MIL in the ‘Curriculum’: Facilitate, Lure, Oblige Albert K. Boekhorst IASL Bali 2013.

MIL in the ‘Curriculum’:Facilitate, Lure, Oblige

Albert K. BoekhorstIASL Bali 2013

Program

Introduction MIL, Why, What, How, When? Developing an IL policy Feedback & Final remarks

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Motto

Don’t invent the wheel again All roads lead to Rome:

there are many different ways to reach the same outcome or destination

Rome wasn't built in a day: it can take a long time to do an

important job


Workshop

Aim is to present background information to enable persons to develop an information literacy policy in their organisation …


IFLA BSLA Building Strong Library Associations

http://www.ifla.org/bsla/training-package Module 5: School Libraries on the agenda

http://www.ifla.org/node/6402 Materials in development:

Trainer’s Manual (30-35 pages) Case Studies PowerPoint Slides for 2 days workshop

Materials Completed: School Library AdvocyCase Studies (3)

ENSIL, Norway, Sweden


http://www.ifla.org/bsla/training-package

http://www.ifla.org/bsla/training-package

http://www.ifla.org/node/6402

http://www.ifla.org/node/6402

Participants

Name Institution, function In what way are you involved in IL/MIL? What do you want to achieve today?


Informatisation process

Ongoing control over natural forces ‘technization

Ongoing differentiation: social and technical

‘differentiation’ Expanding of interdependency

networks ‘globalisation’


To survive, relax, develop etc.

People, organisations and nations need knowledge on:

Themselves Their physical

environment Their social

environment


Information Space Observation: objects & processes Conversation: persons Consultation:

Stored / recorded information in Libraries, Archives, Museums, Information

institutes etc. ‘memory institutions’

Both real and virtual


Personal information space


Barriers

Economic Political Affective Cognitive Personal characteristics


‘Survival of the Fittest’

Those who are better than others capable to satisfy their information needs in an effective and efficient way, are more capable to survive and develop themselves than … those with less advantageous traits ...

After Charles Darwin

"...it is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change...“

Therefore a need to be ‘Information Literate’


Effects for people

Exponential growth of information, information media, information channels and information services

Growth of technology, tools and applications to retrieve, process and disseminate information

Changes in communication patterns and behaviour

‘Connected’ 24/7 ©akb IASL Pre-conference Bali 2013 13

21st century

Working ‘In the Cloud’


In how many clouds?


16

Cyber Attacks

Banks Paying systems Public transport Newspapers Official organisations

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Social Media


Need to be able to work time, place and hard/software independed

Facebook Party in Haren


Excercise

Write down in how many ‘social media’ you participate


Information literacy

Increasing complexity of environment leads to need for more skills to select, retrieve and process information

External factors create backlog


First time mentioned

Paul Zurkowski was the originator of the term "information literacy". He first used it in 1974 in a proposal to the US National Commission on Libraries and Information Science. At the time he coined the term he was president of the Information Industry Association.


http://infolit.wikia.com/wiki/Information_Literacy

http://infolit.wikia.com/index.php?title=Information_Industry_Association&action=edit&redlink=1

‘People trained in the application of information resources to their work can be called information literates. They have learned techniques and skills for utilizing the wide range of information tools as well as primary range of information tools as well as primary resources in molding information-solutions to their problems’ (Zurkowski 1974, p.6).


American Library Association (1989)

Information literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information

In an ethical way


Further 2003 Prague Declaration

"Towards an Information Literate Society" and Information Society

2005 Alexandria Declaration Beacons of the Information Society

2011 Fez Declaration on Media & Information Literacy

2012 UNESCO / IFLA Recommendation Dilemma IL or MIL …

2012 Moscow Declaration on Media and Information Literacy


Information Rich - Poor


personrich

poor

enviro

nm

ent

richpoor

A = Information Rich person in Information Rich environment

A

C = Information Rich person in Information Poor environment

C

D = Information Poor person in Information Rich environment

D

B = Information Poor person in Information Poor environment

B

C’ A’

Aspects

1. Recognition information need2. Translation information need into query3. Identification suitable information source4. Application knowledge of relevant ICT5. Selection, integration, dissemination of

found information. 6. Continuous evaluation


Process


recognize information need

formulate information query

knowledge information sources

knowledge of ICT appliations

selection intergration dissemination

K K’

E1 E2 E3 E4

E5

1 2 3 4 5

1 E1 = evaluation moment= knowledge product

SCONUL 7 pillars of information literacy


Recognise information need

Distinguish ways of addressing gap

Construct strategies for locating

Synthesise and create

Organise, apply and communicate

Compare and evaluate

Locate and access

Info

rma

tion

Litera

cy

Basic Library Skills

&

IT Skills

http://www.sconul.ac.uk/

30

Model of the Information Search Proces


The Big6™ Skills

1. Task Definition 2. Information Seeking Strategies 3. Location and Access 4. Use of Information 5. Synthesis 6. Evaluation

Big6.com


Models


And more Models


Related terms


Information competencies

User training

Library orientation

Information skills

Information fluency

Bibliographic instruction

User education

Information literacy

Harris & Hodges (1995) Adult literacy Advanced literacy Basic literacy Biliteracy Community literacy Computer literacy Critical literacy Cultural literacy Emergent literacy Family literacy

Functional literacy Informational literacy Marginal literacy Media literacy Minimal literacy Restricted literacy Survival literacy Visual literacy Workplace literacy


More …

Tool literacy, Resource literacy, Social-structural literacy, Research literacy, Publishing literacy, Emerging technology literacy, Critical literacy. Shapiro, & Hughes,1996


Recently found Civic Literacy News Literacy Information Fluency Health information Literacy Emergent Literacy Transliteracy Copyright Literacy Century Skills 21st Century Information Fluency Augmented Reality Literate Visual Literacy Mobile Information Literacy Chat Literacy Intergenerational Literacies


IL and Media Literacy

Expert meetings UNESCO Paris June 2008

Teacher Training Curricula for Media and information Literacy

Bangkok November 2010 Towards Media and Information Literacy

Indicators


Definition

Media literacy is a repertoire of competences that enable people to analyze, evaluate, and create messages in a wide variety of media modes, genres, and forms.

http://en.wikipedia.org/wiki/Media_literacy


http://en.wikipedia.org/wiki/Media_literacy

Umbrella concept



User training

Library orientation

Information skills

Information fluency


User education

Information Literacy

Umbrella concept



User training

Library orientation

Information skills

Information fluency


User education

MIL

3 concepts The ICT concept:

Information literacy refers to the competence to use ICT to retrieve and disseminate information.

The information (re)sources concept: Information literacy refers to the competence to

find and use information independently or with the aid of intermediaries.

The information process concept: Information literacy refers to the process of

recognizing information need, the retrieving, evaluating, use and dissemination of information to acquire or extend knowledge.


Information inequality


Participating majority Information elite

Excluded

45

Information inequality


Participating majority Information elite

Excluded

47

Distribution of worldwide internet users June 2012

©akb IASL Pre-conference Bali 2013http://www.statista.com/

So far ‘MIL’ Is a container concept It’s a dynamic concept Being ‘MIL’ is a competence:

a critical Attitude about: What am I doing? What for am I doing this? With what am I doing this?

Knowledge about: the organization and quality of information

resources and -channels acquiring access to information

Skills: being able to use required skills and technology

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Excercise

Make groups What are the main obstacles to

implement MIL in your organisation


According to me …

Management is not interested They search with one word in Google and

think that’s enough! ‘Teachers’ claim it’s their area

But are the competent? Students think they are competent!

They search with one word in Google and think they are competent!


How: by learning

In the socialisation process: ‘By doing’ Formal education Informal education


Becoming information literate

Cannot be learned in a distinct subject

Integrated in any subject Coordination between ‘teachers’ &

‘librarians’


In each subject attention for: Information problems: what are relevant problems in

the subject? Information questions: how are questions in this subject

formulated? Resources: what specific information resources are

relevant for the subject? Selecton: which of the identified sources are relevant Process: what specific communication tradition are there

regarding presentation, storing and dissemination ICT: what specific skills are needed to use resources and

applications Evaluation: Does each step indeed lead to obtain the

desired information and satisfies the information need


+ Aspects of information literacy should be

given in such a way that they reflect the needs of the person at that time.


Learning Line & Moments


Educational level A

Educational level B

Educational level C

Life Long Learning

curr

icul

um

time

Information Literacy Continum


Catts & Lau 2008

Towards becoming MIL

From Unconscious Incompetent

Via Conscious Incompetent

To Conscious Competent


Via Assessments

Self-assessment Peer-assessment Tutor-assessment


How?

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consciouscompetent

consciousincompetent

step 1 raise awareness(assessment)

unconsciousincompetent

step 2 offer trainings

Global Trends

Originated in ‘industry’ Went into (school) libraries Differentiation of concept Confusing variety of ´terms Is still there, more and more

´integrated´ But still:

Lack of interest of ‘management’ Reluctance of ‘teachers’


Governments

National governments have a specific responsibility: They determine the form and content of

the educational system in which pupils are prepared for their future lives as responsible and participative citizens


Developing an MIL Policy

Albert K. Boekhorst

Our plans miscarry because they have no aim. When a man does not know what harbour he is making for,

no wind is the right wind

Seneca

IASL Pre-conference Bali 2013

In our minds … we know

1. Present situation A2. Desired situation B3. Wonder how to come from A to B4. So we need a strategy for an IL policy

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Information policy

An information policy is the vision of the strategic management on the main lines, that have to be observed to achieve the required information organisation for the near future from one till five year

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What do we need

A strategic planning A formulated policy Action program


Strategic planning

Strategic planning is the formal consideration of an organization's future course. All strategic planning deals with at least one of three key questions: "What do we do?" "For whom do we do it?" "How do we excel?"

http://en.wikipedia.org/wiki/Strategic_planning




Strategic Planning Process I

Situation - evaluate the current situation and how it came about.

Target - define goals and/or objectives (sometimes called ideal state)

Path / Proposal - map a possible route to the goals/objectives


Needed

Vision Mission Values Strategy


Vision

Defines the way an organization or enterprise will look in the future. Vision is a long-term view, sometimes describing how the organization would like the world to be in which it operates. For example, a charity working with the poor might have a vision statement which reads "A World without Poverty."


Example Hilton Hotels


Example CIA

Vision One Agency. One Community. An

Agency unmatched in its core capabilities, functioning as one team, fully integrated into the Intelligence Community.


Mission

Defines the fundamental purpose of an organization or an enterprise, succinctly describing why it exists and what it does to achieve its Vision.


Example CIA Mission We are the nation’s first line of defense. We accomplish

what others cannot accomplish and go where others cannot go. We carry out our mission by:

Collecting information that reveals the plans, intentions and capabilities of our adversaries and provides the basis for decision and action.

Producing timely analysis that provides insight, warning and opportunity to the President and decisionmakers charged with protecting and advancing America’s interests.

Conducting covert action at the direction of the President to preempt threats or achieve US policy objectives.


Example Coca Cola Our Mission Our Roadmap starts with our mission, which is

enduring. It declares our purpose as a company and serves as the standard against which we weigh our actions and decisions.

To refresh the world... To inspire moments of optimism and

happiness... To create value and make a difference.


Values Beliefs that are shared among the stakeholders

of an organization. Values drive an organization's culture and priorities and provide a framework in which decisions are made.

For example: "Knowledge and skills are the keys to success“ “Give a man bread and feed him for a day, but teach

him to farm and feed him for life".


Example CIA Core Values Service. We put Country first and Agency before self.

Quiet patriotism is our hallmark. We are dedicated to the mission, and we pride ourselves on our extraordinary responsiveness to the needs of our customers.

Integrity. We uphold the highest standards of conduct. We seek and speak the truth—to our colleagues and to our customers. We honor those Agency officers who have come before us and we honor the colleagues with whom we work today.

Excellence. We hold ourselves—and each other—to the highest standards. We embrace personal accountability. We reflect on our performance and learn from that reflection.


Library Values

In all of our interactions, we are guided by these values: Knowledge Service Quality Integrity Respect Communication


Knowledge We encourage the process of learning and the

life of the mind. We celebrate truth seeking through discourse

and investigation. We anticipate and contribute to scholarly

inquiry. We promote the Library as both a real and

virtual extended classroom. We embrace our role as collectors and

custodians of the intellectual record.


Service

We offer an environment that supports creativity, flexibility, and collaboration.

We believe that each user of the Library is unique and important.

We evolve to meet the changing needs of the Library and its users.

We maintain a comfortable, welcoming and secure place for study, research, work, reflection and interaction


Quality

We commit ourselves to excellence. We seek out the best people and

resources to accomplish our work. We support individual growth and

organizational development. We work diligently to exceed the

expectations of those we serve.


Integrity We relate to each other with honesty and

candor. We adhere to the principles of fairness, justice

and equality in our work. We promote the highest standards of our

profession, including open and equitable access to information.

We demonstrate a strong work ethic, taking responsibility for our actions, keeping our word, and following through on our commitments.


Respect

We treat everyone with equal consideration and courtesy.

We encourage differences in perspective, opinions and ideas.

We consider the needs of others. We provide an environment that is

inclusive and diverse


Communication

We engage in open and honest communication at all levels.

We recognize the importance of Library-wide participation.

We reach out to all segments of our user communities.

We share information and solicit opinions about decisions that affect the success of the Library.


Strategy

Strategy, narrowly defined, means "the art of the general - a combination of the ends (goals) for which the firm is striving and the means (policies) by which it is seeking to get there. A strategy is sometimes called a roadmap - which is the path chosen to plow towards the en vision The most important part of implementing the strategy is ensuring the company is going in the right direction which is towards the end vision.


Approaches to strategic planning I

Situation-Target-Proposal Situation - evaluate the current

situation and how it came about. Target - define goals and/or

objectives (sometimes called ideal state)

Path / Proposal - map a possible route to the goals/objectives


Approaches to strategic planning II

Draw - what is the ideal image or the desired end state?

See - what is today's situation? What is the gap from ideal and why?

Think - what specific actions must be taken to close the gap between today's situation and the ideal state?

Plan - what resources are required to execute the activities?



Report on IL policy

Analysis present situation Description of desired situation Analysis of changes Making priorities Demands and conditions Information plan

= action program

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Planning lineair

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conceptual

reality

present future

desiredsituation

presentsituation

presentsituation

transitionprocess

newsituation

newsituation

idealsituation


Planning iteratief

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present future

desiredsituation

presentsituation

presentsituation

transitionprocess

newsituation

newsituation

idealsituation

present future

desiredsituation

presentsituation

presentsituation

transitionprocess

newsituation

newsituation

idealsituation

Getting started

Don’t reinvent the wheel: Identify the IL model that works best for your institution Adapt existing information literacy standards and practices

Design a program based on the standards and experiences Work on a strategic plan Identify and focus on library responsibilities toward IL and

develop library instruction programs accordingly Ensure to teach the research process and its concepts, and

do more than introducing electronic tools and technology Be prepared for challenges & be aware of planning pitfalls


Key planning issues

Plan your Information literacy program in concert with overall strategic library planning

Make sure that your plan is tied to library and institutional development plans

Review past performance and try to understand reasons for past failures

Identify opportunities Determine learners’ needs and preferences Understand the impact of IL training on existing operations

and staff function


Potential challenges & planning pitfalls Obstacles such as limited facilities, financial and human

resources Inability to get management and/or faculty involved Lack of clear objectives Assumptions The status problems Resistance towards change Obstacles in communication (different vocabularies) Student motivation (students don’t want to do anything

extra) Perfectionism


Present situation

Vision, Mission, Values Statement? Staff Equipment Facilities Instruction


IFLA/UNESCO:

SCHOOL LIBRAY GUIDELINES

http://archive.ifla.org/VII/s11/pubs/sguide02.pdf






IFLA 1.1. MissionThe school library provides information and ideas that are fundamental to functioning successfully in our increasingly information- and knowledge-based present day society. The school library equips students with lifelong learning skills and develops their imagination, thereby enabling them to live as responsible citizens.


IFLA 1.2 Policy

The school library should be managed within a clearly structured policy framework. The library policy should be devised bearing in mind the overarching policies and needs of the school and should reflect its ethos, aims and objectives as well as its reality.


Exercise

Make groups Formulate a ‘Vision Statement’ for

your organisation Formulate a ‘Mission Statement’ for

your organisation


Service We offer an environment that supports

creativity, flexibility, and collaboration. We believe that each user of the Library is

unique and important. We evolve to meet the changing needs of the

Library and its users. We maintain a comfortable, welcoming and

secure place for study, research, work, reflection and interaction.


Enviromental scan Scan both internal and external environment

SWOT/TOWS analysis can be used

Environmental scan Detecs social, economic, and political trends that may

affect organization’s future Detects trends and events important to your plan Detecs institutional factors that can help or limit the

program Provides early warning of changing external conditions Defines potential threats and opportunities implied by

external factors Promotes a future orientation in the thinking of

management and staff Enables to understand current and potential changes to

determine organizational strategies


Internal & external factors

Internal = Strengths and Weaknesses Evaluate the weaknesses and strenghts in terms of

human, economic and physical resources available in the library for the IL program

External = Opportunities and Threats Anticipate and address current and future

opportunities and challenges


SWOT Analysis

Strengths Weaknesses

Opportunities Threats


TOWS Analysis

External Opportunities

External Threats

Internal Strengths

Strategies that use strengths to maximize opportunities

Strategies that use strengths to minimize threats

Internal Weaknesses

Strategies that minimize weaknesses by taking advantage of opportunities

Strategies that minimize weaknesses and avoid threats


Exercise

Make groups Make a SWOT analysis for your library


Resources

Identify what is required to implement the program;

Describe the human resources required for each action;

Describe the physical requirements for each action (e.g. classroom, office space, furniture, equipment, etc.);

Address, with clear priorities, human, technological and financial resources, current and projected


Human Resources

Build up your team Employ, develop, or have access to sufficient

personnel with appropriate education, experience, and expertise

Identify and assign leadership and responsibilities within the team


Human Resources

collect and interpret data to evaluate and update instruction programs;

integrate and apply instructional technologies into learning activities;

produce instructional materials; employ a collaborative approach to working with others; actively engaged in continual professional development and

training; respond to changing technologies, environments, and

communities.


Budget

Tie your plan to library and institutional budgeting cycles

Estimate your budget Be flexible in estimating costs Determine how much funding the program

needs (staff = money)


Integration into the curriculum Ensure that IL is incorporated into the curriculum; Use institutional decision making mechanisms to ensure

institution-wide integration into academic programs; Identify the scope (i.e., depth and complexity) of

competencies to be acquired on a disciplinary level as well as at the course level;

Sequence and integrate competencies throughout a student’s academic career, progressing in sophistication;

Specify programs and courses charged with implementation;

Merge the IL concepts with the course contents


Collaboration & partnership

Collaborate with faculty, librarians, other program staff and administrators;

Establish formal and informal mechanisms for communication and ongoing dialogue across the institutional community;

Collaborate at all stages (planning, implementation, assessment of student learning, and evaluation and refinement of the program);


Exercise

Make groups Who are stakeholder in your institution? Construct an IL program planning team


Team

Stakeholders Management institute/school Teachers ‘Librarians’ ICT staff Students ….

Start with small team of ‘sympathetics’


Creating awareness

Support can only come when faculty are aware of what IL is, why it is important, and what problem it is solving

Creating awareness in the minds of faculty is not a one-time event

Faculty awareness of IL can be raised in the following ways Make a powerful link between critical thinking and IL Talk about IL as a lifelong learning skill Talk about how IL helps students with their current

academic endeavors Talk about IL as one of the essential skills of student

academic life Provide data about the current level of student IL skills


Avoiding partnership pitfalls It is imperative that librarians respect faculty authority

over the curriculum IL literacy program should be introduced as an

enterprise-wide solution to an enterprise-wide problem IL program should have goals that are agreed on by the

faculty and the librarians Avoid giving the message of exclusiveness to faculty Librarians should be mindful of the compactness of the

curriculum Do not exhaust the faculty by inundating them with a

full array of IL standards When introducing an IL literacy program choose the

time wisely Be prepared to define IL


Modes of instructionInstruction takes place in many ways, these may include,

but are not limited to, providing: Course-integrated instruction Drop-in workshops Handouts and guides (print & electronic) Web based instruction Stand alone courses

Credit / non-credit Requested / elective

Subject specific instruction Tours Video presentations


Matrix: IL in subjects Standard Actors Priorities

Subject X XX XXX

Formulerenvraag


Assessment tool


Strategy

Start with small group Start within one ‘subject’ group Involve ‘management’ Convince ‘teachers’


Strategy II

1. Facilitate2. ‘Seduce’3. Oblige


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Further:IFLA Information Literacy Section

http://www.ifla.org/VII/s42/index.htm InfoLit: IFLA Information Literacy Section

Discussion List

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http://www.ifla.org/VII/s42/index.htm

http://infoserv.inist.fr/wwsympa.fcgi/info/infolit-l






http://www.ifla.org/

Media and information literacy curriculum for teachers


Downloadhttp://www.unesco.org/new/en/communication-and-information/resources/publications-and-communication-materials/publications/full-list/media-and-information-literacy-curriculum-for-teachers/

http://www.unesco.org/new/en/communication-and-information/resources/publications-and-communication-materials/publications/full-list/media-and-information-literacy-curriculum-for-teachers/








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Questions?

albertkb@gmailcom albertkb.nl


http://www.albertkb.nl/

MIL in the ‘Curriculum’: Facilitate, Lure, Oblige Albert K. Boekhorst IASL Bali 2013.

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