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EMPATIC International Workshop - Vocational Sector Presentation by: Mersini Moreleli-Cacouris Assistant Professor Dept. of Library Science and Information Systems Alexander Technological Educational Institute of Thessaloniki
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Learning How to LearnInformation Literacy for Lifelong Meaning
Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
Education
Our net conclusion is that life is development, and
that developing, growing, is life. Translated into its
educational equivalents, that means
(i) that the educational process has no end beyond
itself; it is its own end; and
(ii) that the educational process is one of continual
reorganizing, reconstructing, transforming (Dewey 1916,
as cited in Hall, 2010).
Lifelong Learning
All learning activity undertaken throughout life,
with the aim of improving knowledge, skills and
competences within a personal, civic, social
and/or employment-related perspective (EU, 2001)
Lifelong learning
Concept developed in early ’70s
Lifelong Learning, Recurrent Education, Éducation Permanente
Emphasis that learning is a lifelong process and all education should be organized around this principle
Lifelong Learning
Lifelong learning has been defined as “the systematic
acquisition, renewal, upgrading and completion of knowledge,
skills and attitudes made necessary by the constantly changing
conditions in which people now live” (Candy et al., 1994)
The concept of lifelong learning implies a cycle where the
learner contributes prior learning into a new learning
environment and sees that learning upgraded (Pitman & Broomhall,
2009)
Lifelong learning
Lifelong learning or Adult education traditionally concerned
more with social, political, personal, and cultural development
than with economic development and employability
Learning to be The world of education
today and tomorrow
Edgar Faure
Felipe Herrera
Abdul-Razzak Kaddoura
Henri Lopes
Arthur V. Petrovsky
Majid Rahnema
Frederick Champion Ward
Paris: Unesco, 1972
http://www.unesco.org/education/information/pdf/15_60.pdf
Lifelong learning
The Faure report formulated the philosophical–
political concept of a humanistic, democratic and
emancipatory system of learning opportunities
for everybody, independent of class, race or
financial means, and independent of the age of
the learner
Lifelong Learning
More international organizations embrace concept, i.e.
European Council, Organization for Economic
Cooperation & Development, World Bank, International
Labor Office
Main and common principle: education and organized
learning should no longer be limited to a person’s youth,
nor should education be exclusive domain of educational
institutions
Lifelong learning
Idea of Lifelong Learning re-emerges in 1990s
Propagated by international organizations again
Different rationale: emphasis on it as human capital
Espoused both by governments of Western
industrialized countries and industry
UNESCO
Education conceived as being related to personal development,
democracy and the need of the society
In Delors Report principles as ‘learning to be’ and ‘learning to
live together’ central in discussions on lifelong learning
International conference on adult education emphasizes social
dimension of education, mentioning a right to education throughout
life
Learning: The Treasure within. Report to UNESCO of the International Commission on Education for the Twenty-first Century, 1999
European Union
European Union launched activities in LLL in early 1990s
An economic agenda followed, beginning by green and white papers in the
1990s, later by the European Employment Strategy and the Lisbon Strategy
Placed lifelong learning and the importance of updating skills close to the
target of becoming a competitive knowledge economy, in line with a neoliberal
approach to education (Borg & Mayo, 2005)
OECD
Initially included social aspects like personal development, in line with
organization’s emphasis on social objectives in 1970s
Influenced by Sweden, develops concept further, by suggesting that
education beyond compulsory schooling should be organized in recurrent
pattern, alternating with phases of work and other social activities
‘Recurrent Education’ is seen as a strategy for making Lifelong Learning a
reality (OECD, 1973)
OECD
Since 1980s, emphasis towards economic concerns
Based on meeting on ‘Lifelong Learning for All’ in 1996, works on
specific elements of lifelong learning, like financing or
qualification frameworks
Mainly conceives lifelong learning as important economic corner
stone for knowledge economies (OECD, 1996)
World Bank
Underlines importance of lifelong learning for
development,
favors private educational investments and
provision beyond
basic education and restricts the state to a
coordinating role
International Labor Office
Still pursues a more social democratic agenda,
conceiving lifelong learning as an important
means for the development of worker’s skills,
even if its current approach also acknowledges
not only governmental, but also private and
individual responsibility for continuing learning
International Labor Office
Paid educational leave introduced--Mechanism to
permit workers engage in LLL activities, without
losing jobs and getting paid
ILO passes a convention on paid educational leave
in 1974 (Schuetze, 1992)
Lifelong learning
Criticism from researchers that all international efforts,
not being associated with national plans, more on
theoretical level than providing a realistic framework
Lifelong and recurrent education concepts imply
extensive changes in entire education system, but also
in enterprises, labor markets, social insurance and
income transfer policies
Lifelong learning
developing a culture of lifelong learning must be motivated by more than the economic rationale that currently dominates policy thinking
despite persistent efforts at bridging the differences between general education and vocational education and training, the gap remains
the level of employer involvement in lifelong learning programs clearly remains inadequate, and
new resources are needed if implementation of policies for lifelong learning is to become affordable
How can Lifelong Learning become lasting experience?
Need for restructuring the learning processActive student participation in learningLearning experiences building a lifelong habit of library use
Critical use of available information resourcesProblem solving and association with real life situationsMore specifically - knowing when there is a need for information - identifying information needed to address a given problem or
issue - finding needed information and evaluating the information - organizing the information - using the information effectively to address the problem or
issue at hand
Libraries
“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)
Libraries
“…libraries as ‘cultural agencies’ create the
conditions for the generation of social capital,
lifelong learning, and the productive relationship
between the two” (Stevens &Campbell, 2006)
Adult learning
Adults learn best when they: Know the specific, practical reason or purpose for what they
are being asked Can use their previous experiences as are relevant and
supportive foundation for their new learning Take responsibility for making decisions about the learning,
such as what form it will take and how they will be evaluated Understand the relevance of the learning to their job, life,
family, country, or values Are allowed to actively learn using problem-based or activity-
based learning rather than memorization of abstract ideas or content
Can use their internal motivation to learn rather than an external, teacher-based motivation (Stern & Kaur, 2002)
Adult learning
Moving from pedagogy to andragogy (Hiemstra & Sisco, 1990)
Malcolm Knowles: apostle of andragogy (Carlson, 1989) Andragogy and adult learning theory (Adams, 2003) Andragogical and Pedagogical Training Differences for
Online Instructors (Gibbons andWentworth, 2001) Andragogy (Thompson, 2003) Dewald, Nancy H. (2003). “Pedagogy and andragogy.”
In Elizabeth A Dupuis, ed. Developing web-based instruction : planning, designing, managing, and evaluating for results. New York : Neal-Schuman Publishers.
ASSUMPTIONS OF TEACHER-DIRECTED (PEDAGOGICAL) LEARNINGAND SELF-DIRECTED (ANDRAGOGICAL) LEARNING (Knowles, 1977)
Concerns about Lifelong Learning
How to make lifelong learning a practical reality -- a challenge to modern society (and to its organizations)
Education, training and development continue to benefit those who are already well educated and those who are in employment
As a general rule there is a direct relationship between level of education and unemployment rate: the higher the former the lower the latter (Bryans, 2001)
Concerns about Lifelong Learning
Two crucial tests for an education system:
1. How well children can apply what they have learned outside the bounds of formal educational experience and
2. How well they are prepared to continue learning and solving problems throughout the rest of their lives (Bentley, 1998)
Information
√ A vital element for creativity and innovation √ A basic resource for learning and human
thought √ A key resource in creating more knowledgeable
citizens √ A factor that enables citizens to achieve better
results in their academic lives, with regard to health, and at work
√ An important resource for national socio-economic development
http://www.flickr.com/photos/will-lion/2595497078
Information--The Setting
Increasing quantities of information to be accessed rapidly-- the
Information explosion
Critical evaluation of information necessary
Individuals as critical consumers of information
Information--The Setting
“Sheer abundance of information and technology
will not in itself create more informed citizens
without a complementary understanding and
capacity to use information effectively” (Bundy, 2004)
Lifelong Learning beyond the Education process
What of the billions of people who are not part of the higher education process? What of the people who never set foot in a library in search of information?
I am not speaking here, necessarily, of the stereotype of children in less-developed nations whose classroom is a spot in the dust under a tree. I am speaking of the average Canadian, and their counterparts in other countries, who last used a library when they were in school and now retrieve all of their information from friends and family, experts whom they contact, the media and increasingly, Google (Campbell, 2004)
Information Literacy
Within today's information society, the most
important learning outcome for all students is
their being able to function as independent
lifelong learners. The essential enabler to
reaching that goal is information literacy (Breivik,
2000)
Information Literacy
“Information literacy forms the basis for lifelong
learning. It is common to all disciplines, to all
learning environments, and to all levels of
education. It enables learners to master content
and extend their investigations, become more
self-directed, and assume greater control over
their own learning” (ACRL, 2000)
Information Literacy
Information-literate individual able to
1. determine the nature and extent of the information needed
2. access needed information effectively and efficiently 3. evaluate information and its sources critically 4. incorporate selected information into their knowledge
base 5. use information effectively to accomplish a specific
purpose 6. understand the economic, legal and social issues
surrounding the use of information, and 7. use information ethically and legally (ACRL, 2000)
Information Literacy
Ultimately, information literate people are those who have
learned how to learn
They know how to learn because they know how
knowledge is organized, how to find information, and how
to use information in such a way that others can learn
from them
They are people prepared for lifelong learning, because
they can always find the information needed for any task
or decision at hand (American Library Association, 1989)
How are Information Literacy and Lifelong Learning inter-related?
Both concepts:
• Largely self-motivated and self-directed
• Self-empowering
• Self-actuating (Unesco. Understanding Information Literacy,
2007)
Undergraduate education
Undergraduate education potential link in lifelong learning experiences for each individual
Development of capacity for lifelong learning should be core for all programs in every discipline for coping with various learning opportunities
Access to and critical use of information absolutely vital to lifelong learning; no person regarded educated unless “information literate”
Many practices militate against development for lifelong learning attributes in graduates
Undergraduate education
Courses enhancing lifelong learning have following characteristics:
1. provide systematic framework for viewing field of study
2. offer comparative framework for viewing field of study
3. seek to broaden the student and provide generic skills
4. offer freedom of choice and flexibility in structure
5. provide for incremental development of self-directed learning
Undergraduate education
Teaching methods have following characteristics:
1. make use of peer-assisted and self-directed learning
2. include experiential and real world learning
3. make use of resource based and problem based teaching
4. encourage development of reflective practice and critical self-awareness
5. make use of open learning and alternative delivery mechanisms
Assessment evaluates “what” has been learnt
Teaching Information Literacy
Information literacy is a learning issue not a library
issue, classroom faculty must be responsible for
students acquiring information literacy abilities
All students must have sufficient opportunities to
master the full range of information literacy
abilities they will need for effective lifelong
learning (Rockman, 2001)
Teaching Information Literacy
Library orientation Single-class or “one-shot” bibliographic
instruction courses Sessions associated with a specific assignment Generic library courses—for credit, required/not
required Course integrated information literacy
Course integrated information literacy
Various examples of implementation
Mellon Faculty Institute on Undergraduate Research / University
of California, Berkeley-The Berkeley project
Library/Faculty Institute on Undergraduate Research / Hellenic
Academic Libraries Link (HEAL-Link), Univ. of California, Berkeley
and Alexander TEI of Thessaloniki
Example of Information Literacy in the curriculum
“political literacy and information literacy are inextricably linked and impossible to separate”
“become more politically literate, more information literate, and therefore better students and citizens”
“an exercise in which they must read, listen to, and watch a variety of media sources (at least ten)”, then “review each source for content, bias, and quality of information” (Alexander, 2009)
An easy-to-read, non-technical overview explaining What “information literacy” means, designed for busy public policy-makers, business executives, civil society administrators and practicing professionals
http://unesdoc.unesco.org/images/0015/001570/157020e.pdf
To assist students in information seeking and ethical use of
information
To protect them from possible misuses and emphasize
safe use
Not included in educational policies in most countries
Information literacy and primary/ secondary education
G r a d e 5: Compare and contrast information obtained from subscription databases and from open-ended search engines on the Internet…
Grades 7 & 8: Understand and communicate the ethical use of intellectual property. Use a variety of media to impart information, share opinions, and/or persuade an audience (audio, video, written).
G r a d e s 9 t h r o u g h 12: Use a variety of specialized search engines and databases to locate relevant information. Demonstrate proper procedures and good citizenship online (Farmer, 2010)
Information literacy and primary/secondary education
The [American] Educational Testing Service conducted extended surveys in 2005 and 2006 to investigate students’ information fluency
More than 10.000 students participated in the surveys
Evidence “…of students' difficulty with ICT literacy despite their technical prowess”
“…results reflect poor ICT literacy performance not only by students within one institution, but across participating high schools, community colleges, and four-year colleges and universities (Katz, 2007)
Research on Information Literacy skills in secondary education students
To reflect these changes the American Association of School
Librarians published:
The Standards for the 21st-Century Learner (AASL, 2007)
The Standards for the 21st-Century Learner in Action (AASL,
2009), and
Empowering Learners: Guidelines for School Library Media Programs (AASL, 2009)
Response to Changes in the digital age, the era of web 2.0 and participatory culture
Developed in 2007 by the American Association of School Librarians
A new approach to education aiming at conceptual learning
Away from rules children cannot interconnect and interpret to principles for application
Train children in finding their own answers to real problems, based on resources and interpretation of the environment
Assist trainers in designing learning strategies resulting in higher order learning outcomes (Standards for the 21st century, 2007)
Standards for the 21st century learner
Standard 1. Inquire, think critically, and gain knowledge
Standard 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge
Standard 3. Share knowledge and participate ethically and productively as members of our democratic society
Standard 4. Pursue personal and aesthetic growth
Standards for the 21st century learner
Accompanies the standards and
advises on their incorporation into the
school library program
Accompanies two previous publications
aiming at creation of flexible environments,
conducive to successful learning and
acquisition of multiple literacies
The Association of College and Research Libraries (2000). Information literacy competency standards for higher education. Chicago, IL: The Association of College and Research Libraries.
http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf
Information Literacy Standards for Science and Engineering/Technology
Based on the ACRL Information Literacy Competency Standards for Higher
Education, five standards and twenty-five performance indicators were
developed for information literacy in Science & Engineering/Technology
Each performance indicator is accompanied by one or more outcomes for
assessing the progress toward information literacy of students of science
and engineering or technology at all levels of higher education
http://www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm
Australian and New Zealand Information Literacy Framework:
principles, standards and practice. 2n ed. Ed. By Alan Bundy. Adelaide: Australian and New Zealand Institute for Information Literacy, 2004.
Standard 1. The information literate person recognises the need for information and determines the nature and extent of the information needed
Standard 2. The information literate person finds needed information effectively and efficiently
Standard 3. The information literate person critically evaluates information and the information seeking process
Standard 4. The information literate person manages information collected or generated
Standard 5. The information literate person applies prior and new information to construct new concepts or create new understandings
Standard 6. The information literate person uses information with understanding and acknowledges cultural, ethical, economic, legal, and social issues surrounding the use of information
ANZIIL
Society of College, National and University Libraries, SCONUL. (2011). The Seven Pillars of Information Literacy. SCONUL Working Group on Information Literacy
http://www.sconul.ac.uk/groups/information_literacy/
publications/coremodel.pdf
Circular nature of model
follows similar process of
information acquisition
Information competencieshttp://www.ifla.org/files/information-literacy/publications/ifla-guidelines-en.pdf
Public libraries, lifelong learning and Information literacy
What happens to citizens when they are not affiliated with a school anymore?
What happens to citizens who have never attended secondary/post secondary education?
Very little activity about information literacy
Public libraries, lifelong learning and Information literacy
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.
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)
Public libraries, lifelong learning and Information literacy
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
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)
Characteristics of Programs of Information Literacy that Illustrate Best Practices
Category 1: Mission
Category 2: Goals and Objectives
Category 3: Planning
Category 4: Administrative and Institutional Support
Category 5: Articulation with the Curriculum
Category 6: Collaboration
Category 7: Pedagogy
Category 8: Staffing
Category 9: Outreach
Category 10: Assessment/Evaluation (ACRL, 2003)
A. Institutional/Strategic PlanningDocumentation and policy issues
B. Operational/Administrative PlanningLeadership, Cooperation, Financial, Curricular,
Marketing issues
C. Implementation/Curriculum Planning and Development
Information Literacy Programs, Staff involved, Assessment and evaluation methods (CAUL, 2004)
Best Practice Characteristics for Developing Information Literacy in Australian Universities: a guideline
Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline
Best Practices Initiative
Institute for Information Literacy
Draft Revision – January 2011
http://www.ala.org/ala/mgrps/divs/acrl/standards/characteristics_rev_.pdf
Factors to be considered• Level and Educational goals of program• Desired learning outcomes• Adaptation of existing standards
• Tailored to the needs and background of recipients• Content• Teaching strategies: focus on learning, pedagogical
issues, application of new technologies • Assessment methods
Design of an Information Literacy Program
Sections to be included
1. Introduction—definition of IL/IF, scope
2. History of similar efforts in institution
3. Goals and objectives of program
4. Body of the plan
5. Oversight
6. Methods of assessment
7. Timeline for implementation
8. Marketing plan (Burkhardt, 2005)
Design of an Information Literacy Program
Librarians
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
Resources
The Learn Information Literacy Initiative of Southern Australia (LEARN Network, 2009)
Core Information literacy of the University of Idaho (University of Idaho, 2010)
LOEX instructional resource webpage (Library Orientation Exchange, 2004-2007)
OWL/Purdue Usability.gov
http://infolitglobal.net/directory/en/home
database containing information literacy materials from different parts of the world, on behalf of UNESCO
Andragogy
Adams, N. B. (2003). Andragogy and adult learning theory.
Retrieved from
http://www2.selu.edu/Academics/Faculty/nadams/etec630&665/Knowles.html
Carlson, R. (Spring1989). Malcolm Knowles: Apostle of andragogy. Vitae Scholasticae 8(1).
Retrieved from:
http://www.nl.edu/ academics/cas/ace/resources/malcolmknowles.
Gibbons, H. S. & G.P. Wentworth (2001). “Andragogical and pedagogical training differences for online instructors online.” Journal of Distance Learning Administration, IV(III).
Retrieved from:
http://www.westga.edu/~distance/ojdla/ fall43/gibbons_wentworth43.html.
Hiemstra, R. & B. Sisco (1990). “Moving from pedagogy to andragogy.” Individualizing instruction. San Francisco: Jossey- Bass.
Retrieved from:
http://www-distance.syr.edu/andraggy. html.
Andragogy
Knowles, Malcolm S. (1977). “Adult learning processes: Pedagogy and andragogy.” Religious Education, 72: 2, 202- 211.
Knowles, Malcolm S. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy. Chicago: Follett.
Thompson, M. A. (2003). Andragogy for adult learners in higher education.
Retrieved from:
http://webcache.googleusercontent. com/ search?qZcache: HG18Jh11JhQJ :business.clayton.edu/mthompso/ 02%2520Allied%2520Academy%2520Paper%2520Final
Journals-Lifelong Learning
Adult education and development Adult education quarterly Adult learning International journal of lifelong education International review of education Journal of continuing higher education New directions for adult & continuing education Studies in continuing education
Journals-Information Literacy
Communications in Information Literacyhttp://www.comminfolit.org/index.php/cil (open
access)
Journal of Information Literacy http://jil.lboro.ac.uk/ojs/index.php/JIL/index (open access)
College & Research Libraries
Community & Junior College Libraries
Journal of Academic Librarianship
Research Strategies (ceased publication)
School Library Media Quarterly
Agencies
In the 21st century, the need to embed the principles of lifelong learning in education and broader development policies takes on a more urgent tone than ever before
Lifelong learning principles, if systematically implemented, will be able to contribute to more just and equitable societies
http://uil.unesco.org
National Institute for Literacy
Equipped for the Future: Content Standards for Adult Literacy and Lifelong Learning(2003)
http://www.nifl.gov/lincs/collections/eff/eff_standards.html
National Institute of Adult Continuing Education (NIACE)
Aims to encourage all adults to engage in learning of all kinds
Began in 1921 as the British Institute for Adult Education, voluntary organization, a charity and company limited by guarantee owned by its members
http://www.niace.org.uk/about-us
National Institute of Adult Continuing Education (NIACE)
Operates across all sectors of post-compulsory education
Promotes learning and strengths the voice of learners
Influences, monitors and contributes to policy and practice
Works regionally, nationally and internationally in all sectors of adult education
Can we reverse the goals of lifelong learning, especially in this difficult economic environment?
“the agenda since the 1990s has definitely become devoted to servicing industry, making the population viable economic units. The idealistic purposes of adult education such as personal fulfillment and more radically democratization, civic engagement and participation appear to have taken something of a backseat”
References
Alexander, R.C. (2009). “Political literacy as information literacy.” Communications in Information Literacy, 3(1), 9-13.
AACC (American Association of Community Colleges). (2008). Position Statement on Information Literacy.
Retrieved from:
http://www.aacc.nche.edu/About/Positions/Pages/ps05052008.aspx
American Library Association. (1989). Presidential Committee on information literacy: Final report.
Retrieved from: http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/presidential.cfm
References
ACRL (2004). Information Literacy Competency Standards for Higher Education. Retrieved from: http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm.
ACRL. Institute for Information Literacy. Best Practices Initiative (2003). Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline.Retrieved from: http://www.ala.org/ala/mgrps/divs/acrl/standards/characteristics.cfm
ACRL. Institute for Information Literacy. Best Practices Initiative (2011). Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline: Draft revision.Retrieved from:http://www.ala.org/ala/mgrps/divs/acrl/standards/characteristics_rev_.pdf
Bentley, T (1998). Learning beyond the classroom. London: Routledge.Breivik, Patricia Senn. (2000). “Information literacy and Lifelong Learning: the Magical
partneship.” Ist International Lifelong Learning, Central Queensland University, 16-19 June, 2000.Retrieved from:http://bivir.uacj.mx/dhi/DoctosNacioInter/INFORMATIONLITERACYANDLIFELONGLEARNING.htm
References
Bryans, P. (2001). “Family learning in the workplace: nurturing lifelong learning.” Futures 33.
Bundy, A. (Ed.). (2004). Australian and New Zealand Information Literacy Framework: Principles, standards and practice. 2nd ed. Adelaide: Australian and New Zealand Institute for Information Literacy.
Campbell, Sandy (2004). “Defining Information Literacy in the 21st Century.” World Library and Information Congress: 70th IFLA General Conference and Council
Retrieved from:
http://archive.ifla.org/IV/ifla70/papers/059e-Campbell.pdf
Candy, Philip C., Gay Crebert & Jane O’Leary (1994). Developing lifelong learners through undergraduate education. Canberra: Australian Government Publishing Service.
Retrieved from:
http://www.dest.gov.au/NR/rdonlyres/AF55BDE9-B90B-466C-A7C8-E938D1515C46/3933/94_21.pdf
References
Candy, Philip C. (2002). "Information Literacy and Lifelong Learning," July 2002, White
Paper prepared for UNESCO, the U.S. National Commission on Libraries and
Information Science, and the National Forum on Information Literacy, for use at the
Information Literacy Meeting of Experts, Prague, The Czech Republic. Retrieved from:
http://www.nclis.gov/libinter/infolitconf&meet/candy-paper.html
European Commission (2009). Lifelong learning programme: Creativity and innovation. Retrieved from:
http://ec.europa.eu/dgs/education_culture/publ/pdf/ll-learning/creativity_en.pdf
European Commission. Directorate General for Education and Training. Making a European area of Lifelong learning a reality (2001). Brussels: The Commission.
Retrieved from:
http://www.bologna-berlin2003.de/pdf/MitteilungEng.pdf
References
Farmer, L. (2010). “21st Century Standards for information literacy.” Leadership, 39:4 (March/April).
Ferguson, Stuart (2011). Social capital, lifelong learning, information literacy and the role of libraries.
Retrieved from:
http://www.canberra.edu.au/anzca2010/attachments/pdf/Social-capital,-lifelong-learning,-information-literacy-and-the-role-of-libraries.pdf
Hall, Rachel (2010). “Public Praxis: A Vision for Critical Information Literacy in Public Libraries.” Public Library Quarterly, 29: 2, 162-175.
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.
Hunt, Fiona & Jane Birks (2004). “Best Practices in Information Literacy,” portal: Libraries and the Academy 4:1, 32.
References
Katz, Irvin R. (2007). “Testing Information Literacy in Digital Environments: ETS’s
iSkills Assessment.” Information Technology Libraries, 26:3.
Lee, Moosung & Friedrich, Tom (2011). “Continuously reaffirmed, subtly accommodated, obviously missing and fallaciously critiqued: ideologies in UNESCO's lifelong learning policy.” International Journal of Lifelong Education, 30: 2, 151-169.
Oberman, Cerise (2002). “What the ACRL Institute for Information Literacy Best Practices Initiative tells us about the librarian as teacher.” 68th IFLA Council and General Conference August 18-24, 2002.
OECD (2008). Tertiary Education for the Knowledge Society: Pointers for Policy development.
Retrieved from:
http://www.oecd.org/dataoecd/60/36/47698479.pdf
References
Pitman, Tim & Susan Broomhall (2009). “Australian universities, generic skills and lifelong learning.” International Journal of Lifelong Education, 28:4, 439-458.
Schuetze, Hans G. (2006) “International concepts and agendas of Lifelong Learning.” Compare: A Journal of Comparative and International Education, 36: 3, 289 — 306.
Stern, Caroline & Trishanjit Kaur (2010). “Developing theory-based, practical information literacy training for adults.” The International Information & Library Review (2010) 42, 69-74.
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.
Retrieved from:
http://unesdoc.unesco.org/images/0014/001493/149312e.pdf
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