University in Kielce
Vahdat Mehrnoosh Tallin University, Estonia
Zupan Vesna The "Svetozar Markovic" University Library, Belgrade
APPENDIX 3: WORKSHOP COPIES OF PRESENTATIONS
The workshop presentations are available online through the webpage in English
APPENDIX 4: COPIES OF PHOTOS, PRESS RELEASES AND MEDIA COVERAGE FROM WORKSHOPS
The workshop p h o t o s are available online through the webpage in English
25
http://empat-ic.eu/eng/
Project funded by the European Commission under the Lifelong Learning Programme