Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Bihac 2013 - LIT: developing information literacy for lifelong learning and knowledge economy, an institutional, national and international journey.
Transcript of Bihac 2013 - LIT: developing information literacy for lifelong learning and knowledge economy, an institutional, national and international journey.
Developing information literacy for lifelong learning and knowledge economy in Western Balkan countries
Limerick Institute of Technology - Ireland
Transilvania University of Brasov - Romania
University of Crete - Greece
Middlesex University - United Kingdom
Agricultural University of Tirana - Albania
University of Tirana - Albania
University Fan S Noli of Korce - Albania
University of Bihać - Bosnia & Herzegovina
University of Mostar - Bosnia & Herzegovina
University of Sarajevo - Bosnia & Herzegovina
University of Montenegro - Montenegro
University of Priština – Kosovska Mitrovica - Kosovo under UNSC Resolution 1244/99
National and University Library of Kosovo - Kosovo under UNSC Resolution 1244/99
Workshop Romania - LNSS - Tempus IV (3rd & 4th call)
Reason: Membership of the EU requires the existence of a functional market economy and the capacity to cope with competitive pressures and market forces within the Union. Librarians and Information Literacy can make a positive contribution to the knowledge economy, labour market and hence key to fulfilling the Lisbon Strategy by given learners transferable lifelong learning skills.
Information Literacy is a meta-competency that encapsulates the generic skills of defining, locating and accessing Information.
It is an essential and integral competency for both the knowledge worker and effective knowledge management…
… This requires librarians to develop partnership with workplace communities so as to understand the role that Information plays in the Knowledge; and to develop a new language that is relevant to workplace communities and ties Information Literacy instruction to authentic situations at the workplace.
Our mission will
be to develop
Design and implement an in depth online survey of all partner institutions to ascertain the exact state of information literacy development and provision in each partner institution
Development of innovative online IL modules for lifelong learning for their use in curricula – use of specialised information literacy suite software and incorporating use of cutting edge active learning and use of high quality online video
Harmonisation of the IL programs with those currently active in Western Balkans countries- integration of IL programs with initiatives already existing
Strengthen the capacities of higher education institutions for the strategic planning and implementation of IL programs to install transferable skills for a competitive, dynamic, knowledge-based economy
To develop IL policy, guidelines, goals, mission e.g. guidelines for developing IL programs, online IL modules
To disseminate information about the approaches to IL development and ensure sustainability of project results – through workshops, publications, project website, interaction with National and International stakeholders, society at large
Target groups and Sectors
Undergraduate and postgraduate students in the partner institutions
Librarians and academic staff in the partner institutions
Ministries of education
National and public libraries and their users
The Scientific Working Group (SWG) is entrusted with establishing the Guidelines for information literacy teaching content harmonization which are devoted to evaluate the core of teaching activities and disciplines in the foreseen education network aimed at allowing a joint Academic Content Standard within the Consortium and respecting the specificity of each country. The SWG is involved also in planning and managing the production and exchange of harmonized didactic materials, with the involvement of the teaching staff of each Party.
The Information Literacy Training Working Group (ILTWG) is is involved in developing and setting up a shared version of Guidelines for the permanent training of librarians and teaching staff which will be addressed to the teaching staff for updating and upgrading specific cultural and scientific content related to the Information literacy programs. The ILTWG will plan, organize and manage events in form of seminars, workshops, meetings, short visits, web conferencing which must be aimed at updating knowledge in groups of disciplines within the Consortium.
The Evaluation Working Group (EWG) is involved in establishing specific performance indicators for evaluating the progress and the results of the specific activities during the implementation of the Action. Moreover, it will provide to the analysis and evaluation of all possible incoming problems and their impact, proposing all possible corrections to the PMC. These activities will involve also the PMC, an inter-Tempus coaching expert, the Local Committees (Article 3.8 of the Consortium Agreement) and will be performed during the whole project life.
What is Information Literacy
Information Literacy is an umbrella term which encompasses concepts such as digital, visual and media literacies, academic literacy, information handling, information skills, data curation and data management.
Information literate people will demonstrate an awareness of how they gather, use, manage, synthesise and create information and data in an ethical manner and will have the information skills to do so effectively.
Execution of the Plan
The Project Management Committee (PMC) is the decision-making and implementing body of the Consortium. It guarantees the correct implementation of each activity and strengthens the Best Practices within the Consortium. The PMC will have these roles:
• Control of the administrative and methodological aspects of the Action;
• Monitoring and evaluation of the phases of the Action in terms of correspondence with the expectations of the Parties and stakeholders, and with the declared objectives;
• Intervention for the resolution of possible incoming problems.
The Didactic Working Group (DWG) is aimed at editing and setting up a shared version of Guidelines for planning the Information Literacy programs in the foreseen education network, with particular care on decisional and procedural criteria regarding stakeholders and student involvements. It is also involved in planning and managing the Information Literacy programs, staff and equipment
requirements, regulations, didactic and administrative aspects, student and staff mobility and define the general framework of teaching activities and the syllabus.
Development of innovative online programs for lifelong learning and their use in curricula as appropriate: this will be achieved through the formation of the Project Management Committee (PMC) and subsequently Working Groups who will deliver on goals to didactic organisations, syllabus, IL training and implementation of IL programs.
The Information Literacy Module Working Group (ILMWG) is made up of librarians and teaching staffs of all Parties with expertise and competences in the development of online modules and online content. It is involved in establishing the Guidelines for developing, assessing, testing, evaluating fit for purpose innovative online information literacy modules and courses within the Consortium.
Explanation of Project Deliverables & Workpackages
Workpackage No 1: Project management (LIT- Ireland)
Deliverable no. 1: project structures and meetings
Deliverable no. 2: Daily Project Management
Workpackage No 2: Development of the Project (UTBV Romania)
Deliverable No. 16: Quality control & monitoring
Deliverable No. 17: Lasting monitoring of IL programs
Workpackage No 3: Quality Control & Monitoring (UOC- Greece)
Deliverable No. 18: Public presentation of the project
Deliverable No. 19: Dissemination of the project steps.
Deliverable No. 20: Promotion of the IL program
Deliverable No. 21: Dissemination of the project results
Workpackage No 4: Dissemination (UKO- Albania)
Deliverable No. 22: International recognition of the IL program
Deliverable No. 23: Transfer of results
Deliverable No. 24: Sustainability
Deliverable No. 25: Western Balkan Network for IL
Workpackage No 5: Exploitation UNBI Bosnia & Herzegovina)
We applied as Coordinator in 2010 with 7 other institutions from Romania, Greece, Albania, Bosnia & Herzegovina with Norway as a self-financing partner … and failed.
However our application scored highly and was deemed to be a proposal of “good quality” by the Agency.
In the feedback from the Agency we were advised to:
• Provide more specific information on the current information literacy conditions in partner country universities.
• Involve more partners from Albania and Bosnia & Herzegovina to ensure wide geographical coverage in these countries.
• Involve more countries - hence in the 2011 application we involved 2 institutions from Kosovo under UNSC Resolution 1244/99 and 1 institution from Montenegro who joined with Albania and Bosnia & Herzegovina from our existing application.
• Be more specific about the number of practitioners that will be enrolled on the programme.
AS MUCH AS POSSIBLE!
• Involve students in the phase of the development of the content and structure or the Information Literacy Programme.
• Elaborate more and be more specific about how the project will be sustained beyond the project duration (3 years)
• Improve the budget and cost effectiveness- for example it was considered that LIT had too much for staff costs - €60 % of overall staff costs
It was considered that expenditure for specialised Information Literacy software was not justified- not explained in greater detail. Other costs for printing and publishing were considered overestimated. More specific calculations were needed for other estimates for publications.
What skills/roles are required to help achieve success in Tempus
This application was prepared and written by Jerald Cavanagh and Padraig Kirby- roles may overlap from time to time but we believe there are 2 main roles/skills required:
1. You need someone who is a networker- who will concentrate on creating/building sustaining the network (Jerald Cavanagh). It took from 2008-2011 to build the final network- the final 13 institutions involved in our project.
2. You need someone who will concentrate specifically on the application itself, who will write up the application, study the Tempus guidelines, gather the information from the other partners, identify the project deliverables (Padraig Kirby).
Why we got involved
Deliverable no. 3: Guidelines for planning IL programmes
Deliverable no. 4: IL Curriculum syllabus planning:
Deliverable no. 5: Defining IL program harmonised contents.
Deliverable No. 6: Guidelines for IL program harmonised contents
Deliverable No. 7: Production of IL harmonised didactic materials
Deliverable No. 8: Defining training of IL teachers/practitioners
Deliverable No. 9: Guidelines training of IL teachers/practitioners.
Deliverable No. 10: Updating of IL training content
Deliverable No. 11: Development of innovative online IL modules.
Deliverable No. 12: Innovative Online IL modules
Deliverable No. 13: Implementation of IL programs
Deliverable No. 14: IL Program Rollout
Deliverable No. 15: Approval of guidelines and IL programs
Total budget = 1.3 million
Grant from the Agency = 1.2 million
INFORMATION LITERACY AND
THE WESTERN BALKANS:
A TEMPUS PROJECT
“Information Literacy - Early days: an Institutional journey”
LIT have been consistent and passionate promoters and innovators in the field of information literacy for over 10 years
Origins of drive towards Information Literacy: 2004- appointment of Institute Librarian - Jerald Cavanagh- he promoted Development of IL in the institution (LIT) - putting in place Subject Librarian structure, Ask a Librarian service, Information Literacy policies and procedures, Information Literacy Framework. Shift from using the term “User education" to ”Information Literacy”. Drive towards Embedding of Information Literacy on an institutional level, in courses and subjects
One of the first institutions in Ireland to successful put in place such a structure
Developing IL nationally
In 2008 winning of almost 1 million Euros for Library Network Support Services project - to develop
information Literacy and library staff development initiatives in 4 Universities - Limerick Institute of Technology, University of Limerick, Institute of Technology Tralee, and Mary Immaculate College. First project of its kind ever to run in Ireland.
LNSS aimed to:
Select, develop, implement and evaluate a suite of online modular IL initiatives to international IL standards for the partner libraries. This will involve developing a framework of support for learners over 2008 for rollout in 2009/2010 which will enable them to have:
•Improved skills in finding, using and evaluating information.
•Greater awareness of sources of information.
•A greater understanding of academic information resources as an important component in the learning cycle.
•Improved understanding of the risks and pitfalls of abusing information sources.
•Ability to retrieve information using a variety of media.
•Skills to critically evaluate information.
•Ability to access quality information.
•Enhanced transferable skills on completion of their studies.
•Ensure the IL initiatives align with and contribute to each partner library’s existing IL programmes.
•Ensure each partner library’s requirements are represented in the design and delivery of the new IL suite.
•Ensure library staff are aware of the IL suite and have the skills to deliver them;
At first success came slowly:
Success in securing funding in programmes such as Grundtvig. Erasmus
Finally after 2 attempts LIT Library secured 1.2 million in Tempus Funding- largest amount of funding ever awarded for a Library and Information science based project since the Tempus programme began in 1990, LIT first Irish institution to lead a Tempus project in the history of the programme, first time an information literacy based project has been funded.
LIT Library- now leading information Literacy experts in Ireland and known internationally principally through the Tempus project and as leading library Conference hosts and organisers.
Through much effort over the last 10 years - we have seen LIT Library move from being promoters of IL merely in their own institution to being leading, promoters and developers of IL internationally.
Author 1. Jerald Cavanagh
Limerick Institute of Technology
Author 2. Padraig Kirby
Limerick Institute of Technology
• There are many definitions of information literacy and as many scholars have tried to trace the birth of this essential 21st century skill (Bruce 2002).
• Zurkowski is recognised as the first to mention the term information literacy in 1974 (Webber 2000 cited in Breen and Fallon 2005 p. 1) however, information literacy began to be discussed in the 1960’s as educators felt the phenomenal surge in knowledge and rapid technological change (Bruce 1997).
• Its emergence has propelled librarians from their traditional role as custodian, access and distributor (Carver 2007) into the world of teaching and training, a world where information literacy is now widely recognized as the “trademark pedagogy of librarianship.” (Kapitzke 2003 cited in Montiel-Overall 2007 p. 59).
• Traditional means of information literacy delivery such as induction, face to face group training, individual advice and consultation have blended with the emergence of web based information literacy tutorials and suites, their inception and proliferation owing to a new demand for educational opportunities and information services that are increasingly no longer place based and hence demand for online support has multiplied (Xiao & Pietraszewski, et al. 2004).
Information Literacy in Ireland
• If we define information literacy as the fusion of different concepts, the integration of library literacy, computer literacy, media literacy, information ethics, critical thinking and communication skills (Parang et al., 2000 cited in Bloom and Deyrup 2003) the focus in Ireland has tended to be on information technology and not information literacy (Webber and McGuinness 2007).
• However the Consortium of National and Research Libraries (CONUL) Working Group on Information Skills Training have taken information literacy on board and are concerned with establishing best practice in information literacy skills training (IST), investigation of current Information literacy practice in CONUL libraries and other relevant libraries, the integration of information literacy into institutional teaching and learning programmes, with regard to teaching and learning developments, and virtual learning environments /managed learning environments.
• CONUL also suggest areas of development opportunity, promotional material and guidelines for information literacy in CONUL libraries (CONUL 2004). CONUL has also recently published in 2012 Integrating information literacy into the curriculum which offers practical advice to Irish higher education institutions for the integration of information literacy into the curriculum as well as a large number of case studies showing achievements to date in an Irish context.
• SIF funded collaboration between the National University of Ireland, Galway, University College Cork and Trinity College Dublin and their design and development of an innovative and engaging information literacy tutorial at a cost of €100,000 with €600,000 provided for Generic Skills Project and available at http://sifinfolit.nuigalway.ie/ (McSweeney and Conrick 2009). This resource features good use of online video and the provision of self reflective activities to help ensure student engagement.
• Perhaps the most notable collaborative Irish IL initiative has been collaboration between the Shannon Consortium libraries of Limerick Institute of Technology, University of Limerick, Mary Immaculate College, Limerick and the Institute of Technology, Tralee in the Republic of Ireland known as Library Network Support Services (LNSS). In 2002 the Irish Government announced a 1.2 billion funding package for third level education in their budget (Irish Times 2005). Considered a landmark moment for Irish Universities and Institutes of Technology (Irish Times 2005) this package was supported by a further €300 million Strategic Innovation Fund (SIF) which encouraged colleges to collaborate and compete for finance to meet wider economic and social targets
Information Literacy in Ireland
Information Literacy in Ireland
• There have been good outcomes in the project to date.
• A robust management structure has been put in place comprising of a Project Management Committee (PMC) and 5 Working Groups whose role is to ensure that project deliverables are met and that the project achieves its objectives.
• This is enhanced further by the Limerick Institute of Technology (LIT) Management Team- Project Leader, Project Coordinator and Financial Coordinator who ensure daily project management with the help of the main contact person for EU and PC institutions, Lead Workpackage institutions and Local Implementation Committees in the PC institutions.
• development of the project which has been guided by the EU partners and best international IL standards and practice there have been some important outcomes.
• These include the publication of significant Guidelines, curricula and syllabus e.g. Guidelines for planning of IL programs in Western Balkan countries; the IL curricula and syllabus publication Integrating information literacy into academic curricula of Balkan countries universities and the IL harmonisation publication Defining IL program harmonised contents. Further guidelines for the development of the project are at advanced stage of development and are on target.
• These include production of IL harmonised didactic materials through the publication of Information Literacy courses content: transitional, transferable, transformational and another important guideline which deals with training of IL teachers entitled Guidelines for training of IL teachers/practitioners: methodology for teaching information literacy.
• Partner Country (PC) (i.e. in this case Western Balkan) institutions following a thorough consultation process involving workshops and PMC/WG meetings have decided on an online IL modular suite of courses that will be developed in their institution with rollout of the modules in each PC institution in January 2014.
• The Quality plan for the project has focussed on internal and external evaluation and has led to some good outcomes.
• Internal evaluation has been ensured by the presence of the Management structure with the PMC overseeing quality control while an Evaluation Group consisting of five Independent experts have guaranteed the external evaluation of the project.
• Dissemination in the project has resulted in good outcomes. A three strand dissemination model has been employed- institutional dissemination, regional dissemination, international dissemination.
• Through such events as public presentation of the project, at Information Days, presentations to specific Faculties, participation in special library events such as Library Week, regular meetings with academics and librarians, Media coverage through television and radio, publication of pamphlets/brochures, presentation of papers at regional and national conferences and the running of an international conference in a PC institution as well as launch of the project website http://www.ringidea.org the outcome has been that there is great awareness of the IL programs both within and outside PC institutions
Tempus project 517117: Outcomes:
Progress to date
• In the project’s mobility programme a series of one week visits will commence between May and November 2013 in order to update IL training content and to train IL teachers/practitioners.
• Remaining developments in this project mainly concern deliverables contained in the Development, Dissemination and Sustainability workpackages.
• In the Development workpackage most of the IL guidelines have already been produced with only those guidelines related to IL harmonisation awaiting final PMC and PC institution approval. During the second half of 2013 much training of IL teachers/practitioners is scheduled to occur by means of one week training visits to EU and PC institutions.
• The suites for producing the on-line modules have been selected and the modules are now in the process of being developed with rollout in January 2014 as per the delivery date. Implementation and rollout of the IL programs i.e. actual rollout of the program, coordination, timetabling and physical execution of the program will begin in 2013 with rollout continuing into 2014 and beyond.
• Future dissemination activities will see more dissemination to Faculties, Libraries but efforts also to increase dissemination to non-academic partners. Dissemination will also see the running of an International Workshop scheduled for April 2014. Future developments in the area of exploitation and sustainability will be concentrated on ensuring international dissemination of the IL programs, transfer of project results, sustaining project results, and on the further development and enlargement of the Western Balkan Network for Information Literacy (WBIL).
• The work of Tempus project 517117 and this research should prove useful to University management, academic staff, Library managers and librarians generally not just in Western Balkan institutions, but in countries and regions with less developed education systems who may be considering embedding IL into University structures.
• It is envisaged that this work will add to the body of general IL research in the area while providing a study of IL in Western Balkan countries.
• It is clear that much has been done in the Western Balkans to integrate Information Literacy. Although IL is not yet integrated fully into the curriculum with IL skills developed incrementally it is already embedded into some Departments, courses, subject units, modules and assignments in Western Balkan institutions. This in itself is an impressive achievement given that IL is in a relatively new field and one which even the most sophisticated and high profile Universities internationally can have difficulty integrating and embedding.
• Such achievements together with the clear enthusiasm and passion of IL enthusiasts in the Western Balkans and the positive influence of European Union funding programmes should accelerate strategic engagement with IL in the region making Information literacy a high priority for both educators and learners in the Western Balkans into the future.
INFORMATION LITERACY AND THE WESTERN BALKANS: A TEMPUS PROJECT
Author 1. Jerald Cavanagh BSc Econ, MSc, MA
Tempus Project Leader/Institute Librarian
Limerick Institute of Technology, Moylish Park, Limerick, Ireland, firstname.lastname@example.org
Author 2. Padraig Kirby BA (Hons) HdipLIS
Tempus Project Coordinator/Senior Library Assistant,
Limerick Institute of Technology, Moylish Park, Limerick, Ireland, email@example.com
• The project continues to move ahead towards the defined objectives and the activities of the project to date have taken place according to plans.
• The Management structure has ensured that project deliverables have been met. Any obstacles or shortcomings that may have impeded the project have been intercepted by the PMC and Management Team and swift and effective solutions found to bring the project back on track.
• The concept of Information Literacy has certainly taken hold in PC institutions with great commitment to embed IL into curricula and University structures and this will aid the process of implementing the IL programs in the second half of the project. Already many IL practitioners- Librarians, academics, administration staff have been trained IL.
• With the more intensified roll out of IL staff training in 2013 through a series of one week visits and use of a “Train the trainer” model we expect the numbers of persons trained in IL not just in PC universities but in non academic institutions such as public, national libraries and local communities to increase. Both PC and EU partners have worked hard to progress project dissemination to the point where there is great awareness about the project in PC universities at Rectorate level, in Faculties, Libraries, International Relations Office’s.