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INSTITUT ZA TEHNOLOGIJU LIMERIK (IRSKA)
ZBORNIK RADOVA MEĐUNARODNE NAUČNE KONFERENCIJE
„INFORMACIJSKA PISMENOST NA ZAPADNOM BALKANU”
-Informacijska pismenost u digitalnom svijetu-
8-11. juni 2016. godine
___________________________________________________________
LIMERICK INSTITUTE OF TECHNOLOGY (IRELAND)
PROCEEDINGS
INTERNATIONAL SCIENTIFIC CONFERENCE
“WESTERN BALKAN INFORMATION LITERACY”
-Information Literacy in the Digital World-
8-11 June 2016
Bihać, 2016.
Izdavač/Published by:
Limerick Institute of Technology, Ireland
Za izdavača/For Publisher: Ratko Knežević M.A
Urednici/Editors: Ratko Knežević, M.A. chief in editor
Jerald Cavanagh, M.A Limerick Institute of Technology, Limerick, Ireland
Padraig Kirby, M.A Limerick Institute of Technology, Limerick, Ireland Nikola Findrik PhD, The Law School at University of Bihac, Bosnia and Herzegovina
Albin Muslić PhD, The Law School at University of Bihac, Bosnia and Herzegovina
Recenzentski odbor/Reviewers Committee: Jerald Cavanagh, M.A Limerick Institute of Technology, Limerick, Ireland
Ratko Knežević, M.A
Nikola Findrik PhD, The Law School at University of Bihac, Bosnia and Herzegovina
Organizacioni odbor/Organisation Committee:
Ratko Knežević, M.A. President, Bihac, Bosnia and Herzegovina
Nikola Findrik PhD, The Law School at University of Bihac, Bosnia and Herzegovina
Jerald Cavanagh, M.A. Limerick Institute of Technology, Limerick, Ireland
Padraig Kirby, M.A Limerick Institute of Technology, Limerick, Ireland Naučni odbor/Scientific Committee:
Paul G. Zurkowski, USA, the originator of the term "information literacy"
Tefko Saracevic, PhD, School of Communication & Information Rutgers University, USA
Lyubov Kazachenkova, Editor-in-Chief of All Russian nonfiction magazine "The Modern Library
Magazine", the member of Russian Journalist Union, the member of the International Journalist
Union the member of Russian Library Association, Moscow, Russia
Senada Dizdar, PhD Philosophy Faculty University of Sarajevo, Bosnia and Herzegovina
Angela Repanovici, PhD University of Brasov, Romania
Manolis Koukourakis, PhD University of Rethymnon – Crete, Greece
Jerald Cavanagh, M.A. Limerick Institute of Technology, Limerick, Ireland
Padraig Kirby, M.A Limerick Institute of Technology, Limerick, Ireland
Pero Šobot, M.A. IZUM, Institute of Information Sciences in Maribor, Slovenia
Radovan Pilipović, M.A.(PhD Candidate), Serb Orthodox Patriarchy Archive, Belgrade, Serbia
Frida Bišćan, M.A. National and University Library, Zagreb, Croatia
Demet Soylu, PhD Research Assistant Department of Information Management Yıldırım Beyazıt
University, Ankara, Turkey
Lektori/Lectors: Neda Klepić, profesor bosanskog jezika
Jasmina Piralić,M.A. profesor engleskog jezika
Tiraž/Edition Size:
150
Štampa/Print: “DMD“D.O.O, Bihać
SADRŽAJ/CONTENT
Introduction/Uvodna riječ uredništva ................................................................................................ 5
Keynote speakers ................................................................................................................................. 9
Paul G. Zurkowski THE NEW SPECIES OF MAN: NETWORKED INFORMATION MAN, A NEW
HORIZON FOR INFORMATION LITERACY ....................................................................................... 11
Tefko Saracevic, Ph.D.
ARE ADVANCES IN INFORMATION TECHNOLOGY AND ADVANCES IN
INFORMATION LITERACY IN LIBRARIES IN SYNC? OR OUT OF SYNC? ...................................... 17
Jerald Cavanagh, Padraig Kirby LIBRARY NETWORK SUPPORT SERVICES: MODERNISING AND
DEVELOPING QUALITY LIBRARY SERVICES IN EUROPE ............................................................. 21
Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges
INFORMATION LITERACY AND METALITERACY AS KEY FACTORS IN
ACADEMIC EXCELLENCE IN HIGHER EDUCATION ...................................................................... 35
Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges
ALFABETIZACIÓN EN INFORMACIÓN Y METALITERACY COMO FACTORES CLAVE EN LA EXCELENCIA ACADÉMICA EN EDUCACIÓN SUPERIOR ................................................... 43
Lejla Hajdarpašić, Angela Repanovici, Manolis Koukourakis INFORMATION COMMONS CENTRE IMPACT ON
STUDENTS ATTITUDE AND WISHES ................................................................................................ 53
Beba Stankovic, Tatjana Jovanovic Negoicic
LIFELONG LEARNING IN LIBRARIES – AN OPPORTUNITY FOR ALL AGES ................................ 61
Huyen Ngo, Geoff Walton, Alison Pickard
AN ASSESSMENT OF THE INFORMATION LITERACY CAPABILITY
OF VIETNAMESE UPPER SECONDARY STUDENTS ........................................................................ 65
Brigitta Jávorka
DEVELOP INFORMATION LITERACY ON A LIBRARY BUS!............................................................ 71
Demet Soylu, Tunç Medeni, Ratko Knezevic
MULTIPLE LITERACIES WITHIN THE CONTEXT OF EU MOBILITY PROJECTS: YOUTH GIVE HAND TO SYRIAN IMMIGRANT CHILDREN ........................................ 77
Mihai Bârsan, Angela Repanovici
INFORMATION SECURITY RISK MANAGEMENT IN DIGITAL LIBRARIES .................................... 85
Zhang Xiaojuan (Julia), Cheng Lu
INFORMATION LITERACY RESEARCH IN CHINA - AN ANALYSIS BASED ON THE DATA OF CSSCI 2006-2015 ..................................................................................... 89
Andra-Manuela Botez, Alexandru Bejinaru-Mihoc, Angela Repanovici LIBRARY SECURITY MANAGEMENT BASED ON BIOMETRIC METHODS..................................... 97
Senada Dizdar, Azra Hamulić INFORMACIJSKA PISMENOST I PROFESIONALNA ORIJENTACIJA .............................................. 103
Radostina Todorova, Plamen Miltenoff, Gergana Martinova "GREENING" INFORMATION LITERACY THROUGH GAMES ........................................................ 109
Beba Ešrefa Rašidović, Ratko Knežević
KNOWLEDGE MANAGEMENT SECI PROCESS, INFORMATION
LITERACY AND LIBRARY-INFORMATION PROFESSIONALS ......................................................... 117
Beba Ešrefa Rašidović, Ratko Knežević
SECI PROCES UPRAVLJANJA ZNANJEM, INFORMACIJSKA PISMENOST I BIBLIOTEČKO-INFORMACIJSKI STRUČNJACI ...................................................... 123
Aleksandra Rubelj, Janita Tacer Slana, Pero Šobot ONLINE LEARNING IN THE COBISS.SI COMMUNITY ..................................................................... 129
Aleksandra Rubelj, Janita Tacer Slana, Pero Šobot WEB UČENJE U COBISS.SI ZAJEDNICI ............................................................................................ 139
Radovan Pilipovic
RUSSIAN IMMIGRANT VLADISLAV ALJBINOVICH MAJEWSKI –
LIBRARIAN AT THE PATRIARCHY COURT IN BELGRADE (1933-1937) ......................................... 149
Радован Пилиповић
РУСКИ ЕМИГРАНТ ВЛАДИСЛАВ АЉБИНОВИЧ МАЈЕВСКИ – БИБЛИОТЕКАР ПАТРИЈАРШИЈСКОГ ДВОРА У БЕОГРАДУ (1933-1937) ................................. 153
Radmila Rašović, Dubravka Odalović ELEKTRONSKI SERVISI U BIBLIOTEKAMA NA UNIVERZITETU CRNE GORE ............................. 157
Tamara Tomić INFORMACIONA PISMENOST I E-MAIL DIGITALNI REFERENSNI
SERVIS NA UNIVERZITETU DONJA GORICA ................................................................................... 163
Korina Udina
INTEGRIRANJE INFORMACIJSKE PISMENOSTI U KURIKULUM .................................................. 167
Senada Dizdar, Džejla Khattab, Nadina Grebović-Lendo
UNDERSTANDING THE ROLE OF LIBRARIES AND LIBRARIANS IN INFORMATION
LITERACY IMPLEMENTATION: BASED ON THE EXAMPLE OF STUDENTS OF THE FACULTY OF PHILOSOPHY, UNIVERSITY OF SARAJEVO ............................................................. 173
Zahra Haftadi THE AMOUNT OF MEDIA AND INFORMATION LITERACY AMONG
TABRIZ UNIVERSITY CENTRAL LIBRARY’S USERS USING IRANIAN
MEDIA AND INFORMATION LITERACY QUESTIONNAIRE (IMILQ) .............................................. 179
Marica Šapro-Ficović
INFORMATION LITERACY AND PUBLIC LIBRARIES: APPLICATIONS, ISSUES, PROBLEMS ............................................................................................... 185
Presentations:
Jeffrey V. Kelly
HOW I HAVE BEEN TEACHING INFORMATION & ACTION LITERACY
TO K-12 STUDENTS FOR LIFELONG LEARNING ............................................................................ 191
Oxford University Press
SUPPORTING USER JOURNEYS, DISCOVERABILITY, AND THE RESEARCH PROCESS ............. 201
WBILC 2016 5
Introduction The Western Balkan Information Literacy Conference is supported by, inspired by and dedicated to the
work and achievements of European Union Capacity Building in the Field of Higher Education
(CBHE) project 561987 Library Network Support Services (LNSS): modernizing libraries in Western
Balkan countries through staff development and reforming library services. This is a unique,
pioneering European Union funded project which aims to reinforce and modernise libraries and
improve the level of competencies and skills of library staff in the Western Balkan countries by
developing innovative libraries as a support to education and lifelong learning. CBHE is the European
Union’s programme which aims to support the modernisation, accessibility and internationalisation of
higher education in the Partner Countries in regions such as Eastern Europe, Central Asia, the
Western Balkans and the Mediterranean region, mainly through university cooperation projects. The
wider objective of the LNSS project is to reinforce and modernise libraries and improve the level of
competencies and skills of library staff in the Higher Education Institutions (HEI’s) and in Society by
developing innovative libraries as a support to education and lifelong learning. The specific objectives
of the project are to implement English for Specific Purposes (Libraries & library terminology)
training for all target groups; to undertake in depth training needs detection and assessment with
competency mapping; to implement an innovative Train the Trainers programme as part of an LNSS
Curriculum incorporating a suite of quality, relevant and modern library staff development modules
addressing the most urgent training needs of 21st century librarians and library staff in the Information
Age. The project will develop and implement Information Literacy & Research Skills training
programmes in libraries and in HEI’s to help learners identify, locate, evaluate, and effectively and
ethically use information in their daily lives for lifelong learning and the Knowledge Economy. Other
key objectives are to hold Library Training Seminars and Workshops involving all Stakeholders for
exchange of experience to improve the competencies and skills of Librarians. Strategic planning issues
are also addressed such as the development of a Consortium Strategic Plan for the effective future
development of libraries in both Regions and to implement this plan. The project will also develop
initiatives to ensure access to and democratization of libraries for people with disabilities.
Development of Frameworks for Library Collection Development Policy to meet the needs of academic
staff and students in each Institute/University in the project are also a key goal.
The Conference takes its inspiration also from previous European Union projects such as Tempus
project517117 Developing information Literacy for lifelong learning and knowledge economy in
Western Balkan countries. This was a unique, pioneering European Union funded project which
developed information literacy for lifelong learning in the Western Balkans during the period 2011-
2015.
The Western Balkan Information Literacy Conference is now listed among the most important
Information Literacy Conferences of the World. Not only is there representation from the institutions
and countries who are members of this CBHE project but also represented will be neighbouring
countries such as Croatia, Serbia, Montenegro, Kosovo, Slovenia, Romania and Greece. An unexpected
benefit has been that the Conference has attracted delegates from all over the world- apart from the
representatives coming from Bosnia and Herzegovina there will be delegates for example from the
United States, Canada, United Kingdom, United Arab Emirates, Mexico, China, Hungary, Bulgaria,
Russia, Vietnam, Ireland, various countries in Africa, the Middle East among many others. The concept
of Information Literacy which prior to WBIL was almost completely unknown in the Western Balkan
region has firmly taken hold and is now embedded in many universities in the Region. This year’s WBIL
is very significant owing to the presence of two eminent keynote speakers. WBIL is honored to have
Paul G. Zurkowski the originator of the term “information literacy” as Keynote Speaker who
advocates for a universal approach in Information Literacy delivery across all trades, occupations and
professions- Action Literacy “to bridge the gap between Academic Information Literacy and the
general public’s need to be able to navigate what is commonly considered our information overload”
(NFIL 2015). WBIL are delighted also to welcome Tefko Saracevic Ph.D. Distinguished Professor
Emeritus at the School of Communication and Information, Rutgers University and past President of
the American Society for Information Science and who received the Society’s Award of Merit (the
highest award given by the Society).
WBILC 2016 6
This conference presents Conference papers in two sections. First presented are those papers by
representatives from Universities who are partners in CBHE project 561987Library Network Support
Services (LNSS): modernizing libraries in Western Balkan countries through staff development and
reforming library services. Later in the proceedings are the papers of those representatives of
universities who are not partners in the CBHE project but from many other parts of the world who
recognise that the Western Balkans due largely to the work of this CBHE project and previous projects
is now becoming an important centre and champion of information literacy globally- a region looking
forward and striving for modern, accessible and quality library services.
Editorial Board
WBILC 2016 7
Uvodna riječ Konferencija o informacijskoj podržana, inspirisana i posvećena radu i dostignućima Izgradnje
kapaciteta Europske Unije na polju visokog obrazovanja (CBHE) i projektu 561987 Usluge podrške
bibliotekarskoj mreži (LNSS): modernizacija biblioteka u zemljama zapadnog Balkana kroz razvoj
osoblja i reformu bibliotekarskih usluga. To je jedinstven, pionirski projekt financiran od strane
Europske Unije sa ciljem ojačavanja i moderniziracije biblioteka te poboljšavanja nivoa kompetencija i
vještina bibliotečkog osoblja u zemljama zapadnog Balkana kroz razvoj inovativnih biblioteka kao
podrške obrazovanju i cjeloživotnom učenju. CBHE je program Europske Unije koji za cilj ima da
podrži modernizaciju, dostupnost i internacionalizaciju visokog obrazovanja u zemljama partnerima u
područjima kao što su istočna Europa, središnja Azija, zapadni Balkan i Mediteran, uglavnom kroz
projekte univerzitetske saradnje. Širi cilj LNSS projekta je ojačavanje i modernizacija biblioteka i
poboljšavanje nivoa kompetencija i vještina bibliotečkog osoblja u institucijama visokog obrazovanja
(IVO), te u društvu kroz razvoj inovativnih biblioteka kao podrška obrazovanju i cjeloživotnom učenju.
Specifični ciljevi projekta su provođenje obuke iz engleskog jezika za posebne namjene (biblioteka i
bibliotečka terminologija) za sve ciljne skupine; poduzimanje pravovaljane obuke zahtjeva otkrivanje i
procjenu mapiranja sposobnosti; provođenje inovativnog programa osposobljavanja trenera u sklopu
LNSS kurikuluma koji uključuje čitav niz kvalitetnih, relevantnih i savremenih modula razvoja
bibliotekarskog osoblja, koji odgovaraju potrebama najhitnijeg osposobljavanja bibliotekara 21.
stoljeća i bibliotekarskog osoblja u informacijskom dobu. Projekat će razviti i implementirati programe
obuke informacijske pismenosti & istraživačkih vještina u bibliotekama i na IVO kako bi se pomoglo
učenicima da identificiraju, lociraju, ocijene i učinkovito i etički koriste informacije u svakodnevnom
životu za cjeloživotno učenje i ekonomiju znanja. Drugi ključni ciljevi su održavanje bibliotečkih
seminara i radionica, koje uključuju sve aktere za razmjenu iskustava, a u cilju poboljšanja sposobnosti
i vještina bibliotekara. Strateška pitanja planiranja također se rješavaju kao što je razvoj konzorcija
Strateškog plana za učinkovit budući razvoj biblioteka u obje regije kao i za provedbu ovog plana.
Projekat će također razviti inicijative kako bi osigurao pristup i demokratizaciju biblioteka za osobe s
invaliditetom. Razvoj okvira za razvojnu politiku bibliotečke zbirke kako bi se zadovoljile potrebe
akademskog osoblja i studenata u svakom institutu / univerzitetu u projektu je također jedan od ključnih
ciljeva.
Konferencija također uzima za inspiraciju prethodne projekte Europske unije, kao što su Tempus
project 517117 Razvoj informacijske pismenosti za cjeloživotno učenje i ekonomija znanja u zemljama
Zapadnog Balkana. To je bio jedinstven, pionirski projekt financiran od strane Europske unije koji je
razvio informacijsku pismenost za cjeloživotno učenje na zapadnom Balkanu u razdoblju 2011-2015.
Konferencija o informacijskoj pismenosti na zapadnom Balkanu je sada uvrštena među najvažnije
konferencija o informacijskoj pismenosti na svijetu. Ne samo da su na njoj prisutni predstavnici iz
institucija i zemalja, koji su članovi ovog CBHE projekta, nego će biti zastupljene i susjedne zemlje
poput Hrvatske, Srbije, Crne Gore, Kosova, Slovenije, Rumunije i Grčke. Neočekivana korist je da je
Konferencija privukla interes predstavnika iz svih krajeva svijeta-osim predstavnika koji dolaze iz
Bosne i Hercegovine prisustni će biti, primjera radi, i učesnici iz Sjedinjenih Američkih Država,
Kanade, Velike Britanije, Irana, Ujedinjenih Arapskih Emirata, Meksika, Kine, Mađarske, Bugarske,
Turske, Vijetnama, Irske, i među mnogim drugima različite zemlje iz Afrike Bliskog istoka.
Koncept informacijske pismenosti koji je prije Konferencije o informacijskoj pismenosti na zapadnom
Balkanu bio skoro potpuno nepoznat u regiji zapadnog Balkana sada je čvrsto prihvaćen i ugrađen u
mnoge univerzitete u regiji. Ovogodišnji WBIL je vrlo značajan zbog prisutnosti dva istaknuta
govornika. Konferencija o informacijskoj pismenosti na zapadnom Balkanu je počastvovana da ima
Paul G. Zurkowski, začetnika pojma "informacijske pismenosti", kao glavnog govornika koji zagovara
za univerzalni pristup u informacijske pismenosti dostavljen u svim obrtima, zanimanjima i
profesijama- Akcijska pismenost "da bi se premostio jaz između akademske informacijske pismenosti i
potreba šire javnosti s ciljem prevazilaženja onog što se obično smatra našim informacijskim
preopterećenjem "(NFIL 2015.). Konferencija o informacijskoj pismenosti oduševljeno pozdravlja
Tefko Saračević Ph.D. Ugledni profesor emeritus na Fakultetu za komunikacije i informacije,
Univerziteta Rutgers i prijašnjeg predsjednika Američkog društva za informacijsku znanost i koji je
dobio nagradu Društva za zasluge (najviša nagrada koju Društvo dodjeljuje).
WBILC 2016 8
Ova konferencija predstavlja radovi u zbornicima skupova u dva dijela. Prvi predstavljeni su oni
radovi koji su predstavljeni od strane univerziteta koji su partneri u CBHE projektu 561987 Usluge
podrške bibliotekarskoj mreži (LNSS): Usluge podrške bibliotekarskoj mreži (LNSS): modernizacija
biblioteka u zemljama zapadnog Balkana kroz razvoj osoblja i reformu bibliotekarskih usluga. Zatim
su u Zborniku su radovi predstavnika sveučilišta koji nisu partneri u projektu CBHE, ali iz mnogih
drugih dijelova svijeta koji su prepoznali da zapadni Balkan u velikoj mjeri zbog rada ovog CBHE
projekta i prethodnih projekata sada postaje važno središte i prvak u globalnoj informacijskoj
pismenosti – regija koja se raduje i teži ka modernim, pristupačnim i kvalitetnim bibliotekarskim
uslugama.
Uredništvo
WBILC 2016 9
KEYNOTE SPEAKERS
Paul G. Zurkowski
Paul G. Zurkowski is the originator of the term “information literacy”. He first used this term 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. He held this
position for 20 years, from 1969 to 1989. A lawyer by profession, graduated from University of
Wisconsin Law School in 1957, with interests in intellectual property and copyright, Zurkowski
observed at the time that only small portion of the U.S. population really understood the emerging
new information access routes and how these new routes would have a definitive impact their
economic and social lives. Zurkowski’s calls for the creation of a major national universal
information literacy program by 1984 went unheeded. His vision for information literacy skill
development was not library centric, but advocates for a universal approach in its delivery across
all trades, occupations and professions. For Zurkowski, the essence of information literacy is the
ability to know how to handle information so that it can be used effectively to solve problems.
Zurkowski views information literacy skills as a critical stepping stone in the creation of wealth, a
key element for national economic development.
Source: National Forum on Information Literacy Website
Tefko Saracevic, Ph.D.
Studied electrical engineering at the University of Zagreb, Croatia and completed his master
(1962) and Ph.D. (1970) studies in information science at Case Western Reserve University,
Cleveland, Ohio. Taught and conducted research at Case till 1985, when moved to Rutgers.
Promoted to Professor II (highest academic rank at Rutgers University) in 1991. Associate Dean
from 2003 to 2006.
Tefko Saracevic is Distinguished Professor Emeritus at the School of Communication and
Information, Rutgers University since 2010. He was the president of the American Society for
Information Science and received the Society’s Award of Merit (the highest award given by the
Society). He also received the Gerard Salton Award for Excellence in Research, by the Special
Interest Group on Information Retrieval, Association for Computing Machinery (also the highest
award given by the Group). As of February 2016 he has received 3638 citations – excluding self-
citations - in Scopus (the largest abstract and citation database of scientific journals, books, and
conference proceedings). In Google Scholar (with broader coverage of all kinds of documents in
addition to journals) he received 11,359 citations. From 1985 to 2008 he was the Editor-in-Chief
of Information Processing & Management, an international journal. Although retired, he is still
active – among others teaching online courses, writing, and participating at conferences.
For more information, please see: http://comminfo.rutgers.edu/~tefko/curriculum_vitae.htm
THE NEW SPECIES OF MAN:
NETWORKED INFORMATION MAN,
A NEW HORIZON FOR
INFORMATION LITERACY
Paul G. Zurkowski, Esquire
12218 Torrey Pines Terrace, Beltsville, MD 20705 USA
ABSTRACT The author describes a two year Information Literacy outreach program effort by a team
developed within a 19 public library system in the state of Maryland that inspired ideas for this
presentation. He cites the forecasted imminent arrival of a new species of man suggesting
Information Literature practitioners need to expand their reach beyond schools and libraries. He
sites plans to organize a corporate structure to lead a global effort to expand the reach of
information literacy to all of mankind and to provide advance-man support for the emerging
Networked Information Man species. He gives 10 examples of how practitioners can begin.
Key words: Information Literacy, Action Literacy, Action Knowledge, Information Industry
Association. Prince George’s County Memorial Library System, Network Information Man, Pere
Tielhard de Chardin.
1. INTRODUCTION A team of a dozen key reference librarians and private sector professionals, co-chaired by
Kathleen Tease, MS, CEO, Prince George’s County (Maryland) Library System, and myself, the
founding President of the Information Industry Association (1969-1989), has met regularly over
the past two years addressing new roles for information literacy in cultivating the public outreach
efforts of the Prince George’s County Library System’s 19 public libraries. It considered the high
risks to mankind from the state of flux on critical library and information-related issues and
projects to the need to address these issues. This effort provided the inspiration for many of the
ideas for today’s presentation.
Learning that Pere Tielhard de Chardin, a French Jesuit father and a distinguished paleontologist
who devoted his professional life to studying the evolution of man and participated in the
discovery of Peking Man, had predicted in the early 1940s the imminent emergence of a new
species of man. He called the new species Homo Colloquium or “Network Man.” This lends an
urgency to understanding and setting in motion the utterly unprecedented “advance-man”
functions that information literacy and its prototype-of-the-new–species practitioners, have to
play in the evolution of the Networked Information Man.
I am in the process of organizing a corporate structure to implement the process I will discuss
below in my home state of Maryland for openers. It will be a prototype for similar operations in
other states as well as globally.
2. INFORMATION LITERACY’S NEW HORIZON My 1974 paper to the U. S. National Commission on Libraries described a new industry we were
calling together within the Information Industry Association. The purpose of the paper was to
describe the new industry’s creation of a new Information Service Environment. It is a landmark
Information Literacy statement in which I called for universal information Literacy training. It
was a new idea then and by 1989, at the time of a advent of the World Wide Web, the Association
numbered among its 950 members a community of for-profit and not-for-profit companies in all
phases of the information service environment in the U.S. and worldwide.
As the association gathered together, content companies, telephone companies, main frame
computer companies distributing data bases, microfilm companies, book, magazine and
Paul G. Zurkowski: THE NEW SPECIES OF MAN: NETWORKED INFORMATION MAN,
A NEW HORIZON FOR INFORMATION LITERACY
WBILC 2016 12
newspaper publishers, even a library systems company utilizing optical coincidence technologies
(for DuPont and others) to access library holdings.
For the 20 years I was President the IIA was a very successful community development project
which developed some of the basic rules of the global information business. These rules of the
game allowed the Internet launch on a sound basis. After I left in 1989 IIA narrowed its focus to
that of a traditional trade association representing only Information Content and the Financial
Information companies within today’s Information Industry and Software Publishers Association.
This presentation provides insights into the new Networked Information Man species horizon
facing mankind from one who has spent 20 years building the information industry and more than
twenty more as a community developer.
Today Information Literacy stands where the information business stood in 1969 at the founding
of IIA. It is more readily recognizable as a community development project because it has not yet
identified its global and universal applications nor has it recognized, developed or refined any role
in the world’s workplaces.
I am here to share my ideas about how to dig out of the morass we find ourselves and I will do so
as a community developer, not as a representative of industrial age special interests. The time has
come to address the creation of a sustainable human enterprise and ultimately the rules for a just
information society to be built on the sound princples of Information Literacy.
The corporate structure I am developing will house several activities. The core coalition of stake-
holders will be run as a membership organization with committees of participating members
drawn primarily from the eight categories listed on what I call the stake holders map.
It will be up to this organization whether to create a Networked Information Man Foundation to
(1) develop Networked Information Policies appropriate to a high performing advanced
information Society and (2) a Networked Information Man Academy to advance the performance
and standing of professionals engaged in the practice of Information Literacy.
3. ACTION COMMUNITY DEVELOPMENT STEPS YOU CAN TAKE The assumption is that information literacy is vital to the emergence of Networked Information
man and that school and library information literacy faculty are the current prototypes of the new
species and have a stake in promulgating the practice to all of humanity.
The following ten steps illustrate how support for that process can be obtained from a wide array
of organizations that have a stake in the outcome, whether they are now aware of that fact or not.
My hope and belief is that you here at this conference will understand and bring these ideas into
practice as a global process to serve all of mankind.
3.1 Teach Newspapers Information Literacy Story Writing Skills Newspapers can do the heavy lifting of applying information literacy research efforts
supplemented with explicit footnotes enabling readers to re-visit the search strategy, to fact-check
and be confident in the news. Such offerings add long term value to news reportage and expose
their readers to Info Lit processes. Encourage newspaper development of a Search Strategy
Encyclopedia, local, statewide, national, global. Newspapers could run competitions for
Networked Information Man search strategies with the assistance of today’s Information Literacy
practitioners.
3.2 Libraries can better promote subject area Information Mentors (i.e. Care
Giver Information Mentors) than offering Reference Librarians. Words are magic. Encourage the use of language in library outreach programs descriptive of
kitchen table problems, their solutions and their information needs. Develop language to sell
Library services.
Paul G. Zurkowski: THE NEW SPECIES OF MAN: NETWORKED INFORMATION MAN,
A NEW HORIZON FOR INFORMATION LITERACY
WBILC 2016 13
3.3 Read “The Outliers” and recruit retired folks with 10,000 hours experience in
their field to function as Wissdom Mentors. Retired people are quick to sense the loss of their “place to stand” when they retire and can no
longer feel they can “move the earth.” People with 10,000 hours in their field have the building
jobs as people are living longer. Create a personnel agency to find part- or full-time work for
them as Wisdom Mentors in their fields possibly as a library service. Or, promote this idea to an
existing personnel agencies. Target: a quarter million jobs. Enlist AARP or retired people’s
organizations to provide support for Information Literacy training for retiree Wisdom Mentors.
3.4 Send your BUSINESS MENTORS to Chambers of Commerce and other
Business Groups to educate business people about Information Literacy and
resources (Networked Information) available free through libraries on their home
and business computers. Consider your local business community a “profit center” (in outreach terms) to establish a
business following and a supporting force for funding purposes. Don’t just let them sit there.
Lobby them sweetly. Get their leaders and their connections to funding agencies educated about
your funding needs. Create a “Businesses Support Libraries” program to involve business people.
Be sure your Library Foundation is established to receive tax deductible funds. Offer Networked
Information Man intern positions to businesses school age family members. Host local business
group meetings in your library. Don’t let your funding agencies cut your funds when your
foundation receives grants. Key your grant seeking tied to specific functions so that the money is
applied as you get it.
3.5 Create a Local Legislative Reference Service to support citizen involvement in
Democracy – an especially important Information Literacy benefit to society at the
local library community level. What goes on at the national level of government gets better news coverage than what happens
locally. That may be the desired results for some, but it undermines democracy. Open up access
to these developments to local citizens. Offer to support elected officials in their legislative
efforts. Share the information generated through such a Reference Service modeled on the
Library of Congress Legislative reference service BUT make all products of that service available
to all citizens. Networked Information Man will expect such access.
3.6 Connect all schools, public, private, religious, Charter, home schooling, to the
local library and assign a librarian to manage each such relationship. This provides access to another support group comparable to and possibly larger than the business
community. Combining business, legislative and educational groups behind the role of libraries
in information literacy pursuits will alter the conditions faced by libraries today as you prepare for
and serve the early adoptor Networked Information Men and Women.
3.7 Engage Non-profit organizations and their supporting associations in staff
training in information literacy skills. Include consulting firms who train their
staffs. That training creates in the staff recipients a special brand of knowledge called Action
Knowledge, i.e. Knowledge created out of doing the work and training fellow workers. As non-
profit organizations acquire information literacy skills and Action Knowledge they will be in
position to offer training in those skills to their own members and customers. Transcripts of
consultant-run training on-site need to be captured for use as published training materials, time-
Paul G. Zurkowski: THE NEW SPECIES OF MAN: NETWORKED INFORMATION MAN,
A NEW HORIZON FOR INFORMATION LITERACY
WBILC 2016 14
tested and containing interventions from real time workers. Publishers of such training texts are
obvious stake holders and supporters of such efforts. Publication doubles the value of the training
effort reaching new markets.
3.8 Preparing for Networked Information Man Specie will engender a growing
need for training materials of all kinds. The web and printers and publishers will
be needed to assemble, design and produce a continuing flow of materials thru
their customers’ preferred media. Some materials already exist, but larger markets will materialize and will require servicing. Let us
know who emerges and we will solicit their membership to hone their support efforts.
3.9a The global Association of Independent Information Professionals, of former
or retired librarians each serving their own niche market as a Wisdom Mentor
who, like you, are stake holders in this process. Their extended work in the Library field and their entrepreneurial skills represent an asset pool for
information literacy training around the world. Seek out similar such organizations and get them
invested in these efforts to open new market opportunities for their businrsses.
3.9b Many youth organizations, such as Boy and Girl Scouts, reward young people
for their achievements. Introduce such organizations to the idea of the evolution of
the new species of man, Networked Information Man, and encourage and assist in
the development of training in Iinformation literacy skills as part of their
achievement recognition efforts. In a similar vein schools invite parents to make presentations about their work to inspire the
young about what exciting things are possible to be found in local workplaces. Promote
information literacy as a career opportunity in this way.
4. Stakeholders in the Evolution of Networked Information Man See the stylistic “map” listing eight groups of organizations in the world illustrating who has a
stake in the evolution of Networked Information Man Species. As part of the concluding
Question and Answer session we together can develop an Information Literacy approach to
several of these stake holders to demonstrate what a large market exists for the application of the
skills you work with every day. Some may be library work and others may call for the
development of new organizational structures throughout the economy.
5. Conclusion: Know How Important You Are You have known in your heart all along that your work in information literacy was moving
society to a new level. Tielhard de Chardin offers what he expects of Networked Informationn
MAN, the new specie of man:
• A shared consciousness;
• Being drawn together by a deeper understanding and love for others in the same way that atoms
are drawn together to create molecules and
• Has a far greater social awareness and a deeper convergence of individual spirits until all begin
to think as one.
Know how important you are and especially for the impact your efforts can have on the new
species of man and for moving mankind forward. Thank you for your efforts.
Paul G. Zurkowski: THE NEW SPECIES OF MAN: NETWORKED INFORMATION MAN,
A NEW HORIZON FOR INFORMATION LITERACY
WBILC 2016 15
6. Literature: Înformation Literacy Fueling Action Literacy, Paul G. Zurkowski and Jeffrey V. Kelly, 2013,
Amazon.com Books (keyword search; Zurkowski)
Outliers: The Story of Success, Malcolm Gladwell, Amazon.com Books
Phenomenon of Man (The), Pere Tielhard de Chardin, English Translation, Introduction by Julian
Huxley, © 1959 by Wm Collins Sons & Co.
Shores of Knowledge, Joyce Appleby, Amazon.com Books
Who Owns the Future? Jaron Lanier, www.nytimes.com/2013/05/06books-who-owns-the-future-
by-jaron-lanier.html
Zero Marginal Costs Society, The Internet of Things, The Collaborative Commons & the Eclipse
of Capitalism, by Jeremy Rifkin, Playgrave-MacMillan, 2014
ARE ADVANCES IN INFORMATION TECHNOLOGY AND ADVANCES IN
INFORMATION LITERACY IN LIBRARIES
IN SYNC?
OR OUT OF SYNC?
Tefko Saracevic, Ph.D.
Distinguished Professor Emeritus
School of Communication and Information
Rutgers University, New Brunswick, New Jersey, USA
[email protected] SUMMARY The aim of this article is to provide an overview of contemporary advances in information
technology (IT) and ask the question whether they are working well (or badly) together with
advances of information literacy in libraries. Are they in (or out of) agreement?Broad
conclusion: they are both advancing but not together.
Keywords: Information technology; information literacy, advances, agreement.
1. INTRODUCTION Questions in the title reflect the purpose of this article. Namely, the aim is to compare and
contrast contemporary advances in information technology, on the one hand, with contemporary
advances in information literacy, on the other hand.
The two – information technology and information literacy - are progressing at their own pace,
however technology is the king. Everything in society, everything in sciences and professions,
and everything in how we live … follows information technology (IT). Moreover, the
technological landscape is changing enormously and rapidly.
Modern libraries have become completely depended on modern information technology. They are
also providing great many information literacy programs. It is not surprising then that we also ask
how information literacy works with information technology. Are they working well together? Or
badly? Are they synchronized (in sync) or not (out of sync)? Are they progressing harmoniously
or not so?
Most of the advances in information technology are global and so are many advances in
information literacy. While this article concentrates mostly on information literacy developments
in the United States, it is fully acknowledged that efforts in information literacy are a global
phenomenon, involving many institutions all over the world, many national and international
organizations, great many international conferences and meetings (of which this is but one), and
many international declarations (Horton, 2007).
2. INFORMATION TECHNOLOGY In many ways, human history is closely connected with advances in technologies employed over
time. The history of information technology (although not called by that name until sometimes in
the late 1950s) goes way back, to the history of devices used for writing. Currently, we consider
information technology as “the application of computers to store, retrieve, transmit and
manipulate data” (Wikipedia, 2015). The Internet, the Web and everything that goes with them,
including information ethics, are encompassed.
Today, information technology (IT) is widely used in great many human activities for all kinds of
reasons and purposes. It is used in many institutions, including libraries. Businesses cannot be
imagined any more without information technology. Education in information technology is
widely spread; the demand for qualified IT workers rose steadily. Need for information
technology literacy is merging with information technology literacy (Ezziane, 2007).
Individuals also use it to express themselves and communicate through social media. Social
media exploded. These Web sites and applications focus on building online communities of
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WBILC 2016 18
people who share content, explore interests and activities, collaborate and participate in
networking. Many social media sites emerged, but few big ones dominate. Information
technology (IT) truly diversified and exploded when it entered the realm of social media.
Social media is a people thing - even though great many institutions, business, organizations,
governments, and causes, try to participate. Social media is also a power, used for both good and
bad. Freedom of expression is a hallmark of social media, thus often debated, assailed, and
defended in various ways. Social media also enhance human connections and change cultures.
Social media is not one thing – there are all kinds of very different social media, used for all kinds
of activities: from science and health to music, pictures, videos and bookmarking; from
commerce, marketing and selling to locating, identifying and mapping; from expressing opinions
– commenting and blogging – to crowd-sourced wisdom; from niche-working to ... you name it.
People utilize social media also to find, use and communicate relevant information. Libraries try
to use it also.
Millenials (generally considered as individuals born between 1982 and 2004) are avid users of
social media and networking. Social media is fashioning their culture globally.
Information technology is advancing by creation of a number of new and unique devices and
great many applications. There are many institutions that do research related to information
technology. In addition, there are many companies in many countries that are coming up with
innovative products and applications. An example: Apple (an American but multinational
company) leads in innovation with iPhone, iPad, Mac, Apple Watch, iOS, OS X, watchOS and
more.
Information technology is affecting every facet of contemporary society. It is also advancing
constantly.
3. INFORMATION LITERACY The idea of information literacy, emerging with the advent of modern information technology in
the early 1970s, has grown, taken shape and strengthened to become recognized as the critical
literacy for the twenty-first century. It is a foundation for learning
However, information literacy in the US has a long history and it had other names. It started with
library instruction, also referred to as bibliographic instruction, at the end of 19th and beginning of
20th century. It transformed into information literacy by the end of 1980s (Behrens, 1994).
With time, several definitions of information literacy were offered, some nationally others
internationally, reflecting the evolution of activities.
The National Forum on Information Literacy (NFIL, n.d.) defines information literacy as:
"... the ability to know when there is a need for information, to be able to identify,
locate, evaluate, and effectively use that information for the issue or problem at hand."
The Alexandria Proclamation (2005) broadens the definition and provides a global perspective:
“Information Literacy lies at the core of lifelong learning. It empowers people in all
walks of life to seek, evaluate, use and create information effectively to achieve their
personal, social, occupational and educational goals. It is a basic human right in a
digital world and promotes social inclusion of all nations.”
And in 2015, the newly revised Framework for Information Literacy (Association of College and
Research Libraries, 2015) defines it as:
“Information literacy is the set of integrated abilities encompassing the reflective
discovery of information, the understanding of how information is produced and valued,
and the use of information in creating new knowledge and participating ethically in
communities of learning.”
This latest effort created a lively discussion, debate, both pro and con, and criticism, showing that
information literacy can indeed be controversial (Beilin, 2015).
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WBILC 2016 19
The term “information literacy” became an umbrella term, encompassing many different
activities and names, such as: computer literacy; digital literacy; network literacy; information
resource literacy; research literacy; library skills; critical thinking skills; media literacy;
information ethics, and so on ... Connotations, concentrations differ but the basic concept is still
information literacy.
At times, this involves showing users skills needed for using the Internet effectively and
navigating the information jungle in general. In other words, the very pragmatic content of
information literacy is in constant flux, as are these issues – a problem that must be reckoned with
from the start.
Practically, libraries have been involved with information literacy in a variety of ways, such as:
providing lectures, training and hand-on practices on use of computers and the Internet;
raising self-directedness and computer self-efficiency of adult learners;
demonstrating and teaching critical evaluation of information resources;
being embedded in work that users do to provide assistance and demonstrations;
for children, reading and then interpreting stories; early age reading development;
designing, hosting, and providing for the public and users the library website, with
information resources and tutorials, guides, and instructions on their use.
All are subject to advances – all are fluid; all are being improved, as time goes by. However, the
improvement is slow and erratic, as any examination of practices, including library websites, will
show. A big problem is assessing and evaluating these activities. Metrics for advances in
information literacy are hard to come. Actually, there is no agreement about metrics
4. CONCLUSIONS The aim of this article, as stated in the Introduction, is to compare and contrast contemporary
advances in information technology, on the one hand, with contemporary advances in information
literacy, on the other hand.
Experiences with information technology show, so far, a bewildering array of innovation and
advances.
Libraries have changed drastically. There are libraries that are still only physical (so called Brick
& Mortar libraries) – they have only a corporeal space. There are libraries that are only digital –
they have only a virtual space. However, majority of libraries now have both, a physical and a
digital space, so called hybrid libraries. In great many hybrid libraries, the digital space is
growing rapidly & out of proportion, particularly economically. Hybrid libraries have many
resources, e.g. current journals and databases, only in electronic form. For these resources,
services to users are provided only through library websites. Under these circumstances,
information literacy efforts are also provided through their websites.
Experiences show that information literacy efforts in hybrid libraries are uneven. In the traditional
Brick & Mortar part, the traditional lectures and the like are continuing; in the digital part, guides,
tutorials, and how to ... entries are proliferating Users are on their own. Innovations and advances
are not readily visible.
Thus, to answer the question in the title: advances in information technology and advances in
information literacy in libraries are out of sync. Broad conclusion: they are both advancing but
not together.
5. LITERATURE The Alexandria Proclamation (2005). High Level Colloquium on Information Literacy and
Lifelong Learning. Retrieved from http://www.ifla.org/publications/beacons-of-the-information-
society-the-alexandria-proclamation-on-information-literacy
Tefko Saracevic: ARE ADVANCES IN INFORMATION TECHNOLOGY AND ADVANCES IN INFORMATION LITERACY IN LIBRARIES IN SYNC? OR OUT OF SYNC?
WBILC 2016 20
Association of College and Research Libraries. American Library Association. (2015).
Framework for Information Literacy for Higher Education. Retrieved from
http://www.ala.org/acrl/standards/ilframework
Behrens, S.J. (1994). A conceptual analysis and historical overview of information literacy.
College & Research Libraries, 55(4), 309-322. Retrieved from http://crl.acrl.org/
content/55/4/309.full.pdf+html
Beilin, I. (2015). Beyond the Threshold: Conformity, resistance, and the ACRL Information
Literacy Framework for Higher Education. Retrieved from http://www.inthelibrary
withtheleadpipe.org/2015/beyond-the-threshold-conformity-resistance-and-the-aclr-information-
literacy-framework-for-higher-education/
Ezziane, Z. (2007). Information technology literacy: Implications on teaching and learning.
Educational Technology & Society, 10 (3), 175-191. Retrieved from http://www.ifets.
info/journals/10_3/12.pdf
Horton, F.W. Jr. (2007). Understanding information literacy: A primer. Information Society
Division, Communication and Information Sector, Paris: UNESCO. Retrieved from
http://unesdoc.unesco.org/images/0015/001570/157020e.pdf
National Forum on Information Literacy (n.d.). What is the NFIL? Retrieved from
http://infolit.org/about-the-nfil/what-is-the-nfil/
Wikipedia (2015). Information technology. Retrieved from https://en.wikipedia.org/
wiki/Information_technology
LIBRARY NETWORK SUPPORT SERVICES: MODERNISING
AND DEVELOPING QUALITY LIBRARY SERVICES IN
EUROPE
Jerald Cavanagh, Limerick Institute of Technology, Moylish Park, Limerick, Ireland,
Padraig Kirby, Limerick Institute of Technology, Moylish Park, Limerick, Ireland,
ABSTRACT
This paper explores the work of two, pioneering European Union funded projects which aim to
modernize and develop quality library services in Europe under the European Union funded
ERASMUS + Capacity Building in the Field of Higher Education Program (CBHE). This
programme supports the modernization of higher education in the Partner Countries in Regions
such as Eastern Europe, Central Asia, the Western Balkans and the Mediterranean region,
mainly through university cooperation projects. The paper will depict the work of these projects,
major themes and objectives in reinforcing and modernizing all aspects of libraries in both the
Western Balkan Region and in Armenia, Moldova and Belarus - improving the level of
competencies and skills of library staff in the region. The major functions of the project will be
explored particularly in areas such as Project Management, motivation and rationale for
undertaking the project, the composition of the Project Consortium including the rationale for
setting up the Consortium. We will also highlight important European Union themes within the
project with regard to issues such as European Added Value and Innovative Character.
Following this, the aims and objectives of both projects will be explored including project
activities and methodology, mechanisms for quality control and monitoring as well as
dissemination and sustainability strategy. The importance of Information literacy in the project
will also be highlighted. This study will conclude with a short reflection on the expected impact of
the project.
Keywords: Libraries, Information Literacy, Western Balkans, Armenia, Moldova, Belarus.
1. INTRODUCTION
Library Network Support Services (LNSS) consists of two major EU funding programmes
focused on the modernization and development of quality library services across seven countries
in Europe- Albania, Bosnia & Herzegovina, Kosovo under UNSC Resolution 1244/99 and
Montenegro in the Western Balkans with a second Library Network Support Services project
being implemented in the Eastern Partnership countries Armenia, Moldova and Belarus. While
both projects have highly similar objectives, project management in the case of the Western
Balkans is led by Limerick Institute of Technology (LIT) in the Republic of Ireland while in the
Eastern Partnership Area this function is undertaken by the Public Administration Academy of the
Republic of Armenia (PAARA). Both projects have almost identical wider and specific objectives
however as we will see in later sections the motivation and rationale differ in both projects owing
to various issues to do with historical, economic and political obstacles (Donabedian and Carry
2012 et al) and “instability both in economic and political terms”. The wider objective of both
LNSS projects is to reinforce and modernise libraries and improve the level of competencies and
skills of library staff in the HEI’s by developing innovative libraries as a support to education and
lifelong learning. Both projects will develop a library staff development strategy focused on
improving standards and quality of library performance in the Western Balkans and the Eastern
Partnership Area so as to improve the quality of library services & higher education generally,
enhancing their relevance for the labour market and society. In both projects there is great
emphasis on enhancing the management, governance, innovation capacities & accessibility of
Jerald Cavanagh, Padraig Kirby: LIBRARY NETWORK SUPPORT SERVICES: MODERNISING AND
DEVELOPING QUALITY LIBRARY SERVICES IN EUROPE
WBILC 2016 22
libraries in the Partner Countries through strategic planning and policy development. In Armenia,
Moldova and Belarus an Eastern Partnership Library Network Support Services (LNSS) Network
is envisaged for the future dissemination, sustainability & exploitation of project results both
nationally and in the Eastern Partnership Region for the sharing of knowledge, experience,
training and expertise in the Region. Similarly in the Western Balkans a Western Balkan Library
Network Support Services (LNSS) Network is a key objective. The specific objectives of the
projects are: to implement English for Specific Purposes (Libraries & library terminology)
training for all target groups, to undertake in depth training needs detection and assessment with
competency mapping; to implement an innovative Train the Trainers programme as part of an
LNSS Curriculum incorporating a suite of quality, relevant & modern library staff development
modules addressing the most urgent training needs of 21st century librarians and library staff in
the Information Age. The project will develop and implement Information Literacy & Research
Skills training programmes in libraries and in HEI’s to help learners identify, locate, evaluate, and
effectively and ethically use information in their daily lives for lifelong learning and the
Knowledge Economy. Other key objectives in both Regions is to hold Library Training Seminars
& Workshops involving all Stakeholders for exchange of experience to improve the competencies
& skills of Librarians. Strategic planning issues are also addressed in both projects such as the
development of a Consortium Strategic Plan for the effective future development of libraries in
both Regions and to implement this plan. The project will also develop initiatives to ensure access
to & democratization of libraries for people with disabilities. Development of Frameworks for
Library Collection Development Policy to meet the needs of academic staff and students in each
Institute/University in the project are also a key goal in both projects.
2. MOTIVATION, NEEDS AND PROBLEMS
In Armenia, Moldova and Belarus, LNSS will address critical problems and gaps that exist both
in Library service provision and in Library Staff Development leading to modern, relevant &
accessible library services for all learners. Problems which were identified by means of surveys
conducted using electronic means as well as interviews highlighted issues such as the poor level
of competencies and skills of librarians and library staff in Armenia (YSULS 2014); the need for
more education and training to address the problem of Plagiarism in Belarus & Moldova (BSU
2014) and the need for modernisation & diversification of library services including the need to
change library organisational structures. All of these issues will be addressed by the LNSS
Curriculum- a comprehensive, modern suite of Library Staff Development courses covering all
aspects of library services provision. In the Eastern Partnership Area it is envisaged that the LNSS
Curriculum will lead to a change in the current situation because in breath, scale, quality &
relevance it will be the first programme of its kind held in these countries to address the training
and development needs of all Librarians & library Staff.
In only very recent times Western Balkan (WB) countries experienced “a period of instability
both in economic and political terms” (Vukasovic 2012 p. 10) including many economic crises.
Many passed the 1990’s in what Vukasovic calls “international isolation” (p. 10) with minimal
communication with academia internationally and with almost non-existent relationship with any
European higher education structures and no involvement in European higher education or
research programmes. Today national higher education policy development in WB is influenced
by two major European Union initiatives in higher education – the Bologna Process and also the
Lisbon Strategy – both related to the project of establishing a “Europe of Knowledge” (Elken,
Gornitzka, Maassen, & Vukasovic, 2011 cited in Vukasovic 2013). Western Balkan HEI's
however are still facing many challenges & Libraries are a "a peripheral rather than a central
concern in WB higher education institutions” (Špiranec and Perjova 2014).
Prior to the submission of the LNSS project application a survey conducted among staff at various
Western Balkan universities revealed the following issues and problems: In Montenegro the level
Jerald Cavanagh, Padraig Kirby: LIBRARY NETWORK SUPPORT SERVICES: MODERNISING AND
DEVELOPING QUALITY LIBRARY SERVICES IN EUROPE
WBILC 2016 23
of competencies and skills of Library staff is not of a high standard with a great need for
"knowledgeable and well trained staff capable of dealing with a growing amount of information
and user needs" (UOM 2014). In Bosnia & Herzegovina "most libraries …work in an old
fashioned way that needs to be updated, without appropriate access to IL, digitized databases, lack
of appropriate books and all kind of information sources" (UNSA 2014). "Levels of competencies
about skills of librarians needs to be updated with regard to electronic resources, a significant
number of staff does not have any knowledge of English… Accessibility is very poor (KBBI
2015). In Kosovo there is an "urgent need for information and research skills of staff and
librarians to help them use information effectively, improve standards and quality of library
performance…there is poor access which could be improved with investments on facilities and
equipment, software accessories to ease the access (UP 2015).
Albanian Libraries have some critical library needs taking the following as an example:
“Our library has been an important and great library of its type, but in 1997 it is been destroyed
from the fire… the basic scanners, e learning solutions for Information Literacy are required”.
There is a need to "to stimulate interest & belief in the capability of libraries to provide useful and
important new services for Albanian citizens, especially focusing on access to the Internet and
‘digital literacy’ training" (Vozga 2014).
3. RATIONALE FOR SETTING UP THE CONSORTIUM
Prior to project application- the rationale for setting up the Consortium- a process led by LIT in
Ireland and PAARA in Armenia focused on assembling partners with the most appropriate
innovative and/or complimentary skills, expertise and competencies directly related to the
planned project activities. As is compulsory in CBHE projects, the Consortium in both projects
consists of a combination of both EU partner institutions together with Partner Countries from the
Western Balkans or in the case of the other LNSS project- Partner Countries from the Eastern
Partnership Area. An interesting aspect of both LNSS projects is that the EU partners in both are
identical. Limerick Institute of Technology (Ireland), Transilvania University of Brasov (UTBV-
Romania), University of Crete (UOC- Crete) were selected to be partners in the project owing to
previous skills and experience of working in previous EU library projects (RINGIDEA 2011).
Noteworthy also in the Consortium is the fact that the Project Leader (LIT) has previously led
important national library and Information Literacy (IL) projects such as the original Library
Network Support Services (LNSS) project which ran from 2008-2011 and which dealt with the
roll out of vital library staff development and IL initiatives in Irish HEI’s (Cavanagh 2008).
LIT as well as German partner The Pyramid Group and PAARA from Armenia were also
members of the EU Tempus project ASPIRE (Access to Society for People with Individual
Requirements) which aims to foster the rights of individuals with special needs to access
education and enjoy the right of participation in everyday Society (ASPIRE 2012). Hence this
expertise and previous experience within the Consortium is highly relevant for the LNSS project
in helping to ensure democratization of libraries for people with disabilities. UTBV- also
specialise in the field of Library and Information Science and they provide courses to Doctorate
level in this field. UTBV has a Lifelong Learning Department which developed courses such as
“Documentation teacher”, aimed at school librarians who graduate from Library Science Faculty.
UTBV are also partners in an important and highly original project to develop Libraries and IL
Skills of students and staff in the Western Balkans (RINGIDEA 2011) as are LIT and the partner
from Greece- UOC who have specific library expertise in the area of library networking,
cooperation and the development of electronic libraries as evidenced by the substantial
contribution of the Library and its staff to the establishment of the HEAL-LINK Greek Academic
Libraries Network (RINGIDEA 2011). UOC are also expert in the area of Library Staff
Development and have undertaken key projects for development and further improvement of its
quality standards and resources, staff training as well as the connection of Library services to
Jerald Cavanagh, Padraig Kirby: LIBRARY NETWORK SUPPORT SERVICES: MODERNISING AND
DEVELOPING QUALITY LIBRARY SERVICES IN EUROPE
WBILC 2016 24
curricula and the local community. Owing to the fact that both LNSS projects involve a
significant staff training element the partnership also consists of one non- academic partner- The
Pyramid Group from Ulm, Germany who bring much expertise in the areas of Staff and teacher
Training as well as ECTS (European Credit Transfer and Accumulation System) to LNSS and a
range of quality specialist industry and academic training (TPG 2014).
In the case of the Partner Countries from the Western Balkans and Eastern Partnership Area, in
order to ensure maximum effect of the project and as is common in CBHE projects great focus
was placed on not just involving Universities but other institutions and for example Public
Administration Academy libraries from all three PC's in Armenia, Moldova and Belarus are
partners in the project in order to ensure high impact of the LNSS project, its results and
initiatives. Such projects always have to be mindful also of the Regional Dimension and in both
LNSS projects we have involved partners not just from capital cities - Yerevan, Chisinau, Minsk
in the case of the Eastern Partnership Area for example but we have involved also partners from
the Regions as evidenced by the involvement of Goris State University (GSU-Armenia), Alecu
Russo State University of Bălți (USARB-Moldova), Yanka Kupala State University of Grodno
(YKSUG-Grodno, Belarus) and Brest State Technical University (BrsTU-Brest- Belarus). This
commitment to Regional development is replicated in the Western Balkan project with the
involvement of partners from not only the capital cities such as Tirana, Sarajevo, Podgorica but
also from University FAN S Noli of Korce (Albania), the University of Bihać, (UNBI-Bosnia and
Herzegovina), University of Mostar (SVE-Bosnia & Herzegovina) for example.
Associate Partners- who are not members of the formal consortium and hence do not benefit from
the Grant are also an important feature of CBHE and many other EU funded programmes. They
can add much added value to CBHE projects and are often highly effective partners for aiding the
the mainstreaming and multiplication of results in the sector of activity and it is envisaged that the
involvement of such partners will generally promote take-up of the LNSS initiatives and
Curriculum in other non-Consortium libraries to maximise exploitation of the project results. In
the LNSS project in the Eastern Partnership Area for example the project involves the Electronic
Library Consortium of Armenia as Associate Partner as well as the National Library of Belarus
and the Electronic Resources for Moldova Consortium (REM). Similar types of Associate
partners are also involved in the Western Balkans LNSS project including the National Libraries
of both Albania and Montenegro
4. EUROPEAN ADDED VALUE AND INNOVATIVE CHARACTER
At the time of project submission we were cognizant of the fact that as voiced by the European
Parliament (European Commission 2011) that European added value is a key test to justify
spending at EU level. We are also aware that the concept of European added value must not be
limited to advanced cooperation between Members States but should also contain "a visionary
aspect " (European Commission 2011). We believe that in its aim to develop an LNSS
Curriculum for libraries- the first programme of its kind in these PC countries that the LNSS
project has this visionary aspect. From our initial needs analysis and prior contact and
involvement with both the Eastern Partnership Area and Western Balkan Regions, the LNSS
project is much needed in order to upskill librarians and library staff- both their transferrable and
pedagogical skills thereby developing library capacity and affecting all stakeholders- Library &
Academic staff, Students, National and Public Libraries, Local Communities through improved,
more relevant library services and better awareness and improvements in teaching and learning in
critical areas such as Avoiding Plagiarism.
It is envisaged that the LNSS project will be an effective initiative in PC countries and the project
will have important European Added Value where EU action will get results by "creating missing
links", avoiding "fragmentation" in library services in these PC countries. The LNSS project
promises efficiencies- the EU offers better value for money, because externalities can be
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addressed, resources or expertise can be pooled, and action can be better coordinated. The LNSS
project is keen to exploit important synergies and EU expertise from previous projects- to help
harmonise ideas and materials to complement, stimulate, and leverage action to reduce disparities,
raise standards of teaching, education and libraries.
In the the seven countries where the LNSS project will be implemented, we believe that both
projects have distinct innovative character and are offering something new and innovative in this
context. Such new and innovative elements include the creation of the LNSS Modular Curriculum
featuring a complete range of modern library skills modules and courses to suit all library staff
working in PC libraries- aimed at staff at all levels -both Library Managers and other Library
staff. From our research in both Regions and our contact with the Partners, never before has such
a Curriculum been designed and implemented in PC's. It is a new innovation in library staff
development and delivery of library services for PC's with a highly original, relevant programme
and module design. A suite of quality, relevant and modern Library Staff Development courses
addressing the most urgent training needs of 21st century librarians in the Information Age will be
implemented. New and innovative electronic resources will be designed and developed during the
lifetime of the project. Information and Research Skills Training programmes will be designed
and piloted to help learners find and use information effectively and ethically (Avoiding
Plagiarism) and capitalize on the diverse and often overwhelming range of information choices
which learners are being confronted with by the power of the Internet.
Both projects have a strategic planning focus and a Consortium Strategic Plan will be developed
for the effective future development of libraries in WB and EPA countries with the
implementation of this plan during the lifetime of the project. Development of a Digital and
Electronic Strategy for the libraries is another objective as well as a Consortium Library
Collection Development Policy to meet the needs of academic staff and students in each
Institute/university in the project. Both projects have innovative character in the context of the
Regions also in its involvement of not just librarians but also academic staff, students and people
from disadvantaged groups (people with special needs) in LNSS and the development of the
libraries. The importance of special library services such as Subject Librarian services has been
emphasized by various scholars. The project has a particular focus on ensuring collaboration
between librarians and academic staff in the delivery of library services through the creation of
specialised Subject Liaison librarians to ensure quality library support to Academic Departments
and improved communication and collaboration between Libraries and Academic Departments.
The creation of the Subject Librarian role in the libraries will help ensure:
-greater emphasis on liaison with users; advocacy of the library collections;
-library staff adopting new roles and dealing with user enquiries in new ways;
-working closer with technical staff to deliver innovative online library services
-selecting electronic library materials in collaboration with Academic staff;
-Library staff carrying out more information literacy skills training aimed at students and other
library users;
-having a greater involvement in the implementation of Educational Technology,
-Increased provision of one to one training for library users. (Trinity College Dublin 2014)
5. PROJECT PROGRESS, ACTIVITIES AND METHODOLOGY
The LNSS project commenced with the Project Kick Off- Project Management Committee
(PMC) meeting which was held in Brasov, Romania in March 2016 where criteria and
procedures for communications between partners, management and decision making structures
and the functions of the Working Groups, contact persons, Local Committees, Library Access
Liaison Librarian & local project coordinators were agreed. This Kick Off Meeting was a unique
event in that it marked the beginning of both projects with the Kick off Meeting for both projects
happening in the same location with representatives from all seven countries Armenia, Moldova,
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Belarus, Albania, Bosnia & Herzegovina, Kosovo under UNSC Resolution 1244/99 and
Montenegro in attendance.
The Development phase of LNSS in both projects has also commenced with the running of
English for Specific Purposes (ESP) Training (Libraries and library terminology) in Armenia,
Moldova and Belarus with further ESP training occurring during Summer 2016 as part of the
Western Balkan LNSS project. At present the ECTS Module Training Programme and Training
materials using EU Tuning Method is being designed ahead of LNSS Curriculum Training +
Piloting & Evaluation of Piloting of LNSS Curriculum in PC's, development of the Consortium
Strategic Plan, Digital and Electronic Library Strategy. LNSS will see the development of training
programmes supported by ECTS modules (both hard copy in script form and online on project
website platform) and embedded in curricula in PC universities, public administration institutes
and disseminated also through Public and National libraries to ensure maximum transfer effect to
society at large. The training content and pedagogical approach, will see LNSS determine in each
case the required methodological approaches needed with respect to how to teach, and meet the
needs of librarians and library staff. Each partner will design bespoke training programmes to
best meet their target market (i.e. University library staff, academic staff, students & student
teachers, policy makers, public librarians) enabling flexible and responsive solutions that stem
from an agreed set of principles and enabling all areas of libraries to be addressed. The
pedagogical approach will stress communicative and skills teaching approach. Following our
needs analysis of the library situation in PC countries- the following 8 modules were identified
which will form the LNSS Curriculum (detailed breakdown and content of each module is
available on request):
LNSS CURRICULUM MODULES:
Module 1: English for Specific purposes ( Libraries, library terminology and library access): this
is targeted at all partners and will be integrated into official university structures and where
feasible public and national libraries
Module 2: Marketing skills for librarians- Theory and practice- Creating Library Awareness
Campaign Strategies for all learners and library users including people with disabilities
Module 3: Essential management and transferable skills for librarians and library staff
Module 4: Information Literacy & Research skills- to help learners find and use information
effectively and ethically
Module 5: Innovative online library services for 21st Century Librarians:
Module 6: The Electronic Library
Module 7: Access to Libraries and Society for learners with special needs/disabilities:
Module 8: Library Collection Development Policies: for any library- the Collection Development
Policy (CDP) is perhaps the most important library policy which supports the library’s primary
task of selecting, maintaining and providing access to relevant and representative information
resources for all learners. This module will cover essential CDP elements to develop quality,
relevant library services and is important for sustainability in the project.
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6. THE IMPORTANCE OF INFORMATION LITERACY
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). Information Literacy the ability to
“recognize when information is needed and have the ability to locate, evaluate, and use effectively
the needed information” (ALA 2000 p. 2) has grown even more in importance in recent years
(Bruce 1999). 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 2008)
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).
IL is often linked with related literacies such as media literacy, internet literacy, digital literacy,
computer literacy, technological literacy however as explained by Eisenberg (2010), information
literacy is the “unifying” overarching literacy within which these other literacies fall under. While
Sundin (2008 p. 27) states that “there is no consensus on how to define the concept…”
Information Literacy- “the ability to recognise information needs and to identify, evaluate and use
information effectively” has grown even more in importance in recent years (Bruce 1999). As
librarians our visibility has increased dramatically as we increasingly work side by side with
academic departments in the delivery of transferable IL skills to our students. We now perform
the role of protector in warning our students of the dangers of misinformation and poor quality
information as we live with the reality that “in many cases students rely solely on random internet
searches rather than consulting quality information resources and make no judgments on the
standard and authority of information gathered”. (University of Huddersfield 2004).
Reviews of information literacy literature have shown that the field is large and continues to grow
(Loeryscher and Woolls 2002; Rader 2002; Tuominen et al 2005; Virkus 2003 cited in Sundin
2008). Recent years have also seen the emergence of many Information literacy standards such as
those of SCONUL (Society of College, National and University Libraries), ACRL (Association of
College and Research Libraries) and others as scholars have grappled to find a way to “create an
information society” (Snavely 2001 p. 1) to help them “deliver information literacy skills to their
learners”. (SCONUL 2011 p. 2). Notable among these are the UK SCONUL standards popularly
known as the Seven pillars of information literacy (2011) and also the Association of College and
Research Libraries Information Literacy Competency Standards for Higher Education (American
Library Association 2000). There has also been a focus on learning outcomes due to a concern
for “when the students leave (this event session or course) what do I want them to know, or
understand, or be able to do?” (SCONUL 2004 p. 5) as well as on embedding IL into curricula in
organisational structures as solidly explained by Peacock (2004) and her three pronged,
progressive approach to embedding information literacy into higher education institutions through
extra-curricular (supplemental), inter-curricula (integrated) and intra curricular (embedded)
means.
The last ten years have seen the emergence of a flood of information literacy declarations,
guidelines, reports, articles and books by influential authors dealing with such topics as the
relationship between information literacy and lifelong learning, Media and information Literacy
and also IL teaching. The Prague Declaration: Towards an information Literacy Society
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(UNESCO 2003) proposed six basic information literacy principles, firstly that “the creation of an
Information Society is key to social, cultural and economic development of nations and
communities, institutions and individuals in the 21st century and beyond” (UNESCO pg. 1);
secondly “that IL is a prerequisite for participating effectively in the Information Society, and is
part of the basic human right of life” (p.1). This declaration also emphasised the important role IL
can play in reducing inequality “within and among countries and peoples” (p.1), the role of
Governments in promoting IL for the creation of an “effective civil society and competitive
workforce” as well as the importance of IL for society generally. It also emphasized the
importance of IL to ensure Education for all in the context of the United Nations Millennium
Development Goals, and the Universal Declaration of Human Rights. Next came Beacons of the
Information Society: The Alexandria Proclamation on Information Literacy and Lifelong
Learning (IFLA 2005) which urges governments and intergovernmental organizations to “pursue
policies and programs to promote information literacy and lifelong learning” (p.1) in areas such as
professional development and the inclusion of information literacy into initial and continuing
education.
Lau’s well known Guidelines on information literacy for lifelong learning (2006) have also been
influential for its emphasis on promoting IL as a means to gain “full participation in a democratic
society” (Lau 2006 cited in Corell 2007 p 1. ). Lau’s work emphasises the importance of
“curriculum integrated” IL programs for information literacy and lifelong learning (Lau 2006 p.
4) Lau outlines the importance of information literacy for lifelong learning and stresses that both
concepts “have a strategic, mutually reinforcing relationship with each other that is critical to the
success of every individual, organization, institution, and nation-state in the global information
society”. (pg. 12).
Media and information literacy issues have also come to the fore with the publication of the
Moscow Declaration on Media and Information Literacy (2012). This tried to address the
“changing media landscape and the rapid growth in information” (IFLA 2012 p. 1) and how
Media and information literacy (MIL) can help individuals and communities create new
information and knowledge in different forms and how this literacy can improve quality of life.
IFLA have published further documents in this area in recent years such as IFLA Media and
Information Literacy Recommendations and its Information Literacy Section remains highly
active in publishing various guidelines, Manifestos, State of the Art Reports and various other
types of Information Literacy publications (Taken from Cavanagh & Kirby 2013).
While both LNSS projects have only one module which mentions Information Literacy explicitly
(Module 4), IL pervades many of the other modules such as Module 5- Innovative online library
services for 21st Century Librarians and Module 6 -The Electronic Library. Information Literacy
is also a key lifelong learning skill that influences access to Libraries and Society for learners
with special needs/disabilities (O Connor 2009) (Module 7). We can say then that Information
Literacy holds a special place within the LNSS Curriculum and in both projects as a whole as the
key lifelong learning skill on offer to participants.
7 QUALITY CONTROL AND MONITORING
Both LNSS Projects have similar Quality control and monitoring procedures and practices. Both
projects have the objective to establish an internal operational framework, which allows
maximum flexibility while maintaining a clear distinction of roles and responsibilities of all
partners involved. To this aim, the project aims to establish appropriate mechanisms and
procedures involving all partners. These procedures address the whole range of administrative,
financial and technical issues, including issues such as internal reviews at the Project
Workpackage (WP) level and standards for reporting, documentation, outputs and outcomes. The
reviews will be carried out throughout the duration of the project, involving representation and
commitment from all partners.
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The quality control and monitoring process will be guaranteed through the supervisory Project
Management Committee (PMC) representing the EU partners, and in both projects there is a lead
partner institution that is responsible for the execution of the Quality Assurance Workpackage. In
addition to the project meetings involving all partners, the project board (Project Management
Committee) hold regular monthly project management meetings covering progress towards
objectives, coordination and financial control. The regular meetings, supplemented by further ad
hoc contacts as necessary, help ensure timely tender procedures and purchasing and distribution
of resources to all partner universities.
Monitoring of the quality of the initial training is ensured via the regular visits of EU partner
experts, also via both self-evaluation and external evaluation. Monitoring of the quality and of the
implementation of the new LNSS curricula including the teaching processes at the partner
institutions is ensured initially via the visits of EU experts and increasingly, for future
sustainability, via both internal self-evaluation and external evaluation by partners and
benchmarks and indicators foreseen in the Logical Framework Matrix (LFM) of the project-a
concise project monitoring document that outlines the key features that lead to the project
achieving its goals- a project monitoring tool which is common to many EU funding programmes.
Indicators of progress include the number of quality Library Staff Development programmes
implemented to best International library standards and internationally recognised, Bologna
compliant standards run in PC universities will increase; improved teaching tools for the
education of Library staff; increase in numbers of learners- library staff, Students, Academic staff,
Administrative staff, local communities attending Information Literacy and Research Skills
courses run by Library Staff e.g. on Avoiding Plagiarism. The presence of an active Library
Access Liaison Librarian service in each PC institution; as well as the presence of active Subject
Liaison Librarian in each institution are key indicators of the success of the project.
Quality indicators are evaluated by EU partners and the lead university of each Partner Country.
The lead institution in each Partner Country monitor project effectiveness across the partners in
their country. Quality in the project will also be assisted by termly video conference and one
monitoring visit per year as well as LNSS Quality Assurance Training. The monitoring visits will
comprise of observations and inter-partner observations and interviews. Lead partners also create
evaluation reports to be forwarded to the Grant Holder (LIT) after each termly monitoring video
conference and after each monitoring visit. EU partners will conduct termly video conference and
one monitoring visit per year to PC's comprising observations and interviews. Each EU partner
will create evaluation reports to be forwarded to the Grant Holder after each termly monitoring
video conference and after each monitoring visit.
While the Quality Assurance framework for both projects is almost identical, there is one key
difference between the projects- in the Western Balkan LNSS project an Evaluation Working
Group (EWG) is established at the start of the project composed of 5 experts in quality control
and monitoring (who will liaise with PC institution staff working on the quality workpackage)
and who are not involved in any other activity of the project. Such experts may with permission
of European Union (EACEA) be from other institutions in the partner's countries (from outside
the project) with expertise in quality assurance and Library and Information Science to ensure
impartiality or make for a more extensive peer review. This is a common quality assurance
strategy in European projects and particularly CBHE projects and its predecessor Tempus- its
aim being to help ensure objectivity and impartiality in quality monitoring and observations.
8. DISSEMINATION AND EXPLOITATION STRATEGY, SUSTAINABILITY
The dissemination strategy is comprised of dissemination of the project process, the project
results and promotion of LNSS programs which will be promoted before, during and post project.
Key initiatives within project dissemination and exploitation include the creation of Library
Access Liaison Librarians, Subject Liaison Librarians, the holding of Library National Awareness
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Days and LNSS Project Conferences. The strategy is aimed at stakeholders and beneficiaries
such as universities, National and Public Libraries, Public administration institutes, government
employees in education, Local communities and the General Public in the Partner Countries and
in both projects the general public will be systematically informed about the new library reforms
through a 10 year Library National Awareness Day. The National Awareness Day will be held
twice within the lifetime of the project with a SWOT analysis after the first one. The strategic aim
is to target society as a whole in three countries and make the national radio and television and
appear in the national print media. The Dissemination/Exploitation Workpackage is the
culmination of the Marketing Module of the LNSS curriculum- Marketing Theory and Practice -
Creating Awareness Campaign Strategies and production of strategic marketing plan. As such,
training development for this activity will have taken place in WP3 via a series of one training
week visits in the Western Balkan project and via two week training event held in Limerick in
August/September 2016. Each Partner Country institution will also appoint an LNSS Library
Action Group who will create press-releases & arrange press-conferences for the local mass
media consistently throughout the project. The Dissemination strategy will be supported by the
website platform (information, downloadable modules, forum and to deliver all supporting
documents e.g. reports, guidelines, guides) which will be available also as a link on all PC and EU
websites. As is typical in CBHE projects, one Partner institution is given the responsibility to lead
the Dissemination/Exploitation Workpackage. Often this partner designs or leads the design of the
Web Platform for the project and works closely with the Associate partners in the project to
mainstream and multiply the results of the LNSS project.
Sustainability strategy, agreed with all parties, will be included in the final report on the
implementation of the project to ensure that the LNSS modules developed by the project, new
materials, website, 10 year Library National Awareness Days & Library Access Liaison
Librarian, LNSS Library Action Group and the role of the Subject Liaison Librarian in each PC
country will continue to develop and improve following completion of the project. The following
will be sustainable beyond the project lifetime:
-Implementation of 8 LNSS modules into state institutional curriculum
-LNSS online platform with downloadable module materials
-Specific Intent to lead to New National Library Policy in WB & ENP countries
-10 Year Library National Awareness Day
-Library Action Groups & Library Access Liaison Librarians
-Subject Liaison Librarians
-Collection Development Policy in each PC institution
-Strategic Plan in each PC institution
-Online Modules in each PC
-A culture of best practice with regard to appropriate Referencing citation, Avoiding Plagiarism in
each PC
-Western Balkan LNSS Network, Eastern Neighbouring Partnership LNSS Network
A crucial element of a post-project sustainable nature will be the establishment of LNSS Library
Action Groups in each PC institution that will outlive the project and consist of representation of
University, Public Administration, Public and National Libraries to further identify, target
constant improvement & innovation in the delivery of quality library services. Creation of a
"Library National Awareness Day" involving participation of all stakeholders- Librarians,
academics, students, local communities on an agreed day and running for 10 years. This involves
active student participation of student unions, teacher unions with the support of national and
public Libraries to facilitate dissemination and sustainability to Society at large. Ongoing media
coverage of LNSS program objectives, outputs and outcomes will help raise awareness of the
wider social impact and the importance of the Project. Post media PC coverage will be repeatedly
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emphasised. Continued visibility through the project website will be guaranteed via commitment
to maintain the website for 3 years post-project and to update all materials. Formal introduction of
the LNSS training modules (hard copy scripts and online website) into university and the
establishment of a Library Access Liaison Librarian and Subject Librarian Liaison role in each
university as well as Library Strategic plan , Library Collection Development Policy. The results
of the project will be mainstreamed and multiplied in the sector of activity and in participating
institutions through ensuring the LNSS Curriculum becomes part of the State Curriculum and is
embedded into PC institution programs/structures and through dissemination and exploitation of
results to stakeholders outside the Consortium such as Public and National Libraries through the
Associate Partners in the project- National Libraries and Electronic Library Consortia.
9. CONCLUSION
While the main beneficiaries of the project outputs/products/results will be librarians and library
staff- there will be different and broad levels of positive impact. The results of the LNSS project
will result in reform of library services in Armenia, Belarus and Moldova, Albania, Bosnia &
Herzegovina, Kosovo under UNSC Resolution 1244/99 and Montenegro which will involve
target groups Librarians, Academic Staff, students, National & Public Librarians, Administrative
and other non-teaching staff as well as people with Special needs and disabilities.
At local level all Library users will benefit from the LNSS project- for example students and
academic staff will benefit from the LNSS Curriculum and upskilling of librarians because as a
result of the LNSS project, Library staff will be highly equipped to provide quality library
training to all stakeholders on topics such as: Referencing citation and Avoiding Plagiarism,
Using Online Information Literacy Modules for teaching IL, Introduction to the Literature
Review, Using Electronic Databases, Web and Internet Search strategies; Mind the Information
Gap! Knowing the critical information sources and resources, Bibliographic library software,
Conducting a literature Review. At Local Level the LNSS project will result in increased
marketing and promoting of libraries and increased involvement of all stakeholders collaborating
to deliver quality, library services to learners. At local level the LNSS project will lead to new
library policies and plans such as Collection Development Policies and enhanced Strategic
Planning as well as a better awareness of Electronic libraries and new library services.
At the Regional Level-owing to the fact that we have selected partners from different Regions in
both WB and EPA Regions, the effect of the LNSS project will not just be confined to the local
level and the Universities in each Region will ensure that the results of LNSS programs are felt at
Regional level through involving Regional Stakeholders such as Public Librarians and NGO's in
Dissemination events e.g. Public Presentation of the project, Dissemination Workshops. At
National level the LNSS project will leave behind a comprehensive framework for the training of
Library staff in PC countries which can be replicated across multiple universities and institutions
including National and public libraries- indeed many of the staff who will be involved in the
LNSS project are influential within the Library field in their own countries- Senior Library
Management staff involved in institutions who hold important library positions in their country
e.g. President of the Library Association, President of the Electronic Library Consortium. All of
this should make for a highly effective and impactful project implementation. At the European
and indeed World level the amount of international engagement of PC's (via presentations at
conferences and submission to international journals) will increase leading to increased visibility
of librarians from the Western Balkans and Eastern Partnership Area on the European and World
stage.
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10. LITERATURE
ASPIRE (2012) Access to Society for people with individual requirements. Welcome, available:
http://www.aspire-tempus.eu/welcome/ [accessed 15-01-2015].
Association of College and Research Libraries (2000) Presidential Committee on Information
Literacy: Final report. Chicago: American Library Association. Retrieved August 29, 2012 from
http://www.ala.org/acrl/publications/whitepapers/presidential
American Library Association (1989) Presidential Committee on Information Literacy. Final
Report. Chicago: American Library Association, available:
http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/presidential.cfm [accessed 5
January 2012].
Breen, E and Fallon, H. (2005) Developing student information literacy to support project and
problem-based learning, in Barrett, T. Mac Labhrainn, I. and Fallon, H (eds.) Handbook of
enquiry and problem based learning: Irish case studies and international perspectives. Dublin:
AISHE, available: http://www.aishe.org/readings/2005-2/chapter17.pdf [accessed 11 December
2012].
Bruce, C.S. (2002) Information Literacy as a Catalyst for Educational Change A Background,
Queensland University of Technology, Keynote address, for “Lifelong Learning: Whose
responsibility and what is your contribution? the 3rd International Lifelong Learning Conference,
Yeppoon, 13-16 June, 2004, UNESCO Information Literacy Meeting of Experts, available:
http://eprints.qut.edu.au/4977/1/4977_1.pdf [accessed 15 4 2013].
Bruce, C. S. (1999) Workplace experiences of information literacy. International journal of
information management 19: pp.33-37.
Bruce, C.S. (1997) The relational approach: a new model for information literacy. The New
Review of Information and Library Research 3 pp 1-22
Carver, B. (2008). Creating an institutional repository: a role for libraries. Ex-Libris: a weekly E-
Zine for librarians and information junkies. June 27th 2003. Available at
http://marylaine.com/exlibris/xlib181.html
Cavanagh, J. and Kirby, P. (2013) Information Literacy and the Western Balkans: a Tempus
project in Western Balkan Information Literacy Conference, conference proceedings Bihać
Bosnia and Herzegovina June 13-15th 2013
Cavanagh, J. (2008) Library Network Support Services, Limerick: Limerick Institute of
Technology, available:
http://www3.ul.ie/shannonconsortium/TheShannonConsortiumLibraryNetwork.ppt#1 [accessed
23 January 2012].
CONUL (2012) Integrating information literacy into the curriculum, Galway: Consortium of
National and University Libraries, available
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INFORMATION LITERACY AND METALITERACY AS KEY
FACTORS IN ACADEMIC EXCELLENCE IN HIGHER
EDUCATION
Eduardo Ruvalcaba-Burgoa1 (a), Miguel Ángel Marzal García-Quismondo
(a), Jussara
Borges2 (b)
(a) Universidad Carlos III de Madrid, Departamento de Biblioteconomía y Documentación, Calle
Madrid 126, 28903, Getafe, Madrid, España, [email protected],
[email protected] (b) Universidade Federal da Bahia, Instituto de Ciência da Informação, Rua Basílio da Gama, s/n,
Campus Universitário do Canela, Canela, 40110060 - Salvador, BA - Brasil, [email protected] ABSTRACT: Academic excellence in higher education is a permanent necessity around the world since several
decades. This paper examines the information literacy, from the theoretical point of view, as a
key factor to improve the performance of students and faculty in higher education institutions.
Authors consider information literacy as an academic literacy that can contribute to reach the
academic excellence. In the digital information age, students and faculty must be able to use,
evaluate, create and share any kind of resources and formats. Whereby, authors do a review of
the concepts of different literacies, which have direct relation with information literacy, as well as
an analysis of the definition of metaliteracy. In addition, the document also addresses two
approaches: 1) which should be the dimension of metaliteracy and its effects in higher education?
and 2) which should be the role of the library and the librarians to improve academic
performance through metaliteracy?
Keywords: Information literacy, Metaliteracy, Higher education, Academic Literacy; Academic
Skills Centers
1. INTRODUCTION One of the features of the knowledge society is its focus on evaluation culture: all social
phenomena need to be measurable and measured. Universities need to be judged in terms of a
series of indicators that attest to the their academic excellence and ensure comparability in
rankings. Information literacy is a key element for measuring academic excellence in higher
education due to its impact on: graduate employability owing to adaptation to the ‘digital
economy’; innovation; and the upgrading of professional and technical expertise through lifelong
learning. Professional qualifications and employability are information literacy-related indicators
used to determine a university’s success. 2. SUITABLE SPACE FOR ACADEMIC LITERACY Two developments altered the academic literacy scenario in the first ten years of this century.
a. The first was the institution of e-science, associated with the growing importance of big
data and what the British National e-Science Centre defines as large-scale science
conducted through ‘distributed global collaborations ...that ... require access to very
large data collections, very large-scale computing resources and high performance
visualisation’ (Szigeti & Wheeler, 2011). In 2007 the Association of College and
Research Libraries (ACRL), which in 2006 had published Information Literacy
Standards for Science and Engineering/Technology in conjunction with the
ALA/ACRL/STS Task Force on Information Literacy for Science and Technology,
released its Agenda for Developing e-Science in Research Libraries (Berman, 2013).
1 PhD Scholar of Fundación Carolina (Spain) and El Colegio de México, A.C. 2 CNPq Scholarship (Brazil).
Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges: INFORMATION LITERACY
AND METALITERACY AS KEY FACTORS IN ACADEMIC EXCELLENCE IN HIGHER EDUCATION
WBILC 2016 36
That publication drove the development of specialities within the field of information
literacy, including transliteracy, metaliteracy and dataliteracy, with the direct
involvement of university libraries.
b. The second was the appearance of Web 2.0, along with virtual educational resources
and social media, and their powerful impact on the academic world. The need to
transform images into knowledge, but especially to acquire all the communication
competencies required in an interactive, collaborative environment with constantly
renewed hyperdocuments, spurred progress in: visual literacy against a backdrop of
iconic understanding; new media literacy, as a discipline for developing communication
skills; and metaliteracy as a discipline encouraging critical thinking in collaborative
web environments and sufficient evaluation know-how in the use of tools for web- and
social network-based cooperation (Witek &Grettano, 2013).
These circumstances rendered the indicators of academic excellence more complex. With the
advent of new educational environments, the issue of the nature of the space most suitable for
acquiring such new skills was likewise posed. In 2006 Wenger proposed a community of practice
as a web domain for members identified with a specific topic, while in 2007 Gee put forward the
notion of affinity space, characterised not by the registration and identification of the members of
a community, but by the definition and properties of a space for interaction (Gee, 2007). This
notion was applied to higher education under Machín-Mastromatteo’s Doing Online Relearning
through Information Skills (DORIS) project, which divides research skills in this space into
content and interaction and acknowledges five levels of competence (Machin-Mastromatteo,
2012). Such ‘spaces’ require not only web tool infrastructure, however, but also human resources able to
provide content and ensure interaction to convert big data and digital repositories into digital or
virtual libraries. New teaching experiences attest to the role of the librarian as social medium
professor and therefore of the library as an ideal space for learning new skills (Bridges, 2012). Ever since competence-based learning, and with it information literacy, were introduced in
universities in the context of the European Higher Education Area and the Tuning Project,
European university libraries have followed the British and US learning resource centre approach.
The aim is to provide a suitable space, in the form of learning and research resource centres
(Spanish initials, CRAIs), for an education model befitting the twenty-first century. Change began in British universities in 1992, when a distinction was first drawn between
‘universities’ and ‘technical schools’, in which the former prioritises research. The latter in turn,
where the emphasis is on teaching, has constituted the driving force behind the creation of
learning resource centres. The Libraries Review Group’s Follet report published in 1993 analysed
the most pressing problems facing British universities: primarily the growing number of students,
the development of new technologies and stagnant funding. By way of solutions, it recommended
inter-organisational convergence in universities as well as a remodel of university buildings to
adapt teaching to the new technological environment. Regarding information services as one of
the pillars of a successful university (Hanson, 2005) led to the development of a new type of
university library that served as the inspiration for learning and research resource centres (CRAIs)
when the European Higher Education Area came into effect. In Spain, these centres were
implemented by REBIUN (Spanish acronym for network of Spanish university libraries), which
organised academic and scientific symposia (CRAI seminars), drew up a development plan (three
triennial Strategic Plans since 2002) and designed a model to provide key convergence services,
such as computer-based communication expertise, the online publication of teaching materials,
languages, virtual classrooms, information and multiple literacy, and library (Marzal, 2008). Together with the two developments mentioned earlier and the profound change in the education
model and the university model per se taking place in the first decade of this century, learning
Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges: INFORMATION LITERACY
AND METALITERACY AS KEY FACTORS IN ACADEMIC EXCELLENCE IN HIGHER EDUCATION
WBILC 2016 37
resource centres were altered by what came to be known in the United Kingdom as
superconvergence, an issue addressed in Spain at the Eleventh CRAI Seminar (2013). Further to
López Hernández’s summary of the lectures delivered on the occasion, that conceit is based on: a)
unification of structurally convergent student support activities, with institutional backing for the
survival of the university; b) the absolute precedence of student learning, for students’ success
constitutes the university’s success; c) a competency-based ‘business’ model to analyse what has
been done and prove what has been attained, all of which necessitates marketing tools and
business techniques. This is the context that favoured the appearance of the ‘label’ academic literacy as an umbrella
term covering the impact of both academic excellence and information literacy with its
subdivisions (visualiteracy, new media literacy, metaliteracy). Academic literacy is based on the
need to remove the obstacles encountered by higher education students in the use of information
sources and resources, particularly in the web, as an avenue for improving their learning
performance and professional qualifications. Such difficulties were described in the 2012 Turnitin
Report, which identified shortcomings not only in information search and retrieval, but more
specifically in areas such as the assimilation of information as knowledge, planning in keeping
with a method conducive to knowledge, and writing and publishing academic and scientific
papers (MacMillan & MacKenzie, 2012). The scientific literature and the experience acquired in projects implemented have shown that
such obstacles can be successfully eliminated, fulfilling the fundamental aim of academic literacy,
through academic-librarian cooperation in education and training (Gunn, Hearne & Sibthorpe,
2011). The successful implementation of academic literacy as a tool for university excellence
depends on two basic conditions, however. a. It must be mainstreamed into the academic curriculum. The design, programming and
benefits of such integration have been widely discussed in the scientific literature, along
with projects and a model for their implementation (Harris, 2013). An instructional
design for a programme and curriculum to train librarians at the University of Auckland
(Moselen & Wang, 2014) led to a method for integrating academic literacy as part of
the university’s syllabi for mainstream courses on research methods (Adams et al.,
2016). b. It calls for a suitable physical space which, in keeping with its mainstreaming into the
curriculum, is clearly identified in the scientific literature and projects implemented as
an adapted university library (Beard & Dale, 2010). The outcome in Anglo-Saxon
countries adopts the form of academic skills centres (ASC). Whereas the CRAIs have
evolved into optimal digital and virtual libraries, libraries in the United States
(Dartmouth College), Australia (Australian National University), United Kingdom
(University of Bath), Canada (Trent University) and New Zealand (Canterbury
University) have evolved toward ASCs. The aim of these institutions is to aid students
to successfully acquire sufficient information skills: the ability to communicate in any
environment; reading; methodology and work planning; knowledge maps; languages;
scientific method; personalised tutoring; critical thinking; ethical use of information in
papers for publication; academic paper writing; and online publishing. ASCs are consequently an effort on the part of university libraries to provide an ideal space for
academic excellence subject to measureable indicators. Nonetheless, the true ‘borderline’ for
educational excellence at universities necessarily involves including ever more polyhedral
information competencies in the higher education curriculum. How should the transformation of
information literacy into its new specialities be broached?
Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges: INFORMATION LITERACY
AND METALITERACY AS KEY FACTORS IN ACADEMIC EXCELLENCE IN HIGHER EDUCATION
WBILC 2016 38
3. ACADEMIC LITERACY IN THE MAINSTREAM CURRICULUM AND
NEW SPECIALITIES One of the key aims of information literacy is to enhance individuals’ information competence
and behaviour, primarily during their academic training. It indisputably forms part of the suite of
academic skills needed by any higher education student, although it is not always so
acknowledged. The following definition may help contextualise the notion of academic skills and
its relationship to information literacy.
‘Academic skills are those generic and transferable skills which underpin the learning
development of undergraduate and taught postgraduate students in HE, enabling them
to be confident, independent critical thinkers and reflective learners’ (Howard, 2012) . That definition can be delimited further, as noted by Gunn, Hearne & Sibthorpe (2011) to the
effect that ‘while each discipline sets its own professional standards, academic skills such as
critical thinking, reflective writing, reasoned analysis, problem solving and information literacy
are common to all.’ This idea underlies the cross-curricular nature of academic skills. Kimmins &
Stagg (2009), in turn, described academic learning skills as ‘those skills that a student needs to
achieve success in a course of study. This includes the skills relating to information literacy.’
Despite the allusions to learning in these definitions, in essence they convey the same idea as
Howard’s. In many universities information literacy is regarded as one of the academic skills that students
must develop to attain academic excellence. Leeds University (Howard, 2012) in the United
Kingdom is a case in point. There, cooperation between professors and librarians gave rise to the
design of a strategy for mainstreaming information literacy as part of a broader suite of academic
skills. The topics offered students include: ‘time management; reading; writing; finding and
evaluating information; critical thinking; referencing; and plagiarism’ (Thornes, 2012). The
strategy arose as an initiative to give university applicants an additional academic incentive to
register. Further to the decline in the number of students in British universities with the rise in
registration fees following on liberalisation, Leeds University and other institutions of higher
education implemented a series of initiatives to attract the dwindling number of students able to
defray the higher costs. The University of Southern Queensland constitutes another example of professor-librarian
cooperation.
‘Mapping key areas of convergence in information literacy and academic skills has led
to a model of integrated instruction and academic support based on the belief that
creating a foundation of skills in these areas leads to a commensurate level of self-
efficacy’ (Kimmins & Stagg, 2009). In this case, the integrated instruction model seeks to help reduce the academic shortcomings that
detract from university students’ performance. Australian universities are attaching special
importance to social justice and economic imperatives in response to the government’s education
policies. As explained by Black & Rechter (2013), the outcome has been a substantial increase in
the number of higher education students in recent decades, although ‘the dramatic shift in the
numbers and composition of our student population has resulted in students attending university
with relatively low levels of cultural capital, including academic literacy’. That in turn has
inspired initiatives such as put forward by these sociology professors (Black & Rechter, 2013),
who prepared a programme aiming to help students in their area to enhance their academic skills
in this regard. Small Australian universities such as the University of the Sunshine Coast also
Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges: INFORMATION LITERACY
AND METALITERACY AS KEY FACTORS IN ACADEMIC EXCELLENCE IN HIGHER EDUCATION
WBILC 2016 39
have to work to heighten new students’ commitment and perseverance, while favouring existing
students’ graduation. Consequently, Higgins, Reeh, Cahill & Duncan (2015) designed a profile
for academic skills advisers at that university to furnish under- and post-graduate students with
support in the form of a number of activities. One such activity consists in one-on-one
information literacy (as an academic skill) counselling. Like Sunshine Coast, many universities have facilities geared to developing academic skills,
whereas information skills are generally associated with library services. Both parties can benefit
from the experience acquired in the development of student competence, as reported by Gunn,
Hearne & Sibthorpe (2011). These authors suggest that the design of an online tutorial to
mainstream information literacy into the curriculum for the first year of business school at the
University of Auckland, New Zealand, could serve as a model for other types of academic skills. The acquisition of academic skills is not associated only with strategies to attract students to
universities or improve their performance during their training, however. Knezović (2016)
contends that academic knowledge and skills acquired by university students should be applicable
and transferrable from the higher education context to future careers. ‘Soft skills and generic hard skills, such as knowledge of foreign languages,
mathematical skills, communication skills, problem solving, creativity, planning and
organizing, interpersonal skills, or team working skills, are skills with high
transferability across sectors and occupations and can be identified as transversal skills.
Having these skills, which can be transferred from one context to another, is a good
basis for accumulation of specific skills required by a given job’ (Knezović, 2016). Information literacy is being fully mainstreamed as an academic skill thanks to the cooperation
among librarians, professors and staff responsible for competency development in universities. As
explained by Rushton & Lahlafi (2013) based on their experience at Sheffield Hallam University,
students are not the only ones to benefit from such cooperation: the designers of academic and
library programmes also benefit from the exchange of experience and strengthening of their
respective contributions to the programme. The foregoing illustrates some of the forms and
contexts involved in such partnering. Libraries can contribute significantly to the academic
improvement and excellence posed by higher education institutions for their students. Like skills,
however, literacies can be cross-curricular and like information literacy may be an area where
libraries further a university’s academic objectives. 4. NEW MEDIA LITERACY AND METALITERACY, MAINSTAYS OF
ACADEMIC LITERACY The foregoing discussion of encouragement of cross-curricular literacy in the academic
environment addresses the changes in information-related behaviour characteristic of post-modern
society, such as interactivity and connectivity. For Primo (2007), the key social effects of Web 2.0
are the empowerment of collective work processes, emotional exchange, the production and
circulation of information, and the social construction of knowledge. Lin et al. (2013) also note
that Web 2.0 enables individuals to remix content, include their own values and ideologies in
existing products and participate in the co-construction of ideas, including, broadening and
criticising others’ people ideas. ‘The very weighty technological component of today’s society
entails different ways of participating in, communicating through and cooperating on the world
wide web, all of which calls for a substantial modification of so-called information skills (IL)’
(González Fernández-Villavicencio, 2012). The skills traditionally associated with information literacy (IL) (information searches, evaluation
and management) are still valid. At the same time, however, the skills needed to interact with and
Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges: INFORMATION LITERACY
AND METALITERACY AS KEY FACTORS IN ACADEMIC EXCELLENCE IN HIGHER EDUCATION
WBILC 2016 40
relate to others, which have been explored in new media literacy studies, must also be enhanced.
As noted in a paper by Witek & Gretanno (2014), students no longer categorise information based
on their evaluation of content or sources. Rather, their criteria revolve around who shares
information with them, whereby reliability is built on social relationships. ‘Social media
environments are socially constructed spaces that rely on the contribution of individuals to create
meaning’ (T. P. Mackey y Jacobson, 2014). Consequently, new media literacy studies have evolved from a perspective that emphasised
consumers’ critical reviews of media products to the acknowledgement that the consumer is
himself a producer or ‘prosumer’. This raises other issues, along with the necessary critique of
one’s own production: distribution (what is the target audience for this content?); participation
(who would be a suitable partner?); and creation (what should be produced?). All these issues
involve relationship-building and joint production resulting from the ability to capitalise on the
potential of online social networks. This approach to the online production of cooperative
knowledge is shared in metaliteracy. ‘While information literacy prepares individuals to access,
evaluate, and analyse information, metaliteracy prepares individuals to actively produce and share
content through social media and online communities’ (TP Mackey y Jacobson, 2011). Another fundamental aspect of metaliteracy is that it induces self-reflection about skills, the
metacognitive capacity to understand the possible applications of skills in different contexts
(professional, personal, civic) and develop or interconnect them with those of others in multiple
and specific applications (Jacobson & Gibson, 2015). Metaliteracy broadens traditional information literacy conceits to embrace metacognition, i.e., the
individual’s ability to develop skills and acquire knowledge from self-reflection on her literacies.
Siemens (2010) related metacognition to the last stage of connectivism: individuals’ active
engagement in the construction and adaptation of their own learning network, evaluating which
elements of the network are useful and how they can be developed (tools, processes and elements)
to meet their needs. 5. CONCLUSION Information skills are indisputably a factor of universities’ academic excellence, with visible
effects on international rankings, redounding not only to universities’ progress, but to their
survival. The evidence in this regard nonetheless calls for a method to optimise performance, to
ensure that information competence training in universities is not confined to a suite of sound and
brilliant actions lacking in continuity, planning or evaluation of the validity of the process. As the
aim of this paper, that notion constitutes its conclusion. The effectiveness of information skills
education depends upon three fundamental conditions. a) It must be integrated, in actual practice,
in universities’ mainstream academic curricula, which is possible if academic literacy is
acknowledged as a cross-curricular and universal discipline and as the way in which information
literacy and its new specialities are visualised in universities’ strategic plans for formal and non-
formal education. b) Information literacy, mainstreamed in universities as academic literacy,
should broaden the study of information skills to acknowledge that communication skills are of
equal importance. For that reason in academic literacy, information literacy should be associated
with the specific and essential contributions made by metaliteracy and new media literacy. c) The
nature of information literacy, expanded to embrace metaliteracy and new media literacy, needs
a new educational space, for which libraries, converted into resource centres, appear to be
particularly ideal. Their aim would be to train students and enhance their qualifications (an
essential element in university academic excellence) in the skills characteristic of information
literacy and metaliteracy: i.e., to serve as laboratory and skills ‘training’ centres advancing toward
conversion into ASCs.
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AND METALITERACY AS KEY FACTORS IN ACADEMIC EXCELLENCE IN HIGHER EDUCATION
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College & Research Libraries, 72(1), 62-78. Mackey, T. P., & Jacobson, T. E. (2014). Metaliteracy: Reinventing information literacy to
empower learners. London: Facet.
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AND METALITERACY AS KEY FACTORS IN ACADEMIC EXCELLENCE IN HIGHER EDUCATION
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MacMillan, M., & MacKenzie, A. (2012). Strategies for integrating information literacy and
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72-97. Moselen, C., & Wang, L. (2014). Integrating information literacy into academic curricula: a
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Mauad X. Rushton, D., & Lahlafi, A. (2013). The value and impact of cross professional collaborations in
developing student information and academic literacy skills at Sheffield Hallam University,
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Services Review, 42(2), 188-208. doi:10.1108/RSR-07-2013-0035
ALFABETIZACIÓN EN INFORMACIÓN Y METALITERACY
COMO FACTORES CLAVE EN LA EXCELENCIA ACADÉMICA
EN EDUCACIÓN SUPERIOR
Eduardo Ruvalcaba-Burgoa1 (a), Miguel Ángel Marzal García-Quismondo
(a), Jussara
Borges2 (b)
(a) Universidad Carlos III de Madrid, Departamento de Biblioteconomía y Documentación, Calle
Madrid 126, 28903, Getafe, Madrid, España, [email protected],
[email protected] (b) Universidade Federal da Bahia, Instituto de Ciência da Informação, Rua Basílio da Gama, s/n,
Campus Universitário do Canela, Canela, 40110060 - Salvador, BA - Brasil, [email protected] ABSTRACT: La excelencia académica en educación es una necesidad permanente a nivel mundial desde hace
varias décadas. Este documento examina la alfabetización en información, desde el punto de
vista teórico, como un factor clave para mejorar el desempeño de los estudiantes y profesores en
las instituciones de educación superior. Los autores consideran la alfabetización en información
como una alfabetización académica que puede contribuir a lograr la excelencia académica. En la
era de la información digital, estudiantes y profesores deben de ser capaces de usar, evaluar,
crear y compartir cualquier tipo de recursos y formatos. Por lo cual, los autores hacen una
revisión de los conceptos de diferentes alfabetizaciones, las cuales tienen relación directa con la
alfabetización en información, así como un análisis de las definición de metaliteracy. Además, el
documento también aborda dos enfoques: 1) ¿cuál debería de ser la dimensión de la metaliteracy
y sus efectos en la educación superior? y 2) ¿cuál debería de ser el papel de la biblioteca y de los
bibliotecarios para mejorar el desempeño académico a través de la metalitercy? Keywords: Alfabetización en información, Metaliteracy, Educación superior, Alfabetización
académica, Centros de Habilidades Académicas
1. INTRODUCTION Uno de los efectos en el desarrollo de la Sociedad del conocimiento es su inmersión en la cultura
de la evaluación: todos los fenómenos sociales deben ser medibles y medidos. La excelencia
académica en universidades debe tener un conjunto de indicadores que acrediten su nivel y unos
rankings que permitan su comparabilidad. Dos factores convertían la information literacy en un
considerable elemento medible para la excelencia académica para la Educación Superior: su
impacto sobre la empleabilidad de los egresados por adaptación a la “economía digital”; su
impacto sobre la innovación y actualización de conocimientos profesionales y técnicos por la
obtención de “competencias” en el aprendizaje permanente. La cualificación profesional y el éxito
en la incorporación al mercado laboral eran dos indicadores imputables a la information literacy
que se proyectaban en el éxito de una universidad. 2. APPROPRIATE SPACE FOR ACADEMIC LITERACY Desde la mitad de la primera decena del actual siglo emergen dos fenómenos que alteran este
marco: a. La e-Science, asociada a la creciente importancia de los big data y que el británico
National e-Science Centre definía como aquella que se apoya sobre una colaboración
global distribuida, en un escenario web de cooperación, visualizable y con acceso a una
colección enorme de datos (Szigeti & Wheeler, 2011). En 2007 ACRL, que en 2006
había publicado las Information Literacy Standards for Science and
Engineering/Technology, en colaboración con la Join Task Force on Library Support
for e-Science, publicó la Agenda for Developing e-Science in Research Libraries
Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges: ALFABETIZACIÓN EN
INFORMACIÓN Y METALITERACY COMO FACTORES CLAVE EN LA EXCELENCIA ACADÉMICA EN EDUCACIÓN SUPERIOR
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(Berman, 2013). Este fenómeno no sólo impulsaba el desarrollo de especialidades
dentro de la information literacy, especialmente la transliteracy, metaliteracy y
dataliteracy, sino que implicaba directamente a las bibliotecas universitarias.
b. La Web 2.0, junto con el impacto de los recursos educativos virtuales y los social
media, que se proyecta con fuerza en el mundo académico. Transformar la imagen en
conocimiento, pero sobre todo adquirir competencias en comunicación en un entorno
interactivo, colaborativo y con hiperdocumentos en constante innovación, impulsa
definitivamente el progreso de la Visualiteracy para el conocimiento icónico, la New
Media Literacy, como disciplina para desarrollar competencias comunicativas y la
Metaliteracy, como disciplina para el desarrollo de un pensamiento crítico en ambientes
colaborativos web y una capacidad evaluativa suficiente en el uso de los instrumentos
de cooperación web y social media (Witek &Grettano, 2013).
Bajo este prisma, los indicadores de excelencia académica se alteraban y complicaban, pero,
además, vistos los nuevos ambientes educativos, comenzaba a plantearse la naturaleza de los
nuevos espacios idóneos para adquirir estas nuevas competencias. Si, en 2006, E. Wenger hablaba
de la community of practice como un dominio de espacio web para miembros identificados por
algún tópico, J.P. Gee, en 2007, apuntaba la noción de affinity space en la que el protagonismo no
está en el registro e identificación de los miembros de la comunidad, sino en la definición y
propiedades de un espacio para la interacción (Gee, 2007). Este interesante concepto ha sido
aplicado en Educación Superior mediante el proyecto DORIS (Doing Online Relearning through
Information Skills) de J.D. Machin-Mastromatteo que categoriza la competencia de investigación
en este espacio en dos, contenidos e interacción, y reconoce cinco niveles competenciales
(Machin-Mastromatteo, 2012). Sin embargo, estos “espacios” reclaman una infraestructura no sólo de herramientas web, sino de
recursos humanos, capaces de soportar sus contenidos e interacción, convirtiendo big data y
repositorios digitales en una biblioteca digital o virtual. La función del bibliotecario como
profesor en social media y, por tanto, de la biblioteca como espacio idóneo para las nuevas
competencias ha quedado acreditada por distintas experiencias docentes (Bridges, 2012). Desde que la Educación Competencial se introdujese en las universidades mediante el Espacio
Europeo de Educación Superior y el Proyecto Tuning, y con ella la information literacy, las
bibliotecas universitarias, siguiendo el modelo de los Learning Resources Centres británicos y
estadounidenses, se transformaban en CRAI, ofreciéndose como un espacio idóneo para el
modelo educativo del siglo XXI. El cambio de las universidades británicas se iniciaba en 1992 al diferenciarse las “universidades”
y los “politécnicos”, las primeras debían priorizar la investigación, los segundos la enseñanza, y
es aquí donde se impulsan los Learning Resources Centres. El informe Follet del Libraries
Review Group, publicado en 1993, analizó los problemas más inmediatos en las universidades
británicas, principalmente el aumento del número de estudiantes, el desarrollo de las nuevas
tecnologías y el estancamiento de los recursos financieros de las instituciones, por lo que
recomendaba las ventajas de la convergencia organizacional en las universidades y algunas
recomendaciones para la remodelación de los edificios universitarios para la adaptación de la
enseñanza al nuevo entorno tecnológico. Los servicios de información se consideraron un pilar
para el éxito de la universidad (Hanson, 2005). Así se desarrollaba un nuevo “tipo” de biblioteca
universitaria que, cuando comenzó a aplicarse el Espacio Europeo de Educación Superior sirvió
de referencia para el Centro de Recursos para el Aprendizaje e Investigación (CRAI), que, en el
caso español, se encargaría de implementar REBIUN, mediante encuentros académicos y
científicos (Jornadas CRAI), un plan de desarrollo (los tres Planes Estratégicos trienales desde
2002) y un modelo destinado a proporcionar servicios clave, mediante su convergencia, como
Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges: ALFABETIZACIÓN EN
INFORMACIÓN Y METALITERACY COMO FACTORES CLAVE EN LA EXCELENCIA ACADÉMICA EN EDUCACIÓN SUPERIOR
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informático de comunicación, edición de materiales didácticos web, idiomas, docencia e
investigación, aprendizaje, aulas virtuales, alfabetización en información y múltiple, biblioteca
(Marzal, 2008). Junto con los dos factores de cambio, arriba apuntados, desde finales de la primera década del
siglo XXI, el profundo cambio en el modelo educativo y en el propio modelo de la universidad,
también alteraba este modelo LRC o CRAI, un cambio que en el Reino Unido se conoció como
superconvergencia, que era abordado en España en las XI Jornadas CRAI (2013), glosado en el
resumen de las ponencias por F. López Hernández, y que se basa en: a) la unificación de
actividades de apoyo a los estudiantes que sean estructuralmente convergentes, con apoyo
institucional para la supervivencia de la universidad; b) primacía absoluta de la optimización del
aprendizaje del alumno, pues el éxito de los estudiantes es el éxito de la universidad; c) un
modelo “empresarial”, basado en una competencia que analiza lo hecho y demuestra lo
conseguido, por lo que se hacen necesarias herramientas de marketing y técnicas empresariales. Es todo este contexto el que ha propiciado la aparición de la academic literacy, como una
“etiqueta” que “clusteriza” el impacto, como indicador de excelencia académica, de la
information literacy y sus especialidades (visualiteracy, new media literacy, metaliteracy). La
academic literacy se fundamenta, pues, en la necesidad de eliminar los obstáculos que tienen los
estudiantes de Educación Superior en el uso de fuentes y recursos de información, aún más en
web, para obtener mejores rendimientos en el aprendizaje y una mayor cualificación profesional,
según se desprende del informe Turnitin de 2012, que muestra deficiencias no sólo en la búsqueda
y recuperación de información, sino sobre todo en el método para asimilar esta información en
conocimiento, planificar conforme un método hacia el conocimiento, generar y publicar trabajos
académicos y científicos (MacMillan & MacKenzie, 2012). La literatura científica y la experiencia de proyectos aplicados han demostrado cómo la
eliminación de estos obstáculos, fundamento de la academic literacy, se hace exitosa por la
cooperación educativa y formativa entre el cuerpo académico y el bibliotecario (Gunn, Hearne &
Sibthorpe, 2011). Sin embargo, esta aplicación exitosa y el desarrollo de la academic literacy
como herramienta para la excelencia de una universidad necesita de dos condiciones básicas: a. Su integración en el currículo académico, sobre cuyo diseño, programación, beneficios
e impacto ya existe una importante literatura científica, proyectos y modelo de
integración (Harris, 2013) e incluso el diseño instruccional de un programa y currículo
en la Universidad de Auckland (Moselen & Wang, 2014) para la cualificación educativa
de los bibliotecarios, que luego ha dado como resultado un método para la integración
de la academic literacy en esta misma universidad dentro del currículo de cursos de
método para la investigación (Adams et al., 2016) b. Un espacio propio idóneo, que, atendiendo a la integración en el currículo, la literatura
científica y los proyectos aplicados no dudan identificar en una biblioteca universitaria
adaptada (Beard & Dale, 2010). Surgen así las Academic Skills Centres (ASC), un
fenómeno netamente anglosajón. Si los CRAI han evolucionado a su conversión en
óptimas bibliotecas digitales y virtuales, bibliotecas de Estados Unidos (Dartmouth
College), Australia (Australian National University), Reino Unido (University of Bath),
Canadá (Trent University) o Nueva Zelanda (Canterbury University), han evolucionado
hacia los ASC. El objetivo de los ASC se inscriben en el éxito de los alumnos por
adquisición suficiente de competencias en información: capacidad de comunicación en
cualquier entorno, capacidades lectoras, metodología y planificación de trabajo, mapas
de conocimiento, idiomas, método científico, personalización en tutorías, pensamiento
crítico, ética en el uso de información y edición de trabajos, escritura para publicación
académica, edición de trabajos web.
Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges: ALFABETIZACIÓN EN
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Los ASC, por tanto, son un esfuerzo de las “bibliotecas universitarias” por ser un espacio idóneo
para la excelencia académica de la universidad, mediante indicadores medibles, sin embargo la
verdadera “frontera” para la excelencia educativa de la universidad pasa necesariamente por la
implicación de las competencias en información dentro del currículo en la Educación Superior,
pero unas competencias cada vez más poliédricas. ¿Cómo abordar la transformación de la
information literacy en sus nuevas especialidades? 3. ACADEMIC LITERACY: CURRICULUM INTEGRATION AND NEW
SPECIALITIES. La alfabetización en información tiene entre sus objetivos principales incidir en las competencias
y el comportamiento informacional de los individuos, principalmente durante su proceso de
formación académica. Forma parte, sin lugar a dudas, del conjunto de habilidades académicas
imprescindibles para la formación de cualquier estudiante de educación superior, aunque no
siempre se le mira desde ese punto de vista. Recurrimos a la siguiente definición, en aras
contextualizar el concepto de habilidades académicas, y poder relacionarlo, enseguida, con el de
alfabetización en información:
Las habilidades académicas son aquellas competencias genéricas y transferibles que
sustentan el desarrollo del aprendizaje de los estudiantes de postgrado y grado que se
imparten en la educación superior, que les permiten ser independientes, pensadores
críticos confiados y estudiantes reflexivos. (Howard, 2012) Conviene hacer una acotación a esta definición, considerando lo que Gunn, Hearne, & Sibthorpe
(2011) señalan en el sentido de que “si bien cada disciplina establece sus propias normas
profesionales, las habilidades académicas, tales como el pensamiento crítico, la escritura
reflexiva, el análisis razonado, la resolución de problemas y la habilidades informativas son
comunes a todos.” Esta idea es justamente el sustento de la transversalidad de las habilidades
académicas. Por su parte, Kimmins & Stagg (2009) describen el concepto de habilidades de
aprendizaje académico “como aquellas habilidades que un estudiante necesita para lograr el éxito
durante sus estudios. Esto incluye las habilidades relacionadas con la alfabetización
informacional.” A pesar de que a este concepto le incorporan el término aprendizaje, en la
definición podemos apreciar que en esencia se refieren a lo mismo que Howard. En muchas universidades se valora a la alfabetización en información como una de las
habilidades académicas que los estudiantes deben de desarrollar para conseguir la excelencia
académica. Entre los casos documentados se encuentra el de Leeds University (Howard, 2012), en
el Reino Unido. En esta universidad el trabajo colaborativo entre profesores y bibliotecarios dio
como resultado el diseño de una estrategia que permitió la integración de la alfabetización de
información dentro de un amplio conjunto de habilidades académicas. Entre los temas que se
consideraron para ofrecer a los estudiantes se encuentran: “gestión del tiempo; lectura; escritura;
búsqueda y evaluación de la información; pensamiento crítico; elaboración de referencias; y
plagio.” (Thornes, 2012) La estrategia surgió como una iniciativa para ofertar a los aspirantes de
esta universidad un elemento adicional relacionado con la formación académica, que sea atractivo
y que contribuya a su interés por matricularse en la universidad. Considerando el descenso de
estudiantes en las universidades británicas como resultado de la liberación de los topes en las
tasas de las matrículas, que ha derivado en un incremento de las mismas, Leeds University y otras
instituciones de educación superior han implementado diversas iniciativas para atraer a los
estudiantes que pueden pagar dichas tasas, y que cada vez son menos.
Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges: ALFABETIZACIÓN EN
INFORMACIÓN Y METALITERACY COMO FACTORES CLAVE EN LA EXCELENCIA ACADÉMICA EN EDUCACIÓN SUPERIOR
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Otro caso de colaboración entre profesores y bibliotecarios se encuentra en University of
Southern Queensland, donde el
“mapeo de las áreas clave de la convergencia entre la alfabetización de la información y
las habilidades académicas ha dado lugar a un modelo de instrucción integrada y apoyo
académico basado en la creencia de que la creación de una base de conocimientos en
estas áreas conduce a un nivel proporcional de la propia eficacia.” (Kimmins & Stagg,
2009) En este caso, el modelo instrucción integrada busca ayudar a reducir las deficiencias académicas
que inciden en el desempeño de los estudiantes universitarios. Es pertinente mencionar que las
universidades australianas están poniendo especial énfasis en la justicia social y en los
imperativos económicos, en respuesta a las políticas educativas del gobierno. Esto conlleva, como
lo explican Black & Rechter (2013), a un incremento sustantivo en el número de estudiantes de
educación superior en las últimas décadas, pero “el cambio dramático en el número y la
composición de la población estudiantil ha dado lugar a estudiantes que asisten a la universidad
con niveles relativamente bajos de capital cultural, incluida la alfabetización académica.” Por ello,
han surgido iniciativas como la de estas profesoras de sociología (Black & Rechter, 2013),
quienes han preparado un programa en línea con el objetivo de ayudar a los estudiantes del área a
aumentar sus habilidades académicas en la materia. Las universidades australianas pequeñas,
como University of the Sunshine Coast, también tienen que trabajar para mejorar el compromiso
y la retención de los nuevos alumnos, así como favorecer la eficiencia terminal de los que están
en proceso. Para ello, como lo describen Higgins, Reeh, Cahill, & Duncan (2015), en esta
universidad diseñaron un modelo de Asesor de Habilidades Académicas, que a través de diversas
actividades ofrecen apoyo a los estudiantes de grado y postgrado. Una de estas actividades
considera la asesoría en cuestiones de alfabetización en información (como una habilidad
académica) a través de sesiones individuales. Como en el caso previamente descrito, en muchas universidades existen dependencias enfocadas
a desarrollar habilidades académicas, en tanto que las competencias en información están
habitualmente asociadas con los servicios bibliotecarios. Ambas partes pueden beneficiarse de la
experiencia adquirida en el desarrollo de habilidades de los alumnos, como lo documentan Gunn,
Hearne, & Sibthorpe (2011) en The University of Auckland, en Nueva Zelanda. En este caso, el
diseño de un tutorial en línea para integrar la alfabetización en información a los cursos de primer
año de la escuela de negocios, es sugerido por los autores como un modelo para otras áreas de
habilidades académicas. Pero el desarrollo de las habilidades académicas no solo está asociado a estrategias para atraer
estudiantes a las universidades o para mejorar su desempeño durante la etapa de formación.
Knezović (2016) expone que los conocimientos y las habilidades académicas que los estudiantes
adquieren en las universidades deberían de ser aplicables y transferibles desde el contexto de la
educación superior al desempeño profesional futuro. Y explica que: Las habilidades sociales (soft skills) y las habilidades técnicas genéricas (generic hard
skills), como el conocimiento de las lenguas extranjeras, habilidades matemáticas,
habilidades de comunicación, resolución de problemas, creatividad, planificación y
organización, habilidades interpersonales, o habilidades de trabajo en equipo, son
habilidades con alta transmisibilidad entre sectores y ocupaciones, y pueden ser
identificadas como habilidades transversales. Tener estas habilidades, que pueden
transferirse de un contexto a otro, es una buena base para la acumulación de habilidades
específicas requeridas por un trabajo dado. (Knezović, 2016)
Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges: ALFABETIZACIÓN EN
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La integración plena de la alfabetización en información como una de las habilidades académicas
está siendo posible gracias a la colaboración entre bibliotecarios, profesores y responsables del
desarrollo de las habilidades en las universidades. Como lo exponen Rushton & Lahlafi (2013),
con base en la experiencia en Sheffield Hallam University, los beneficios de esta colaboración no
son únicamente para los estudiantes; los participantes en el diseño de los programas -académicos
y bibliotecarios- también se ven beneficiados al compartir su experiencia y fortalecer sus
respectivas aportaciones al programa. Los casos que hemos mencionado previamente ilustran
algunas de las formas y los contextos en que se ha dado esta colaboración. La biblioteca puede
contribuir significativamente desde este ámbito para alcanzar los objetivos de mejora y excelencia
académica que las instituciones de educación superior se plantean para sus estudiantes. Pero, del
mismo modo que hablamos de habilidades transversales, nos referiremos a las alfabetizaciones
transversales, que al igual que la alfabetización en información pueden ser un aporte de la
biblioteca al logro de los objetivos académicos en la universidad. 4. NEW MEDIA LITERACY AND METALITERACY AS BASE OF
ACADEMIC LITERACY El contexto previamente delineado de promoción de alfabetizaciones transversales en el ámbito
académico está considerando cambios en el comportamiento informacional, característicos en una
sociedad post-moderna, como la interactividad y conectividad. Para Primo (2007), los principales
efectos sociales de la Web 2.0 están en la potenciación de los procesos colectivos de trabajo, los
intercambios emocionales, la producción y circulación de la información, y la construcción social
del conocimiento. Lin y sus colegas (2013) también indican que la web 2.0 permite a los
individuos remezclar el contenido e incluir sus propios valores e ideologías en los productos
existentes, así como participar en la co-construcción de ideas, incluyendo, ampliando y criticando
las ideas de los demás. “Esta sociedad actual cuenta efectivamente con un componente
tecnológico muy fuerte, pero además exige unas formas diferentes de participar, comunicarse y
colaborar en la red, características que por otro lado, modifican sustancialmente las llamadas
competencias informacionales (ALFIN).” (González Fernández-Villavicencio, 2012, p. 19) Las clásicas competencias relacionadas con la alfabetización informacional (Alfin) - saber buscar,
evaluar y gestionar la información- siguen siendo importantes y relevantes. Pero es también es
importante incrementar las competencias para interactuar y para relacionarse con los demás,
competencias que han sido exploradas por los estudios de la alfabetización en nuevos medios.
Como se ha señalado en la investigación de Witek y Gretanno (2014), los estudiantes ya no
categorizan la información basados en criterios para evaluar el contenido o las fuentes, ahora se
basan en quién comparte la información con ellos, lo que conduce a la fiabilidad construida por
las relaciones sociales. “Los entornos de los medios sociales son espacios socialmente construidos
que se basan en la contribución de los individuos para crear significado.” (T. P. Mackey y
Jacobson, 2014, p. 4). Por lo tanto, los estudios de alfabetización en nuevos medios han evolucionado desde una
perspectiva que enfatiza el sentido crítico de los consumidores de los productos mediáticos hasta
el reconocimiento de que este consumidor se está convirtiendo en un productor (prosumer). Así
que además de la crítica necesaria sobre su propia producción, surgen aspectos de distribución
(¿quién será público para ese contenido?), de participación (¿con quién asociarse?), de creación
(¿qué producir?). Todos estos aspectos requieren la capacidad de relacionarse entre sí y producir
juntos, aprovechando las posibilidades de las redes sociales en línea. Este enfoque en la
producción de conocimiento colaborativo en comunidades en línea es compartida por la
metaliteracy: “Mientras que la alfabetización informacional prepara a los individuos para
acceder, evaluar y analizar la información, metaliteracy prepara a los individuos para producir
Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges: ALFABETIZACIÓN EN
INFORMACIÓN Y METALITERACY COMO FACTORES CLAVE EN LA EXCELENCIA ACADÉMICA EN EDUCACIÓN SUPERIOR
WBILC 2016 49
activamente y compartir contenido a través de los medios sociales y comunidades en línea.” (TP
Mackey y Jacobson, 2011, p. 29). Otro aspecto fundamental en el concepto metaliteracy es la posibilidad de auto-reflexión sobre las
competencias, la capacidad metacognitiva para comprender las posibles aplicaciones de las
competencias en diferentes contextos (profesional, personal, ciudadanos, etc.) y desarrollarlas o
conectarlas con las de otras personas en aplicaciones múltiples y específicas (Jacobson y Gibson,
2015). Metaliteracy amplía los conceptos tradicionales de la alfabetización en información para entrar en
la metacognición, es decir, la capacidad del individuo para desarrollar habilidades y adquirir
conocimiento a partir de su propia reflexión sobre sus alfabetizaciones. Siemens (2010), relaciona
la metacognición con la última etapa del conectivismo, es decir, cuando los individuos participan
activamente en la construcción y adaptación de su propia red de aprendizaje, evaluando que los
elementos de la red sean útiles y la forma en cómo pueden desarrollarlos (herramientas, procesos
y elementos) de acuerdo a sus necesidades. 5. CONCLUSION Sin duda las competencias en información son ya un factor evidente para la excelencia académica
de las universidades, con efectos visibles en los rankings internacionales, lo que redunda en el
progreso, cuando no la supervivencia de las universidades. Esta evidencia necesita, sin embargo,
de un método para optimizar su rendimiento, de modo que la formación en competencias en
información en las universidades no sea un conjunto de acciones sólidas y brillantes, pero sin
continuidad, sin planificación, sin evaluación de la validez del proceso competencial. Éstos han
sido los objetivos de este trabajo y constituyen, por tanto, su conclusión. La efectividad de la
educación competencial en información reclama tres condiciones fundamentales: a) una verdadera
inclusión en el currículo académico de las universidades, algo posible si se reconoce la academic
literacy como una disciplina, trasversal y universal y como el modo en que la information
literacy, y sus nuevas especialidades, se visualice en los planes estratégicos de las universidades
como educación formal y no formal; b) la information literacy, integrada en las universidades
como academic literacy, debe ampliar la naturaleza de su objeto de estudios, las competencias en
información, entendiéndolas como un nuevo objeto en el que las competencias en comunicación
son igualmente fundamentales, razón por la que en la academic literacy, la information literacy
debe asociarse a las aportaciones específicas y fundamentales que hacen la metaliteracy y la new
media literacy; c) la naturaleza de una information literacy, enriquecida con la new media
literacy y la metaliteracy, necesita un nuevo espacio formativo, para el que parece idóneo una
biblioteca, ya evolucionada a centro de recursos, cuyo objetivo sea formar y cualificar a los
estudiantes (elemento esencial en la excelencia académica de las universidades) en aquellos
objetivos competenciales que son propios de la information literacy y la metaliteracy, esto es, un
laboratorio y centro de “entrenamiento” competencial y que se van desarrollando como ASC. 6. LITERATURE Adams, C., Buetow, S., Edlin, R., Zdravkovic, N., & Heyligers, J. (2016). A collaborative
approach to integrating information and academic literacy into the curricula of research
methods courses. The Journal of Academic Librarianship, 42(3), 222-231.
doi:10.1016/j.acalib.2016.02.010 Beard, J., & Dale, P. (2010). Library design, learning spaces and academic literacy. New library
world, 111(11/12), 480-492. Berman, E. (2013). Transforming information literacy in the sciences through the lens of e-
Science. Communications in Information Literacy, 7(2), 161-170.
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INFORMACIÓN Y METALITERACY COMO FACTORES CLAVE EN LA EXCELENCIA ACADÉMICA EN EDUCACIÓN SUPERIOR
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Black, M., & Rechter, S. (2013). A critical reflection on the use of an embedded academic
literacy program for teaching sociology. Journal of Sociology, 49(4), 456-470. Bridges, L. M. (2012). Librarian as professor of social media literacy. Journal of Library
Innovation, 3(1), 48-65. Gee, J.P. (2007). Good Video Games and Good Learning: Collected Essays on Video Games,
Learning and Literacy. New York: Peter Lang González Fernández-Villavicencio, N. (2012). Alfabetización para una cultura social, digital,
mediática y en red. Revista Española De Documentación Científica, 35(Monográfico), 17-
45. doi:10.3989/redc.2012.mono.976 Gunn, C., Hearne, S., & Sibthorpe, J. (2011). Right from the start: A rationale for embedding
academic literacy skills in university courses. Journal of University Teaching & Learning
Practice, 8(1), 1-11. Hanson, T. (2005). Managing academic support services in universities: The convergence
experience. London: Facet. Harris, B. R. (2013). Subversive infusions: strategies for the integration of information literacy
across the curriculum. The Journal of Academic Librarianship, 39(2), 175-180. Higgins, B., Reeh, M., Cahill, P., & Duncan, D. (2015). Supporting early and ongoing university
student experiences through academic skills adviser services. Journal of the Australian & New
Zealand Student Services Association, (46), 28-32. Howard, H. (2012). Looking to the future: Developing an academic skills strategy to ensure
information literacy survives in a changing higher education world. Journal of Information
Literacy, 6(1), 72-81. Jacobson, T. E., & Gibson, C. (2015). First Thoughts on Implementing the Framework for
Information Literacy. Communications in Information Literacy, 9(2), 102-110. Knezović, A. (2016). Rethinking the languages for specific purposes syllabus in the 21st century:
Topic-centered or skills-centered. World Academy of Science, Engineering and Technology,
International Journal of Social, Behavioral, Educational, Economic, Business and Industrial
Engineering, 10(1), 122-137. Kimmins, L., & Stagg, A. (2009). Creating confidence: Developing academic skills and
information literacy behaviours to support the precepts of tertiary academic performance.
Proceedings of the 4th Asia Pacific Conference on Educational Integrity (4APCEI), 1-9. Lin, T., Li, J., Deng, F., & Lee, L. (2013). Understanding new media literacy: An explorative
theoretical framework. Journal of Educational Technology & Society, 16(4), 160-170. Machin-Mastromatteo, J. D. (2012). Participatory action research in the age of social media:
Literacies, affinity spaces and learning. New Library World, 113(11/12), 571-585. Mackey, T. P., & Jacobson, T. E. (2011). Reframing information literacy as a metaliteracy.
College & Research Libraries, 72(1), 62-78. Mackey, T. P., & Jacobson, T. E. (2014). Metaliteracy: Reinventing information literacy to
empower learners. London: Facet. MacMillan, M., & MacKenzie, A. (2012). Strategies for integrating information literacy and
academic literacy: Helping undergraduate students make the most of scholarly articles.
Library Management, 33(8/9), 525-535. Marzal, M. A. (2008). La irresistible ascensión del CRAI en universidad. PontodeAcesso, 2(1),
72-97. Moselen, C., & Wang, L. (2014). Integrating information literacy into academic curricula: a
professional development programme for librarians at the University of Auckland. The
Journal of Academic Librarianship, 40(2), 116-123. Primo, A. (2008). O aspecto relacional das interações na web 2.0. In H. Antoun (Ed.), Web 2.0:
Participação e vigilância na era da comunicação distribuída (pp. 101-122). Rio de Janeiro:
Mauad X.
Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges: ALFABETIZACIÓN EN
INFORMACIÓN Y METALITERACY COMO FACTORES CLAVE EN LA EXCELENCIA ACADÉMICA EN EDUCACIÓN SUPERIOR
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Rushton, D., & Lahlafi, A. (2013). The value and impact of cross professional collaborations in
developing student information and academic literacy skills at Sheffield Hallam University,
UK. Nordic Journal of Information Literacy in Higher Education, 5(1), 38-43. Siemens, G., Quintana, E., Santamaría, F., & Alonsom, N. (2010). Conociendo el conocimiento.
México: Ediciones Nodos Ele. Szigeti, K., & Wheeler, K. (2011). Essential Readings in e-Science. Issues in Science and
Technology Librarianship, (64), 9. doi: 10.5062/F400001J Thornes, S. L. (2012). Creating an online tutorial to develop academic and research skills. Journal
of Information Literacy, 6(1), 82-95. Witek, D., & Grettano, T. (2014). Teaching metaliteracy: a new paradigm in action. Reference
Services Review, 42(2), 188-208. doi:10.1108/RSR-07-2013-0035
INFORMATION COMMONS CENTRE IMPACT ON STUDENTS
ATTITUDE AND WISHES
Lejla Hajdarpašić
University of Sarajevo, Bosnia and Herzegovina
Angela Repanovici Transilvania University of Brasov, Romania
Manolis Koukourakis University of Crete, Greece
ABSTRACT: The concept of "information commons" refers to the common knowledge base and the processes
that facilitate or prevent their usage. It also refers to a physical space, usually an academic
library, in which case any and all can participate to the information research process, the
scientific collection and production. The faculties, the administrative departments and the
academic and research staff should reconfigure the physical space for individual learning and
study, both in the university campus and the research institutions and faculties. The Learning
Centre, the Technological Education Centre and the Information Technology Centre should be
created within a unified common centre, the Common Information Centre, a group which should
consolidate web applications, the benefits of reducing duplicated efforts and the optimization of
resource usage by extending the virtual common centres. This centre may be representative by
demonstrating the fact that collaboration and creative common use of resources by means of
information technology can meet the students’ expectations. This paper shows the outcomes of a
study on the students’ attitudes and wishes regarding the creation of this centre.
Key words: Information Commons, Education Centre, Technological Transfer Centre
1. INTRODUCTION
Academic libraries of the 21st century must on continuing basis modify, strengthen and improve
their library services so they could properly and completely meet the diverse information needs of
their users and complex current trends in higher education as well. Contemporary users of
academic library are expecting continuous support for collaborative learning, access to wide range
of information resources, tools and technologies etc. These widespread user requirements
prompted the academic libraries to foster new modes of learning and researching by providing a
new environments were resources, technologies, services, instructions, discussions, etc. are
combined together in unique way. These environments that academic library are urged to develop
in order to fulfill abovementioned demands of higher education are commonly defined as
information commons. D. Beagle (1999) defines information commons as “a new type of physical
facility specifically designed to organize workspace and service delivery around integrated digital
environment”. But the concept of information commons is more than just a physical space with a
wide range of integrated services. As stated in The American Library Association’s Office of
Information Technology Policy (2003), information commons “ensure open access to ideas and
the opportunity to use them. These commons are characterized by values and laws, organizations,
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physical and communication infrastructures, resources, and social practices that promote sharing,
community, and freedom of information. They encourage people to learn, think, and participate in
democratic discourse, fundamental to ensuring an informed and active citizenry. In short,
information commons are essential to democracy.” The benefits of transforming library services
through previously defined information commons are numerous. Information commons in terms
of collaborative learning process facilitate and motivate interaction, discussion and knowledge
construction that according to G. Siemens (2005) the founder of the learning theory of
connectivism can only be gained by “connecting with others”. They provide library users, quickly
and easily, with the relevant resources, technologies and tools from one location, etc. However,
applying information commons to specific needs and academic traditions of the academic library
may be quite challenging in terms of the availability of appropriate physical spaces, necessary
costs of implementation of information commons centre, education about information commons,
etc. Therefore, in designing the most suitable information common centre for specific academic
library context, it is crucial to have a detailed strategy of information commons centre
implementation which, among other things, includes user surveys (and cost and other relevant
surveys) and which thoroughly examines current information commons practices. Considering all
abovementioned, with this study, we wanted to collect and detect students’ attitudes and wishes
regarding the creation of this kind of centres at Transilvania University of Brasov and Faculty of
Philosophy, University of Sarajevo. Expectedly, outcomes of a study indicate a strong need for
such a centre among students of both Universities and great but realistic student expectations in
terms of diverse contents of such centres.
2. RESEARCH METHOD
International survey on student attitudes and wishes regarding the creation of Information
Commons Centre at Transilvania University of Brasov (TUB) and Faculty of Philosophy,
University of Sarajevo (FFUNSA), was realized by online questionnaire that was created at the
online software platform Survey Monkey (https://www.surveymonkey.com/r/MLYK2VV). The
online questionnaire consisting of 9 questions was written in Romanian, English and Bosnian
languages and was available for respondents from 5 April till 10 May. A total of 263 respondents
participated in the survey, 124 from TUB and 139 respondents from FFUNSA.
2.1 RESEARCH FINDINGS
The research was performed with the main goal to discover student expectations regarding the
creation of Information Commons Centres at TUB and FFUNSA, accordingly the questionnaire
included students of all years of studies (including PhD students). Comparative analysis of
respondents’ distribution according to their year of study reveals that most of the respondents
from TUB are students of the fourth year of study followed by students of the first year of study
and from FFUNSA most of the respondents are the students of the first year of study, followed by
students of the second year of study (Table 1, were RA is Rating Average, RC – Response
Count). Respondents distribution according to student gender is 75.61% feminine (93
respondents) and 24.39% masculine (20 respondents) at TUB and 84.78% feminine (117
respondents) and 15.22% masculine (21 respondents) at FFUNSA.
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Table 1: Respondents distribution by year of study Year of study
Answer Options
FFUNSA
TUB
RA RC RA RC
I 51,4% 71 38,7% 48
II 20,3% 28 4,0% 5
III 13,0% 18 3,2% 4
IV 3,6% 5 46,0% 57
Master 10,1% 14 4,8% 6
PhD 1,4% 2 3,2% 4
Analysis of the questionnaire consisting of predefined answers (on scale from 1 to 5) and fields for
respondents comments as well, reveals interesting structural repeatability in terms of student
expectations regarding the facilities that should be provided by the Learning Centre, Centre for
documentation and access to informational resources and Centre for Technological Transfer on both
universities. Concerning the Learning Centre facilities, most of the student from both universities
consider that connection to electricity and internet connection are quite important contents of such
center, followed by boards, video projectors connected to laptops for presentations, boards, smart
boards and later by furniture - tables and chairs - which can be moved (Table 2).
Table 2: Learning Centre facilities
Which of the following facilities should be provided by the Learning Centre, on a scale from 1-5, where 1 - least, 5 – most important?
Answer Options
FFUNSA
TUB
1 2 3 4 5 RA RC 1 2 3 4 5 RA RC
Furniture - tables and chairs - which can be moved
8 13 34 31 47 3.72 133 1 8 32 39 43 3.93 123
Mobile walls to create various private spaces for individual or team study
2 19 36 34 42 3.71 133 11 18 38 29 27 3.35 123
Boards, video projectors connected to laptops for presentations, boards, smart boards
2 5 27 40 64 4.15 138 3 1 10 21 89 4.55 124
Connection to electricity, internet connection
1 4 9 17 106 4.63 137 1 0 4 9 109 4.83 123
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As the most important contents of Centre for documentation and access to informational resources
for student of both universities is access to the databases to which the university has a
subscription, followed by online tutorials on accessing information in FFUNSA case, and access
to software for automatically generating a bibliography in TUB case.
Table 3: Centre for documentation and access to informational resources facilities The Centre for documentation and access to informational resources should be online, accessible via a website, such as www.unitbv.ro/CCAR// Which of the following facilities should be provided by this centre on a scale from 1 to 5, where 1 - least, 5 – most important?
Answer Options
FFUNSA
TUB
1 2 3 4 5 RA RC 1 2 3 4 5 RA RC
Access to the databases to which the university has a subscription
1 3 24 30 81 4.35 139 0 1 6 31 85 4.63 123
Online tutorials on accessing information
1 3 15 59 57 4.24 135 1 1 20 37 63 4.31 122
Access to software for automatically generating a bibliography
2 2 45 48 41 3.90 138 0 5 17 32 68 4.34 122
Finally, regarding the Centre for Technological Transfer facilities, most of the students from both
universities pointed out that copy, printing devices, and scanners are mainly very important
contents of such centers, followed by laptops and mass-media technology for borrow (photo and
film cameras), workshops on various topics of interest and training courses for using the various
technologies (Table 3).
Table 4: Centre for Technological Transfer facilities Which of the following facilities should be provided by the Centre for Technological Transfer on a scale from 1 to 5, where 1 - least important, 5 - most important?
Answer Options FFUNSA TUB
1 2 3 4 5 RA RC 1 2 3 4 5 RA RC
An area with 3D printers, supplies and related software used for stimulating creativity
7 5 27 50 49 3.93 138 2 2 28 37 54 4.13 123
Gaming space - Lego, chess for stimulating creativity
11 29 35 37 27 3.29 139 7 21 41 33 20 3.31 122
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Copy and printing devices, scanners
2 5 9 46 75 4.36 137 0 3 9 33 79 4.52 124
Laptops and mass-media technology for borrow (photo and film cameras)
1 6 21 36 74 4.28 138 0 8 14 32 70 4.32 124
Online documentation regarding the use of the equipments for borrow
2 5 25 58 48 4.05 138 0 5 34 41 42 3.98 122
Online documentation for downloading and using the available licenses and software
2 9 24 62 39 3.93 136 1 4 19 33 65 4.29 122
Online communication with a specialized support IT centre for any technological issues that may arise
2 9 23 40 64 4.12 138 1 8 15 44 54 4.16 122
Training courses for using the various technologies
2 5 20 49 63 4.19 139 0 5 16 42 59 4.27 122
Exhibitions of new products by different companies acting in the industry of our specialization
3 10 40 43 42 3.80 138 2 9 25 34 53 4.03 123
Workshops on various topics of interest
1 2 21 38 75 4.34 137 0 4 18 30 71 4.37 123
For the future Information Common Center that would integrate Learning Centre, Centre for
documentation and access to informational resources and Centre for Technological Transfer, most
of the student of the FFUNSA stressed out that Learning centre is the most important part of such
Center, followed by Centre for documentation and use of informational resources. Most of the
TUB students are mainly interested for Centre for documentation and use of informational
resources, followed by Learning Centre (Table 5).
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Table 5: Importance of Information Common Center INFORMATION COMMONS will include three centers: learning, documentation and use of informational resources, and technological transfer by software and equipments. On a scale from 1 to 5, where 1 - least important, 5 - most important, how important are such centers for your faculty department?
Answer Options
FFUNSA
TUB
1 2 3 4 5 RA RC 1 2 3 4 5 RA RC
Learning centre 1 2 7 37 87 4.54 134 1 4 15 38 65 4.32 123
Centre for documentation and use of informational resources
1 1 10 42 85 4.50 139 0 0 7 31 84 4.63 122
Centre for technological transfer
1 8 25 44 60 4.12 138 1 1 16 54 51 4.24 123
2.2 RESEARCH ANALYSIS AND DISCUSSION
Outcomes of the survey indicate that there is a strong need among students of both universities for
creation of the Information Commons Centers that would integrate Learning Centre, Centre for
documentation and access to informational resources and Centre for Technological Transfer.
Student wishes regarding the contents, facilities of such centers are primary depended on their
year of study, field of study, but also on their awareness of the importance of such centers for the
overall educational process (Table 2, 3, 4). Student expectations are somewhere slightly different
in terms of student comprehension of specific aspects of future Information Commons Centers
(Table 5), but in general, student of both universities have a great interest for its creation. Student
expectations that they additionally express in their comments indicate that most student imagine
Information Commons Centers as the centre that provides quick and easy access to information,
tools, technologies, but also as a centre that allows communication, discussion, encourages
creativity and exchange of ideas. It is significant in this regard that the highest structural
repeatability in student comments are those related to collaborative learning processes.
3. CONCLUSION
Information Commons Centres are unquestionably a constructive response to complex higher
education trends and consequently current student information and other needs that this survey
expectedly confirmed. The outcomes of this international survey therefore could be recognize as a
solid starting point for transforming existing library services throw Information Commons
Centres at respectable higher education institutions and could additionally encourage existing
efforts of respectable institutions that are oriented towards strengthening and enriching the
educational and scientific research process.
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LITERATURE
Beagle, D. (1999). “Conceptualizing the Information Commons”, The Journal of Academic
Librarianship, 25(2), pp. 82-89.
Kranich, N. (2003). “Libraries and the information commons: A discussion paper prepared for the
ALA Office of Information Technology Policy”. Available at:
http://www.ala.org/offices/sites/ala.org.offices/files/content/oitp/publications/booksstud
ies/ic%20principles%20docume.pdf (24.04.2016.)
Siemens, G. (2005). „Connectivism: A Learning Theory for the Digital Age“, International
Journal of Instructional Technology and Distance Learning, 2(1). Available at:
http://www.itdl.org/journal/jan_05/article01.htm (12.02.2015.)
LIFELONG LEARNING IN LIBRARIES – AN OPPORTUNITY
FOR ALL AGES
Beba Stankovic
Tatjana Jovanovic Negoicic
Public Library Ilija M. Petrovic Pozarevac
Drinska2, 12 000 Požarevac
ABSTRACT: Ageism is one of the most widely spread forms of discrimination in the modern world and it
implies discrimination of female and male individuals just because they belong to the third age
group. Nowadays, the third age means the period of life which starts with retirement and ending
of working career, i.e. from the second half of the sixties and after.
Public Library “Ilija M. Petrovic” in Pozarevac started putting into practice a project called “
Get familiar with the virtual world of computers – become computer literate. “ It is a free
training for retired and elderly unemployed people. The training is adjusted to absolute beginners
who want to learn the basics of computer operating so that to enable themselves for basic usage
of information technology – surfing the Internet, finding and saving information both on
computers and flash memories , sending emails and using basic free services which can be found
on the Internet such as various social networks (Facebook, Twitter…) downloading music and
films, watching films, uploading photographs from cameras to computers, using Skype…
At the very beginning, during the promotion of the project, a connection was made with Retired
People Organization. It is evident this is one of more significant projects of our library because it
represents an effective model of fighting against social marginalization of a complete social
group.
Key words: Library, lifelong learning, ageism, innovations, information needs, information
technology, social services, diversity, practise, library paradigm
What are we talking when we talk about libraries today?
Libraries collection are considered to be measurement of development and key places to of
spreading culture. Diversity of library materials and different information carriers, which rival the
book, do not necessarily and should not endanger traditional work of libraries, but they represent
a new possibility for more diverse services where all technological innovations meet traditional
methods of studying.
The point of view and tendency of main library goals during the 20 and 21 century has been
turned to organizing human knowledge, owing to increasingly fast flow of information and ideas,
as well as the need of modern (wo)men for long life learning, keeping in mind a very complex
relation between a patron (users) and an information provider. With ways of communication
being changed, library paradigm is also changing compared to the one in old times – these are
institutions where time passes most slowly! On the contrary, thanks to their collections,
computerized systems, digitalized texts and using multimedia e- publications, libraries can be, and
they are leading information institutions. Well – structured time and carefully selected and offered
information imminently destroy bureaucratic work structure. Permanent education of employees,
systematical planning of services and programmes, co-operation with other cultural and
educational institutions, NGOs impose a more modern trend of managing, particularly oriented to
a patron, and more active role in society.
“Everyone has the right to freedom of opinion and expression; this right includes freedom to
hold opinions without interference and to seek, receive and impart information and ideas through
any media and regardless of frontiers.” – Article 19 of the United Nations Universal Declaration
of Human Rights. Right to information is one of basic human rights. It refers to all kinds of
Beba Stanković, Tatjana Jovanović Negoičić: LIFELONG LEARNING IN LIBRARIES – AN OPPORTUNITY FOR
ALL AGES
WBILC 2016 62
information resources: oral, printed and digital. The classroom and the traditional textbook must
therefore be supplemented by archives, museums, libraries…institutions offering a broad choice
of different media. But mostly, I shall say – libraries! Hence, libraries are central to our
knowledge economy. In a society of lifelong learning – whether of a formal or informal nature –
public libraries (even the smallest ones) offer guidance to access to the world and quality rating of
information sources.
Among libraries we can find diversity and difference but technological innovations and
electronic communications are a special challenge of our time, which every modern library
practise is an integral part of. Managing cultural institutions has always been a more sensitive and
specific area compared to managing other areas. If it is an institution of this type situated in a
developing or a transitional country, it makes this process even more complicated. This statement
is based on a very understanding of the role and work of cultural institutions (libraries) which are
reasonably defined as necessary at all times (no matter how changeable and different it was in the
past) with all the specificities of its work, needs and necessary support in all levels in their
surroundings, where they work and which they often depend on, although sometimes too much.
Library practise is not easily defined since constant development of its essential and
accompanying elements blurs the outlines of different definitions. However, if we try to explain
increasingly complex work of library practise, we can say it is an area of organizing and
systematizing human knowledge, and in the process of doing it a whole framework of relations
between a patrons and information is made, having a clearly defined object, methodology and
vocabulary.
And how does it look like in our, Serbian librarianship? During it’s, it can be said, very long
tradition, libraries in Serbia were thriving especially after the World War II, when they were
reestablished and, above all, new libraries of all tipe were founded, most of them being public
libraries. Besides school and academic libraries, they were also founded within ministries,
institutions, institutes, museums, archives.. There are about 4000 libraries in Serbia nowadays,
linked together into unique library-information system.
Public Library in Pozarevac, Ilija M. Petrovic has a long tradition, since it started working
as Pozarevac Reading Room on 27th January 1847, only a year after the first Reading Room was
founded in Belgrade. Our library has been a regional county library comprising seven
municipalities of Branicevo County since 1995 and it has been contributing considerably to the
development of library science, both in the region and in the Republic of Serbia. In addition to
regular library work, careful attention is devoted to organizing cultural and educational activities,
gaining excellent reputation even outside the close surroundings. It has regularly been
participating in IFLA (International Federation of Library Federation) world library congresses
displaying poster presentations for six years. Among them are: Transparency, Good Governance
and Freedom from Corruption (IFLA , SLA and six more libraries, 2010) It’s Your Right to Know
– promotion of human and minority rights through more intensive contact of The Protector of
Citizens (Ombudsman) – one of the ways our library becomes a bridge which allows citizens to
be adequately informed and provided with specialised support in solving their problems and
exercising their rights (started 2011) and the one I would like to talk about little more is Get
Familiar With the Virtual World of Computers, Poster Presentation Library as a Place of
Integration
Public library Ilija M. Petrovic in Pozarevac started to educate its users in the field of
information technology in 2013. At the very beginning, during the promotion of the project, a
connection was made with Retired People Organization. It is evident this is one of more
significant projects of our library because it represents an effective model of fighting against
social marginalization of a complete social group.
The whole project was designed as a course under the name Get familiar with the virtual
world of computers – become computer literate course. The beginners’ course was held in the
Beba Stanković, Tatjana Jovanović Negoičić: LIFELONG LEARNING IN LIBRARIES – AN OPPORTUNITY FOR
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period from 2013 to 2015. After its completion a need for a follow-up course arose so the Library
organised the next course in 2015, i.e. IT training for computer users named Get familiar with the
virtual world of computers – become computer literate -advanced course.
Both courses were primarily aimed at retired and elderly unemployed people. They lasted two
weeks each, comprising 6 classes. Work was organised in small groups and each group had two
teachers and five attendants.
The syllabus of the beginners’ course, which lasted 6 classes, consisted of following topics:
1) Getting to know with basic terms of Information Technology (IT) and Windows surroundings
2) Creating files and folders
3) Microsoft Word – creating new documents, saving and printing
4) Internet basics – information search, downloading files from the Internet
5) Opening e-mail accounts and e-mailing
6) Social Networks, using Skype programme
Beginners’ training, aimed at absolute beginners, was attended by 152 trainees.
The training started on 30 September 2013 and ended on 21 March 2014. It was the first group
and it consisted of 72 trainees.
The second round of the beginners’ course started on 15 September 2014 and ended on 22 May,
2015. There were 60 trainees on the course.
The third round started on 20 October 2015 and ended on 13 November 2015, which was
successfully completed by 20 trainees.
Due to interests and requests of attendants who completed the first course and their need to gain
new knowledge, the Library organised an advanced course, which started on 30 November 2015
and lasted until 25 December 2015 and was successfully completed by 20 attendants who
previously finished the beginners’ course.
The syllabus of the advanced course, which also lasted 6 classes, consisted of following topics:
1-2) MS Word-advanced text editing (inserting pictures and tables into the text)
3) Advanced Internet search, finding educational websites
4) Websites for editing/improving photos
5) Online shopping
6) Saving files to memory sticks, transferring photos from digital cameras
In a period of time which lasted a little longer than two years, 172 citizens attended the
course of computer literacy. As a result 152 citizens attended the beginners’ and 20 of them
completed the advanced course, too. After finishing the course all the attendants filled in
questionnaires which showed that their reactions were very positive about both the content and
the teachers at courses. They also expressed their further interest for new courses in the Library,
which is, also, one of very important aspects of our work.
Thus we can see one example of how libraries could be a one stop shop for community
development, better say - a place that align people, place which create services that prioritize and
support local community goals. Digital economy, as a combination of economy, information
technology and digital electronics, is a reality which culture and education are based on, as well
as modern, contemporary library practice. Services created in this way are more flexible and
precise and are more specific about the receiver location, personalization and long-lasting relation
with an individual with a specific name and surname, according to so – called “Martini Principle”
– meaning anytime, anywhere and anyhow. At the same time, it is an area where further
possibilities should be looked into, such as cultural empowerment and inserting differences in
creating cultural pattern, i.e. avoiding cultural standardization. Opportunity for cultural and
educational pluralism is being looked for and can be found in the production and circulation of
the most diverse cultural and IT goods, libraries being the most convenient due to their various
services.
Beba Stanković, Tatjana Jovanović Negoičić: LIFELONG LEARNING IN LIBRARIES – AN OPPORTUNITY FOR
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Library practice is not easily defined since constant development of its essential and
accompanying elements blurs the outlines of different definitions. Also, understanding our work
as hybrid one implies a new usage of collections and resources, systematic planning of services in
the widest possible range, focusing, above all, on users’ needs at a larger scale and adapting the
very premises and method of work to all categories of the society. The definitions of libraries and
of librarians change accordingly. The enormous increase in internet-based communication serves
to shift attention to the virtual, as well as the physical library. Digital reference services, free
access to large-scale data banks and secure retrieval become vital areas of professional
development, and there is certainly more to come in this decisive domain of innovation.
To conclude, working in a cultural institution, such as library, an institution which in its
methodology, comprises the widest possible culture production in the society, means putting into
practice all cultural activities and events, giving it easily recognizable place and role in the local
community. Wherever social community gives a priority to educational and information needs of
its member we may find highly developed and respected profession of a librarian and library
practice as an important stronghold of empowering strategic cultural and social interests of the
society.
References
1. Brophy, P., 2001. „Performance Measures for 21st Century Libraries“, Proceedings of the 4th
Northumbria International Conference on Performance Measurement in Libraries ans Information
Services, Pitsburgh, USA
2. Hartly, J., (editor), 2005. „Creative Industries“, Wiley
3. Nuut, A., The Role of Libraries In a Knowledge-Based Society: Estonian and European
Experience
http://www.academia.edu/970948/The_Role_of_Libraries_In_a_Knowledge-
Based_Society_Estonian_and_European_Experience
4. Gorman, G.J., Klejton, P., 2014. “Upravljanje izvorima informacija u bibliotekama”, Clio,
Beograd
AN ASSESSMENT OF THE INFORMATION LITERACY
CAPABILITY OF VIETNAMESE UPPER SECONDARY
STUDENTS
Huyen Ngo
Northumbria University, Newcastle, United Kingdom, [email protected]
Geoff Walton Northumbria University, Newcastle, United Kingdom, [email protected]
Alison Pickard Northumbria University, Newcastle, United Kingdom, [email protected]
ABSTRACT:
Information literacy (IL) has received much attention from researchers and practitioners since its
inception to date (Folk, 2014). To this end, the Ministry of Education and Training - Vietnam has
funded this project which occluded the research gap by examining the IL capability of students in
upper secondary schools in Vietnam, a country well known to the world through war, but still
little understood when it comes to information science in general and IL in particular. An
expanded version of the Standards for the 21st-Century Learner model (AASL, 2007) that
includes four original standards and one additional standard was used to assess IL capability of
pupils. IL was measured in two upper secondary schools in the country using a self-completion
questionnaire to gather data on how students searched for information, evaluated information
sources, used information ethically, and used English to engage with information effectively as
well as their IL self-assessment. Students in those schools were randomly selected to participate
in the survey. The IL assessment results show that improving IL capability of Vietnamese upper
secondary students in the two schools is necessary.
Key words: information literacy, information literacy assessment, information literacy
self-assessment, secondary schools, Vietnam
1. INTRODUCTION
Besides delivering information literacy (IL) programmes, evaluating the effectiveness of existing
IL training and users’ capability has attracted much attention from educators, practitioners, and
researchers. As a result, a considerable amount of literature has been published on IL assessment
(Walsh, 2009). Measuring students’ IL in the country is essential in understanding how
information literate they are as well as informing suggestions/programmes to improve or enhance
pupils’ IL. Therefore, students in two upper secondary schools in Vietnam were invited to
participate in a questionnaire survey that aims to explore pupils’ IL capability and their self-
assessment.
2. BACKGROUND OF THE STUDY
In Vietnam, schools are divided into two groups including public and private schools. Pupils
enroll in schools based on their academic abilities. Students who perform higher in academic level
have more chance to enroll in public schools and vice versa.
In terms of educational objectives, one of the capabilities that students need to achieve is using
language (native and foreign languages) (MOET, 2013). It is believed that language skills,
especially foreign languages, help students gain new knowledge that is presented in popular
languages.
Regarding the conceptual framework, the research uses AASL Standards for the 21st-Century
Learner (AASL, 2007) as a guideline to measure students’ IL in the country. However, an
additional standard that is “using foreign language to engage with information effectively” was
added to the original model based on the practice of the Vietnamese educational system as
explained above (Figure 1).
Huyen Ngo, Geoff Walton, Alison Pickard: AN ASSESSMENT OF THE INFORMATION LITERACY CAPABILITY
OF VIETNAMESE UPPER SECONDARY STUDENTS
WBILC 2016 66
Figure 1: Expanded AASL’s information literacy model
3. METHODOLOGY
3.1. Questionnaire design The entire survey was split into three sections as follows:
Section A - About you: obtained demographic data of the study sample.
Section B – Your information literacy: investigated students’ IL level in terms of the ability to
develop search strategies, evaluate information sources, use information ethically, and use foreign
language to engage with information effectively. Students sought 1 point for each correct answer.
Section C – Self-rating: identified students’ IL self-assessment.
3.2. Procedure Questionnaires were completed by a whole class under the supervision of the investigator and
class teachers in order to avoid non-response and missing data. The test was also conducted in
exam-like condition with no talking and no discussion to ensure that the measure reflects the
actual IL of pupils.
3.3. Sampling Two upper secondary schools located in Ho Chi Minh City in Southeast region, including one
public school and one private school (labelled School B and School C), were selected to
participate in the project as representative sample. In each school, simple random sample was
applied to students. Finally, 183 students in six classes at level 10, 11, and 12 in the two schools
took part in the survey.
3.4. Data analysis Descriptive statistics and inferential analysis techniques such as frequency, Chi-square, Spearman
of SPSS were used to analyse participants’ responses.
4. RESULTS
4.1. Information literacy test scores The raw scores were converted into percentages. Percentage scores were divided into three
groups, including less than or equal to 30% (≤ 30), more than 30% and less than 70%, and more
than or equal to 70% (≥ 70). These groups were then recoded into low, average, and high level
correspondingly. The students’ mean IL test score was 46.43/100 (Figure 2). It was found that,
only 4.4% of them had high score performance. The results indicate that students’ IL skills had
not been developed comprehensively.
Huyen Ngo, Geoff Walton, Alison Pickard: AN ASSESSMENT OF THE INFORMATION LITERACY CAPABILITY
OF VIETNAMESE UPPER SECONDARY STUDENTS
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Figure 2: Overall information literacy scores
As for the IL scores of two schools, the proportion of the participants achieving high scores in
School B was 6.52% higher than School C with 2.2%. Conversely, School C had the number of
students reaching low scores higher than School B (21.98% vs. 5.43%). Overall, students of
School B had better IL performance than School C. Therefore, this may suggest that students who
have better academic performance also have better IL level.
Out of the four IL testing areas, the best-scored aspect was using information ethically (mean
score: 60.11) (Table 1). Meanwhile, the least-scored side was evaluating information sources
(mean score: 38.36). The results show that pupils were better in using and finding information
than evaluating sources.
Table 1: Scores for four information literacy testing areas
Testing areas Mean Minimum Maximum
Evaluating information sources 38.36 0 100
Developing search strategies 43.28 0 100
Using foreign language to engage with
information effectively
49.40 0 100
Using information ethically 60.11 0 100
4.2. Self-assessment of information literacy level Students were asked to rate their IL level after completing the survey based on what they did on
the assessment using the Likert scale (5 for highest rating and 1 for lowest rating). This scale,
specifically 1 to 2, 3, and 4 to 5 were then recoded into low, average and high level in that order.
It can be said that a large number of participants thought positively of their IL level (26.78%).
4.3. Comparison of information literacy between female and male students Female students were found to score slightly higher than males did (mean score: 47.92 vs. 44.67).
However, boys tended to think more positively of their IL level than girls did. Specifically,
29.76% of male students rated their IL at high level. This proportion is higher than females’ rate
with 24.24%.
4.4. Relationship between demographic variables and information literacy Chi-square test was conducted to explore the relationship between IL demographic variables and
IL scores as well as students’ self-assessment. It was found that schools made the difference in
overall IL scores and in most testing areas (p<0.05). Furthermore, overall IL scores were also
Huyen Ngo, Geoff Walton, Alison Pickard: AN ASSESSMENT OF THE INFORMATION LITERACY CAPABILITY
OF VIETNAMESE UPPER SECONDARY STUDENTS
WBILC 2016 68
affected by level of study, with p<0.05. However, it can be assumed that there was no statistical
significant difference in IL scores between girls and boys, with p>0.05.
Additionally, it can be concluded that gender did not affect self-assessment of students (p>0.05).
However, self-belief of students of different schools also was affected by type of school and level
of study, with p<0.05.
4.5. Correlation of information literacy scores and self-assessment Spearman Correlation Coefficient was used to examine whether there is a relationship that exists
between self-rating and IL scores. It was found that there was a positive linear relationship
between overall IL scores and self-assessment. However, it roughly appears that there was just a
weak correlation (r<0.2).
5. DISCUSSION The findings reveal that IL scores of the sample were not high. In the study, the mean IL score
was below expectation of 50%. However, with an overwhelming number of students achieving
average scores, it can be said that students still have basic knowledge about IL, not ignorant of
this area.
Furthermore, the results indicate that students who have higher academic performance also have
better IL capability. The present finding also support Chang et al.’s (2012) study which concluded
that streams affect IL performance of secondary students. This may suggest that private schools
should pay more attention in developing IL for students to shorten the distance between their
students and public schools’ pupils.
In addition, the results also show that pupils were better in using and finding information than
evaluating sources. The finding is consistent with results of past studies by Chang et al. (2012)
and Mohammad (2014). Specifically, a study conducted by Chang et al. (2012) shows that
Singapore secondary students need more improvement in higher-level skills such as information
evaluation, information synthesis and information use in comparison with other skills.
Furthermore, Mohammad (2014) found that there is a significant positive relationship between IL
and students' academic performance. The result suggests that the schools need to pay more
attention in improving information evaluation skills of students.
Besides, the findings provide evidence that female students were found to score slightly higher
than males. This result strengthens the outcomes of studies conducted by Chu (2012) and Liu and
Sun (2012), and Chang et al. (2014). These projects were conducted to explore the difference
between males and females, ranged from primary schools to higher education, in their IL skills.
This suggests that breaking the imbalance between genders in their IL level is needed in order to
enhance their learning.
Additionally, IL level was self-rated higher than students’ actual IL test scores. This finding
reflects the results of studies conducted by Gross and Latham (2007) and Price et al. (2011).
These researchers also found students overestimate their IL capability.
6. CONCLUSION
It can be said that the current findings add substantially to our understanding of IL level of
Vietnamese students. Generally, improving IL capability of Vietnamese upper secondary students
in the two schools is necessary, especially information evaluation skill. Furthermore, it can be still
assumed that girls tend to have better IL performance in IL than boys based on descriptive
statistic. Additionally, pupils also overestimate their IL. At the same time, it was found that, level
of study and schools make the difference in IL scores of students.
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7. LITERATURE
7.1. Information literacy scope According to Hepworth and Walton (2009), the term “Information literacy” can be understood in
different ways. Arguably the most influential definition to date is from the American Library
Association (ALA) who defines IL as a set of abilities demanding individuals to “recognize when
information is needed and have the ability to locate, evaluate, and use effectively the needed
information” (ALA., 1989, p1). Eisenberg et al. (2004) asserts that the ALA’s IL definition can be
seen as the groundwork for the later IL definitions.
On the other hand, Christine Bruce provides a different perspective to researching and defining
IL. She supposes that IL should be based on the understanding of the users through their
information experiences (Bruce, 1997). Having the same point of view with Bruce, Coonan
strongly argues that it is necessary to reconsider the perception of IL as it is “not merely a set of
skills and competences, but a continuum that starts with skills and competences and ascends
towards high-level intellectual and metacognitive behaviours and approaches” (Coonan, 2011,
p20).
7.2. Information literacy assessment Assessing IL is necessary to explore how information literate individuals are as well as identify
what current programmes need to be improved (Chang et al., 2012). Therefore, IL assessment has
received much attention in recent years. There is a great body of research that focus on measuring
IL (Warmkessel, 2007).
At the same time, there are plenty of tools that are developed to assess IL at the organisational,
national and international levels (Rozzi-Ochs et al., 2012). Depending on specific conditions and
context, investigators can choose appropriate assessment methods. Examples of using multiple-
choice test can be found in works conducted by Chang et al. (2012) and Mohammad (2014).
At the same time, many researchers are also paying attention to the self-assessment of IL (Walsh,
2009). According to Gross and Latham (2007), the relationship between students’ actual IL skill
level and self-assessment is noticeably revealed in the domain of IL. However, there is no final
conclusion about the relationship between self-assessment and actual IL skills. Some authors
found that there is a positive relationship between self-assessment and actual skills (Ivanitskaya et
al., 2006). On the contrary, Geffert and Christensen (1998) indicate that there is no correlation
between self-assessment and IL test scores while Maughan (2001) found that students
overestimated their actual performance.
REFERENCE AASL 2007. AASL Standards for the 21st Century Learner, Chicago, American Library
Association.
ALA. 1989. American Library Association Presidential Committee on Information Literacy. Final
Report. Available: http://www.ala.org/acrl/publications/whitepapers/presidential.
BRUCE, C. 1997. The Seven Faces of Information Literacy, Adelaide, Auslib Press.
CHANG, Y.-K., FOO, S. & MAJID, S. 2014. Assessing IL skills of primary - 5 students in
Singapore. In: KURBANOGLU, S., SPIRANEC, S., GRASSIAN, E., MIZRACHI, D.
& CATTS, R. (eds.) Information literacy: Lifelong learning and digital citizenship in
the 21st century. London: Springer.
CHANG, Y.-K., ZHANG, X., MOKHTAR, I. A., FOO, S., MAJID, S., LUYT, B. & THENG,
Y.-L. 2012. Assessing Students' Information Literacy Skills in Two Secondary Schools
in Singapore. Journal of Information Literacy, 6, 19-34.
CHU, S. K. W. 2012. Assessing information literacy: A case study of primary 5 students in Hong
kong. School Library Media Research, 15, 1-24.
Huyen Ngo, Geoff Walton, Alison Pickard: AN ASSESSMENT OF THE INFORMATION LITERACY CAPABILITY
OF VIETNAMESE UPPER SECONDARY STUDENTS
WBILC 2016 70
COONAN, E. 2011. A new curriculum for information literacy: Transitional - transferable -
transformational. Theoretical background: Teaching learning: Perceptions of
information literacy.
EISENBERG, M., SPITZER, K. & LOWE, C. 2004. Information literacy: essential skills for the
information age, Westport, Conn, Libraries Unlimited.
FOLK, A. L. 2014. How Well Are We Preparing Them?: An Assessment of First-Year Library
Student Assistants' Information Literacy Skills. College and Undergraduate Libraries,
21, 177-192.
GEFFERT, B. & CHRISTENSEN, B. 1998. Things they carry: Attitudes toward, opinions about,
and knowledge of libraries and research among incoming college students. Reference
and User Services Quarterly, 37, 279-285.
GROSS, M. & LATHAM, D. 2007. Attaining information literacy: An investigation of the
relationship between skill level, self-estimates of skill, and library anxiety. Library and
Information Science Research, 29, 332-353.
HEPWORTH, M. & WALTON, G. 2009. Teaching information literacy for inquiry-based
learning, Oxford, Chandos.
IVANITSKAYA, L., O'BOYLE, I., CASEY, A. M. & IVANITSKAYA, L. 2006. Health
information literacy and competencies of information age students: Results from the
interactive online Research Readiness Self-Assessment (RRSA). Journal of Medical
Internet Research, 8, e6.
LIU, T.-T. & SUN, H.-B. 2012. Gender differences on information literacy of science and
engineering undergraduates. I.J.Modern Education and Computer Science, 2, 23-30.
MAUGHAN, P. 2001. Assessing Information Literacy among Undergraduates A Discussion of
the Literature and the University of California-Berkley Assessment Experience. College
and Research Libraries, 62, 71-85.
MOET 2013. Action plan of the Ministry of Education and Training to implement the Educational
Development Strategy in the period 2011-2020, Conclusion No. 51-KL/TW dated
29/10/2012 of the 6th Plenum of the Central Party Committee and Directive No. 02 /
CT-TTg dated 22/01/2013 of the Prime Minister.
MOHAMMAD, R. S. 2014. Investigating the relationship between information literacy and
academic performance among students. J Educ Health Promot, 3, 95.
PRICE, R., BECKER, K., CLARK, L. & COLLINS, S. 2011. Embedding information literacy in
a first-year business undergraduate course. Studies in Higher Education, 36, 705-718.
ROZZI-OCHS, J. A., EGELHOFF, C. J., JACKSON, H. V. & ZELMANOWITZ, S. Work in
progress: Building information literacy assessment. 2012 2012. IEEE, 1-3.
WALSH, A. 2009. Information literacy assessment: Where do we start? Journal of Librarianship
and Information Science, 41, 19-28.
WARMKESSEL, M. 2007. Information Literacy Assessment. Public Services Quarterly, 3, 243-
250.
DEVELOP INFORMATION LITERACY ON A LIBRARY BUS!
Brigitta Jávorka
National Széchényi Library, Budapest, Hungary, [email protected]
ABSTRACT:
In Hungary from 2012 the development of the information literacy is officially one of the libraries
tasks. Simultaneously this research area has become a hot point of library science. My research
was focused on disadvantaged children because I thought they are already at a disadvantage in
the race for taking their place in the labor market, and this makes them a particularly important
target group of this area of development. In Hungary this is the first research which specifically
deals with the information literacy of this group either in theory or in practice.
The objective of the research was to create a program that can effectively develop the information
competencies of children. The project with weekly blocks helps kids in getting to know foreign
cultures. The primary objective of the task of the program is the development of the information
literacy, but also making them open for unusual things and increase their adapting ability.
The second phase of the research was to test the prepared program plan in practice. The program
is designed for kids between the ages 12-17 from children's home, but in my research I wanted to
show that the proposal is effectively used in other contexts. For this I tested the program on a
library bus and the priority task involved villagers of Baranya County.
Before the start of the research the following hypotheses were formulated to myself:
1. The disadvantaged children struggling with serious lag in the field of information
literacy, which is not necessarily coupled with the lack of knowledge of computer use.
2. The elaborated program is able to effectively develop these competencies on any
terrain. With minimal attention the children can go through a huge development in a
short period of time.
3. Non-formal learning environment provides an ideal framework for the development of
information literacy, so the opportunities of the libraries are considered almost infinite.
The research showed that the developed program is working effectively in practice, in a non-
formal learning environment too. The kids did not have problems with switching laptops, using
Internet search engines and playing games, but they had difficulties with reading, interpretation
of the tasks and finding the correct information. So school education should pay more attention to
these aspects also within the information technology classes.
Key words: information literacy, library bus, development, disadvantage
1. Introduction “To be information literate, a person must be able to recognize when information is needed and
have the ability to locate, evaluate, and use effectively the needed information.” [1]
In Hungary from 2012 the development of the information literacy is officially one of the libraries
tasks. Simultaneously this research area has become a hot point of library science. My research
was focused on disadvantaged children because I thought they are already at a disadvantage in the
race for taking their place in the labor market, and this makes them a particularly important target
group of this area of development. In Hungary this is the first research which specifically deals
with the information literacy of this group either in theory or in practice.
The objective of the research was to create a project that can effectively develop the information
competencies of children. The exercises in weekly blocks and full of online and offline searching
tasks helps kids in getting to know foreign cultures. The primary objective of the task of the
project is the development of the information literacy, but also making them open for unusual
things and increase their adapting ability. The second phase of the research was to test the
prepared project plan in practice.
Brigitta Jávorka: DEVELOP INFORMATION LITERACY ON A LIBRARY BUS!
WBILC 2016 72
Before the start of the research the following hypotheses were formulated to myself:
1. The disadvantaged children struggling with serious lag in the field of information
literacy, which is not necessarily coupled with the lack of knowledge of computer
use.
2. The elaborated project is able to effectively develop these competencies on any
terrain. With minimal attention the children can go through a huge development in
a short period of time.
3. Non-formal learning environment provides an ideal framework for the
development of information literacy, so the opportunities of the libraries are
considered almost infinite.
2. Methods As the first step of the research I created the project named ‘Weeks of cultures’ along the lines of
the Tudásdepo Mintaprogramok. [2] It was designed for a 12 weeks period (94 hours), when the
participants deal with the exercises two-three hours a day, five days a week. All of the weeks have
a topic, a country to which the exercises connect. The weeks were built up with the same
thematics.
Table 1. Countries of the weeks
Number of the week Country Hours per week
1 Elements
6,5
2 Egypt 8,5
3 Greece 8
4 Italy 8,5
5 France 8
6 Germany 8
7 England 7,5
8 United States 7,5
9 Finland 8
10 India 7,5
11 Japan 8
12 Brazil 7,5
I selected the countries regarding these aspects: on the list there had to be different cultures -
those the children will be learning about at school and those they won't be learning about -, non-
European countries and cultures similar to and different from the Hungarian. The first week deal
with elements like knowledge of internet and library usage, books and informations.
Table 2. Thematics of the weeks
Day Topic
Monday Attunement
Tuesday Geography, history
Wednesday Language
Thursday Specialty
Friday Gastronomy
Brigitta Jávorka: DEVELOP INFORMATION LITERACY ON A LIBRARY BUS!
WBILC 2016 73
As we can see the project affects many themes and there are varied tasks in it. The children need
to take part in group exercises and also need to work alone. They use online and offline sources
too, and the teacher who guide them can also use mixed tools.
The objective of the project is that the children after the participation will...
• be proficient in the use of printed and electronic documents,
• be able to independently and efficiently search,
• be well-informed about the library,
• use the internet for learning too,
• be able to distinguish the false information from the trustworthy ones,
• form their own opinion and assume it before the others,
• be able to speak and perform in front of the community,
• work efficiently both individually and in groups,
• be open to the opinion of others,
• be interested in other cultures,
• recognize the differences and similarities between different cultures.
To be able to check these competences, the teacher needs to make entry and exit surveys.
The project is designed for kids between the ages 12-17 from children's home, but in my research
I wanted to show that the proposal is also effectively used in other contexts. For this I tested the
project on a library bus where the priority task involved villagers of Baranya County. The mobile
library service has a growing practice in Hungary. [3] This bus operates since 2010 and visits 27
villages, every single one in every second week.
I worked with 28 kids who were between age 7 and 19. They solved tasks from the project, but in
the bus we didn’t have time to work together in a bigger exercise block. So they received tests
with emphasized questions with which they worked for 20-60 minutes. The children did online
and offline searching tasks and they worked alone.
2. Results First I emphasized a whole day from the project. It deals with the English language. The children
after a little conversation of the theme needed to use the Duolingo website
(https://www.duolingo.com/) and online dictionaries. On this day the bus visited four villages
(Szőkéd, Egerág, Szemely, Birján) that are near to Pécs, the center of Baranya county. Because of
this there were just a few kids on the bus, the others used the library of their school which is in
Pécs. The other important thing is that these villages have big Swabian minorities, and in the local
schools the children learn only German language. So they weren’t familiar with English language,
had a little fear of it and did not want to take a part in the work.
At last on the first day I worked only with one child who was very shy. She did not want to talk
about her earlier experiences with the English language, but she liked to play with the Duolingo
website. She said she also learns only German language in the school but she was open, learned
fast and found some similarity between the two languages.
The edification is that the teacher can only use the project or its parts in the right way if they
know the important things about the children and the environment. The kids will take a part in the
work only if they are motivated and it is the teacher’s responsibility to make that happen.
Learning from the first lesson, for the second time I made a test with seven questions. All of them
were emphasized from the exercises of the project’s different weeks. The children received seven
books in which they could find the answer to the questions: one question, one answer, one book.
So first they needed to choose the right book and just after this could they find the answer in it.
They were allowed to use internet resources but only one kid tried it and she gave up early. I
offered chocolate for the correct respondents, and with this I successfully motivated the kids to
participate.
I used the second test during two bus tours in eight villages (Siklósbodony, Ózdfalu, Páprád,
Kórós, Cún, Szaporca, Tésenfa, Drávapiski). Some of these settlements are located in the
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Ormánság that is one of the poorest areas of Hungary. Here the rate of unemployment is very high
and the children go to the local school, so because of these the library bus is more important to the
community than in other areas.
All in all, I could work with sixteen children on the first day and with seven on the second one.
The youngest kid was seven years old and the oldest was seventeen. Although the experiences
show that sometimes age doesn’t mean anything. The oldest girl had great difficulties in doing her
test and could only manage with help. She had literacy problems and most of the time could not
interpret the exercises, so she was in the same level like most of the 10-12 years old participants. I
tried to help her along with the librarian, but she will need more care to develop.
The 10-12-year-old kids showed the biggest develop. They found out during the exercises that
they need to use the table of contents and also how they can use it. It took only half an hour and
they became faster and more precise and found all of the correct answers.
But on field works there can always be some difficulties. In one of the poorest villages a small
group of 10-12-year-old boys came into the bus. I got them to work with me with giving them
chocolate. But one of them was a little bit slow. At first he did not want to show me his test paper,
and when he did it I saw none of the answers were correct. At one question he circled the number
of it. I tried to help him but he did not want to speak with me about the exercises, and finally he
went out to the bathroom and did not come back to the lesson. The other kids said he cannot read
but he did not say it not even once. It was a big mistake because the child was full of fear and did
not dare to say his lag, so the teacher need to notice things like this and take care of the kids based
on their knowledge.
The other difficult situation was with the kid who came into the bus with his little sister and his
mother. I gave him a test but he did it slower than his sister and could not concentrate. Half an
hour later his mother told me about her operation that really scared the boy. He wore the mother’s
jacket and just wanted to play and forget. In a situation like that the teacher cannot force the work.
When the participants have a bad feeling about the exercises, the lector or anything else, they can
simply stop the work and go if they want.
Because the children did not want to use internet sources with the second test, I made the third
one full of online searching tasks. I took the test with me in one day to four villages (Pécsudvard,
Szőke, Regenye, Tengeri), but the last two were too small and the kids did not come and use the
bus. So this day I could only work with three participants.
The most interesting case was a 19 year old girls’, who uses the internet daily but possibly just the
social websites because she could not find information effectively. She used Google and thought
every hit is perfect. For example, when she tried to find pictures about Tutankhamun's death mask, she choose Akhenaten’s statue too. She could not search in a page with the explorer’s
integrated search tool, but during a lesson she learned some practice.
In total we can say that the kids with whom I worked were on a very different level in this
competence. All of them developed, but the time was very bounded and most of them would need
more lessons with more help.
4. CONCLUSION The objective of the research was to create a project that can effectively develop the information
competencies of children. Because of the lack of time and financial resources the full project
could not be tested yet, but after the success of this research I think it would worth it. After a
bigger test we could have more results, because we would have possibilities to make entry and
exit surveys about the competences of the participants. That could clearly show the measure of
their development.
The research showed that the developed project is working effectively in practice, in a non-formal
learning environment too. The kids did not have problems with switching laptops, using Internet
search engines and playing games, but they had difficulties with reading, interpretation of the
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tasks and finding the correct information. So school education should pay more attention to these
aspects too within the information technology classes.
5. LITERATURE
1. American Library Assiciation Presidential Committeeon Information Literacy
(1989). Final Report. Chicago, American Library Assiciation.
2. Tudásdepo Mintaprogramok, Retrieved March 1, 2016 from
http://olvasas.opkm.hu/portal/menu/hirek/nevelesi_tudasdepo_mintaprogramok
3. Tóth, Máté (2012). Könyvtárbusz-szolgáltatások Magyarországon. In:
Könyvtárellátási szolgáltató rendszer (KSZR): Tájékoztató a kistelepülések
könyvtári ellátásáról, Könyvtári Intézet, 2006. pp 48-57. http://ki.oszk.hu/sites/ki.
oszk.hu/files/dokumentumok/83_oszk_kszr.pdf
MULTIPLE LITERACIES WITHIN THE CONTEXT OF EU MOBILITY
PROJECTS: YOUTH GIVE HAND TO SYRIAN IMMIGRANT CHILDREN
Demet Soylu
Staff of Department of Information Management, Yıldırım Beyazıt University and member of
Digit-al Magic Youth Group, Ankara, Turkey
Tunç Medeni
Staff of Department of Management Information Systems, Yıldırım Beyazıt University, member
of Digit-al Magic Youth Group, Ankara, Turkey
Ratko Knezevic
Member of Bosnian Heart Group, Bihac, Bosnia Herzegovina
SUMMARY
The aim of this study is to deal with the concept of linguistic literacy, project management and
project literacy, information literacy, technology literacy and computer literacy, Lego literacy
within the context of EU Youth Mobility project called “ Youth give hand to Syrian Immigrant
Children” and carried out by Digit-al Magic Youth Group of Yıldırım Beyazıt University and with
the partnership of Rinascita Association in Italy, Bosnian Heart Youth Group in Bosnia, HELP
organization in Croatia and Zespol Szkol Zawodowych Towarzystwa Salezjanskiego
Oswiecimiu (ZSZTSO) high school in Poland. “Youth Give Hand to Syrian Immigrant Children”
project is the first information and linguistic literacy youth mobility project held out with Syrian
Immigrant Children in Ankara, Turkey. In that way, collected data and observations in the project
are of great significance in terms of providing knowledge about the observed and game-based
tested skills of children and proposing further projects based upon the current one. It is an
umbrella project embracing miscellaneous literacies for both target groups- youth and Syrian
Immigrant Children”. Therefore, multiple literacies will be handled for both sides within the
context of the project, which might be considered as the practical implementation of the
accumulated knowledge in information literacy field.
Keywords: Information literacy, linguistic literacy, project management literacy, technology
literacy and computer literacy, Lego literacy
1. INTRODUCTION
The aim of this study is to analyze the youth workers mobility project of Digit-al Magic Youth
Group of Yıldırım Beyazıt University, called “Youth give hand to Syrian Immigrant” in the
category of Erasmus Plus Projects and Programmes, in terms of information literacy, computer
literacy, digital literacy, project management and project literacy and linguistic literacy concepts.
It is an international, a multi-cultural, multi-national, multi-religious, multi-national, multi- flag,
multi- faith, multi-vision and multi- country EU based project that was submitted to and accepted
by Turkish National Agency and implemented by Digit-al Magic Youth Group of Yildirim
Beyazit University in Ankara, Turkey between 1st-14th March, 2016. The project has international
partners. These are Italy, Poland, Bosnia and Herzegovina and Croatia. The project has two target
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groups. The first is the youth workers studying and working in universities, non-government
organizations, social and cultural migration and refugee associations. The latter is the
disadvantaged Syrian immigrant children living in Ankara who are excluded from social and
cultural life and who have the fresh memories of the Syrian war scene and zone. Project aims to
promote both target groups to meet on the melting point of the cultures, ideas, perspectives and
learn mutually from each other. It was designed as a training course, one for children and the
other one for youth workers. In the preliminary phase of the project, youth workers were given a
training course about Erasmus Plus Programs, how to design a training and they were instructed
to design the Immigrant Children Training Course which would be held out within the scope of
the project. In this phase of the project, previously prepared and collected children training
materials, educational tools and gamification methods were simulated and voted for their
inclusion in the Immigrant Children Training Program. Selected games, materials and tools
shaped the final version of this training program. This phase aimed to foster the youth workers to
gain professional skills in designing a training course, children educational methods, non-formal
methods, Salto-youth and informatics tools. Second phase of the project was the Children
Training Program which aimed to enable the children to gain and improve information literacy,
digital literacy computer literacy and linguistic literacy skills. This training was provided by the
youth workers for the disadvantageous immigrant children. It presented a unique unification
platform, reflective and refractive learning atmosphere (Medeni and Medeni, 2012) for both target
groups. Our project is based upon multi-literacies.
Concept of Information Literacy
The first significant topic handled in our project is information literacy. This relevant field is
quite large and there are vast amount of studies in this field (Rader, 2002). In today’s evolving
world, it is of great significance to gain and improve information literacy skills in terms of
retrieving information and using it efficiently, which enables the easy running of the usual life,
school or business life. As for the definition of this concept, information literacy is the skill of
retrieving and using information (AASL/AECT, 1998) and information problem solving skill
(ALA, 2000). IL is a prerequisite for participating effectively in the Information Society, and is
part of the basic human right of life, as emphasized in Prague Declaration (UNESCO, 2003).
Within the scope of the project, relevant to this field, immigrant children were given a training
course, they were taught how to access, retrieve information and internalize this information.
They were given linguistic tasks through gamification methods, rendering them to gain and
develop information literacy skills.
Computer and Digital Literacy
In the literature, information literacy concept has started to be merged with the computer and
digital literacy with the new emerging developments. In our project, these mentioned concepts
were also interwoven with the concept of linguistic literacy, project management literacy and
Lego literacy. If we are to define these concepts; computer literacy, which is defined by
Encyclopedia of Communication and Information, as the dynamic mixture of skills that are
required to access and manipulate digitally encoded information; while, digital literacy can be
considered as the competency to do digital tasks in a digital environment. As can be seen in the
Figure 1, digital literacy is the skill to access and critically analyse online information , engage in
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safe and constructive social networking, know how to create and share knowledge (Macoun,
2014).
Figure 1: Model of Digital Literacy (Macoun, 2014).
• Digital literacy and computer literacy are inter-related terms and it is quite hard to
separate them from each other. In the project, both target groups, children and youth
were taught about how to use a digital tool, the unique aim of which was to stimulate
them to gain and improve digital literacy and computer literacy. This tool is called as “
Twine”. It is an open source tool for telling interactive and non-linear stories (Twinery,
2016). One create and publish openly his non-linear stories with Twine. In Twine story
owners can adapt their stories according to their otherwise, vice-versa, what-if, in-
condition-that and in-case-of situations. In accordance with these, flow and content of
the stories may change; therefore, the end of the story. Several possible scenarios might
lead to the creation of various possible ends for the story. (Schematic structure of
Twine can be seen in Figure 2). In the project, in youth training, young people learnt the
use of Twine and they wrote about the story of their participation process in the project
and they grasped the use of Twine while creating digital stories in the computer. In the
Children Training Course, youth taught the use of Twine to Syrian Immigrant Children
and they wrote their stories about their typical life in Turkey and their wish for the on-
going war in Syria to end. At the end of the course, children were able to use Twine tool
and write their stories successfully. The project achieved its purpose of in terms of
developing the computer and digital literacy skill of the children. As a further study,
Station Technique for Collaborative Story-Creation with Twine (Participants visit
others’ desktops to contribute to each other’s development flow) can be proposed.
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Figure 2: Twine Story-creating System
Linguistic Literacy
Another concept is the linguistic literacy. It is the language competency required for a successful
communication and socialization in multi-cultural atmosphere. It has been included within the
scope of our project as knowledge of other language is increasingly seen as something positive,
which should be nurtured (Cummins, 2001). The project aimed to increase the linguistic literacy
skills of international project participants coming from different social backgrounds, countries,
socio-economic profiles. During the project implementation phase, participants gained multi-
lingual and English proficiency awareness. also, children witnessed the use of different European
languages and their perception of European languages was observed to be changed as a result of
the project. In addition to European languages, they also gained English language linguistic
awareness in the linguistic sessions of the project with the courses provided through gamification
and games used for testing their linguistic literacy skills.
Lego Literacy
Another skill that youth and children gained is the Lego literacy skills. Use of Legos is getting
prevalent in the modern education as a tool leading to permanent and creative learning process.
Lego is a tool inspiring students to collaborate while creating and communicating their stories. It
is an innovative way of teaching a wide range of essential skills such as literacy skills, improving
writing, language and reading abilities, communication skills, including speaking, listening and
presentation capabilities, collaboration skills and pupils ‘ability to work in teams, comprehension
skills and enabling pupils to compose new stories and analyze existing ones, integrating the use of
digital tools (Lego Education, 2016). The simple LEGO® brick inspires creativity,
communication and fun; and is helping to break down barriers in Literacy by approaching
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learning in this subject using this fun and familiar tool (Lego Education, 2015). Lego can be
considered as a non-formal educational tool. Brome Public Library has launched the “Build Up
Lego Club” to encourage children to improve their literacy and comprehension. In our project,
Children Training Course was carried out in Cebeci Public Library in Ankara, Turkey and with
the contribution of this public library, use of Professional Legos were promoted. Children were
requested to design their imaginary world and real world. But the direct question was formulated
in an attitude complying with their age, sociological and psychological status. Use of Legos
provided us with the metaphorical analysis of as-is and as-if world perception of children within
the project.
Project management and project literacy
For a successful running of the project, project management and project literacy are significant.
During the project, youth workers got practical and theoretical knowledge about project
management and improved their project literacy skills. As part of this process, youth, youth
workers were given the chance to take part in Youthpass Certificate Session. They got knowledge
about the scope and use of Youthpass Certificate, Youthpass is the recognition instrument for
projects supported by Erasmus+: Youth in Action. The Youthpass certificate helps to document
the development of competences, as well as to confirm participation and describe the respective
project. An essential part of the initiative is attention to the planning of the learning process and
reflection upon the participants' personal learning outcomes. As a strategy, it aims at fostering the
recognition of non-formal learning and youth work.
Figure 3: Youthpass Certificate General Overview
Eight competencies of Youthpass Certificate are given below. Participants were given instruction
and knowledge about Youthpass certificate and OTLAS partner finding tool. As for Otlas, it is a
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free resource, open to anyone who is searching for contacts or project partners within the youth
field. It is run by the SALTO Information Resource Centre and is the official partner-finding tool
for Youth in Action, two factors which guarantee both the quality and the longevity of the
resource. Otlas represents an optimized and novel tool for organizations and groups in the youth
field (EU Commission, 2016). Within the frame of our project, it was used as a project literacy
tool which facilitates the active running of the projects. What is more, young participants gained
knowledge about Salto-youth tools like “ Shaun the Sheep. Off the Baa” and tool of
“Frankenstein Reflection on Learning”. They also developed a non-formal Energizer called
“Crazy Car Dance”. It aims to energize participants and target groups in the projects and it was
offered to Salto-youth energizer tool. Participants got practical and theoretical knowledge about Q
Type Dwelling Learning Circle which is a reflective and refractive (Medeni and Medeni, 012)
learning atmosphere (Soylu ve Medeni, 2015). In addition to the project literacy, participants got
practical experience about project management. They were given tasks and they were requested to
solve out project crisis, which contributed them to gain crisis-management solving skills and
competencies.
Figure 4: Eight Competencies of Youthpass Certificate
RESULTS AND RECOMMENDATIONS
Within the frame of youth workers mobility project “ Youth give hand to Syrian Immigrant
Children”, both children and youth gained various type of literacies. Therefore, the project is
associated with “ Multiple Literacies”. Both Syrian Immigrant Children and youth gained
information literacy, digital literacy, computer literacy and linguistic literacy skills. Youth also
gained project literacy and project management/crisis management skills. As a result of the
project Tool of Twine was observed to be useful for creating stories individually and gaining
computer literacy and digital literacy skills while creating stories with this tool.. Legos were also
used as the metaphorical analysis of the as-is and as-ifs of children. In the further studies, Station
Technique might be used for Collaborative Story Telling Activity in Twine tool.
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REFERENCES
UNESCO (2003). The Prague Declaration: Towards an Information Society, Paris, UNESCO
accessed from http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/Prague
Declaration.pdf address in 22.05.2016
www. Salto-youth.net. in 23. 05.2006
http://www.youth.org.cy/default.asp?id=355
Education Lego . Accessed from https://education.lego.com/en-gb/lesi/elementary/storystarter
adress in 22.05.2016
Education Lego. Accessed from https://legoeducationuk.wordpress.com/tag/literacy/
http://www.betterreading.com.au/kids-ya/the-library-using-lego-for-literacy/ address in
24.05.2016
Computer literacy. Acessed from http://www.encyclopedia.com/article-1G2-
3402900057/computer-literacy.html address in 24.05.2016
Digital literacy. Accessed from https://openmatt.org/2014/08/14/web_literacy_school/ address in
24.05.2016
Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society (2nd
ed.). Los Angeles: California Association for Bilingual Education.
https://twinery.org/
https://www.ideals.illinois.edu/bitstream/handle/2142/8464/librarytrendsv51i2i_opt.pdf address in
23.0.2016.
OTLAS. Accessed from https://www.salto-youth.net/tools/otlas-partner-finding/ address in
23.05.2016
Medeni and Medeni (2012). Reflection and Refraction for Knowledge Management Systems.
International Journal of eBusiness and eGovernment Studies, 4 (1).
INFORMATION SECURITY RISK MANAGEMENT
IN DIGITAL LIBRARIES
Mihai Bârsan, Angela Repanovici
Transilvania University of Brașov, Romania
ABSTRACT: The security risk analysis in digital libraries involves three components: assets,
threats and vulnerabilities. The ISO 27000 standard was best for managing information security
risks for digital libraries. The principles set out in ISO 27000 are independent of specific
valuation methods, which is why ISO 27000 does not expressly provide valuation methods that
must be applied in any given situation. Appendix E of ISO 27005 provides three methods of
valuation (value risk matrix method, threats grading method and the method of risk with two
values) with examples.
There has been generated a dynamic risk assessment model for digital libraries information
systems using Fuzzy reasoning method taking into consideration the variables of language and
linguistic values. A linguistic variable is identified by the three components of information
security risk. It used a trapezoidal function representing an uncertainty pooled over a range.
Using Fuzzy subroutine in Matlab, there have been assigned some linguistic values resulting from
a research based the experience of managers of digital archives institutions in Romania. This
research focuses on the application of mathematical methods of quantitative risk assessment.
Key words: digital library, risk management, information security, Fuzzy method
1. INTRODUCTION
The process of risk assessment of information security concerns means and methods of analysis
used for this purpose, and will impact each stage of evaluation and the final result. Research on
information security risk assessment for digital libraries remains at an early stage and can be
classified into three types.
The first type relates to security evaluation model for computer systems used in the library. Based
on evaluation of systems of information security proposed by Hagen, Albrechtsen and Hovden
(2008), Ismail and Zainab (2013) generated a scale for assessing the degree of security through
the use survey questionnaire and interrogation of staff working with the computer system of
libraries. Rating scale is based on five elements: the technologies used, information security
policy, programs, management and innovation capacity. The research results showed that libraries
have given high importance of technology, but ignored other elements such as staff training or
management. Therefore, there will be deficiencies in terms of user training. But research
concentrated on library security systems. Therefore, the information security risk assessment for
digital libraries involves a variety of factors and a large number of questions for the survey. Thus,
it is very difficult to use the method to gather data for assessing information security risks for
digital libraries.
2. THE FUZZY LOGIC
"Fuzzy" is an adjective, which means fluffy, cloth. The French term is devoted to "logique Flou"
("Flou" is translated as vague, unclear, indistinguishably). Romanian specialized literature
expressions "Fuzzy Logic" and "nuanced logic". Fuzzy logic is based on all the theory that relates
to the relative importance of precision.
In 1965, Professor Lotfi Zadeh from Berkeley University presented his theory of the "Fuzzy" and
in 1968 presented the algorithm and the Fuzzy logic in a detailed manner. In 1974 prof. H.
Ebrahim Mamdani develops, at the University of London, the first experimental application,
consisting of ordering a steam machines.
Given the ability of the method to generate a viable decision-making system, in 1985 took place
the first implementations of Fuzzy logic for consumer products:
- Adjust the suction power vacuum, depending on the state floor;
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- Washing machines detergent dosage, depending on the degree of soiling of laundry;
- Electronic image stabilization in video recorders;
- The correction signal to the TV;
- Adjusting the anti-lock system (ABS) etc.
In 1991, Fuzzy method is developed as a tool for industrial automation:
- VLSI architectures for synthesis systems;
- Technical diagnostics systems;
- In medical diagnostic systems (for example, for the identification of brain tumors);
2.1. Linguistic Variables, Linguistic Values, Membership Functions One advantage is the possibility of Fuzzy reasoning to generate a qualitative characterization of
elements using the variables of language and linguistic values. A linguistic variable is identified
by a name, age, speed, distance, temperature, pressure, etc., and can take different linguistic
values. Each linguistic value is characterized by a function of belonging.
In the algorithm, there are being used different types of membership functions. In practice, the
choice of membership functions does not have a decisive role in a Fuzzy application, but few
relevant considerations may serve to proper selection.
2.2. Fuzzy Logic Operators Fuzzy logic uses the same logic as Boolean operators (AND, OR, NOT), since this method is only
an extension of classical logic, with extreme values 1 (completely true) and zero (completely
false).
3. INFORMATION SECURITY STANDARDS Governing information security standard is ISO / IEC 27000, part of the widening range of the
global systems of ISO standards. ISO / IEC 27000 is an international standard called: Information
technology - Security techniques - Information security management systems - Overview and
vocabulary. The standard was developed by the Sub-committee 27 (SC27) of the first Joint
Technical Committee (JTC1) of the International Organization for Standardization and the
International Electro technical Commission.
ISO / IEC 27000 is an overview of information security management systems (ISMS) and a
glossary of terms and definitions used in the field.
Standard features an Information Security Management System (ISMS), similar to those
recommended by other ISO standards, such as ISO 9000 or ISO 14000, used to manage risks and
controls within an organization.
ISO 27005 provides the basic requirements for information security risk management (ISRM) in
an organization and is based on the characteristics of a safety management system, as defined by
ISO 27001. ISO 27005 applies to all types organizations, and does not provide or recommend a
specific methodology.
ISO 27000 resulted in BS (British Standard) 7799, originally published in 1995. BS 7799, it
consisted of three parts, essential being the second, entitled "Information security management
systems - Specification with Guidance for Use" which became ISO 27001.
The six components of ISO 27000 deal each with a different area of an Information Security
Management System (ISMS), as follows:
- ISO 27001 - ISMS Requirements - detail the real requirements for organizations
- ISO 27002 - ISMS controls - provide a description of the different control methods that
can be used to meet the requirements of ISO 27001
- ISO 27003 - ISMS Implementation guidelines - describe the implementation of the
standard, including licensing, scope, analysis, risk assessment and SMSI design
- ISO 27004 - ISMS Measurements - describes how an organization can monitor and
measure the level of security in relation to specific standards ISO 27000.
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- ISO 27005 - Risk Management - defines the methods and means of risk management at
high level
- ISO 27006 - Guidelines for ISO 27000 accreditation Bodies describes the minimum
requirements for organizations seeking ISO 27000 certification.
Based on ISO 27000 libraries can establish, implement, operate, monitor and maintain an
information security management system. Using standards, the managers of libraries can
determine:
- The risks to organizational assets. The level of risk is based on the impact and
likelihood of the asset.
- Security Policy
- Policy on asset management through inventory and classification of information assets.
- Physical security of personnel within the organization, or for the security guards.
- Design security infrastructure
- Management of technical security controls in systems and networks.
- Access control - regulating the rights of access to networks, systems, applications,
functions and data
- Information security incident management - planning and to respond appropriately to
information security breaches.
Compliance with ISO 27000 accreditation provides libraries which demonstrates in accordance
with the requirements of this standard.
4. FUZZY LOGIC FOR INFORMATION SECURITY Based on the ITBM standard, Zeng (2012) generated a model called "Asset-Threat-Security
Measure" to assess and analyze the risks of information security for libraries.
Through systematic analysis of the literature, Anday and Francese (2012) concluded that ISO
27000 is the best standard for information security risk management for digital libraries. ISO
27000 set variables are independent, which is why ISO 27000 does not expressly provide
assessment procedures that must be applied in a given situation. Annex E of ISO 27005 - Risk
Management - provides three methods of valuation: value risk matrix method, the method of
gradual threats and risk method with two values.
Appendix A- methods for calculating risk - lists two ways for risk assessment: matrix method and
multiplicative method. Huang (2014) analyzed the applicability of evaluation methods (value risk
matrix method, practical method of risk matrix, and the multiplicative method) specified by ISO
27005, regarding the risk assessment of information security for digital libraries.
The study showed that the multiplicative method generated better outcomes for information
security risk assessment for digital libraries. This research focuses on methods of calculating
values of information security risk assessment. Risk assessment involves a variety of factors, and
therefore is an important issue in identifying and calculating various factors.
4. CONCLUSION
Li, Zhang and Lan (2015) built a dynamic risk assessment model for digital library information
systems and applied multi-agent technology for dynamic information security risk assessment in
digital libraries.
This model will be implemented at Transilvania University of Brasov, focused on digital libraries
in Romania. The model is based on generating a decision support applications, which is based on
fuzzy method.
Linguistic variables are to be identified following an investigation based on the questionnaire that
will be applied to the staff of 20 public libraries. Through this survey, we consider identifying the
main issues that librarians faced and possible threats to the security systems used.
Mihai Bârsan, Angela Repanovici: INFORMATION SECURITY RISK MANAGEMENT IN DIGITAL LIBRARIES
WBILC 2016 88
The application aims to determine the level of risk that the digital library is exposed to, and
indicate the vulnerabilities identified during the analysis. The level of risk will be indicated by a
value from 1 to 5, where 1 represents the lowest risk and 5 the highest. In developing the
questionnaire we will use parameters given in ISO 27000, which is why the application itself can
be a useful tool for meeting the specific requirements contained in ISO 27002
5. LITERATURE
ISO/IEC 27000 Information technology — Security techniques — Information security
management systems — Overview and vocabulary.
Zhou, James (March 2011). "ISO 27001 Information Security Management". Nanyang
Technological University. Retrieved 27 January 2015.
Ismail R and Zainab A (2013) Assessing the status of library information systems security.
Journal of Librarianship and Information Science 45(3):232-247.
Hagen J M, Albrechtsen E and Hovden J (2008) Implementation and effectiveness of
organizational information security measures. Information Management & Computer Security
16(4): 377–397.
Huang S (2011) Information security management of digital library. Nanjing University Press,
Nanjing, China.
Huang S, and Ren N. (2014) Study on risk assessment method and model of digital libraries’
information security. Library and Information Service 58(2):14-20.
Anday A, Francese E and Huurdeman H C et al (2012) Information security issues in a digital
library environment: A literature review. BĐLGĐ DÜNY13 (1):117-137.
Li C,Zhang W and Lan Y(2015) Dynamic risk assessment model of information system security
in digital library. Information Science 33(5): 76-80
INFORMATION LITERACY RESEARCH IN CHINA - AN ANALYSIS BASED ON THE DATA OF CSSCI 2006-2015
Zhang Xiaojuan (Julia) & Cheng Lu School of Information Management, Wuhan University, China
Abstract:
The authors analyzed 1,222 research papers on information literacy which were published in the
core journals listed in the Chinese Social Sciences Citation Index (CSSCI) from 2006 to 2015.
With informatics methods, this paper first showed the distributions of the research papers in
different journals, and then identified those papers acting as key nodes which actually set up the
knowledge base for IL research, followed by the location of the research hotspots, the definition
of its evolutionary route , and the description of the research fronts as well as the development
trends in IL field in China.
Key words: Information literacy; Library literacy; Media literacy; Internet literacy; Computer
literacy; Bibliometrics; Visualization analysis
1. INTRODUCTION
The phrase Information Literacy (IL) first appeared in print in a 1974 report written by Paul
Zurkowski, President of the Information Industry Association (IIA). Zurkowski used the phrase to
describe the “techniques and skills” learned by the information literate “for utilizing the wide
range of information tools as well as primary sources in molding information solutions to their
problems”[1]. The Presidential Committee on Information Literacy: Final Report released in 1989
by the American Library Association (ALA) defines information literacy as 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”[2]. This is a widely recognized and accepted
definition. In the 21st century, information literacy is developing amid rapid technological
advancement and a changing information ecosystem. The SCONUL Seven Pillars of Information
Literacy: Research Lens released in 2011 describes Information Literacy as an “umbrella term”
which encompasses concepts such as digital, visual and media literacies, academic literacy,
information handling, information skills, data curation and data management. [3]. The Framework
for Information Literacy for Higher Education approved in February of 2015 by Association of
College and Research Libraries (ACRL) holds that information literacy is the disposition and set
of abilities and knowledge practices with which people engage the information ecosystem”. The
Framework further explains in its appendix that “information literacy is the set of integrated
abilities encompassing the reflective discovery of information, the understanding of how
information is produced and valued, and the use of information in creating new knowledge and
participating ethically in communities of learning”[4]. Along with the evolution and expansion of
the IL concept , its research focus has been shifting and/or changing over years worldwide.
Information Literacy in Education[5], translated and compiled from Education USA Forum, is the
first article introducing IL and its theory in China. China’s first article regarding information
[1] Zurkowski, P. G. (1974). The information service environment relationships and priorities. Washington D.
C.: National Commission on Libraries and Information Science, related paper no. 5. [2] American Library Association. (1989). Presidential Committee on Information Literacy: final report.
Washington D. C. [3] Bent, M., Stubbings, R., & SCONUL. (2011). The sconul seven pillars of information literacy: research lens. [4] ACRL. (2015). Framework for Information Literacy for Higher Education. http://www.ala.org/acrl/
standards/Ilframework.[Accessed: 2016-04-16] [5] Tong, X. translator. (1994). Information Literacy in the Process of Education. Social Sciences Abroad (2),
50-51.
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literacy education that is titled On Information Literacy Education in Information Society [6] was
officially published in 1995, heralding the start of study on information literacy in China. Despite
varied translation of information literacy in China, the understanding of its core ideas remains the
same in general. Since the 21st century, especially with the development of Web 2.0 and the
advent of the social media era, the concept of information literacy has been widening and
enriched, and studies on a set of literacy such as media literacy, computer literacy, network
literacy, digital literacy, visual literacy, and information fluency have been emerging. Some
scholars indicated that information literacy was derived from library literacy and represented
developed library literacy in the new era; computer literacy, providing technical support for
information literacy, is a part of information literacy[7]. Some literates pointed out that
information literacy laid a foundation for media literacy and other relevant literacy, serving as
metaliteracy for relevant literacy[8]. The author of this paper holds that information literacy is a
dynamic development concept, as technological advancement and changes in information
ecosystem tend to widen the concept of information literacy. Therefore, study on information
literacy should not only focus on its development, such as the information literacy concept,
education, and standard, but it should also focus on other literacy related to information literacy in
order to study information literacy in a broader context.
By using CiteSpaceIII and bibliometrics, the author of this paper attempts to conduct quantitative
analysis on the study of information literacy in China over the past decade in order to illustrate the
present situation and future development of information literacy.
2. DATA SOURCES AND RESEARCH METHODS
The authors have built a suitable search pattern to search (between 2006 and 2015, search on
January 10th of 2016) through the China Academic Journal Network Publishing Database (CAJD),
China Master’s Theses Full-text Database (CMFD), and China Doctoral Dissertations Full-text
Database (CDFD) on www.cnki.net for articles that exclude both “remarks by hosts” and repeated
information. A total of 8,346 documents have come out of the research. Of these documents,
1,222 are published in the journals included in the Chinese Social Sciences Citation Index
(CSSCI), 425 are outstanding Master’s theses, 4 are doctoral dissertations, and 314 are funded
papers (funded by National Social Science Foundation, National Natural Science Foundation,
National Educational Science Planning Project, and various foundations at the local level). By
using the Duxiu Academic Search, Online Public Access Catalogue System of National Library
of China, and www.dangdang.com, the author has found 91 monographs published between 2006
and 2015 that focus on the study of information literacy.
By using CiteSpaceIII and the 1,222 documents included in the CSSCI as data sources (every
datum includes a title, author, year, key words, and references), the author has created a
knowledge graph of the study on information literacy in China over the past decade and analyzed
the graph in this paper.
3. ANALYSIS ON THE RESEARCH RESULTS OF INFORMATION LITERACY
3.1 Analysis on journals containing articles regarding information literacy
By determining the statistics of journals containing articles regarding the study on information
literacy, we may identify the core/key journals in which a relatively large number of articles
regarding information literacy are published so that literates can collect information for their
research more efficiently in the future. According to statistics, a total of 172 journals containing
[6] Jin, G.Q. (1995). On Information Literacy Education in Information Society. Library & Information Service(6), 52-55. [7] Liu, X.W. (2008). On Information Literacy and Relevant Concepts. Library Journal, 27(4), 12-13. [8] Wang, C. S. (2013). Metaliteracy: the New Positioning of Information Literacy. Researches in Library Science (21), 17-21.
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articles regarding information literacy have been identified. See table 1 for a list of journals, each
containing 20 or more articles regarding information literacy.
With regard to the categories of journals, 14 journals fall in the category of Library and
Information Science and the others are categorized as journals of education and media. It shows
that study on information literacy falls under the category of library and information science.
Education and media sectors also attach importance to the study on information literacy.
With regard to the number and percentage of articles concerning information literacy that are
published in journals, the 21 journals listed in Table 1 contain a total of 805 articles regarding
information literacy, accounting for 65.88% of all articles published in those journals, whereas the
articles regarding information literacy that are published in other 151 journals account for only
34.12% of all articles published in these journals. It shows that articles regarding information
literacy are published increasingly in journals of Library and Information Science.
Table 1. The Distribution of IL Papers in Journals
3.2 Analysis of key documents
By using CiteSpaceIII, one can determine the statistics of the websites that cite articles regarding
information literacy. Frequently cited articles indicate higher reference value and greater
influence in their field and more likely serve as the basis of knowledge in this field[9].
Furthermore, relatively stable basis of knowledge can not only mirror the frontier of a field, but it
can also help predict the future development of the field.
We import data into the software for data processing. See Figure 1 for the processed data.
[9] Chen, C. (2005). The centrality of pivotal points in the evolution of scientific networks. Paper presented at
the Proceedings of the 10th international conference on Intelligent user interfaces.
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Figure 1 Information literacy papers with high co-citations
Based on the data, we further identify ten key papers, the centrality of each reaches 0.1 or above.
Table 2. The Key-node Papers in IL Research Field
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4. ANALYSIS OF PIVOTAL POINTS OF THE STUDY ON INFORMATION LITERACY
By following the pivotal points of a study, a researcher can not only identify the objectives of the
current study he/she conducts, but he/she can also gain a general understanding of the future
development of the field studied. Methods of identifying pivotal points of a study abound. Key
words that appear frequently are commonly used to identify the pivotal points. Key words
represent the gist and core ideas of a paper[15]. By looking at frequently used words in the selected
documents, the authors have included in table 3 the key words with a frequency of ≥10. Table 3. High Frequency Key Words in IL Research Field
[15] Chen, C., Hu, Z., Liu, S., & Tseng, H. (2012). Emerging trends in regenerative medicine: a scientometric
analysis in Citespace. Expert opinion on biological therapy, 12(5), 593-608.
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Based on table 3, and relevant papers, we may generalize the pivotal points in the study of
information literacy as follows:
(1) Popular research topics from 2006 through 2009: the first topic is information literacy
education; the second is information literacy and library service. In the mid-1980s, MOE
(Ministry of Education) stressed that college students’ capability of literature retrieval and
utilization should be improved. Since then, information literacy education has been catching on.
As web2.0 is widely available, online information literacy education has brought new research
topics for information literacy. Libraries, particularly academic libraries, have been serving as
headquarters for information literacy education. In addition, academic libraries have creatively
used the “librarians-teachers” collaboration model to advance information literacy education.
(2) From 2010 through 2012, academia had been following college students’ information literacy
(particularly postgraduates’ information literacy), subject-oriented service provided by libraries,
and development of literacy (media literacy, computer literacy, and information fluency) related
to information literacy. Empirical study had been used in a larger number of articles and the
information literacy of students at a college or in a region had been surveyed. Relevant advice and
measures had been made based on the articles and surveys. Some literates even proposed that
media literacy education should be introduced to information literacy education in an attempt to
improve information literacy education[16].
(3) From 2013 through 2015, research had been focused on diversified development. Information
literacy education models had been discussed and explored during this period. Some literates
proposed curriculum reform, such as using embedded teaching methods to provide information
literacy education. China’s academia had been following the introduction of MOOC to China and
its development, as well as the US experience in MOOC. In addition, study on farmers’
information literacy and metaliteracy had been increasing.
5. ANALYSIS OF INFORMATION LITERACY FRONTIER
The tracking of cutting-edge research in a certain field will provide a clear understanding of the
research level and development trend. Dr. Chen Chao believes that compared with the high-
frequency keywords, the burst terms can provide a more clear and accurate prediction of the
forefront and development trend in a certain field [17].
We use the word frequency detection technology provided by CiteSpaceIII to detect words with a
relative high frequency-change rate. The words with burst intensity ≥3 (19 in total) are sorted out,
as shown in Table 4. Table 4. Burst Words(≥3) in IL Research Field (Year: 2006-2015)
[16] Ruan, H. H. (2010). Media Literacy and Information Literacy Education from the Perspective of Library
and Information Science. Journal of Academic Libraries, 28(4), 102-105. [17] Chen,C. M.(2006) .CitespaceII: detecting and visualizing emerging trends and transient patterns in
scientific literature. Journal of the American Society for Information Science and Technology, 57(3), 359-377.
Zhang Xiaojuan (Julia), Cheng Lu: INFORMATION LITERACY RESEARCH IN CHINA - AN ANALYSIS BASED
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Combining with Table 4 and relevant literatures, we can generalize the research fronts in
information literacy as follows:
In 2006-2010, quality education, education informationization, education model and web2.0 is the
research fronts in this field. In China, the information literacy education has been an important
theme in the research field of information literacy. Meanwhile, the development of information
literacy also depends on the information literacy education. During this period, the academic
studies on information literacy education are mainly focused on contents and modes. However,
the advent of web2.0 has brought online information literacy teaching as the focus. Ni Li and
Zeng Qun (2011) [18]has summarized the characteristics and problems of online information
literacy teaching platform from three aspects, namely: settings, contents and modes. Meanwhile,
they have also put forward their solutions. For instance, in order to provide a personalized
education, they suggest building a resource-based online information sharing platform. Sun
Jianjun and Li Junjun (2006)[19] advocate the construction of a Librarian-teacher collaboration
model. In this model, the setting of teaching goals, instructional design, instructional operation
and evaluation of teaching effectiveness are a collaborative effort by both the librarians and
teachers.
From 2011 to 2015, the research is mainly focused on aspects such as MOOC, university
libraries, embedded subject services, and embedded information literacy education. During this
period, the domestic research on MOOC is mainly focused on the relationship between MOOC
and university libraries and the introduction of successful overseas MOOC experiences. Fu
Tianzhen and Zheng Jiangping (2014) [20]believe that: in the MOOC environment, university
libraries need to enhance service innovation, information co-construction and sharing to raise
their influence and status. Xiao Yongying and Zhang Miao (2013)[21]has summarized the overseas
experiences which can be learned in China from the three online practices of the embedded
librarian services provided by libraries of University of Florida, Capella University and Baylor
University. Zhang Ling and Chu Jingli (2011)[22] has put forward the information literacy teaching
scheme embedded in paper writing, namely, the drawing of information literacy navigational
charts. This initiative realized the unification of embedded information literacy education and
embedded subject service.
6. CONCLUSION
We have collected the literatures of ten years (2006-2015) on the field of information literacy
published in CSSCI database. Then, we carried out information visualization analysis provided by
CiteSpaceIII to sort out the distribution of journals, key- node literatures, research focuses and
frontiers. We draw the following conclusions:
First, in term of journal distribution, the literatures in the field of information literacy are mainly
published on journals in the fields of library information, education and news communication.
Meanwhile, the field of library and information is the major front in research of information
[18] Li, N. & Zeng, Q. (2011). Research on the Status Quo and Trend of University Online Information
Literacy Instructions at Home and Abroad. Information Studies Theory & Application, 34(3), 18-21. [19] Sun, J.J. & Li, J.J. (2006). Instruction Model of Information Literacy Based on the Collaboration between
Librarian and Faculty. Library Journal, 25(10), 64-68. [20] Fu, T. Z. & Zheng, J.P. (2014). Strategies of University Libraries Responding to the MOOC Challenges. Journal of Academic Libraries, 32(1), 20-24. [21] Xiao, Y. Y. & Zhang, M. (2013). The Embedded Librarian Service for Online Courses in American
Universities. Library Journal (9), 88-93. [22] Zhang, L. & Chu, J.L. (2011). Information Literacy Education Embedded in Thesis Writing Process.
Library and Information Service, 55(13), 16-19.
Zhang Xiaojuan (Julia), Cheng Lu: INFORMATION LITERACY RESEARCH IN CHINA - AN ANALYSIS BASED
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literacy. Secondly, after summarizing the literatures with relatively high citation frequency and
centrality, we got 10 key-note literatures in the field of information literacy. These literatures
have formed a solid knowledge base in the field.
By sorting out the high-frequency burst terms and key words in the information literacy field, we
recognized the research fronts and frontier topics at each stage of the 10 year period. We found
out that with the introduction of new technologies and new concepts, research topics in the field
of information literacy are unceasingly enriching. The research lens, research contents, and
research results also flourishes. Meanwhile, the sprung up of interdisciplinary and
multidisciplinary research has also facilitated the research on crossover study of related literacy.
Whether it is traditional information literacy education, or network-based online information
literacy education, or the emerging embedded information literacy education, the domestic
research on information literacy has always been closely related to the development of
information literacy education.
REFERENCES Zurkowski, P. G. (1974). The information service environment relationships and priorities. Washington
D. C.: National Commission on Libraries and Information Science, related paper no. 5.
American Library Association. (1989). Presidential Committee on Information Literacy: final report.
Washington D. C.
Bent, M., Stubbings, R., & SCONUL. (2011). The sconul seven pillars of information literacy: research
lens.
ACRL. (2015). Framework for Information Literacy for Higher Education. http://www.ala.org/acrl/
standards/Ilframework.[Accessed: 2016-04-16]
Tong, X（translator. (1994). Information Literacy in the Process of Education. Social Sciences Abroad
(2), 50-51.
Jin, G.Q. (1995). On Information Literacy Education in Information Society. Library & Information
Service(6), 52-55.
Liu, X.W. (2008). On Information Literacy and Relevant Concepts. Library Journal, 27(4), 12-13.
Wang, C. S. (2013). Metaliteracy: the New Positioning of Information Literacy. Researches in Library
Science (21), 17-21.
Chen, C. (2005). The centrality of pivotal points in the evolution of scientific networks. Paper presented
at the Proceedings of the 10th international conference on Intelligent user interfaces.
Chen, C., Hu, Z., Liu, S., & Tseng, H. (2012). Emerging trends in regenerative medicine: a
scientometric analysis in Citespace. Expert opinion on biological therapy, 12(5), 593-608.
Ruan, H. H. (2010). Media Literacy and Information Literacy Education from the Perspective of
Library and Information Science. Journal of Academic Libraries, 28(4), 102-105.
Chen,C. M.(2006) .CitespaceII: detecting and visualizing emerging trends and transient patterns in
scientific literature. Journal of the American Society for Information Science and Technology, 57(3),
359-377.
Li, N. & Zeng, Q. (2011). Research on the Status Quo and Trend of University Online Information
Literacy Instructions at Home and Abroad. Information Studies Theory & Application, 34(3), 18-21.
Sun, J.J. & Li, J.J. (2006). Instruction Model of Information Literacy Based on the Collaboration
between Librarian and Faculty. Library Journal, 25(10), 64-68.
Fu, T. Z. & Zheng, J.P. (2014). Strategies of University Libraries Responding to the MOOC
Challenges. Journal of Academic Libraries, 32(1), 20-24.
Xiao, Y. Y. & Zhang, M. (2013). The Embedded Librarian Service for Online Courses in American
Universities. Library Journal (9), 88-93.
Zhang, L. & Chu, J.L. (2011). Information Literacy Education Embedded in Thesis Writing Process.
Library and Information Service, 55(13), 16-19.
LIBRARY SECURITY MANAGEMENT BASED ON
BIOMETRIC METHODS
Drd. Andra-Manuela Botez, Drd. Alexandru Bejinaru-Mihoc,
Prof.dr. Angela Repanovici
Transilvania University of Brașov, Romania, [email protected]
ABSTRACT:
Library security management is based on RFID technology most often. Another method that can
be implemented in this area is the facial recognition technique that uses unique facial features to
identify an individual. The automated face recognition system is a challenging problem and it has
recently received significant attention, especially during the past several years. What sets apart
facial recognition from other biometrics is that it can be used for surveillance purposes. This
paper follows the advantages and disadvantages of implementing a security system based on
facial identification in a university library.
Keywords: biometrics, face identification, surveillance, security system, university
library.
1. INTRODUCTION The security of library collections has always been a problem for librarians and with the
technological development in recent years, thieves create ingenious ways to violate the security
systems implemented at present, in large, but also small libraries. The best known security system
in libraries is RFID (Radio Frequency Identification), which has a dual label use, namely: the
ability to combine the functions of a bar code (as a unique identifier of the document), with those
of a device security (which warns us if a document is removed from the library in an unauthorized
manner). Malicious people have created new methods of fraud called "electronic pick pocketing".
The method involves the use of devices based on radio frequency, remotely reading the
information from the cards, and other RFID documents. Such crimes are quite frequently
mentioned in the press. [17] To avoid such problems, we propose in this article, replacing or supplementing such security
systems with those based on biometrics. Biometrics is a process used to identify and authenticate
an individual's identity using any of a number of physical and behavioural characteristics.[5]
These characteristics may include fingerprint, palm print, hand geometry, retinal or iris scanning,
facial mapping, the signature or writing style, and more recently DNA configuration. The term
"biometric" comes from the Greek words "bios" (life) and "metron" (measure). Physiological
biometric characteristics are related to the shape of the body and are generally more stable than
behavioural biometric characteristics, which are related to the behaviour of a person. [16]
2. FACIAL IDENTIFICATION The human facial region is an interesting topic for researchers because the human face is the
most naturally used biometric feature in order to acknowledge our peers for centuries. [6] Facial
recognition is a problem matching 'one-to-n' ' where the goal is to identify a person's face, from an
image. The system operates as a database, and the captured face must be compared with 'n'
samples in the database. In order to establish a person’s identity, a search algorithm is used which
measures nodal points, such as: the distance between the eyes, the bones of the face, the width of
the nose, the jaw line, the depth of the orbits, the chin. [11]; [1] Face recognition has a wide range
of applications, such as: surveillance, access control, human-computer interfaces, information
security, electronic marketing and advertising etc.[4]
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Picture 1: Five steps to facial recognition [19]
According to the literature, facial recognition is performed in a process that comprises five stages:
2.1. Image capturing The first step of this process is to obtain the material for analysis, namely an image of the face.
Facial recognition systems are divided into two general types: those that use static facial images
and those that analyse the dynamic images of the face, from video. Since the video footage is a
rapid succession of individual still images, it can be used as a source of facial images.[19];[6]
2.2. Facial detection Facial detection is the second stage and using special software the location all the faces from the
captured image is detected. Facial detection may be regarded as a specific case of
object detection called 'object-class detection'. In '' object-class detection 'the task is to find the
locations and sizes of all objects in an image belonging to a particular class. This task is difficult
and often generalized models are used on how a face should look (two eyes and a mouth in an
oval) for identifying it from an image. [18]; [19]
2.3. Feature extraction Once the facial recognition software targeted a face, it can be analysed. As mentioned above,
facial recognition analyses the spatial geometry of the distinct characteristics of the face.[19]
In pattern recognition and image processing, feature extraction is a special form of dimensionality
reduction. When the input data for the algorithm is too large to be processed, it will be
transformed into a reduced representation of a set of features. [18] The result of feature extraction
is generating a template. A template is a reduced set of data that represents unique characteristics
of a person's face from a recorded image. [19]
2.4. Comparing templates
Step four is to compare the generated template in the previous step with a database of registered
faces. In a special application used for identification, this process produces scores that indicate
how well the generated template fits with those recorded in the database. In an application used
for verification, the generated template is compared only with a template from the database,
which is that of the alleged identity. [19]
2.5. Declare matches The final step is to determine if the scores obtained in step four are large enough to declare a
match between the generated template and the recorded one. The rules governing the level at
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which it can declare a match between the two templates are often configurable by the end user
such that he can determine the security level at which the system must operate.[19]
3. FACIAL RECOGNITION ALGORITHMS
3.1. PCA (Principal Component Analysis)
Principal Component Analysis (PCA) is the most used tool in multivariate analysis. PCA is a
statistical technique that converts a set of multivariate data of interrelated variables in a new data
set, formed from uncorrelated linear combinations of the original variable. PCA calculates
uncorrelated axes, making the maximum amount of variation in a given image. [8] This type of
algorithm is derived from the Karhunen-Loeve transformation technique. If the image elements
are considered as random variables, PCA basis vectors are defined as matrix
dispersion eigenvectors.[18]
3.2. ICA (Independent Component Analysis) In a task, such as face recognition, the important information may be contained in the relationship
of high order of pixels, it seems reasonable to expect that better basic images, can be found
through sensitive methods of these high order statistics. Independent Component Analysis (ICA),
a generalization of PCA, is one such method.[3]
Independent Component Analysis (ICA) is a statistical technique that reveals hidden factors that
underlie sets of random variables or signals. Information describing a face can be included in both
dependencies, whether of linear order, or high order dependencies among image pixels. These
dependencies of high order can be captured effectively by ICA representation in space.
Independent component analysis (ICA) minimizes both second order dependencies and higher
order input data and tries to find base along which data (when they are projected on them) are
statistically independent.[14]
3.3. The Haar classifier
A feature of Haar consists of two or more rectangular regions which are, vertical or horizontal
adjacent, and its value is the difference between the amounts of pixels in these rectangular
regions. [10] Contrast variations between groups of pixels are used to determine the relative dark
and light areas. Two or three adjacent groups, with a relative contrast variation of a Haar feature
are used to detect an image. Haar functions can be easily scaled by increasing or reducing the size
of the group of pixels examined. This allows the use of various functions to detect objects of
various sizes. [18]
3.4. LDA (Linear Discriminant Analysis)
Linear discriminant analysis (LDA) is a well known method of reducing the size in model
recognition. It projects the original data of large dimensions on a low dimensional space, where
all classes are well separated by maximizing the Raleigh coefficient. LDA creates a linear
combination of independent features that produces the greatest difference between the desired
grades. The basic idea in the case of LDA is to find a linear transformation, so that groups of
features can be separated after processing, which can be accomplished by an analysis of the
dispersion matrix. In other words, the LDA objective is to maximize the measure between the
dispersion class, while minimizing the extent of dispersion inside the class. However, applied in a
practical environment, in general, the number of training samples is less than the number of the
spatial dimension characteristic , therefore, the content hash class is singular (LDA).[20]
Andra-Manuela Botez, Alexandru Bejinaru-Mihoc, Angela Repanovici: LIBRARY SECURITY MANAGEMENT
BASED ON BIOMETRIC METHODS
WBILC 2016 100
4. CONCLUSIONS Implementing a security system in libraries based on facial recognition is the logical next step that
society should adopt with the development of technology. Such a security system has many
advantages, namely: the system captures images in public spaces, helping in catching villains; the
image is taken from a distance, so there's no physical contact; it uses legal databases (can
cooperate with the police or other public authorities that use such databases); it can be added to
existing security systems. In some aspects, facial recognition may be considered a accessible and
easy to implement technology, since most solutions use built-in cameras (or a relatively cheap
webcam) to operate. Most laptops and other portable devices are capable with the right software,
to capture an acceptable facial image and the dedicated cameras are cheap. Current models can
have trouble identifying people in poor lighting conditions and the detection of the individual's
life status, which is a necessary condition in order to ensure a competitive level of
security.[13];[2] Variation in lighting conditions is one of the biggest challenges in the remote
facial recognition . In particular, when images are captured from great distances, you have no
control over lighting conditions. As a result, captured images often suffer from extreme light (due
to sun) or low light (due to shade, bad weather, night, etc.).[15] The performance of most existing
FR algorithms are influenced by the smallest light variations. Various methods have been
introduced to deal with this problem. These are based on light cones (Georghiades et al, 2001b;.
Belhumeur and Kriegman, 1996), spherical harmonics (Basri and Jacobs, 2003; Ramamoorthi and
Hanrahan, 2001; Zhang and Samaras, 2003), images Quotient (Shashi and Riklin -Raviv, 2001.
Wang et al, 2004), faces gradient (Zhang et al., 2009), the total change log (Chen et al., 2006),
estimating albedou (Biswas et al., 2009), photometric (Zhou et al., 2007), and dictionaries (Patel
et al, 2011; Lee et al., 2005a). [15]
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Tzovaras (Eds.), Second Generation Biometrics: The Ethical, Legaland Social Context,
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2D+3D face recognition , Image and Vision Computing, 29, 306–316.
9. Martinez A.M., Kak A.C. PCA versus LDA (Article) , USA, Robot Vision Lab,
School of Electrical and Computer Engineering, Purdue University, IN 47907-1285.
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BASED ON BIOMETRIC METHODS
WBILC 2016 101
10. Park K.Y, Hwang S.Y., (2014) An improved Haar-like feature for efficient object
detection, Department of Electronic Engineering, Sogang University, C.P.O. Box 1142,
Seoul 100-611, Republic of Korea, Pattern Recognition Letters, 42, 148–153.
11. Pereira J.C., Azevedo J.C.R., Knapik H.G., Burrows H.D. (2016) Unsupervised
component analysis: PCA, POA and ICA data exploring- connecting the dots.
Spectrochimica Acta Part A: Molecular and Biomolecular Spectroscopy, 165, 69–84.
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methodology for face-recognition algorithms, IEEE Transactionson Pattern Analysisand
Machine Intelligence, 22(10), 1090–1104.
13. Piccolotto P., Maller P. (2014) Biometrics from the User Point of View: Deriving
Design Principles from User Perceptions and Concerns about Biometric Systems,
Technology Journal, 18(4).
14. Rajgarhia A. (2007) Face Detection using Independent Component Analysis, CS 229
Final Project Report.
15. Rama C., Jie N., Vishal M.P. (2012) Remote identification of faces: Problems,
prospects, and progress, Center for Automation Research, University of Maryland,
College Park, MD 20742, United States, Pattern Recognition Letters, 33, 1849–1859.
16. Sahoo S.K., Choubisa T., Prasanna S. R.M. (2012) Multimodal Biometric Person
Authentication: A Review, Department of Electronics and Electrical Engineering, Indian
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29(1).
17. Stuparu C., Repanovici A. (2014) Soluţii integrate privind managementul colecţiilor în biblioteci, prin implementarea tehnologiei RFID, Universitatea Transilvania, Brașov.
18. Subrat K.R., Siddharth S.R. (2014) A Survey on Face Detection and Recognition
Techniques in Different Application Domain, I.J. Modern Education and Computer
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reconstruction and LDA, Laboratory of Advanced Design and Intelligent Computing,
Dalian University, Ministry of Education, Dalian 116622, Chinaa, Optik 124 5599–
5603.
INFORMACIJSKA PISMENOST I PROFESIONALNA
ORIJENTACIJA
INFORMATION LITERACY AND PROFESSIONAL
ORIENTATION
Prof. dr. Senada Dizdar
Filozofski fakultet Univerziteta u Sarajevu
Odsjek za komparativnu književnost i bibliotekarstvo
E-mail: [email protected]
Azra Hamulić, M. A. pedagogije i bibliotekarstva [email protected]
Abstract Professional orientation is much more than the science about occupations. Professional
orientation implies action and involvement in the development and strengthening of the
personality. It also implies the individual monitoring and support from the school. In previous
research conducted in and around Bosnia and Herzegovina there was no direct link between
professional orientation and information literacy In order to present the elements that connect
professional orientation and information literacy, and present the importance of information
literacy for ones orientation, we have createda table titled: Ishodi nastave informacijske
pismenosti i profesionalne orijentacije, based upon the following publication Model prožimanja
komponenti (Rašidović, 2011), the book Školski knjižničar (Kovačević, Lovrinčević, 2012) and
handbook Profesionalna orijentacija: Pet koraka do odluke o školi i zanimanju (GTZ – Deutsche
Gesellschaft für Technische Zusammenarbeit GmbH, 2010). The table supports Bloom's
taxonomy, by acting on the cognitive, affective and psycho-motor development of the child. The
table can serve as the basis and stimulus for school librarians and professors / teachers in the
development of activities that will enable students to better understand materials by helping them
to recognize their own potential, willingness and ability to acquire new knowledge through
differently designed education. Activities deriving from the table refer to learning experience,
which is directly related to the active way of adopting information and knowledge.
Keywords: Information Literacy, Professional Orientation, School Library, Model of Permeation
Components, Bloom's Taxonomy
UVOD Informacijska pismenost uključuje sposobnost djelotvornijeg traženja i vrednovanja informacija,
svijest o problemu pouzdanosti i vjerodostojnosti, te učinkovitost prenošenja informacija.
Informacijska pismenost je sve zastupljenija u akademskom okruženju u Bosni i Hercegovini. Ali
ipak i pored svoje dokazane vrijednosti, ona još uvijek nije zaživjela u nastavnim planovima i
programima na bosanskoherecgovačkim univerzitetima, osim u iznimnim slučajevima (Dizdar,
Hajdarpašić, 2014; Rašidović, 2015). Sličan problem je i sa profesionalnom orijentacijom koja još
uvijek nije postala dio strategija u bosanskohercegovačkom obrazovnom sistemu.
Na bosanskohercegovačkim prostorima o vezi informacijske pismenosti i profesionalne
orijentaciji nije bilo radova te je ovo istraživanje jedan od pionirskih pokušaja da se iz ugla
informacijskih znanosti bavi profesionalnom orijentacijom, odnosno da se informacijska
pismenost razmatra u kontekstu profesionalne orijentacije. U cilju vizualizacije afirmativnih
vrijednosti informacijske pismenosti i profesionalne orijentacije, kao i njihovog boljeg
razumijevanja, urađena je tabela Ishodi nastave informacijske pismenosti i profesionalne
orijentacije, za čiju izradu su kao polazišta poslužili: Model prožimanja komponenti (Rašidović,
2011), knjiga Školski knjižničar (Kovačević, Lovrinčević, 2012) i priručnik Profesionalna
Senada Dizdar, Azra Hamulić: INFORMACIJSKA PISMENOST I PROFESIONALNA ORIJENTACIJA
WBILC 2016 104
orijentacija: Pet koraka do odluke o školi i zanimanju (GTZ – Deutsche Gesellschaft für
Technische Zusammenarbeit GmbH, 2010). Tabela podržava dobro poznati model Bloomove
taksonomije, djelujući na kognitivni, afektivni i psihomotorički razvoj djeteta. Tabela može
poslužiti kao podloga i poticaj školskim bibliotekarima i profesorima/nastavnicima za razvoj
aktivnosti koje će učenicima omogućiti bolje razumijevanje gradiva, prepoznavanje sopstvenih
potencijala, spremnost za postignuća i sklonosti njihovom ostvarenju preko odgovarajuće
osmišljene nastave.
INFORMACIJSKA PISMENOST I PROFESIONALNA ORIJENTACIJA Profesionalna orijentacija strateški je zadatak potpore individualnom, stručnom, organizacijskom i
društvenom uspjehu.1 Kompleksna i sistematska djelatnost kakva je profesionalna orijentacija, na
osnovu pružanja pomoći pojedincu u rješavanju izbora zanimanja i/ili profesionalnom razvoju
podupire projekte vođenja ka održivom razvoju koji se realizuju po principu učenje putem
djelovanja. Važnost profesionalne orijentacije za sve životne dobi rezultirala je i razvojem
adekvatne terminologije kojom se definiraju njeni stupnjevi. Izmjenom paradigme o
profesionalnoj orijentaciji u zemljama Evropske unije je u upotrebi širi termin karijerna
orijentacija u kojoj se Rezolucijom o cjeloživotnoj karijernoj orijentaciji iz 2004. godine navodi:
„Karijerna orijentacija se u kontekstu cjeloživotnog učenja odnosi na niz aktivnosti koje
omogućavaju individuama u bilo kojoj tački života identifikaciju vlastitih sposobnosti,
kompetencija i interesa za donošenje odluka na području obrazovnog, stručnog osposobljavanja i
izbora zanimanja.“2
Pod pojmom profesionalna orijentacija podrazumijeva se velika paleta koraka koja seže od
informacija o obrazovanju i zanimanju do individualnog savjetovanja. Tu, također, ubrajamo
intrinzično3 shvatanje profesionalne orijentacije u nastavi, tj. pogled u sopstvenu ličnost, kao i
eksterno shvatanje koje se odnosi na pogled u realni svijet i svijet zanimanja. Profesionalna
orijentacija shvaćena kao proces učenja, proces klasifikacije u dinamičkom smislu okrenutom ka
budućnosti i kao kompetencija odlučivanja4 doprinosi povezivanju s informacijskom pismenošću
na osnovu dijeljenja temeljnih vrijednosti, poput:
osposobljavanje jedinke da adekvatno i samostalno donosi odluke,
aktivna uloga učenika koji istražuje i otkriva svijet rada i svijet u kojem živi,
razvoj učenikovih sposobnosti, potencijala, motiva, interesovanja i formiranje stavova,
aktivna uloga učenika, interiorizacija znanja, konstrukcija znanja na osnovu koje učenik
formira sliku o sebi i stvaranje autentičnog doživljaja sebe u životu i radu,
razvijanje samostalnosti i odgovornosti učenika za vlastite odluke i izbore,
složen dinamički model saradnje roditelja, nastavnika, stručne službe i niza različitih
institucija iz lokalne zajednice i
1 Bogdanović, Mario. Prilog profesionalnoj orijentaciji: kako do bolje povezanosti sa stvarnim životom? // Napredak, 150, 2, 2009. str. 225. URL: https://www.mysciencework.com/ publication/read/8062852/prilog-
primarnoj-profesionalnoj-orijentaciji-kako-do-bolje-povezanosti-sa-stvarnim-zivotom#page-null (10.4.2016.). 2 Profesionalna orijentacija: Pet koraka do odluke o školi i zanimanju – Priručnik za trenere. Sarajevo: Axel Sachs Deutsche Gesellschaft für Technische Zusammenarbeit GmbH (GTZ). str. 29. URL:
http://www.fzzz.ba/publikacije1/Prirucnik%20za%20trenereweb.pdf (10.4.2016.) 3 Pojam intrinzičan označava unutarnje stanje. U pedagoško-psihološkom smislu se najčešće koristi kada se govori o motivaciji učenika. Ekstrinzična ili vanjska motivacija je kontrast intrinzičnoj motivaciji. Na
ekstrinzičnu motivaciju utiču vanjski faktori koji najčešće dolaze u obliku nagrade. Uloga motivacije pri
kreiranju tečajeva poslovnog e-učenja. // Portal za poslovno e-učenje. URL: http://eucenje.efst.hr/ tag/intrinzicni/ (10.4.2016.) 4 Profesionalna orijentacija: Pet koraka do odluke o školi i zanimanju – Priručnik za trenere. Sarajevo: Axel
Sachs Deutsche Gesellschaft für Technische Zusammenarbeit GmbH (GTZ). str. 12. URL:
http://www.fzzz.ba/publikacije1/Prirucnik%20za%20trenereweb.pdf (10.4.2015.)
Senada Dizdar, Azra Hamulić: INFORMACIJSKA PISMENOST I PROFESIONALNA ORIJENTACIJA
WBILC 2016 105
partnerski odnos učenika, nastavnog i stručnog osoblja.5
Aktivnom saradnjom bibliotečko-informacijskog i odgojno-obrazovnog sistema ostvarujemo
postavljene ishode učenja koji u osnovi imaju Bloomovu taksonomiju sačinjenu od kategorija:
kognitivna (ciljevi vezani za razvoj intelektualnih vještina potrebnih za primjenu
znanja),
afektivna (ciljevi vezani uz vrijednosti, stavove i procjenjivanje) i
psihomotorička (ciljevi vezani uz motoričke osobine).6
Djelovanje na principu Bloomove taksonomije sa svrhom ličnog razvoja je primjenjivo i na
osnovu Modela prožimanja komponenti, koji, podrazumijeva da se svi elementi modela uzajamno
prožimaju i povezuju, zavise jedan od drugog i usvajaju se u uzajamnoj povezanosti, na način da
se opća znanja usvajaju kroz posebna i obratno, vještine se stječu u odnosu na opća i posebna
znanja, a paralelno se odvija i proces vrednovanja i upotrebe informacija na etičan način i po
pravnim propisima. Ovom modelu je imanentan proces i horizontalne i vertikalne povezanosti
elemenata, koji su neodvojivi jedni od drugih. Model prožimanja komponenti, prvi
(kontekstualni) model informacijske pismenosti osmišljen u BiH, se sastoji od četiri komponente:
komponenta sadržaja – obuhvata opća znanja i znanja iz kurikuluma koja se granaju na
svijet informacija, informacijsku pismenost i znanja iz disciplina,
komponenta vještina – sposobnost definisanja opsega i prirode informacijske potrebe,
definisanje strategije pretraživanja i revidiranje istraživačkog procesa,
komponenta vrednovanja – kognitivni proces izlučivanja, analize, procjene,
organizacije i sinteze informacija i
komponenta odgoja – znanja o upotrebi i predstavljanju pronađenih i izlučenih
informacija, razvijanje etičkih i pravnih principa kroz znanja o stilovima, načinima i
elementima citiranja i navođenja.7
Tabela 1: Ishodi nastave informacijske pismenosti i profesionalne orijentacije
INFORMACIJSKA PISMENOST I PROFESIONALNA ORIJENTACIJA U NASTAVI
Ciljevi učenja
profesionalne
orijentacije
Model
prožimanja
komponenti
Aktivnosti učenika Oblici
nastavnog
rada
Aktivnosti
bibliotekara,
nastavnika,
pedagoga i psihologa
Pomoć mladima u
spoznaji i
razumijevanju
sebe i svoje
karijere.
Komponenta
sadržaja
Usvajanje informacija o
zanimanjima. Ishod učenja: izražavanje vlastitih
interesovanja.
Individualni i
grupni
Bibliotekari, pedagozi
i psiholozi organiziraju i
koordiniraju
motivirajuće aktivnosti.
Razvoj ključnih
kompetencija
(razvoj kritičkog
mišljenja i
cjeloživotnog
učenja)
Komponenta
vrednovanja
Samostalno otkrivanje
zanimanja i tržište rada.
Ishod učenja: stvaranje kritičkog mišljenja
Individualni i
grupni
Diskusija i
pravovremena
povratna informacija.
5 Korač, Isidora. Profesionalna orijentacija učenika – između teorije i prakse. // Beograd: Pedagogija LXVI, 3,
2011. str. 400-401. 6 Kovačević, Dinka ; Lovrinčević, Jasmina. Školski knjižničar. Zagreb: Zavod za informacijske studije,
2012.str. 30. 7 Rašidović, Beba Ešrefa. Informacijska pismenost i visokoškolske biblioteke – edukacija korisnika. Model
Univerziteta u Sarajevu. Sarajevo: Filozofski fakultet, 2011. (Magistarska radnja u rukopisu). str. 239.
Senada Dizdar, Azra Hamulić: INFORMACIJSKA PISMENOST I PROFESIONALNA ORIJENTACIJA
WBILC 2016 106
Usmjeravanje i
formiranje ličnosti
kod učenika.
Komponenta
odgoja (pedagoško-
andragoška
komponenta)
Iznošenje stavova i njihova
evaluacija Ishod učenja: etičko
korištenje informacija.
Frontalni,
individualni i grupni
Upoznavanje sa
etičkim i pravnim propisima upotrebe
informacija.
Otkriti, istražiti i
preispitati
sopstvene želje,
interesovanja i
sklonosti.
Komponenta vrednovanja
Ispitivanje i traganje za novim informacijama.
Ishod učenja: razvoj
kognitivnog mišljenja.
Individualni Organiziranje susreta sa
profesionalcima i
istraživanje informacija o
konkretnom
zanimanju.
Uočiti talente i
sposobnosti –
samoaktualizacija
Komponenta vještina,
komponenta vrednovanja i
pedagoško-
andragoška komponenta
Definisati istraživačku potrebu, analiza, sinteza i
diseminacija informacija. Ishod učenja: povezivanje
sadržaja.
Individualni i grupni
Ukazati na horizontalnu i
vertikalnu povezanost između elemenata i
komponenti unutar
modela.
Upoznati se sa
profilima zahtjeva
za stručne poslove
i školovanje.
Komponenta
vještina
Prikupljati informacije o
zanimanja od
profesionalaca. Ishod učenja: definisanje opsega
i prirode konkretnih
zanimanja.
Individualni i
grupni
Povezati učenike sa
profesionalcima.
Sticanje uvida u
istraživačko
pitanje i/ili željeno
zanimanje.
Komponenta vrednovanja
Organizirati i evaluirati informacije o stručnim
poslovima i školovanje.
Ishod učenja: odluka o željenom zanimanju.
Individualni Koordinirati saradnju s
roditeljima/starateljim
a.
Reflektovati rad u
njegovom značaju
i formi kao
elementarni faktor
za ljude.
Pedagoško-
andragoška
komponenta
Simulirati radne zadatke.
Ishod učenja: razvoj
odgovornosti učenika.
Individualni i
grupni
Organizirati i
koordinirati
simulacije radnih zadataka.
Prepoznati
promjene u
okruženju i na
polju rada i
zanimanja.
Komponenta
sadržaja
Pratiti socio-ekonomske i
društvene promjene Ishod učenja: uočiti i opisati
promjene u okruženju.
Frontalni,
individualni i grupni
Upućivanje učenika
na povezivanje razvoja zanimanja i
društvenih promjena.
Prepoznati dejstva
i uticaj IKT u
različitim životnim
segmentima
Komponenta vještina
Ovladavati skupom pismenosti 21.st. Ishod
učenja: promišljanje o
vlastitim postupcima i odnosu prema IKT.
Frontalni, individualni i
grupni
Organizirati i koordinirati
simulacijske
aktivnosti fokusirane na IKT.
Razmotriti
zdravstvene
dimenzije kao
faktor u radu i
zanimanju
Komponenta
vrednovanja
Istražiti i razmotriti
zdravstvenu komponentu
zanimanja. Ishod učenja: procijeniti njenu važnost.
Frontalni,
individualni i
grupni
Ukazati na prisustvo i
značaj zdravstvene
pismenosti8
Pomoću realnih Komponenta Učestvovati u konkretnim Individualni i Organizirati realne
8 Nutbeam je godine definirao zdravstvenu pismenost kao osobno, kognitivno i društveno umijeće koje
određuje sposobnost pojedinaca da dođe do informacija te razumiju i koristi informacije kako bi unaprijedili i
održavali zdravlje. Pavleković, Gordana. Zdravstvena pismenost. Zagreb: MICC, 2013. URL:
http://ark.mef.hr/MICC/micc9_Pavlekovic.pdf (18.4.2016.)
Senada Dizdar, Azra Hamulić: INFORMACIJSKA PISMENOST I PROFESIONALNA ORIJENTACIJA
WBILC 2016 107
susreta steći uvid u
svijet rada i
zanimanja
sadržaja zadacima u realnom
poslovnom okruženju. Ishod učenja: iskusiti rad.
grupni susrete po uzoru na
dualni sistem obrazovanja9.
Međusobno prožimanje i sinergija svih faktora uključenih u proces učenja i poučavanja,
insistiranje na aktivnostima promišljanja, analiziranja, evaluiranja, stvaranja postignuća i učenja
vještina, te njihovo propitivanje i razvijanje kritičke misli doprinose ispunjenju važnih faktora
obrazovanja, među kojima se ističu:
razvojna orijentacija
interdisciplinarnost u nastavi,
razvoj kreativnosti,
razvoj i poticanje radnih navika i preduzetničkog duha,
razvoj ekološke svijesti i
odgoj slobodnih ljudi, cjelovite i humane ličnosti.10
Promocija informacijske pismenosti i profesionalne orijentacije, njihova sinergija i primjena,
poticanje djelovanja na sve komponente Bloomove taksonomije i nastava osmišljena prema
Modelu prožimanja komponenti podrazumijevaju promjenu strategije nastave od onih usmjerenih
na sadržaj ka onim usmjerenim na učenika, odnosno njegovo iskustvo i ishode učenja.
ZAKLJUČAK
Informacijska pismenost važno je sredstvo u olakšanom snalaženju čovjeka u svijetu rada.
Razumijevanje poslovne ponude i potražnje, pravljenje izbora, jasno obraćanje poslodavcu i
prijava na natječaje – sve je to povezano s kritičkim mišljenjem koje se razvija informacijskim
opismenjavanjem, a o kojemu govori Tabela. Na tim zadacima opismenjavanja združuju se snage
bibliotekara, pedagoga, psihologa i nastavnika te kroz njihovo uzajamno djelovanje informacijska
pismenost dobiva na svojoj punoj vrijednosti jer pomaže u rješavanju raznovrsnih životnih
problema. Tako informacijska pismenost u kombinaciji s profesionalnom orijentacijom povećava
konkurentnost osobe na tržištu rada. Interdisciplinarno djelovanje ovih područja ne samo da je
primjenjivo u formalnom obrazovanju, već i u neformalnom i informalnom obliku cjeloživotnog
učenja. Osim razvijanja i unapređenja modela informacijskog opismenjavanja na radnom mjestu,
informacijska pismenost i profesionalna orijentacija u sklopu neformalnog obrazovanja
pospješuju kvalitet rada unutar određenog kolektiva koji uključuje motiviranost, međuljudske
odnose, kreativnost, razvoj novih strategija poslovanja i saradnje, rad na poboljšanju usluga i
odnosa s klijentima
LITERATURA
1. Bogdanović, Mario. Prilog profesionalnoj orijentaciji: kako do bolje povezanosti sa
stvarnim životom? // Napredak, 150, 2, 2009. str. 224-249. URL: https://www.my
sciencework.com/publication/read/8062852/prilog-primarnoj-profesionalnoj-
orijentaciji-kako-do-bolje-povezanosti-sa-stvarnim-zivotom#page-null (10.4.2016.).
2. Dizdar, Senada; Hajdarpašić, Lejla. Razvoj informacijske pismenosti na Univerzitetu u
Sarajevu. // Čitalište: naučni časopis za teoriju i praksu bibliotekarstva. 24 (2014.) URL:
http://citaliste.rs/casopis/br24/dizdar_senada.pdf (14.5.2016.)
9Dualni sistem obrazovanja podrazumijeva usku povezanost obrazovanja sa privredom, odnosno povezanost
teorije i prakse. Schneider, Hilmar. Dualni sustav obrazovanja kao prevencija nezaposlenosti mladih. // Federalni zavod za zapošljavanje. URL: http://www.fzzz.ba/vijesti/ dualni-sustav-obrazovanja-kao-
prevencija-nezaposlenosti-mladih (18.4.2016.) 10 Kovačević, Dinka; Lovrinčević, Jasmina. Mjerila kvalitete rada u hrvatskim školskom knjižničarstvu.
Osijek: Sveučilište, Odjel za kulturologiju, 2014. str. 201.
Senada Dizdar, Azra Hamulić: INFORMACIJSKA PISMENOST I PROFESIONALNA ORIJENTACIJA
WBILC 2016 108
3. Kovačević, Dinka; Lovrinčević, Jasmina. Mjerila kvalitete rada u hrvatskim školskom
knjižničarstvu. Osijek: Sveučilište, Odjel za kulturologiju, 2014.
4. Kovačević, Dinka ; Lovrinčević, Jasmina. Školski knjižničar. Zagreb: Zavod za
informacijske studije, 2012.
5. Pavleković, Gordana. Zdravstvena pismenost. Zagreb: MICC, 2013. URL:
http://ark.mef.hr/MICC/micc9_Pavlekovic.pdf (18.4.2015.)
6. Profesionalna orijentacija: Pet koraka do odluke o školi i zanimanju – Priručnik za
trenere. Sarajevo: Axel Sachs Deutsche Gesellschaft für Technische Zusammenarbeit
GmbH (GTZ). URL:
http://www.fzzz.ba/publikacije1/Prirucnik%20za%20trenereweb.pdf (10.4.2016.)
7. Rašidović, Beba Ešrefa Upravljanje znanjem i informacijska pismenost –
metakompetencije za nove načine učenja i izgradnju znanja. Sarajevo : Filozofski
fakultet, 2015(doktorska disertacija)
8. Rašidović, Beba Ešrefa. Informacijska pismenost i visokoškolske biblioteke – edukacija
korisnika. Model Univerziteta u Sarajevu. Sarajevo: Filozofski fakultet 2011.
(Magistarska radnja u rukopisu).
9. Schneider, Hilmar. Dualni sustav obrazovanja kao prevencija nezaposlenosti mladih. //
Federalni zavod za zapošljavanje. URL: http://www.fzzz.ba/vijesti/dualni-sustav-
obrazovanja-kao-prevencija-nezaposlenosti-mladih (18.4.2016.)
Uloga motivacije pri kreiranju tečajeva poslovnog e-učenja. // Portal za poslovno e-
učenje. URL: http://eucenje.efst.hr/tag/intrinzicni/ (10.4.2016.)
"GREENING" INFORMATION LITERACY THROUGH GAMES
Radostina Todorova1, Plamen Miltenoff
2, Gergana Martinova
1
1 New Bulgarian University, Sofia, Bulgaria
[email protected], [email protected] 2 St. Cloud State University, St. Cloud, USA
ABSTRACT: New Bulgarian University Library gradually shifts its focus toward adopting green technologies
and resources for information literacy. Two new technological trends in education: BYOD (bring
your own device) and games and gamification are steadily being recognized and adopted by
librarians. A jQuery-generated site for mobile devices is used to gamify students' introduction to
information literacy. We seek to achieve: 1. a paperless environment; 2. a dynamic and mobile
access to information and feedback; 3. switching from a lecture-based teaching style to a more
constructivist approach, and encourage students to build knowledge on their own while pursuing
a game-like activity; 4. better interaction with lecturers in subject-based teaching. The test
instruction was adopted from a library project at St. Cloud State University. The process of
collaboration with campus faculty, during the test instruction presented viable opportunity to
introduce paperless pedagogy and gaming, as a legitimate pedagogical practice across
disciplines on campus.
Keywords: information literacy, m-learning, gamification, green library
1. INTRODUCTION New Bulgarian University (NBU) has made the strategic choice to become a "Green University"
and the NBU Library is working to assert university image as a green institution. The objective is
to re-design and deliver library workflow in a paperless format. One of the successfully
accomplished initiatives was the environment-friendly "Green Office" that contributed to win
"The Best Library 2012" award from the Bulgarian Library and Information Association.
Currently, NBU Library shifts gradually its focus toward adopting new technologies and
resources for information literacy. NBU Library pursues arresting training and instruction
programs, adhering to our "green line" approach.
Academic libraries are often on the forefront of testing and applying new technologies. Two new
technological trends in education: BYOD (bring your own device) and games and gamification
are steadily being recognized and adopted by Higher Education practitioners and, respectively,
are promoted by academic librarians.
The growing affordability and access to the Internet, as well as the global penetration of mobile
devices across all ages, have transformed e-learning into m-learning (mobile learning). Pedagogy
and methodology are in a corresponding process of change. Gaming in education is recognized
with the potential to promote student motivation and problem-solving skills (Ifenthaler, D.,
Eseryel, D., & Ge, X. (2012). Game-based learning (GBL) is attractive to Millennials (current
students) and Generation Z (incoming students) with the opportunity to bring fun to learning. The
shift toward online activities on mobile devices results in print reduction.
2. GREEN LIBRARY New Bulgarian University (NBU) Library is engaged in green initiatives. The objective is the re-
design of library processes and services to achieve the implementation of environment-friendly
means of communication (Todorova, R., G. Martionova, D. Mladenova, & M. Lyubenova, 2012).
The strategy to turn into a “Green University” is reflected in the Library activities toward
accomplishing its strategic goals. The focus is a re-design of library services and offering online
reference and e-materials.
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2.1. Greening library collections In pursuit of this goal, the Library started to enlarge e-book and e-journal collections, where the
objective is long-term development and maintenance of digital collections. The Library also
developed and maintained institutional digital collections. The establishment of own digital
collections aims long-term preservation of paper collections – most popular titles, course
materials and rare titles from our collections are digitized and accessible on- and off-campus.
Digital copies are easy to use and manipulate, transferable and compatible and thus a sustainable
re-use of library materials is secured. An increase of e-document delivery has been recognized. E-
document based services showed rapid requests increase and online requesting functionality
gained popularity. Relocation of finances devoted to acquisition of paper materials allowed
investment in new technological solutions and enrichment of the electronic collections. This has
an impact and effect on next level of automation at the Library.
2.2. Greening Library Processes The NBU Library introduced library users to the electronic personal data is scanned,
automatically processed and transferred to the integrated online library automation system, where
it stored as a digital record that allows comprehensive reference to book records. Library users
sign electronically their declaration with Library rules excerpt. Renewing of a Library card is also
automated. Library plastic cards are recyclable. Library users can easily loan, renew and hold
library materials online, by incorporating RFID technology and integrating it with the library
automated system. Self-check machine allows users to perform loan and renew actions.
The process of notifying library users is also automated. E-mail messages are scheduled to library
users through the automated information system.
Library users access “My account” space in Library catalogue, where they can check stored
Library notices, alerts, etc. sent to them. Alerting and messaging are performed via e-mail or Ask-
a-Librarian chat in real time.
The mobile version of the Library web site encourages navigation on different mobile devices.
A credit payment system, where the library cards are charged with credits, allows users to pay
Library services.
2.3. Greening Library Services A request management platform was launched–locally designed software product with Cyrillic
interface. Since 2013, the Library upgraded and transferred to an increasingly sophisticated
information system for service request management, entirely designed and administered upon an
University student project. The promotion and adoption of online information services led to
decrease of library visits and growth of library users.
Online support and online services requests resulted in reduced amount of used office paper and
re-usable print consumptives – toners for copy machines are recycled and re-used. Waste office
paper is collected on regular base and taken away as recyclables. The increased interest in Library
collections, both paper and digital was another subsequence.
Eco packing of print library materials and personal belongings with eco-bags from natural
materials for multi-use made Library users conscious of reducing their environment-harming
attitude and developing new understanding of the digital age. The Library and New Bulgarian
University started to collaborate on environment-protecting activities and thus the “Green Office”
Initiative emerged. Each University unit is collecting wasted office paper for recycling, where the
Library is the leader of the activities under the Initiative. Each year the “Green Office” Initiative
helps to collect thousands of kilograms of paper. The New Bulgarian University Library is on the
track of establishing itself as an eco-institution. Most of the library processes, services, workflow
and collections are steadily turning paperless and are maintained online. The next task is to seek
turning information literacy green.
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3. GAME-BASED LEARNING AND LIBRARIES
3.1. Game and Gamification Ralph Koster defines a game as a system of rules that, taken together, creates a simplified model
of some aspect of reality (Koster, 2013).
Game based learning (GBL) is a type of game play that has defined learning outcomes. Generally,
GBL is designed to balance subject matter with gameplay and the ability of the player to retain
and apply subject matter to the real world. GBL describes an approach to teaching, where students
explore relevant aspect of games in a learning context designed by teachers.
Teachers and students collaborate in order to add depth and perspective to the experience of
playing the game.
Gamification takes game elements (such as points, badges, leaderboards, competition,
achievements) and applies them to a non-game setting. It has the potential to turn routine,
mundane tasks into refreshing, motivating experiences.
Gamification is defined as the process of applying game mechanics and game thinking to the real
world to solve problems and engage users (Phetteplace & Felker, 2014, p. 19; Becker, 2013, p.
199; Kapp, 2012). Gamification requires three sets of principles: 1. Empowered Learners, 2.
Problem Solving, 3. Understanding (Gee, 2005).
Some authors, e.g. Malykhina (2014), fail to make the distinction between games and
gamification in the educational process and attribute gamification to the influx of games in the
curricula, rather than to the application of game elements as defined above.
3.2. Gaming in the Library The academic library has an important role in establishing gaming and gamification as a
legitimate learning approach. The following factors determine the library as the developmental
hub for game-based activities in education. 1. The academic library serves the entire campus. 2.
Academic librarians teach mostly short (credit-wise) sessions, which is an advantage to start and
complete the implementation of game-based activities in the curriculum process. 3. The
development of sound pedagogical gaming by librarians can enable them to service and consult
departments across campus in replicating the pedagogical success of applying gaming and
gamification in the curriculum process.
The support to develop elaborate educational games is incomparably small to the funding for
gaming entertainment industry. The lack of finances makes it only logical for academic
institutions to combine their resources across campus in an effort to enable gaming and
gamification as a recognized approach to learning and teaching. Within the campus setting, the
library can prove to be the preferable sandbox for possible testing and implementation of game-
like activities and projects. Academic libraries are well-known as early adopters of new practices
across campus. Using games for fostering information literacy skills among students has been
underway for a long while (Smith, 2007; Walker, 2008; Markey, Swanson, Jenkins, Jennings,
Jean, Rosenberg, & Frost, 2009; Buchanan, & Elzen, 2012; Porter, 2012; Becker, 2013; Brown &
Kaspar, 2013; Margino, 2013; Phetteplace & Felker, 2014; Walsh, 2014). Regrettably,
information literacy skills remain the focus of most academic libraries in 21st century. Skills
taught through digital literacy elude academic librarians. Considering the importance of gaming in
education, Alan Gerschenfield, a publisher of computer games, underlines the connection
between games in education and the importance of teaching digital literacy (Fletcher, 2014); a
literacy, which academic libraries often neglect on account of information literacy.
Not surprisingly, such discrepancy regarding the importance of digital literacy determines the
attitude toward the leadership role of the academic library in the game-based learning practices on
campus. Buchanan & Elzen (2012) are on the opinion that librarians do not have to be experts in
the “gaming” area, but to only understand the place video games could have in libraries and adjust
their services accordingly. In the same fashion, Phetteplace & Felker (2014) fail to see the grand
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responsibility of the academic library on campus as early adopters and in terms of video games,
they advocate only for engagement of patrons and expanding outreach programs. On the other
hand, Becker’s (2013) study of gaming in libraries takes him to Shapiro’s (2014) conclusion,
namely, level up students to the learning challenges by creating their own games and/or co-
designing and manipulating games.
4. GREEN CROSS-CULTURAL LIBRARY PROJECT This Library project streamlines the application of recent technologies and the “green” strategy.
The Library aims to achieve: 1. a paperless environment; 2. a dynamic and mobile access to
information and feedback; 3. switching from a lecture-based teaching style to a more
constructivist approach, and encourage students to build knowledge on their own while pursuing a
game-like activity; 4. better interaction with lecturers in subject-based teaching.
4.1. Technology Recent report by McGraw-Hill Education Research claims that over 80 percent of students use
mobile technology to study (Belardi, 2015). A St. Cloud State University campus technology
survey yields similar results. While numbers can be argued, the tendency of students to use
mobile devices, being those their own (BYOD) or school-issued is on the rise. Mobile devices are
in the heart of the recent wave of gamification in “many industries, including business, marketing,
and education,” as well as the “evidence that game elements, if used properly, can increase
engagement and motivation (Spina, 2013, p. 7).
A jQuery-generated site for mobile devices is available to gamify students' introduction to
information literacy. Students are using their mobile devices (smart phones, tablets, etc.) to access
information through a mobile Web site and are expected to accomplish set of tasks, which reflect
their knowledge of literature and research procedures in the library.
4.2. Preparation After a presentation at the 2014 Library Technology Conference at Macalester College in
Minneapolis, Minnesota, Sarah Thorngale of the Brandel Library in Chicago shared the template
for the library orientation using mobile devices. In the fall of 2015, first-year students from the
COLL 150 classes at St. Cloud State University (SCSU) tested the site, as adapted for the use of
the SCSU Library. Different versions of the site are available at http://web.stcloudstate.
edu/pmiltenoff/bi/.
NBU library adopted the test instruction as used at SCSU, and respectively, at Brandel Library.
The consequent discussions lead to the idea to compare projects and results and seek cross-
cultural similarities and differences, thus bringing opportunities to test, improve the idea and
apply it in regular classes across campus.
The site was translated from English to Bulgarian, keeping the idea intact and adjusting the
content where necessary. In collaboration with an instructor from the Law Department, the site
was modelled after the content and requirements of Financial and Tax Law course at NBU.
The test at NBU was conducted with second-year students in the Law Program. Two months in
advance, the students were introduced to the experiment and instructed accordingly.
The experiment to use the site at other NBU courses was promoted by the librarians through
printouts with QR codes containing login information and requesting a week to complete the
assignments listed on the site.
4.3. Results The authors of this study decided to compare the first thirty responses by students, respectively
from NBU and SCSU. Test training is based on a range of 19 assignments. These were divided to
13 open-ended questions, 5 multiple choice question and 1 single choice question. Assignments
Radostina Todorova, Plamen Miltenoff, Gergana Martinova: "GREENING" INFORMATION LITERACY
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are accompanied with instructions and part of them has a corresponding image. Through a Help
Button students contact a librarian for a live assistance.
Students from the two universities have showed equal competences in using the software. The
NBU group completed 82,1% of the assignments against the 82,1% from the SCSU group.
Equal percentage (100%) of students from the cited universities answered to the questions „What
did the librarian help you with?“, „What hours are reference librarians available?“, „Say you have
a question for a librarian who is clearly busy with other work. How will the librarian feel about
being interrupted?“.
Around 80%-90% of the respondents gave their feedback to the questions „Name three library
resources available to you for research projects“, „What are the two most valuable things you
learned from this session?“.
The received answers were between 70%-80% on „The librarian was knowledgeable and prepared
for this session.“, „What book did you find?“, „What's the call number?“
Students from the two universities found it difficult to complete „Find an Article“ assignment,
where the SCSU result was 76,6%, and 60% for NBU. Depending on the degree of
implementation the assignment was positioned on 15th place among 19.
Despite the derived similarities in responding, some deviations are also observed. SCSU students
have answered to a group of questions on how to locate information within an encyclopedia
(100%), while the NBU group returned a result of 56,7%. The respondents from SCSU have not
completed the optional „How many college libraries own a copy of „Title of book“?“, „Wander
around the first floor to find five other things you can check out from the library“ , where 90%
NBU representatives have shared their opinion.
uantity analysis reveals that the query „What is one question you still have about using the
library?“ have gained less interest - 66,7% for SCSU and 53,3 for NBU. This shows that students
in USA and Bulgaria should be urged at the beginning of their study to formulate library-
orientated queries.
The quality analysis of the groups of assignments shows main similarities and differences in the
responses of the two target groups. The answers to the basic questions „What book did you find?“
and „What's the call number?“ in the two groups is comparatively equal (SCSU -92,3% , NBU -
92,8%). Game instructions are fairly precise and helped the achievement of a higher rate in
results. The group of multiple choice questions and open-ended questions also introduces similar
responses. The multiple choice question „What did the librarian help you with“ progresses for
SCSU with the average score of 4,5 responses, where NBU received 3,6 answers. Where the most
important issue for both groups of respondents is „Find items“ (fig. 1).
Figure 1: uestion „What did the librarian help you with?“
Radostina Todorova, Plamen Miltenoff, Gergana Martinova: "GREENING" INFORMATION LITERACY
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WBILC 2016 114
To the open-ended question „Name three library resources available to you for research projects“
the average number of answers is 2,7. Most valued are „Books“. It is interesting that the query
about electronic resources have received only 2 answers in each of the groups of respondents. The
result confirms the consistency of adopting m-learning. In the course of the game, students
become aware of and learn how to use the diverse library resources. Again the multiple choice
question „Say you have a question for a librarian who is clearly busy with other work. How will
the librarian feel about being interrupted?“ results are almost the same (fig. 2).
Figure 2: uestion „Say you have a question for a librarian who is clearly busy with other work“
To a lesser extent, students were able to define three true keywords in response to the question
„Identify Keywords for Your Topic“, 71,3% on the SCSU score against 74,4 - NBU.
The SCSU students has realized 100% true answers to the „Find an Article in a data base“
question, while in NBU the success is 43,3%. The complexity of the topic in the law field and the
necessity to search in multi-language databases has provoked that particular outcome. About
83,3% of NBU students were successful on „What hours are reference librarians available?“,
while the SCSU students show only 53,3%. The difference is probably due to the extended
working time of the reference desk at NBU and the habit of the students to ask assistance from
librarians.
5. CONCLUSION The idea to apply gamification methods in an academic library proves to be a challenge. The
results from the experiment proved that gamification can be considered as an alternative on the
way to green technologies; the use of BYOD and the mobile site ruled out the use of any
additional resources (Antonelli, 2008). Application of such methods in education falls into the
understanding of the Millennials and Gen Z how education must be conducted. In the spirit of
constructivism, learners preside over knowledge acquisition by determined the time and pace of
the learning process.
Employing the combination of jQuery and Google Forms solution allows real-time online
assessment, without the necessity to print any data at any moment of the assessment process. The
ability to collect live data during the learning process is of paramount importance, since it brings
identification of the different parts of the learning process for each individual student and allows
the instructor/librarian to adjust live the learning outcomes for each student.
The process of collaboration with campus faculty, during the test instruction presented viable
opportunity to introduce paperless pedagogy and gaming, as a legitimate pedagogical practice
across disciplines on campus. Adopting such methods of instruction is a challenge for academic
librarians, since it requires strong technological skills and solid digital literacy. The cross-cultural
analysis of the compared groups of students reveals strong similarities on thinking and actions
among Millennials from different cultural and linguistic background. The authors of this study
underline the initial phase of the research and invite further interested parties to join in adopting
the mobile site, collect data and participate in a wider and deeper cross-cultural analysis. The
comparative analysis among the groups reveals that young people from the different parts of the
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world accept m-learning with game elements, which encourage students to build knowledge on
their own while pursuing a game-like activity.
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KNOWLEDGE MANAGEMENT SECI PROCESS,
INFORMATION LITERACY AND LIBRARY-INFORMATION
PROFESSIONALS
Beba Ešrefa Rašidović, PhD Faculty for Criminal Justice, Criminology and Security Studies University of Sarajevo, Zmaja od
Bosne bb Sarajevo
Ratko Knežević, M.A. free scholar
Abstract Knowledge management in modern times has become necessary in an effort to master the daily
production of vast amounts of information and rapid obsolescence of knowledge based on them as
a product of the increasing advancement of technology and the opportunities that it provides.
Knowledge management and information literacy are concepts arising in various disciplines of
the past few decades. Between them there is a strong connection because information literacy and
knowledge management pursue the same objective: the development and improvement of the
practice of acquiring and sharing knowledge. Library and information professionals have
relevant theoretical and practical knowledge to be on equal with other members of the
organization participate in knowledge management. With their knowledge of the organization,
storage and retrieval of information, library and information specialists are an important link in
knowledge management through information systems and systems for the organization of
knowledge, selective dissemination of information and information literacy programs. As in
knowledge management knowledge created through the synthesis of human activity, interaction
and conversion of tacit to explicit knowledge, SECI process of knowledge conversion Japanese
scientists is applicable at the interaction of library and information professionals and students in
the communication that takes place in the library or in the course of the program teaching
information literacy in the classroom as part of the formal curriculum.
Keywords: knowledge management, SECI process, information literacy, library and
information professionals, information literacy programs
1. INTRODUCTION Generally accepted is an opinion that efficient knowledge management represents the key of
success for organization, innovation and development, and since knowledge management is not
connected with just one certain area, but it is the result of the cooperation more then one different
areas of expertises, for library and information professionals knowledge management is an
opportunity to reaffirm their own role through their contribution of making new values for an
organization as partners in creating, sharing and using the knowledge (Choo, 2000:11).
Necessities for information modern organizations dedicated to knowledge management are not
confined on information contained in familiar external sources of information, although they are
important component in knowledge management. For the grow and development of organizations
it is very important the tacit knowledge stored in the employee’s minds, as well as internal
explicit knowledge incurred as a product of sharing knowledge inside of the organization, so
library and information professionals are engaged in so called “cartography of knowledge” which
implies continuous monitoring and mapping of the information sources (Campbell according
Sapp and Gilmour, 2003). In that way their role becomes proactive and mediatory by comprising
coordination available information, its analysing, valuing, evaluating, organising and making
strategy which provides connection of people, ideas, knowledge and innovations. Beside that they
are alleviate and educate users or clients approach to the information and informational processes
which considers educational discourse in users services.
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2. KNOWLEDGE MANAGEMENT AND LIBRARY AND INFORMATION
PROFESSIONALS Library and Information professionals posses tacit knowledge extremely important for
organization (Choo, 2000:4). It is not that they only posses skills for searching and finding
sources of information but know-how knowledge for analyse and articulation of information need,
for evaluation of the quality of given information and summarising important information as well
as their sorting (packing) for a certain project or a problem. These knowledge are part of a daily
practice of the Library and Information professionals, but for organisation, they can be transparent
or invisible, so Library and Information professionals must put their effort so all values of their
expertise are acknowledged and that they could adequately involved as members of project’s
teams who are getting and analysing information needed for the team in resolving problems and
making decisions. In that way Library and Information professionals more and more are
providing help and advise which and how the information sources are used. Regarding explicit
knowledge Library and Information professionals are traditionally specialised for managing,
organizing, saving and searching for important knowledge from external sources, but these
knowledge are also spread on management with explicit knowledge of organization through
identification and codification of valuable knowledge produced by organization employees,
presentation of these knowledge through the context where they can make sense and codification
and presentation of valuable knowledge of organization not just to be available but also to make
easier sharing, reusing, advising and further studying. Making of new knowledge upgrading of
existing one, its gathering, systematization, transferring and sharing are important components of
entire life and work experience in a modern world and Library and Information professionals can
be used as agents for transfer and help to the other areas of society as experts and consultants.
Human factor is the key so Library and Information professionals manage knowledge through
information system and systems for organization of knowledge, selective dissemination of
information and programmes of Information Literacy and these segments are closely connected
and an not function one without other.
Library and Information professionals, besides work on improving approach toward information,
must focus on proactive strategies which can help enhancement connections of people with
knowledge and innovations that consider pedagogical/andragogical approach in corporations as
well as all levels education, especially higher education institutions.
3. KNOWLEDGE MANAGEMENT AND INFORMATION LITERACY Information Literacy and tending of information literate working force are basic components in
any kind of initiative for knowledge management. The aim of knowledge management is
maximum usage and creation of the knowledge in organisations, so Information Literacy
becomes, besides knowledge organising and selective dissemination of information, important
strategic component of knowledge management where Library and Information professionals are
in charge. Information Literacy contributes knowledge management and represents part of the
area for knowledge management, so pedagogical role of Library and Information professionals in
all segments of society will increase together with accession of technological abilities of
production and information approach, since final users can see and feel more fragmented and
because of its abundance will lose ability of valiant connection and critical judgement. People are
often able to find certain information by themselves but they do not know what to do with them
next, or whether they are good enough for solving problem situation, so skills and habits of
Information Literacy are of the same importance for pupils, students, workers and citizens.
Although libraries are not any more the only places where knowledge is stored, they are still not
separable from the education process because they are qualitative sources of knowledge important
for successful education and studying. Library and Information services have got irreplaceable
role in organization of a knowledge approach closely connected with continuous grow and
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multiplying of medias for its intersession and are becoming process in the context of information
intersession and its usage. As a consequence of complex organization, storage and search of
enormous amount of data, information and knowledge, together with complexity awareness,
diversity and richness of information and human need for them, knowledge of technology
together with its abilities and shortcuts, emphasise is on library like moderator between
information and user, educational and consultancy through Information Literacy programmes and
help with getting systematic view of information inside of scientific discipline, on that way
libraries are becoming some kind of information laboratory (Schallier, 2007).
As in knowledge management knowledge is created through synthesis of human work, interaction
and conversion of tacit into explicit knowledge, SECI process knowledge conversion of Nonaka
and associates (Nonaka and Toyama, 2003) is applicable on interaction of Library and
Information professionals and students in communication held in the library or through
Information Literacy educational programme in class like a part of formal curriculum. 4. SECI PROCESS Educational processes aimed on student and Bologna educational process imply daily active
involvement in teaching and self-contained knowledge construction through information
gathering, selection and organization of experiences and exploration of new information, their
evaluation, interpretation and presentation, as well as writing of numerous essays and seminar
papers as the way for finish exam. Communication between Library and Information
professionals and students in academic libraries usually starts with students sentence“I need
literature on the subject…” which opens a dialogue whose aim is reconsideration of integral part
for information question and figures information interview where Library and Information
professional tries to discover nature, purpose and extent of users information need, actually what
is exactly what he need and how to help congruentlyhim.Through the questioning process
Library and Information professional by asking aimed and constructive questions interprets user’s
demand and for himself and for the user conducts it in real need. That need can be deconstructed
through several steps so student or other user will be able to perform itin some future research for
relevant knowledge sources. This is not about transferring information skills in research for
relevant information, but first of all it is about cognitive abilities of meaning defining in the
context and helping the student to understand himself what his information need is consisted of
and where to start so he can undertake variety of activities to achieve goal. What student is
looking for and what he need does not have to be congruously, so Finer (according to Sečić,
2006:52) says: “If we assume that every user demand can be solved if he gets exact information,
we must provide that fined information can solve his problem. That is why questions cannot be
taken for granted, how it is said”. To resolve many details, with information interview and
simplifying information needs, it might be necessary (and usually it is) to articulate and explain
difference between monographs and magazines, between popular and academic magazines,
explain what is the periodical, review processes, paper publication, elements of bibliography
description important for quotations,making bibliography and avoiding plagiarism. Information
interview mostly considers help in defining main research question and its interpretation into
navigable and efficient concepts, help in identification key concepts and terms, in setting
strategies of research and filtering information and way of their selection.
These activities are process of Socialization (from tacit to tacit knowledge) where Library and
Information professional exchanges tacit knowledge with student (user) trying to understand and
came to conclusion of the meaning through conversation. Hesitation, confusion and uncertainty of
user at the early stage of building knowledge complex process, not just gathering information
(Kuhlthau, 1991, 1999) gradually should decrease, because in process of Externalization (from
tacit to explicit) new tacit knowledge of a student is articulated with cognition concept and
question definition and key words for information systems research (electronic catalogues, data
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basis, repositories) in search for relevant information sources and defining research strategy and
question redefining if initial did not give satisfying results. Student now has precise vision and is
focused on a choice of relevant information sources, its reading, writing ideas, making notes,
organizing of minds, writing of presentation, essays or seminar papers or making the decision.
These activities present Combination process (from explicit to explicit knowledge). Gaining
knowledge applicable for future information needs as well as knowledge appliance achieved
through realization and materialization of information need through writing paper on a certain
topic, presentation or making final decision represents process of Internalization (from explicit to
tacit) where new knowledge are becoming tacit knowledge of students. Described processes are
not straight-line and are held in the knowledge spiral until they do not give satisfying results, and
can be repeated if student still has problems with satisfaction of his information need. It is clear
that information interview, actually, considers a kind of teaching through active engagement of
both participants in this specific dialogue, where Library and Information professional need to
have highly developed professional components, skills and abilities to communicate with each
user on the right way. In defining user’s information need, its expansion, constriction, direction
and its review, role of Library and Information professional is crucial, because information
interview helps user to be focused on a subject, so that they together are coming to wishful
results. Conversation helps person who is learning and Library and Information professional, so
sharing knowledge and information, searching of relevant information sources becomes directed,
concentrated and specified. Mutual usage of these cooperation is for students and librarians:
pearson who is learning is gaining knowledge and experience applicable in the following task
and information need, and Library and Information professional is deepens his knowledge from
the discipline, testing his systems for storing and searching information, as well as reachable and
available information sources. Library and Information professional on this way contributes to
creating, conversion, sharing, transferring and using of knowledge but these activities are time
limited and are held on voluntary base when student comes in a Library and asks for help. More
efficient contribution of knowledge management in knowledge building is through Information
Literacy programme involved in formal curriculum, because it can be better planed; its
performance has continuation, considers group work and interaction more persons and brings
certain number of credits so it is obligatory. Implementation of the Information Literacy
programme as knowledge, skills, abilities and habits as a part of formal curriculum acquires
second dimension of knowledge management process Nonaka and its associates, and that is place
of creating or it is Ba. In interaction with students in mutual knowledge context information are
getting meaning through interpretation and knowledge is shared, exchanged, created and used.
Information Literacy programmes which support modules from other disciplines in curriculum or
are incorporated in them, are making such place for knowledge creation because students and
performers of these programmes can through mutual work on certain tasks accept new
knowledge, exchange and use them.
5. CONCLUSION Library and Information professionals have relevant theoretical and practical knowledge so they
can equally with other organization members participate in knowledge management, but not as
servant for information systems who are directing and transmitting information but as participants
in crucial dealings of the organization. Role of the Library and Information professionals in
gathering, storing and organizing information and knowledge gained through it is out of a
question, as before, nowadays with changes and adjustment using adequate tools and abilities for
knowledge distribution, so Library and Information professional mission and in future society
improvement through facilitation knowledge production in community where they work (Lankes
according to Calzada Prado and Marzal, (2013:1). In mentioned “Knowledge cartography” and
information sources mapping in numerous information placed every which compound
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information universe, it will be possible to use the right ones just professionals whose cognitive
abilities are not limited on technological usage only. Abilities for analyzing, critical thinking,
synthesis, curiousness, creativity and updating of knowledge are still in domain of human brain so
Castells says: „Elites are learning through work, with that they are modifying technological
appliance, while most of the people is learning through usage staying inside technology
packaging“ (2000:71).
6. REFERENCES
Calzada Prado, J., Marzal, M.A. (2013). Library and information professionals as knowledge
engagement specialists. Theories, competencies and current educational possibilities in accredited
graduate programmes. Information Research. 18 (3), 1-6 Available at: www.informationr.net/
ir/18-3/colis/paperC12.html (done on 08 Jan 2015)
Castells, M. (2000). Uspon umreženog društva. Zagreb : Golden marketing
Choo, C.W. (2000). Working with knowledge : how information professionals help organizations
manage what they know. Library Management. 21 (8), 1-12
Kuhlthau, C.C. (1991). Inside the search process : information seeking from the user/s
perspective. Journal of the American Society for Information Science. 42 (5), 361-371
Kuhlthau, C.C. (1999). Accommodating the user/ s information search process: challenges for
information retrieval system designers. Bulletin of the American Society of Information Science.
25 (3) Available at: http://www.asis.org/Bulletin/Feb-99/kuhlthau.html (Done on 22 Dec 2008) Nonaka, I., Toyama, R. (2003). The knowledge-creating theory revisited : knowledge creation as
a synthesing process. Knowledge Management Research and Practice. 1, 2-10DOI
10.1057/palgrave.kmrp.850000 Sapp, G., Gilmore, R. (2003). A brief history of the future of academic libraries : Predictions and
speculations from the literature of the professions, 1975 to 2000 – part two – 1990 to 2000.
portal: Libraries and the Academy. 3 (1), 13-34
Schallier, W. (2007). Information literacy in academic curricula : a case study of integration at
the biomedical faculties of K.U. Lueven University Available at: http://hdl.handle.net/
10150/105449(Pristup 10.01.2011.)
Sečić, D. (2006). Informacijska služba u knjižnici. 2. dopunjeno i prerađeno izd. Lokve : Benja
SECI PROCES UPRAVLJANJA ZNANJEM, INFORMACIJSKA
PISMENOST I BIBLIOTEČKO-INFORMACIJSKI STRUČNJACI
Dr. Beba Ešrefa Rašidović
Fakultet za kriminalistiku, kriminologiju i sigurnosne studije Univerziteta u Sarajevu, Zmaja od
Bosne bb Sarajevo
mr. sc. Ratko Knežević
Sažetak Upravljanje znanjem je u modernim vremenima postalo neophodno u nastojanju da se ovlada
svakodnevnom proizvodnjom ogromne količine informacija i brzim zastarijevanjem na njima
zasnovanog znanja kao produkata sve većeg napredovanja tehnologije i mogućnosti koje ona
pruža. Upravljanje znanjem i informacijska pismenost su koncepti nastali u različitim
disciplinama unazad nekoliko decenija i između njih postoji snažna veza, jer informacijska
pismenost i upravljanje znanjem slijede iste ciljeve razvoja i unapređenja praksi stjecanja i
dijeljenja znanja. Bibliotečko-informacijski stručnjaci posjeduju relevantna teorijska i praktična
znanja da mogu ravnopravno sa drugim pripadnicima organizacije učestvovati u upravljanju
znanjem. Sa svojim znanjima iz organizacije, pohranjivanja i pronalaženja informacija,
bibliotečko-informacijski stručnjaci su značajna karika u upravljanju znanjem kroz informacijski
sistem i sisteme za organizaciju znanja, selektivnu diseminaciju informacija i programe
informacijske pismenosti. Kako se u upravljanju znanjem, znanje stvara kroz sintezu ljudskog
djelovanja, interakciju i konverziju tacitnog u eksplicitno znanje, SECI proces konverzije znanja
japanskih znanstvenika primjenjiv je i na interakciju bibliotečko-informacijskih stručnjaka i
studenata u komunikaciji koja se odvija u samoj biblioteci ili tokom programa poučavanja
informacijske pismenosti u razredu u okviru formalnog kurikuluma.
Ključne riječi: upravljanje znanjem, SECI proces, informacijska pismenost, bibliotečko-
informacijski stručnjaci, programi informacijske pismenosti
1. UVOD Općeprihvaćeno je mišljenje da efikasno upravljanje znanjem predstavlja ključ uspjeha
organizacija, inovacija i razvoja, a s obzirom da upravljanje znanjem ne pripada samo jednom
području znanja, nego je rezultat saradnje više različitih domena stručnosti, za bibliotečko-
informacijske stručnjake upravljanje znanjem je prilika da reafirmiraju svoju ulogu kroz doprinos
stvaranju nove vrijednosti za organizaciju kao partneri u kreiranju, dijeljenju i upotrebi znanja
(Choo, 2000:11).
Potrebe za informacijama savremenih, upravljanju znanjem posvećenih organizacija nisu
ograničene samo na informacije sadržane u poznatim vanjskim izvorima informacija, iako su oni
značajna komponenta upravljanja znanjem. Za rast i razvoj organizacija od posebne je važnosti
tacitno znanje pohranjeno u umu zaposlenih, te interno eksplicitno znanje nastalo kao proizvod
dijeljenja znanja unutar organizacije, pa su bibliotečko-informacijski stručnjaci zapravo
angažirani u tzv. „kartografiji znanja“ koja podrazumijeva kontinuirano praćenje i mapiranje
informacijskih izvora (Campbell prema Sapp i Gilmour, 2003). Njihova uloga tako postaje
proaktivna i medijatorska i obuhvata koordiniranje dostupnih informacija, njihovo analiziranje,
vrednovanje i organiziranje i stvaranje strategija koje omogućuju povezivanje ljudi, ideja, znanja i
inovacija, a uz to olakšavaju i podučavaju svoje korisnike ili klijente pristupu informacijama i
informacijskim procesima što podrazumijeva obrazovni diskurs u korisničkim uslugama.
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2. UPRAVLJANJE ZNANJEM I BIBLIOTEČKO-INFORMACIJSKI
STRUČNJACI Bibliotečko-informacijski stručnjaci posjeduju tacitno znanje izuzetno važno za organizaciju
(Choo, 2000:4), jer ne samo da posjeduju vještine pronalaženja i pretraživanja izvora informacija,
nego know-how znanja za analizu i artikulaciju informacijske potrebe, za procjenu kvalitete
izlučenih informacija i sažimanje važnih informacija i njihovo slaganje (pakiranje) za određeni
projekat ili problem. Ova su znanja dio svakodnevnih praksi bibliotečko-informacijskih
stručnjaka, ali za organizaciju, ona mogu biti transparentana ili nevidljiva, te bibliotečko-
informacijski stručnjaci moraju učiniti sve da vrijednosti njihove stručnosti budu priznate i da
aktivno sudjeluju kao članovi projektnih timova, koji pribavljaju i analiziraju informacije
potrebne timu, u rješavanju problema i u donošenju odluka. Tako bibliotečko-informacijski
stručnjaci sve više preuzimaju ulogu savjetnika i instruktora koji pružaju pomoć i savjetuju kod
odabira i korištenja izvora informacija.
Kad je eksplicitno znanje u pitanju, bibliotečko-informacijski stručnjaci su tradicionalno
specijalizirani za upravljanje, organiziranje, pohranjivanje i pronalaženje važnih znanja iz
vanjskih izvora, ali se ova znanja protežu i na upravljanje eksplicitnim znanjem organizacije kroz
identificiranje i kodificiranje vrijednih znanja koja su stvorili uposlenici organizacije,
predstavljanje ovih znanja kroz sadržaj i kontekst u kojem ona imaju smisla, te kodificiranje i
prezentacija vrijednih znanja organizacije ne samo da budu dostupna, nego da bi se olakšalo
dijeljenje, ponovna upotreba, promišljanje i dalje učenje.
Stvaranje novog znanja i nadogradnja postojećeg, njegovo prikupljanje, sistematiziranje,
prenošenje i dijeljenje važne su komponente cjelokupnog života i rada u savremenom svijetu, a
bibliotečko-informacijski eksperti mogu služiti kao agenti prijenosa i pomoći ostalim domenima
društva kao stručnjaci i konsultanti. Ljudski faktor je ključna karika, pa bibliotečko-informacijski
stručnjaci upravljaju znanjem kroz informacijski sistem i sisteme za organizaciju znanja,
selektivnu diseminaciju informacija i programe informacijske pismenosti, a ovi su segmenti
čvrsto povezani i jedni bez drugih nefunkcionalni.
Bibliotečko-informacijski stručnjaci se uz rad na poboljšanju pristupa informacijama, moraju
usredotočiti i na proaktivne strategije koje mogu pomoći unapređenju veza ljudi sa znanjem i
inovacijama, što podrazumijeva pedagoško/andragoški pristup kako u korporacijama, tako i u
obrazovnim institucijama, osobito visokoškolskim.
3. UPRAVLJANJE ZNANJEM I INFORMACIJSKA PISMENOST Informacijska pismenost i njegovanje informacijski pismene radne snage ključne su komponente
u bilo kojoj inicijativi upravljanja znanjem. Cilj upravljanja znanjem je maksimalno korištenje i
stvaranje znanja u organizacijama, pa informacijska pismenost postaje, pored organizacije znanja
i selektivne diseminacije informacija, važna strateška komponenta upravljanja znanjem za koju su
zaduženi bibliotečko-informacijski stručnjaci. Informacijska pismenost pridonosi upravljanju
znanjem i predstavlja dio domene upravljanja znanjem, pa će pedagoška uloga bibliotečko-
informacijskih stručnjaka u svim segmentima društva jačati sa povećanjem tehnoloških
mogućnosti proizvodnje i pristupa informacijama, jer će ih krajnji korisnici vidjeti i doživljavati
sve više fragmentarno i zbog njihovog obilja će izgubiti mogućnost njihovog valjanog
povezivanja i kritičkog procjenjivanja. Ljudi su često u stanju sami pronaći određene informacije,
ali ne znaju šta dalje s njima, niti da li su dovoljno dobre za rješavanje problemske situacije koja
je pred njima i zato su znanja, sposobnosti, vještine i navike informacijske pismenosti jednako
važne za učenike, studente, radnike i građane.
Iako biblioteke nisu više jedina mjesta na kojima je pohranjeno znanje, one su i dalje neodvojive
od procesa učenja, jer su kvalitetni izvori znanja važni za uspješno obrazovanje i učenje, pa
bibliotečko-informacijski servisi imaju nezamjenjivu ulogu u organiziranju pristupa znanju usko
povezanu sa stalnim rastom i umnožavanjem medija za njegovo posredovanje i postaju proces u
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kontekstu posredovanja informacija i njihovog korištenja. Kao posljedica složenosti organiziranja,
pohranjivanja i pretraživanja goleme količine podataka, informacija i znanja, uz svijest o
kompleksnosti, raznovrsnosti i bogatstvu informacija i ljudskih potreba za njima, i poznavanje
tehnologije i posjedovanje znanja o njenim mogućnostima, ali i nedostacima, naglasak je
usmjeren ka posredničkoj ulozi biblioteka između informacija i korisnika, obrazovnoj i
konsultantskoj kroz programe informacijske pismenosti i pomoći kod stjecanja sistematskog
pogleda na informacije unutar znanstvene discipline, te tako biblioteke postaju neka vrsta
informacijske laboratorije (Schallier, 2007).
Kako se u upravljanju znanjem, znanje stvara kroz sintezu ljudskog djelovanja, interakciju i
konverziju tacitnog u eksplicitno znanje, SECI proces konverzije znanja Nonake i saradnika
(Nonaka i Toyama, 2003) primjenjiv je i na interakciju bibliotečko-informacijskih stručnjaka i
studenata u komunikaciji koja se odvija u samoj biblioteci ili tokom programa poučavanja
informacijske pismenosti u razredu u okviru formalnog kurikuluma.
4. SECI PROCES Obrazovni procesi usmjereni na studenta i Bolonjski način studiranja podrazumijevaju
svakodnevno aktivno učešće u nastavi i samostalnu konstrukciju znanja kroz prikupljanje
podataka, razvrstavanje i organiziranje iskustava i istraživanje novih informacija, njihovu
evaluaciju, interpretaciju i predstavljanje, te pisanje brojnih eseja i seminarskih radova kao načina
polaganja ispita. Komunikacija između bibliotečko-informacijskih stručnjaka i studenata u
visokoškolskim bibliotekama obično započinje izjavom studenta riječima „meni treba literatura
na temu...“ što otvara dijalog čiji je cilj razmatranje sastavnih dijelova samoga informacijskog
upita, a predstavlja informacijski intervju u kojem bibliotečko-informacijski stručnjak pokušava
otkriti prirodu, svrhu i opseg informacijske potrebe svoga korisnika, odnosno šta je to što mu
zapravo treba i kako mu se može svrsishodno pomoći. Putem procesa ispitivanja bibliotečko-
informacijski stručnjak postavljanjem ciljanih i konstruktivnih pitanja tumači korisnikov zahtjev i
sebi i samom korisniku i prevodi ga u realnu potrebu, a zatim se ta potreba dekonstruira u nizu
koraka koje će student ili neki drugi korisnik biti u stanju sam izvršiti u nekoj budućoj potrazi za
relevantnim izvorima znanja. Ovdje se ne radi o prijenosu informacijskih vještina u potrazi za
relevantnim informacijama, nego ponajprije o kognitivnim sposobnostima definiranja značenja u
kontekstu i pomoći da student sam shvati iz čega se sastoji njegova informacijska potreba i od
čega da krene kako bi mogao poduzeti niz aktivnosti u cilju njenog zadovoljavanja. Ono što
student treba i ono što traži ne mora biti podudarno, te Finer (prema Sečić, 2006:52) kaže: „Ako
pretpostavimo da svaki korisnik koji nam se obrati sa zahtjevom svoj problem može riješiti ako
pronađe pravu informaciju, moramo nastojati osigurati da informacija koju je pronašao doista i
može riješiti njegov problem. Zbog toga njegov upit često ne smijemo uzeti zdravo za gotovo tj.
onako kako je izrečen“. Kako bi mnoge pojedinosti bile razjašnjene, uz informacijski intervju i
raščlanjivanje korisnikove informacijske potrebe, možda će biti potrebno (najčešće jeste)
artikulirati i objasniti razliku između monografija i časopisa, između popularnih i akademskih
časopisa, objasniti šta je časopis, periodičnost, procesi recenziranja i objavljivanja radova,
elementi bibliografskog opisa važni za citiranje i popis korištene literature, te izbjegavanje
plagijarizma. Informacijski intervju najčešće podrazumijeva i pomoć u definiranju glavnog
istraživačkog pitanja i njegovo prevođenje u upravljive i efikasne pojmove, pomoć u
identificiranju ključnih koncepata i termina, u postavljanju strategija pretraživanja i filtriranja
informacija i načinima njihovog selektiranja.
Ove su aktivnosti proces Socijalizacije (od tacitnog do tacitnog znanja) u kojem bibliotečko-
informacijski stručnjak razmjenjuje tacitno znanje sa studentom (korisnikom) pokušavajući da se
kroz razgovor razumiju i usaglase značenja. Oklijevanje, zbunjenost i nesigurnost korisnika u
ovoj ranoj fazi složenog procesa izgradnje znanja, a ne samo prikupljanja informacija (Kuhlthau,
1991, 1999) postepeno bi trebala da se smanjuje, jer u procesu Eksternalizacije (od tacitnog ka
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eksplicitnom) novo tacitno znanje studenta se artikulira spoznavanjem koncepata i definiranjem
upita i ključnih riječi za pretraživanje informacijskih sistema (elektronskih kataloga, baza
podataka, repozitorija) u potrazi za relevantnim izvorima informacija, te određivanjem strategije
pretraživanja i redefiniranjem upita ako početni nisu dali zadovoljavajuće rezultate. Student sada
ima jasniju predstavu i fokusiran je na izbor relevantnih izvora informacija, njihovo iščitavanje,
zapisivanje ideja i bilježenje i organiziranje misli, pisanje prezentacije, eseja ili seminarskog rada
ili na donošenje neke odluke. Ove aktivnosti predstavljaju proces Kombinacije (od eksplicitnog
ka eksplicitnom znanju). Usvajanje znanja primjenjivih u zadovoljavanju neke buduće
informacijske potrebe kao i primjena znanja stečenih realizacijom i materijalizacijom
informacijske potrebe pisanjem rada na neku temu, prezentacije ili konačnim donošenjem odluke
predstavlja proces Internalizacije (od eksplicitnog ka tacitnom) u kojem nova znanja postaju
tacitna znanja studenta. Opisani procesi nisu pravolinijski i odvijaju se u spirali znanja dok god ne
poluče zadovoljavajuće rezultate, a mogu se ponoviti ukoliko student i dalje ima problema sa
zadovoljavanjem svoje informacijske potrebe. Jasno je da informacijski intervju, zapravo,
podrazumijeva svojevrsno poučavanje kroz aktivni angažman oba učesnika u ovom specifičnom
dijalogu, pri čemu bibliotečko-informacijski stručnjak mora imati visoko razvijene profesionalne
kompetencije, vještine i sposobnosti kako bi mogao komunicirati sa svakim korisnikom na
odgovarajući način. U definiranju korisnikove informacijske potrebe, njenom proširivanju,
sužavanju, usmjeravanju i revidiranju, uloga bibliotečko-informacijskog stručnjaka je ključna, jer
informacijski intervju pomaže korisniku da se fokusira na temu, te se zajednički dolazi do željenih
rezultata, a razgovor pomaže i osobi koja uči i bibliotečko-informacijskom stručnjaku, pa kroz
dijeljenje informacija i znanja, traženje relevantnih izvora informacija postaje usmjereno,
skoncentrirano i specificirano. Uzajamne koristi od ove saradnje imaju i studenti i bibliotekari:
osoba koja uči stječe znanje i iskustvo primjenjivo u svakom sljedećem zadatku i informacijskoj
potrebi, a bibliotečko-informacijski stručnjak produbljuje svoja znanja iz discipline, testira svoje
sisteme za pohranjivanje i pretraživanje informacija, kao i dostupne izvore informacija.
Bibliotečko-informacijski stručnjak tako doprinosi stvaranju, konverziji, dijeljenju, prijenosu i
upotrebi znanja, ali su ove aktivnosti vremenski ograničene i odvijaju se na dobrovoljnoj bazi
kada student dođe u biblioteku i traži pomoć. Učinkovitiji je doprinos upravljanja znanjem u
izgradnji znanja kroz programe informacijske pismenosti uključene u formalni kurikulum, jer se
može bolje osmisliti, njegovo izvođenje ima kontinuum, pretpostavlja grupni rad i interakciju
između više osoba, a donosi i određeni broj kredita, pa je obavezujući. Implementacija programa
informacijske pismenosti kao znanja, sposobnosti, vještina i navika u okviru formalnog
kurikuluma ostvaruje drugu dimenziju upravljanja znanjem Nonake i saradnika, a to je mjesto
kreiranja znanja ili Ba. U interakciji sa studentima u zajedničkom kontekstu informacije dobijaju
značenje kroz interpretaciju, a znanje se dijeli, razmjenjuje, kreira i koristi. Programi
informacijske pismenosti koji podržavaju module iz drugih disciplina u kurukulumu ili su u njih
ugrađeni, stvaraju takvo mjesto za kreiranje znanja jer studenti i izvođači ovih programa mogu
zajedničkim radom na konkretnim zadacima usvojiti nova znanja, razmijeniti ih i upotrijebiti.
5. ZAKLJUČAK Bibliotečko-informacijski stručnjaci posjeduju relevantna teorijska i praktična znanja da mogu
ravnopravno sa drugim pripadnicima organizacije učestvovati u upravljanju znanjem, ali ne kao
opslužitelji informacijskih sistema koji usmjeravaju i isporučuju informacije, nego kao učesnici u
ključnim organizacijskim djelatnostima. Uloga bibliotečko-informacijskih stručnjaka u
prikupljanju, pohranjivanju i organizaciji informacija i na njima zasnovanom znanju je neupitna,
kako u ranijim vremenima, tako i danas uz promjene i prilagođavanja uvjetovana korištenjem
savremenih alata i mogućnosti za distribuciju znanja, te je tako misija bibliotečko-informacijskih
profesionalaca i u budućnosti poboljšanje društva kroz olakšavanje stvaranja znanja u
zajednicama u kojima djeluju (Lankes prema Calzada Prado i Marzal, (2013:1). U spomenutoj
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„kartografiji znanja“ i mapiranju informacijskih izvora u bujici informacija koje se svakim danom
plasiraju i sve više usložnjavaju informacijski prostor, moći će se kretati na pravi način samo
odabrani, samo znalci čije kognitivne sposobnosti nisu ograničene na upotrebu tehnoloških
pomagala. Sposobnosti analize, promišljanja, sinteze, radoznalost, kreativnost i nadogradnja
znanja i dalje su u domenu ljudskoga mozga, pa Castells kaže: „Elite uče radeći, time
modificirajući primjene tehnologije, dok većina ljudi uči kroz upotrebu ostajući unutar ambalaže
tehnologije“ (2000:71).
6. LITERATURA Calzada Prado, J., Marzal, M.A. (2013). Library and information professionals as knowledge
engagement specialists. Theories, competencies and current educational possibilities in accredited
graduate programmes. Information Research. 18 (3), 1-6
Dostupno na: www.informationr.net/ir/18-3/colis/paperC12.html (Pristup 08.01.2015.)
Castells, M. (2000). Uspon umreženog društva. Zagreb : Golden marketing
Choo, C.W. (2000). Working with knowledge : how information professionals help organizations
manage what they know. Library Management. 21 (8), 1-12
Kuhlthau, C.C. (1991). Inside the search process : information seeking from the user/s
perspective. Journal of the American Society for Information Science. 42 ( 5), 361-371
Kuhlthau, C.C. (1999). Accomodating the user/ s information search process : challenges for
information retrieval system designers. Bulletin of the American Society of Information Science.
25 (3)
Dostupno na: http://www.asis.org/Bulletin/Feb-99/kuhlthau.html (Pristup 22.12.2008.)
Nonaka, I., Toyama, R. (2003). The knowledge-creating theory revisited : knowledge creation as
a synthesing process. Knowledge Management Research and Practice. 1, 2-10
DOI 10.1057/palgrave.kmrp.850000
Sapp, G., Gilmore, R. (2003). A brief history of the future of academic libraries : Predictions and
speculations from the literature of the professions, 1975 to 2000 – part two – 1990 to 2000.
portal: Libraries and the Academy. 3 (1), 13-34
Schallier, W. (2007). Information literacy in academic curricula : a case study of integration at
the biomedical faculties of K.U. Lueven University
Dostupno na: http://hdl.handle.net/10150/105449 (Pristup 10.01.2011.)
Sečić, D. (2006). Informacijska služba u knjižnici. 2. dopunjeno i prerađeno izd. Lokve : Benja
ONLINE LEARNING IN THE COBISS.SI COMMUNITY
Aleksandra Rubelj, Janita Tacer Slana, Pero Šobot, MSc Institut informacijskih znanosti, Prešernova 17, 2000 Maribor,
[email protected], [email protected], [email protected]
ABSTRACT: As part of its mission in the Slovenian librarianship sphere, IZUM puts great emphasis on
education and training. Today's way of life is very information- and technology-oriented, and e-
learning with its online access to contents can additionally improve information literacy and also
the quality of lifelong learning as a basic human right. Both IZUM and libraries provide their
users with access to various information services. For the use of these services, IZUM has been
offering free online courses for librarians, lecturers, researchers, students, high-school students,
library users and employees of various institutions as part of its regular training programme. The
paper discusses online learning at IZUM, the structure and content of online courses, the tools
used for online learning and the advantages of this way of learning, and also presents an analysis
of online courses held from the introduction of online learning at IZUM in 2005 to the end of
2015.
Key words: lifelong learning, information literacy, e-training, e-education, online learning,
information technologies, information systems and services, COBISS.SI, IZUM, libraries
1. INTRODUCTION
With the development of the Internet and information and communication technologies (ICT),
online learning makes information literacy easier to achieve and more adapted to individual needs
and is already becoming an all-purpose mechanism for individual training. This particularly
applies to universities, research and academia. In these areas, libraries play a key role (Rahanu, et.
al., 2015), as they provide access to various information resources and services. Librarians have
very specific skills for accessing various information resources, creating search queries and
developing search requests for searching academic papers, organising, sharing and evaluating
search results, taking into account copyright and recognising and respecting the importance of
citations, bibliometry, data protection, etc. This is why libraries should focus on information
literacy by enabling, organising and carrying out online learning for their users. Only a few
libraries decide to organise this form of training in Slovenia for various reasons.
At IZUM, training and learning is of great importance. Due to IZUM's role as an information
service for Slovenian research, culture and education (COBISS.SI: Kooperativni online
bibliografski sistem in servisi, 1997-2016; SICRIS, s. a.),we carry out very specific training
activities, mostly for the use of COBISS software for librarians. We understand the impact of e-
training on one's personal growth and student and researcher success as well as the success of
other COBISS users and are also the provider, organiser and coordinator of access to foreign
databases and services (based on consortia agreements). Because of this, in 2005, IZUM took
over the important role in this with our online courses that we will continue to perform and update
in the future. By doing so, we work towards information literacy and also act as a bibliographic
service to a wider population in Slovenia. We have been organising and holding online courses
for information services and COBISS/OPAC for several years. The online courses are free of
charge and intended for all users.
2. ONLINE LEARNING AT IZUM
The beginnings of online learning at IZUM go back to 2005, when two different online courses
for the use of COBISS and other services were offered to our users for the first time:
COBISS/OPAC Online publicly accessible catalogues (thereinafter: COBISS/OPAC) and Use of
full-text databases (thereinafter: FTB). Through the second one, the users got acquainted with the
contents and use of full-text services, such as ProQuest, OCLC FirstSearch ECO, EBSCOhost
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(EIFL Direct) and Science Direct. In January 2006, we also started carrying out the online course
Use of Web of Science service (thereinafter: WoS) (databases with citation indexes). Throughout
time, based on the changes in the services themselves, consortia agreements with providers, and
also user needs, these online courses were transformed and upgraded; some were cancelled, new
courses were designed. In September 2012, we started carrying out the new online course Use of
ProQuest databases (thereinafter: ProQuest), while in January 2013, we offered another online
course to our users: Use of EBSCOhost service databases (EIFL Direct) (thereinafter: EBSCO).
The abovementioned new courses replaced the original FTB course, which was cancelled in
January 2013. In January 2015, our users also got access to another course, Use of Scopus
(thereinafter: Scopus). In the beginning of 2016, due to lack of finances we were forced to cancel
the agreement for the access to the multi-disciplinary database ProQuest Central and,
consequently, also stopped carrying out the online course for the use of the ProQuest service.
The free online courses, organised and carried out by IZUM, are intended for and accessible to a
wide range of users: librarians, lecturers, researchers, students, high-school students, employees
of various institutions and everybody else who would like to learn how to use the COBISS/OPAC
services and other foreign information services. The online courses are very practical; the course
participants get to know the basic terminology, learn how to use the databases, are introduced to
the search forms and learn how to form search queries and various other useful contents.
For the duration of the course, each course is available 24 hours/day (accessible anytime and from
any location) so the course participants can tailor the learning process to their needs and divide
their work into manageable portions so that they can complete the course any time throughout the
duration of the course. The course instructor monitors and guides the learning, helps the course
participants during the learning process and answers their questions. To receive a certificate on
course attendance, the final test must be completed with a score of at least 50% of points.
2.1. Online learning tool Initially, the online courses were created and carried out using the WebCT (Web Course Tools)
commercial learning environment. Later we switched to the Moodle e-learning system in 2009.
Moodle stands for Modular Object-Oriented Dynamic Learning Environment. The tool is a free-
of-charge, open source learning environment and one of the most frequently used systems for e-
learning management and support to other forms of work cooperation worldwide.
Moodle enables the organisers of e-training to build e-learning contents, monitor the course
participants' activities, manage e-learning contents and evaluate carried out online courses, but
also includes a wide range of additional e-learning tools (e.g. calendar, forums, etc.). It also
provides various communication tools (forums, chat, messaging) that are available to the course
participants for the exchange of information, discussion with other participants of the online
learning process and getting to know each other and work together.
2.2. Online course structure and contents
Each online course is divided into individual sections or learning units in terms of content. The
course structure is based on the concept of modularity, which means that the individual learning
units of the course can be used independently and individually based on the course participant’s
individual needs, existing knowledge and requirements. Each online course is structured by
chapters and subchapters; in addition to text, many media and visual elements are added, such as
pictures, recordings, diagrams and tables. Each course contains many practical exercises and
examples, quizzes to check one's knowledge as you go along and for studying, links to other
similar contents and additional explanations available online, etc. (Figures 1 and 2).
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Figure 1: COBISS/OPAC online course in Figure 2: Example of COBISS/OPAC online the Moodle web environment (Source: IZUM, course contents (Source: IZUM, 2013)
2013)
The advantages of our online courses are:
modular concept and good overview of contents,
easy-to-understand explanations with graphic displays,
quizzes for studying and checking newly acquired knowledge as you go along,
interesting examples, equipped with visual displays or videos,
adaptability to individual needs; while the course takes place, it is available 24
hours/day,
course book with entire content and exercises in pdf-format; each course participant can
print it out or save it to their computer or another device,
final exam,
course instructor monitors and guides the learning process, helps course participants
and answers all their questions,
several communication options for communication among course participants or with
the course instructor,
availability to all interested users,
free-of-charge participation, etc.
2.3. Some indicators of online course use
In the entire time period (2005–2015) while the online courses were carried out, we recorded a
large number of participants with a varied educational background. At the same time, participants
also come from different age groups. Below you will find diagrams for different online courses
that display the number of participants by months in the abovementioned time period, by number
of acquired attendance certificates and activity and structure of participants as well as sex.
The COBISS/OPAC online course has been carried out without any interruptions from the launch
of online courses; until the end of 2015, 932 participants took part, 533 successfully completed
the course and acquired an attendance certificate (Figure 3). Most participants attended the
COBISS/OPAC online course in spring, in March, followed by April in May. The least attendance
was recorded in the summer months when the course is held only once a month. During the rest of
the year, two courses per month are organised (Figure 4).
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Figure 3: COBISS/OPAC online course Figure 4: Number of COBISS/OPAC online
between 2005 and 2015 course participants and issued attendance
certificates by month between 2005 and 2015
With regards to participation structure by sex, the majority of online course participants are
female, 75% on average (Figure 5). The largest percentage of female participants was recorded in
2013, when 90% of all online course participants were female, while in 2006 the percentage of
female course participants was lowest with only 69% female participants.
Figure 5: Structure of COBISS/OPAC online course participants by sex between 2005 and 2015
Between 2005 and the course cancellation in 2012, the FTB online course was attended by 564
participants. The ratio between the number of participants and the number of issued attendance
certificates is 2:1 or a little less than 50% of issued attendance certificates, which is the lowest out
of all online courses (Figure 6). The reason is that some course participants only visited the course
but did not complete the final exam, which is the precondition for issuing the attendance
certificate for online courses. The participants of the FTB online course attended the course most
frequently in November, as many as 105 out of 564 in total, followed by February, April and
September (Figure 7).
Figure 6: FTB online course between Figure 7: Number of FTB online course
2005 and 2012 participants and issued attendance certificates by month between 2005 and 2012
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Among all participants of the FTB online course there were 74% women and only 26% men.
Throughout the years this structure did not change much, with the exception of 2011 when 88%
of all course participants were women (Figure 8).
Figure 8: Structure of FTB online course participants by sex between 2005 and 2012
We started carrying out the WoS online course in 2006. In the first year, an average of 9
participants attended the course each time. This was followed by a decline in attendance until
2011 when it was on the up again. In 2012 there was another decline, followed by 2013 with the
largest number of participants (Figure 9). Until the end of 2015, a total of 89 WoS online courses
were carried out, with the largest attendance recorded in March, November and September
(Figure 10); the course is not carried out in July and August.
Figure 9: WoS online course between Figure 10: Number of WoS online course
2006 and 2015 participants and issued attendance certificates
by month between 2006 and 2015
With regards to the WoS online course participant structure by sex, 80% of participants of this
course are women. The percentage of women was even higher in 2014, and in 2011, went up to
94% (Figure 11).
Figure 11: Structure of WoS online course participants by gender between 2006 and 2015
Until recently, the EBSCO online course was the newest one as we started to carry it out in 2013.
Just like for all previously described online courses, in the first year of carrying out the EBSCO
online course, the attendance was at its highest, which was followed by a decline and a new rise
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last year (Figure 12). In the three years of conducting the course, most participants attended it in
March, April and May. The smallest attendance was recorded in February and at the end of the
year, i.e. in November and December (Figure 13). During the summer, i.e. in July and August, the
course is not carried out.
Figure 12: EBSCO online course between Figure 13: Number of EBSCO online course 2013 and 2015 participants and issued attendance certificates
by month between 2013 and 2015
With regards to the total number of EBSCO online course participants, 81% were women and
only 19% men. It is interesting that the participant structure changes throughout the years and a
total of 38% male participants of this course were observed last year (Figure 14).
Figure 14: Structure of EBSCO online course participants by gender between 2013 and 2015
We began to carry out the ProQuest online course in September 2012. The number of participants
per course remains more or less the same every year. A larger number of participants was
recorded in 2013 when the most ProQuest online courses were carried out. In 2013, a little over 8
participants per course were recorded (Figure 15). In the time period when the ProQuest course
was carried out, the month with the highest attendance was May, followed by March and
December (Figure 16). This online course is not organised in July and August.
Figure 15: ProQuest online course between Figure 16: Number of ProQuest online course 2012 and 2015 participants and issued attendance certificates
by month between 2012 and 2015
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By sex, the participant structure does not differ from the average of other online courses. The
highest percentage of male participants attended the course in 2012 (29%), followed by 2014
(25%) and 2015 (27%), whereas the highest female attendance was recorded in 2013 with 85%
(Figure 17).
Figure 17: Structure of ProQuest online course participants by gender between 2012 and 2015
The Scopus online course was launched in June 2015. The most course participants attended in
the first available dates, which was followed by a decline in attendance (Figure 18). In 2015, 74%
of the Scopus online course participants were women and only 26% men (Figure 19).
Figure 18: Number of Scopus online course Figure 19: Scopus online course participant
participants and issued attendance certificates structure by gender in 2015
by month in 2015
Between 2005 and 2015, 408 online courses were held with a total of 2336 participants. 1913
participants were active and 1317 attendance certificates were issued per online course. The
COBISS/OPAC online course was held the most times and had the largest attendance.
The details about the number of courses held, number of participants, number of active
participants and number of issued attendance certificates are shown in Figure 20. With regards to
the number of participants per course, the FTB and ProQuest courses are in the lead with an
average attendance of 7 participants for each course held. This is followed by the WoS and
COBISS/OPAC courses with an average of just over 5 participants per course held, and EBSCO
and Scopus with an average of 4.7 participants per course. The most attendance certificates on
average are issued for the ProQuest online course with 4.6 per course, followed by Scopus and
EBSCO with 3.8 and 3.7 participants respectively, and COBISS/OPAC and WoS with an average
of 3 participants per course.
Out of all online course participants, 82% were active and 56% received an attendance certificate.
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Figure 20: Online course attendance by years
With regard to sex, the participant structure is similar in the individual online course. All online
courses were attended by 76% of women and 24% of men (Figure 21).
Figure 21: Participant structure by sex between 2005 and 2015
The educational background of the online course participants is very different; participants with a
university degree prevail, followed by participants with a high school diploma and participants
with a professional higher education degree. We can deduct that this result reflects the greater
interest and applicability for online courses for the use of foreign databases and services in
students, researchers, university staff, etc. who require these skills for their work and further
education.
Figure 22: Educational background of online course participants between 2005 and 2015
Most online course participants are employed (42%) or students (22%), while a large percentage
of participants (26%) did not provide this information (Figure 23).
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Figure 23: Course participant employment status
3. CONCLUSION
The modern learning society requires individuals that will permanently learn, improve and train in
all areas of life. Only by doing so will they be able to stay up-to-date with quickly evolving
technologies and achieve information literacy at a degree, required for successful and high quality
performance in education, work organisations or everyday private life. IZUM as a bibliographic
and information service for Slovenian science, culture and education offers online training for a
wide population as part of their offer of training programmes, in addition to COBISS software
courses. Within an 11-year time period, 408 online courses were carried out with over 2300
participants from different age groups and with different educational backgrounds. It is interesting
to observe that three quarters of all participants were women. Out of everyone who signed up for
our online courses, 82% actively participated; attendance certificates were issued to over half of
the participants (56%). Through the online courses that we create and organise we strive to reach
the goals of lifelong and multidimensional learning, to promote and improve information literacy
of a wide range of individuals, and, at the same time, actively take part in the promotion of
lifelong learning. For the fifth time in a row, IZUM actively participates in the Slovenian project
Teden vseživljenjskega učenja (Lifelong Learning Week) – TVU 2016 with its range of online
course.
4. LITERATURE COBISS.SI: Kooperativni online bibliografski sistem in servisi, 1997–2016. [online] Available
at: http://www.cobiss.si/ [13. 5. 2016].
IZUM, 2013. Spletno učenje: COBISS/OPAC Online javno dostopni katalogi. [online course]
Available at: http://etecaji.izum.si/ (Access with username and password) [12. 5. 2016].
Rahanu, H., Georgiadou, E., Khan, N., Colson, R. Hill, V. and Adam, E., 2015. The Development
of Student Learning and Information Literacy: Case Study. In: Knežević, R. i Findrik, N. eds.
Zbornik radova XII Međunarodne naučne konferencije “Informacijska pismenost na zapadnom
Balkanu”, Juni na Uni, 18–20.juni 2015 godine. Bihać: Kantonalna i univerzitetska biblioteka
Bihać. pp. 25–35.
SICRIS, s. a. [online] Available at: http://www.sicris.si/ [13. 5. 2016].
WEB UČENJE U COBISS.SI ZAJEDNICI
Aleksandra Rubelj, Janita Tacer Slana, mr Pero Šobot
Institut informacijskih znanosti, Prešernova ulica 17, 2000 Maribor, Slovenija
[email protected], [email protected], [email protected]
SAŽETAK: IZUM u svom poslanstvu u slovenskom bibliotečkom prostoru daje obrazovanju veliki značaj. U
današnjem informaciono-tehnološkom načinu života e-obrazovanje dodatno poboljšava i
usavršava informacionu pismenost zahvaljujući web pristupu sadržajima i tako suštinski
doprinosi podizanju kvalitete cjeloživotnog učenja kao osnovnog ljudskog prava. IZUM i
biblioteke svojim korisnicima nude pristup različitim informacionim servisima. Zato IZUM u
okviru svog programa obrazovanja već duži niz godina izvodi besplatne web kurseve za upotrebu
informacionih servisa za bibliotekare, profesore, istraživače, studente, đake, korisnike biblioteka i
zaposlene u različitim institucijama. U članku su predstavljeni web učenje u IZUM-u, struktura i
sadržaj web kurseva, alat koji koristimo za web učenje, prednosti ovakvog načina učenja i analiza
izvedenih web kurseva u periodu od uvođenja web učenja u IZUM-u 2005. godine do kraja 2015.
godine.
Ključne riječi: cjeloživotno učenje, informaciona pismenost, e-obrazovanje, web učenje,
informaciona tehnologija, informacioni sistemi i servisi, COBISS.SI, IZUM, biblioteke
1. UVOD
Zahvaljujući razvoju interneta i informaciono-komunikacionih tehnologija (IKT) web učenje je
pojednostavilo i približilo informaciono opismenjavanje potrebama pojedinca i postalo svestrani
mehanizam za individualno obrazovanje. To naročito važi za studentsku i naučnu, odnosno
akademsku zajednicu. Biblioteke imaju tu ključnu ulogu (Rahanu, et. al., 2015), budući da
omogućavaju pristup različitim informacionim izvorima i servisima. Bibliotekari imaju specifična
znanja o tome kako se pristupa pojedinim informacionim izvorima, kako se formulišu zahtjevi za
pretraživanje i razvijaju zahtjevi za pretraživanje naučnih radova, kako se organiziraju, dijele i
vrednuju rezultati pretraživanja, kako se uvažavaju autorska prava i kako se prepoznaje i na koji
način se uzima u obzir važnost citiranja, bibliometrije, zaštite podataka itd. Zato bi se biblioteke
morale usredsrediti na informatičko opismenjavanje tako što bi omogućile, organizirale i izvodile
web učenje za svoje korisnike. U Sloveniji se iz različitih razloga samo retke biblioteke odlučuju
za organizaciju ove vrste obrazovanja.
IZUM daje veliki značaj obrazovanju i učenju. Zbog uloge koju imamo kao informacioni servis
slovenske nauke, kulture i obrazovanja (COBISS.SI: Kooperativni online bibliografski sistem in
servisi, 1997-2016; SICRIS, s. a.) izvodimo specifičnu obrazovnu djelatnost, prije svega za
upotrebu programske opreme COBISS za potrebe bibliotekara. Budući da razumijemo uticaj e-
obrazovanja na osobni rast i uspješnost studenata, istraživača i ostalih korisnika COBISS-a i
budući da nastupamo i kao ponuđač, organizator i koordinator pristupa stranim bazama podataka i
servisima (na osnovu konzorcionih ugovora), preuzeli smo važnu ulogu u ovoj oblasti još 2005.
godine kada smo ponudili svoje web kurseve koje ćemo ubuduće dopunjavati. Time
obezbjeđujemo informaciono opismenjavanje i kao bibliografski servis široj populaciji u
Sloveniji. Već duži niz godina organiziramo i izvodimo web kurseve za upotrebu informacionih
servisa i COBISS/OPAC-a. Web kursevi su besplatni i namijenjeni baš svim korisnicima.
2. WEB UČENJE U IZUM-u
Počeci web učenja u IZUM-u datiraju još od 2005. godine kada smo korisnicima prvi put ponudili
dva različita web kursa za upotrebu COBISS-a i drugih servisa, i to kurs COBISS/OPAC online
javno dostupni katalozi (u nastavku COBISS/OPAC) i kurs Upotreba baza podataka s
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kompletnim tekstovima (u nastavku FTB). U okviru ovog kursa korisnici su se upoznali sa
sadržajem i upotrebom servisa sa kompletnim tekstovima, kao što su Pro uest, OCLC First
Search ECO, EBSCOhost (EIFL Direct) i Science Direct. Od januara 2006. godine počeli smo i
sa izvođenjem web kursa Upotreba servisa Web of Science (u nastavku WoS) (baze podataka sa
indeksima citiranosti). Vremenom su se, s obzirom na promjene samih servisa, konzorcione
ugovore sa ponuđačima i potrebe korisnika, pojedinačni web kursevi preoblikovali i nadogradili,
neki su ukinuti, a napravljeni su i novi web kursevi. Septembra 2012. godine počeli smo s
izvođenjem novog web kursa Upotreba baza podataka servisa ProQuest (u nastavku ProQuest), a
januara 2013. godine korisnicima smo ponudili još jedan novi web kurs Upotreba baza podataka
servisa EBSCOhost (EIFL Direct) (u nastavku EBSCO). Ovi novi kursevi su zamijenili prvobitni
kurs FTB koji je od januara 2013. godine ukinut. Juna 2015. godine korisnicima smo ponudili
kurs Upotreba servisa Scopus (u nastavku Scopus), dok smo na početku 2016. godine, usljed
nedostatka finansijskih sredstava, otkazali ugovor za pristup multidisciplinarnoj zbirci ProQuest
Central i tako prestali s izvođenjem web kursa za upotrebu servisa Pro uest.
Besplatni web kursevi koje IZUM organizira i izvodi namijenjeni su i dostupni širem krugu
korisnika: bibliotekarima, profesorima, istraživačima, studentima, đacima, zaposlenim u
različitim institucijama i svima koji žele naučiti kako se koriste usluge COBISS/OPAC-a i stranih
informacionih servisa. Web kursevi su praktično usmjereni, tako da učesnici upoznaju osnovne
pojmove, načine upotrebe baza podataka, obrasce za pretraživanje i formulisanje izraza za
pretraživanje, kao i različite druge korisne sadržaje.
Pojedinačni web kurs je tokom trajanja kursa dostupan 24 časa na dan (pristup sa bilo koje
lokacije i bilo kada), zato polaznici mogu prilagoditi učenje i raspodijeliti rad po sopstvenom
nahođenju i mogućnostima, a kurs završavaju bilo kada tokom trajanja kursa. Instruktor kursa
prati i usmjerava učenje, pomaže polaznicima tokom procesa učenja i odgovara na njihova
pitanja. Da bi dobili potvrdu o učešću na kursu moraju položiti završni test s barem 50-
procentnom uspješnošću.
2.1. Alat za izvođenje web učenja
Web kurseve smo najprije pripremali i izvodili u okviru komercijalnog okruženja za učenje
WebCT – (Web Course Tools), a potom smo septembra 2009. godine prešli na sistem za
upravljanje e-obrazovanja Moodle. Moodle (Modular Object-Oriented Dynamic Learning
Environment) je skraćenica za modularno objektno orijentirano dinamičko okruženje za učenje.
Alat je besplatan, riječ je o okruženju za učenje otvorenog koda koje je u svetu jedno od najčešće
korišćenih sistema za upravljanje e-obrazovanja, kao i za podršku drugim oblicima saradnje u
radu.
Moodle izvođačima e-obrazovanja omogućava stvaranje sadržaja za e-učenje, praćenje aktivnosti
polaznika kursa, upravljanje sadržajima za e-učenje, evaluaciju izvedenih web kurseva, a
uključuje i čitav niz dodatnih alata za e-učenje (npr. kalendar, forumi...). Nudi i različite alate za
komunikaciju (forumi, ćaskanje, poruke) koji su korisnicima na raspolaganju za razmjenu
informacija, diskusije sa drugim učesnicima tokom procesa web učenja, kao i za međusobno
upoznavanje i saradnju.
2.2. Struktura i sadržaj web kurseva
Svaki web kurs je podijeljen na pojedinačne sadržinske sklopove, odnosno jedinice za učenje.
Struktura kursa zasniva se na modularnom konceptu, što znači da se pojedinačne jedinice kursa za
učenje mogu koristiti nezavisno, odnosno samostalno, i to s obzirom na individualne potrebe,
predznanje i želje polaznika. Pojedinačni web kurs je strukturiran u poglavlja i potpoglavlja u
koja su, pored teksta, uključeni i brojni medijski, odnosno vizuelni elementi, kao što su slike,
snimci, dijagrami i tabele. Kurs sadrži puno praktičnih vježbi i primjera, kvizove za usputno
provjeravanje i utvrđivanje znanja, linkove na druge slične sadržaje i dodatna pojašnjenja koja su
dostupna na internetu i dr. (slike 1 i 2).
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Slika 1: Web kurs COBISS/OPAC u web Slika 2: Primjer sadržaja web kursa
okruženju Moodle (Izvor: IZUM, 2013) COBISS/OPAC (Izvor: IZUM, 2013)
Web kurseve odlikuju:
modularni koncept i preglednost sadržaja,
razumljiva pojašnjenja sa slikovnim prikazima,
kvizovi za utvrđivanje i usputno provjeravanje stečenog znanja,
zanimljivi primjeri sa vizuelnim prikazima, odnosno snimcima,
mogućnost prilagođavanja individualnim potrebama, jer je kurs tokom trajanja dostupan
24 časa na dan,
udžbenik za kurs s kompletnim sadržajem u .pdf formatu koji korisnik može odštampati
ili sačuvati na svom računaru, odnosno uređaju,
završni test,
praćenje i usmjeravanje koje izvodi instruktor kursa tako što pruža pomoć polaznicima i
odgovara na njihova pitanja,
različite mogućnosti za međusobno komuniciranje učesnika na kursu i za komunikaciju
sa instruktorom kursa,
dostupnost svim zainteresiranim korisnicima,
besplatno učešće na kursu i dr.
2.3. Neki pokazatelji upotrebe web kurseva
U cijelom periodu (2005-2015) izvođenja web kurseva možemo se pohvaliti velikim brojem
učesnika s vrlo raznolikom strukturom obrazovanja. Naši učesnici pripadaju i različitim starosnim
uzrastima.
U nastavku su grafički predstavljeni pojedinačni web kursevi s prikazom broja učesnika po
mjesecima u navedenom periodu izvođenja, broja dobijenih potvrda o učešću na web kursu, kao i
s prikazom aktivnosti i strukture učesnika po polu.
Web kurs koji bez prekida izvodimo od samog početka je COBISS/OPAC. Do kraja 2015. godine
pohađalo ga je 932 učesnika, od toga ih je 533 uspješno završilo kurs i dobilo potvrdu o učešću
(slika 3). Najviše učesnika učestvovalo je na kursu COBISS/OPAC tokom proljećnih mjeseci, a
preovlađuje mjesec mart, nakon čega dolaze april i maj. Najmanje učešće primjećujemo tokom
ljetnjih mjeseci kada izvodimo samo jedan kurs mjesečno. U ostalim mjesecima tokom godine za
izvođenje su raspisana dva termina na mjesec (slika 4).
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Slika 3: Web kurs COBISS/OPAC Slika 4: Broj učesnika i izdatih potvrda u periodu od 2005. do 2015. godine web kursa COBISS/OPAC po mjesecima u
periodu od 2005. do 2015. godine
S obzirom na strukturu učesnika po polu veliku većinu učesnika web kursa čine žene, i to
prosječno čak 75% (slika 5). Najveći udio učesnica bio je tokom 2013. godine kada je na web
kursevima učestvovalo čak 90% žena, dok je 2006. godine udio bio najmanji, jer je među
učesnicima bilo samo 69% žena.
Slika 5: Struktura učesnika web kursa COBISS/OPAC po polu u periodu od 2005. do 2015. godine
Web kurs FTB je od 2005. godine do završetka njegovog izvođenja pohađalo 564 učesnika.
Razmjera između broja učesnika i broja izdatih potvrda kod ovog web kursa iznosi 2:1, odnosno
nešto manje od 50% izdatih potvrda, što je najmanje od svih web kurseva (slika 6). Razlog za to
je što su neki učesnici samo pratili kurs, a nisu polagali završni test koji je uslov za dobijanje
potvrde o učešću na web kursu. Učesnici web kursa FTB najčešće su pohađali kurs tokom
mjeseca novembra, čak 105 učesnika od ukupno 564, a nakon toga dolaze mjesec februar, april i
septembar (slika 7).
Slika 6: Web kurs FTB u periodu Slika 7: Broj učesnika i izdatih
od 2005. do 2012. potvrda za web kurs FTB po mjesecima u
periodu od 2005. do 2012. godine
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Od svih učesnika web kursa FTB 74% čine žene, a samo 26% muškarci. Tokom godina izvođenja
kursa ova struktura se nije mnogo promijenila, izuzetak predstavlja 2011. godina kada su 88%
učesnika činile žene.
Slika 8: Struktura učesnika web kursa FTB po polu u periodu od 2005. do 2012. godine
Sa izvođenjem web kursa WoS počeli smo 2006. godine. Tokom prve godine izvođenja web kursa
na pojedinačnom kursu učestvovalo je u prosjeku 9 učesnika po kursu. Zatim je došlo do pada
učešća i ponovnog uspona tokom 2011. godine, a onda nakon manjeg pada tokom 2012. godine
dolazi 2013. godina sa najviše učesnika (slika 9). U periodu do kraja 2015. godine izvedeno je
ukupno 89 kurseva WoS koje su najčešće pohađali tokom mjeseca marta, novembra i septembra
(slika 10), dok jula i avgusta kurs ne izvodimo.
Slika 9: Web kurs WoS u periodu Slika 10: Broj učesnika i izdatih potvrda
od 2006. do 2015. godine web kursa WoS po mjesecima u periodu od 2006. do 2015. godine
S obzirom na strukturu učesnika web kursa WoS po polu od 2006. do 2015. godine kod ovog web
kursa 80% učesnika predstavljaju žene. Prije svega tokom 2014. i 2011. godine ova tendencija je
preovlađivala, čak do 94% (slika 11).
Slika 11: Struktura učesnika web kursa WoS po polu u periodu od 2006. do 2015. godine
Web kurs EBSCO je do skoro bio najmlađi kurs, jer smo sa njegovim izvođenjem počeli 2013.
godine. Kao i na svim do sada predstavljenim web kursevima, učešće tokom prve godine
izvođenja web kursa EBSCO bilo je najveće, potom je došlo do većeg pada, a tokom posljednje
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godine učešće se ponovo povećalo (slika 12). Tokom tri godine izvođenja najviše polaznika
učestvovalo je na kursu tokom mjeseca marta, aprila i maja. Najmanje učešće je bilo februara i
krajem godine, tj. novembra i decembra (slika 13). Tokom ljetnih mjeseci, jula i avgusta, nemamo
raspisan termin za izvođenje kursa.
Slika 12: Web kurs EBSCO u periodu Slika 13: Broj učesnika i izdatih potvrda od 2013. do 2015. godine web kursa EBSCO po mjesecima u periodu
od 2013. do 2015. godine
Imajući u vidu ukupan broj učesnika kursa EBSCO, čak 81% učesnika čine žene, a samo 19%
muškarci. Zanimljivo je da se struktura učesnika s godinama mijenja, tako da su tokom prošle
godine na ovom web kursu čak 38% učesnika bili muškarci (slika 14).
Slika 14: Struktura učesnika web kursa EBSCO po polu u periodu od 2013. do 2015. godine
S izvođenjem web kursa ProQuest počeli smo septembra 2012. godine. Broj učesnika
pojedinačnog kursa je tokom svih godina približno isti. Veći broj učesnika opaža se tokom 2013.
godine kada smo uveli i najviše kurseva za upotrebu servisa Pro uest. Te godine pojedinačni kurs
prosječno je pohađalo nešto više od 8 učesnika po kursu (slika 15). Tokom izvođenja kursa
ProQuest, a imajući u vidu pojedinačne mjesece, najposjećeniji je bio mjesec maj, a potom
mjesec mart i decembar (slika 16). Web kurs ne izvodimo jula i avgusta.
Slika 15: Web kurs ProQuest u periodu Slika 16: Broj učesnika i izdatih potvrda
od 2012. do 2015. godine web kursa ProQuest po mjesecima u periodu
od 2012. do 2015. godine
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Struktura učesnika po polu ne odstupa od prosjeka ostalih web kurseva. Najviše učesnika muškog
pola učestvovalo je na web kursu tokom 2012. godine (29%), nakon toga dolazi 2014. godina
(25%) i 2015. godina (27%), dok tokom 2013. godine u učešću znatno prevlađuju žene, i to s čak
85% (slika 17).
Slika 17: Struktura učesnika web kursa Pro uest po polu u periodu od 2012. do 2015. godine
Web kurs koji smo počeli da izvodimo tek juna 2015. godine je Scopus. Najviše učesnika
pohađalo je kurs u prvim raspisanim terminima, a onda je došlo do pada učešća na kursu (slika
18). Web kurs Scopus tokom 2015. godine pohađalo je 74% žena i samo 26% muškaraca (slika
19).
Slika 18: Broj učesnika i izdatih Slika 19: Struktura učesnika web kursa
potvrda za web kurs Scopus po mjesecima Scopus po polu tokom 2015. godine
tokom 2015. godine
U periodu od 2005. godine do uključujući 2015. godine izveli smo 408 svih web kurseva koje je
pohađalo 2.336 učesnika. Od toga je bilo 1.913 aktivnih učesnika i 1.317 izdatih potvrda o učešću
na pojedinačnom web kursu. Naravno, pritom prednjači broj izvedenih kurseva i učešće na web
kursu COBISS/OPAC za koji je bilo najviše raspisanih termina.
Podaci o broju izvedenih kurseva, broju učesnika, broju aktivnih učesnika i broju izdatih potvrda
prikazani su na slici 20. Imajući u vidu broj učesnika pojedinačnog kursa prevlađuju kursevi FTB
i ProQuest, s prosječnim učešćem 7 učesnika po pojedinačnom izvedenom kursu. Nakon toga
dolaze WoS i COBISS/OPAC s prosječno više od 5 učesnika po pojedinačnom izvedenom kursu, a
nakon toga EBSCO i Scopus s prosječno 4,7 učesnika po kursu. S prosječno najviše izdatih
potvrda po kursu preovladava kurs ProQuest sa 4,6 učesnika po pojedinačnom kursu, a nakon
toga dolaze kursevi Scopus i EBSCO s proječno 3,8, odnosno 3,7 učesnika. Web kursevi
COBISS/OPAC i WoS imaju prosječno 3 izdatih potvrda po kursu.
Od svih učesnika web kurseva aktivnih je bilo 82%, a potvrdu o učešću dobilo je 56%.
Aleksandra Rubelj, Janita Tacer Slana, Pero Šobot: ONLINE LEARNING IN THE COBISS.SI COMMUNITY
WBILC 2016 146
Slika 20: Učešće na web kursevima po godinama
Imajući u vidu pol, struktura učesnika na pojedinačnim web kursevima je slična. Na svim web
kursevima učestvovalo je 76% predstavnica ženskog pola i 24% predstavnika muškog pola (slika
21).
Slika 21: Struktura učesnika web kurseva po polu u periodu od 2005. do 2015. godine
Struktura obrazovanja učesnika web kurseva je veoma različita, a prevlađuju učesnici s visokim
obrazovanjem, nakon toga dolaze učesnici s gimnazijskim obrazovanjem i učesnici sa visokim
stručnim obrazovanjem. Možemo zaključiti da je ova struktura posljedica većeg zanimanja za
web kurseve za upotrebu stranih baza podataka i servisa koji su zanimljivi i korisni prije svega
studentima, istraživačima, zaposlenim na fakultetima i slično, kojima su ta znanja potrebna pri
radu i daljem obrazovanju.
Slika 22: Struktura obrazovanja učesnika web kurseva u periodu od 2005. do 2015. godine
Aleksandra Rubelj, Janita Tacer Slana, Pero Šobot: ONLINE LEARNING IN THE COBISS.SI COMMUNITY
WBILC 2016 147
Među učesnicima web kurseva većina je zaposlenih (42%), potom dolaze studenti (22%), veliki
dio učesnika (26%) ovaj podatak nije navelo (slika 23).
Slika 23: Status zaposlenja učesnika
3. ZAKLJUČAK
Savremenom društvu učenja neophodan je pojedinac koji će neprestano učiti, usavršavati se i
obrazovati baš u svim oblastima života. Samo tako će ići u korak s tehnologijom koja se brzo
mijenja i dostići informacionu pismenost na nivou koji je potreban za uspješan i kvalitetan rad u
okviru školovanja, radnih organizacija, kao i u svakodnevnom privatnom životu. IZUM kao
bibliografski i informacioni servis slovenske nauke, kulture i obrazovanja u svojoj ponudi
obrazovanja, pored kurseva za korišćenje programske opreme COBISS, nudi i web učenje za širu
populaciju. U periodu od 11 godina izveli smo 408 kurseva s više od 2.300 učesnika različite
starosne i obrazovne strukture, pri čemu je zanimljivo da su tri četvrtine učesnika naših web
kurseva žene. Od ukupnog broja prijavljenih, u procesu web učenja aktivno je učestvovalo 82%
polaznika, a potvrde o učešću izdate su dobroj polovini polaznika (56%). Web kursevima koje
pripremamo i izvodimo doprinosimo dostizanju ciljeva cjeloživotnog i multidimenzionalnog
učenja, promociji i podizanju informacione pismenosti što šireg kruga ljudi, a istovremeno i
aktivno učestvujemo u promociji cjeloživotnog učenja. Tako ove godine, već petu godinu
zaredom, IZUM sa svojom ponudom web kurseva aktivno učestvuje u Tjednu cjeloživotnog
učenja 2016 (Teden vseživljenjskega učenja – TVU). 4. LITERATURA COBISS.SI: Kooperativni online bibliografski sistem in servisi, 1997–2016. [online] Dostupno na:
http://www.cobiss.si/ [13. 5. 2016].
IZUM, 2013. Spletno učenje: COBISS/OPAC Online javno dostopni katalogi. [web kurs]
Dostupno na: http://etecaji.izum.si/ (Pristup sa korisničkim imenom i šifrom) [12. 5. 2016].
Rahanu, H., Georgiadou, E., Khan, N., Colson, R. Hill, V. i Adam, E., 2015. The Development of
Student Learning and Information Literacy: Case Study. U: Knežević, R. i Findrik, N. ur.
Zbornik radova XII Međunarodne naučne konferencije “Informacijska pismenost na zapadnom
Balkanu”, Juni na Uni, 18–20.juni 2015 godine. Bihać: Kantonalna i univerzitetska biblioteka
Bihać. pp. 25–35.
SICRIS, s. a. [online] Dostupno na: http://www.sicris.si/ [13. 5. 2016].
RUSSIAN IMMIGRANT VLADISLAV ALJBINOVICH
MAJEWSKI - LIBRARIAN AT THE PATRIARCHY COURT IN
BELGRADE (1933-1937)
Radovan Pilipovic Archives of Serbian Orthodox Church (Belgrade)
Abstract: The paper gives a short biography and explains the merits of the Russian immigrant
Vladislav Aljbinovich Majewski in the field of librarianship with among the Serbs, especially in
the Serbian Orthodox Church. As a personal friend and a trusted associate of Patriarch Varnava, a
true patron of the Russian emigration in the Kingdom of Yugoslavia, Majewski had built a career
in the Serbian Patriarchy in Belgrade. He greatly contributed by his literary work in the field of
affirmation of modern church-historical topics and the cataloguing of the Patriarch personal
library.
Key words: Serbian Orthodox Church, Patriarchy court, Patriarchy library, Patriarch Varnava,
Russian emigration, Vladislav Aljbinovich Majewski
Russian emigrants’ wave, caused by the October Revolution and the victory of communist forces,
has brought with it a distinctive cultural influence, particularly in the related Slovenian countries
which have become a haven for refugees, supporters of the old monarchical (Tsarist) regime. In
the term of education, vocation and knowledge, one part of them was above the level of the
people who provided them with hospitality. In the field of humanities and librarianship, what we
shall show in this paper, the "Russian emigrant factor" played a significant role in the
development of the mentioned human spirit branches with the Serbs.
This famous name of Vladislav Aljbinovich Majewski, a Russian immigrant, has its own
distinctive place in the history of Serbian church administration and librarianship at the
Patriarchal Residence. Always sensitive to the life fate of the needy from the large state where he
was educated and spiritually edified, Serbian Patriarch Varnava Rosic (1930-1937) has appointed
Majewski as his personal secretary. On top of this service which included arranging personal
correspondence, updating of submitted items for administrative processing, then registering
(recording) official and private correspondence, Patriarch Varnava added to V. A. Majewski the
duty of the Patriarchy librarian. Actually, when the former "temporary librarian" Archimandrite
Vikentije Vujic got elected as the Vicar Bishop and "stopped the possibility" of doing that job in
the future, the Serbian Patriarch handed over "the duty of librarian to Mr. Vladimir Majewski," to
carry on with that job that he was "indicated for".1
Vladislav Aljbinovich Majewski (Владислав Альбинович Маевский) was born in a noble
family in Kremenchug, the region of Poltavska and close to the river of Dnieper, on 04 April
1893, and died on 16 January 1975 in Roslyn, Abington (Pennsylvania). He had the ambition to
build a military career, but not enough disciplined for a military school, he decided to devote
himself to literature. Following its own restless spirit he came to Serbia in 1912, where he was a
volunteer in the Serbian army during the Balkan wars (1912-1913). Related to the Serbs he also
published his first works, such as "Passenger Records" (1913), and then the "United Russia and
heroic Serbia" (1914). In the First World War, and then the civil war in Russia tied him strongly
to Ukrainian soil, from where he originated. The life in Ukraine being divided by the war and
ideology he described in the "Ukrainian rebels 1918-1919". He permanently left the Russian
Empire on 25 January 1920, when he sailed on the ship from the port of Odessa. 2
Majewski’s knowledge of Serbian language has been his further recommendation to Patriarch
Varnava, whose secretary he became from April 1930. By staying in the nearest vicinity of
1Archives of Serbian Orthodox Church, Patriarchy, ser. 4, 20 December 1932 / 02 January 1933. 2Александр Николаевич Стрижев, В. А. Маевский, у: Русская литература XX века. Прозаики, поэты,
драматурги. Биобиблиографический словарь. Том 2. З - О. с. 494-496.
Radovan Pilipovic: RUSSIAN IMMIGRANT VLADISLAV ALJBINOVICH MAJEWSKI - LIBRARIAN AT THE
PATRIARCHY COURT IN BELGRADE (1933-1937)
WBILC 2016 150
Serbian Patriarch for a year, Majewski published a work - a monograph publication in Russian of
the Patriarch Varnava. 3 Due to almost seven-year long collaboration with the Serbian church
leader this book has grown in two volumes of a gentle panegyric biography dedicated to the man
who led the Serbian Orthodox Church. 4
A kind of appendix to this topic is the work published in the United States, under the title
"Patriarch Varnava and concordat struggle", outlining data on all the controversies that
surrounded the time of the patriarch mysterious disappearance from the stage of history.5 In the
midst of a Serbian opposition to the concordat concluded between the Kingdom of Yugoslavia
and the Vatican, while the National Assembly of the Kingdom of Yugoslavia voted for the
ratification of the agreement, Patriarch died. The rumors of his mysterious and forcibly induced
death began to circulate very short time after. 6
Vladislav Aljbinovich Majewski, is the first historian of Russian emigration in Yugoslavia, the
first historian of Serbian-Russian church relations of the 20th century. As personal secretary and
librarian of the Patriarch Varnava Rosic, patron of Russian refugees and church life of Russian
emigrants, Majewski had a good position to deal with the work of historiography. In addition to
the biography of the Patriarch, the articles on the Russians in the Kingdom of Yugoslavia,
Majewski also left a number of significant ephemeris in the Serbian church press. 7 Its popular
biography of Patriarch Varnava is significant because of chronological reconstruction, but much
of it remains in the unpublished sources. 8 Hard, revolutionary and immediate post-revolutionary
situation of Russian Orthodoxy, according to V. Majewski, had to be understood not only as a
crisis of the Russian people and the Church, but also as a crisis of the entire Slovene nation.
Mediation and protective position Serbian Church, the nation and the priesthood was all the more
expected and required. 9
Majewski also personally stood behind the advertisement of the Patriarchy library to send books,
magazines and newspapers. The testimony remains noted of the same advertisement being
responded by the "Russian emigrants sending books and journals for free from around the world,
3 Вл. Маевскiй, Сербскiй Патрiархъ Варнава и его время, Новый Садъ 1931. 4 В. А. Мајевски, Народни патријарх – Његова Светост Варнава, I-II, Сремски Карловци 1937. 5 Вл. Маевскiй, Патриарх Варнава и конкордатская борьба,s. l. 1958. 6 Бојан Драшковић, Смрт патријарха Варнаве у публицистици и литератури, у: И живот за
Православље – зборник радова поводом 75-годишњице упокојења патријарха Варнаве, Belgrade-Pljevlja-Podgorica, 2012, p. 27-46. 7 Detailed bibliographic instructions can be found in books: Бранко А. Цисарж, Један век периодичне
штампе Српске православне цркве (Библиографски опис часописа и листова са прегледом-садржајем свих радова објављених у њима од 1868 – 1970), А-М, Belgrade 1986; Idem, Један век периодичне
штампе Српске православне цркве (Библиографски опис часописа и листова са прегледом-садржајем
свих радова објављених у њима од 1868 – 1970), Н-Ш, Belgrade 1991. 8 She had flattering reviews from contemporaries, maybe too flattering: „The books should be read by... even
the ennemies of the Patriarch, if any“. (Никола Дориомедов, Вл. А. Маевскiй, Сербскiй Патрiархъ
Варнава и его время, Белградъ 1931, Гласник СПП (1931), ser. 20, р. 318; „The book, with the exception of some inaccuracies written, is well filled up, with beautiful illustrations ... It would be useful if translated
into Serbian“. (Вл. А. Маевскiй, Сербскiй Патрiархъ Варнава и его время, Белградъ 1931, Гласник СПП
(1931), ser. 17, р. 269; The clergy were interested when Serbian translation would come out: Archives of Serbian Orthodox Church, Belgrade, Канцеларија патријарха Варнаве (1931), Patriarch Varnava advised
Aleksandar Zivanovic, Archpriest of Osijek, on 3 December 1931 to connect to Majewski who is interested
"in this matter". Only the Serbian translation: "The book testifies to the immense love of the Patriarch for Russia and the Russians, and about his deep faith in the resurrection of the great and Holy Russia"; О Њ. Св.
Патријарху, Гласник СПП (1934), ser. 16-17, р. 277. 9 Вл. Маевскiй, Вселенское Православiе и Сербская Церковь, Русско-Американскiй Православный
Вестникъ, № 9 (1936), р. 139-143.
Radovan Pilipovic: RUSSIAN IMMIGRANT VLADISLAV ALJBINOVICH MAJEWSKI - LIBRARIAN AT THE
PATRIARCHY COURT IN BELGRADE (1933-1937)
WBILC 2016 151
where they lived then". 10 Thus, on the real and official manner, the foundations were laid for the
rich and important collection of Russian books being the fund of the Patriarchy Library in
Belgrade nowadays.
The arrival of this agile, practical and reliable Russian for the patriarch's close associate meant a
lot for the Serbian cultural history in general. In the personality of V. A. Majewski Patriarch
Varnava got the Secretary, intermediary in correspondence, the man who arranged the
correspondence for him, librarian and personal biographer also, in other words - a kind of subtle
panegyric. Facing the strong library tradition that many educated Serbs and foreigners had written
about, Majewski had a special responsibility, but also an official mission to keep the Varnava’s
personal books in a special fund, marking it by the right of ownership, but also its practical
purposes. 11
For the nomenclature of books and catalog cards there was a seal with the inscription "Personal
Library of H. H. Serbian Patriarch Varnava 1930". The year 1930 as the year of Varnava’s entry
on the Patriarchy throne is treated as a sort of formalization of the Patriarch's personal library, its
institutional beginning. A round seal was introduced later with the Patriarchy miter and the
inscription in a circle "The library of H. H. Patriarch Varnava" with a diameter of 33
millimeters.12
The books from the personal library of Patriarch Varnava were not arranged in a way according to
the nowadays librarian standards (first, second and third groups). There were grouping of the
periodicals, being carefully sheath even then, but the principle of numerus currens prevailed. The
inventory of books, their cataloguing and placing on the shelves was done as they arrived. As for
the book-cataloging unit (processing catalog units and the level of information), Vladimir
Majewski had been registering the most basic information only. His bibliography processing was
modest, which is somewhat understandable if one bears in mind the fact that this versatile man
had other responsibilities and obligations to do. 13
Catalogue Unit of the list catalog was placed on a sheet with a diameter of 13.5 to 11 centimeters
with the named term inside, or if it is about the group of authors or an anonymous publication, the
title had to be stated. Under the guidelines, as the first and more often case, it was followed by the
book title, or just its part it was a longer one, and it ends in the lower left corner by indicating the
place and year of publication. The signature was the lower right corner.14
In the personal library of Serbian Patriarch Varnava Rosic, cataloged and arranged during his life,
there are approximately 6,500 books. The rest of the book fund from its ownership were dealt by
the successors of Vladislav Aljbinovich Majewski, acting as the Patriarchy librarians. This library
is important not only for researchers of the Patriarch's biography, but also his general culture and
spiritual orientation. The historians of the Serbian Church, society and culture can find a lot of
things at the same spot that is the library of Patriarch Varnava. 15
Summary: In addition to Vladislav Aljbinovich Majewski two other Russian immigrants were
also responsible for the development of librarianship in Serbian church circles. According to the
Archive data, the Seminary Library in Sremski Karlovci, the most significant theological High
school for the Serbs, was handled by Volobujev Boris, priest and professor, with a team of
10 В. М., На призив Патријарашке библиотеке у Срем. Карловцима..., Гласник СПП, бр. 18 (1933), р.
286. 11 Radovan Pilipovic, Лична библиотека патријарха Варнаве, у: И живот за Православље – Proceedings
on the occasion of the 75th anniversary of the death of Patriarch Varnava, Belgrade-Pljevlja-Podgorica, 2012,
р. 170-180. 12 R. Pilipovic, P. Rakic, the work specified, 180. 13 Idem, 181. 14 Idem, 181. 15 Idem, 186.
Radovan Pilipovic: RUSSIAN IMMIGRANT VLADISLAV ALJBINOVICH MAJEWSKI - LIBRARIAN AT THE
PATRIARCHY COURT IN BELGRADE (1933-1937)
WBILC 2016 152
collaborators (also Russian origine) after 1920. In the Library of the Orthodox Theological
Faculty a charismatic librarian Georgie Sviscev had worked also. The Russian-immigrant
Majewski contributed not only to the development of librarianship within the Serbian church but
went further also, contributing to the strengthening and expansion of historiography of the
Serbian-Russian ties with the 20th-century Russian Diaspora in Serbia (Yugoslavia).
Sources:
Archives of Serbian Orthodox Church, Патријаршија СПЦ, ser. 4, 20 December 1932 / 2
January 1933.
Archives of Serbian Orthodox Church, Канцеларија патријарха Варнаве (1931), Патријарх
Варнава Александру Живановићу, протојереју у Осијеку, 3 December 1931.
Literature:
Никола Дориомедов, Вл. А. Маевскiй, Сербскiй Патрiархъ Варнава и его время, Белградъ
1931, Гласник СПП (1931), ser. 20, р. 318.(review).
Bojan Draskovic, Смрт патријарха Варнаве у публицистици и литератури, у: И живот за
Православље – Proceedings on the occasion of the 75th anniversary of the death of Patriarch
Varnava, Belgrade-Pljevlja-Podgorica, 2012, р. 27-46.
Radomir Djordjevic, Библиотекар Георгиј Свишчев (Ђорђе Свишћов), теолог, Српска
теологија у двадесетом веку – истраживачки пробелми и резултати, Vol. 2 (2007), р. 216-
220.
Miroslav Jovanovic, Руска емиграција на Балкану (1920-1940), Belgrade 2006, р. 183-190.
Александр Николаевич Стрижев, В. А. Маевский, у: Русская литература XX века.
Прозаики, поэты, драматурги. Биобиблиографический словарь. Том 2. З - О. с. 494-496.
Вл. Маевскiй, Сербскiй Патрiархъ Варнава и его время, Новый Садъ 1931.
В. А. Мајевски, Народни патријарх – Његова Светост Варнава, I-II, Сремски Карловци
1937.
Вл. Маевскiй, Патриарх Варнава и конкордатская борьба, s. l. 1958.
Вл. Маевскiй, Вселенское Православiе и Сербская Церковь, Русско-Американскiй
Православный Вестникъ, № 9 (1936), р. 139-143.
В. М., На призив Патријарашке библиотеке у Срем. Карловцима..., Гласник СПП, бр. 18
(1933), стр. 286.
О Њ. Св. Патријарху, Гласник СПП (1934), ser. 16-17, р. 277.
Radovan Pilipovic, Лична библиотека патријарха Варнаве, И живот за Православље –
Proceedings on the occasion of the 75th anniversary of the death of Patriarch Varnava, Belgrade-
Pljevlja-Podgorica, 2012, р. 171-186.
Branko А. Cisarz, Један век периодичне штампе Српске православне цркве (Библиографски
опис часописа и листова са прегледом-садржајем свих радова објављених у њима од 1868 –
1970), А-М, Belgrade 1986.
Исти, Један век периодичне штампе Српске православне цркве (Библиографски опис
часописа и листова са прегледом-садржајем свих радова објављених у њима од 1868 –
1970), Н-Ш, Београд 1991.
РУСКИ ЕМИГРАНТ ВЛАДИСЛАВ АЉБИНОВИЧ
МАЈЕВСКИ – БИБЛИОТЕКАР ПАТРИЈАРШИЈСКОГ ДВОРА
У БЕОГРАДУ (1933-1937)
Радован Пилиповић
Архив Српске православне цркве (Београд)
Сажетак: У раду се даје краћа биографија и објашњавају заслуге Владисалва Аљбиновича
Мајевског руског емигранта, на пољу развоја библиотекарства код Срба, а нарочито у
Српској православној цркви. Мајевски је као лични пријатељ и поуздани сарадник
патријарха Варнаве, истинског покровитеља руске емиграције у Краљевини Југославији,
градио каријеру у Патријаршији Српској у Београду. Дао је велики допринос својим
литерарним радом на пољу афирмације савремених црквено-историјских тема и
каталошкој обради личне патријархове библиотеке.
Кључне речи: Српска православна црква, Патријаршијски двор, Патријаршијска
библиотека, патријарх Варнава, руска емиграција, Владислав Аљбинович Мајевски
Руски емигрантски талас, изазван Октобарском револуцијом и победом комунистичких
снага, донео је са собом особен културни утицај, нарочито у сродним словенским земљама
које су постале уточиште за избеглице, присталице старог монархистичког (царистичког)
режима. Краљевина Срба, Хрвата и Словенаца постала је новом домовином за 40.000 људи
пореклом из Руске Царевине који су у новој средини радили оне старе послове за које су се
током целог живота школовали.1Међу њима је један део одскакао по свом образовању,
струци и знању од људи који су им пружили гостопримство. На пољу хуманистичких
наука, а показаћемо и библиотекарства, посбено је „руски емигранстки фактор“ имао
значајну улогуу развоју поменутих грана људског духа код Срба.
Гласовито име Владислава Аљбиновича Мајевског, руског емигранта, има своје
препознатљиво место у историји српске црквене администрације и библиотекарства на
Патријаршијском двору. Увек осетљив на животну судбину невољника велике државе у
којој се школовао и духовно изграђивао, патријарх српски Варнава Росић (1930-1937) је
поставио Мајевског за свог личног секретара. Тој служби која је подразумевала сређивање
личне преписке, ажурирање пристиглих предмета за административну обраду, затим
завођење (евидентирање) званичне и приватне преписке, патријарх Варнава је В. А.
Мајевском придодао и дужност патријаршијског библиотекара. Наиме, када је дотадашњи
„привремени библиотекар“ архимандрит Викентије Вујић изабран за викарног епископа и
када је „престала могућност“ да се тим послом надаље бави, српски патријарх је „дужност
библиотекара предао господину Владимиру Мајевском“, који је за тај посао „назначен“.2
Владислав Аљбинович Мајевски (Владислав Альбинович Маевский) је рођен у Кременчугу
у Полтавској области, на реци Дњепар, 4. априла 1893. године у племићкој породици, а
умро је 16. јануара 1975. године у Розлину (Roslyn, Abington) у Пенсилванији. Имао је
амбицију да гради војну каријеру, али недовољно дисциплинован за војне школе, одлучује
да се посвети књижевности. По своме немирном духу долази у Србију 1912. године, где је
био добровољац у српској војсци за време Балканских ратова (1912-1913). У вези са
Србима је објавио и својепрве радове, а то су: „Путнички записи“ (1913), а затим и
„Велика Русија и херојска Србија“ (1914). Године Првог светског рата, а затим и грађански
рат у Русији га је јаче везао за украјинско тло, са кога иначе и потиче. Прилике у ратом и
идеологијом подељеној Украјини описао је у делу „Украјински устаници 1918-1919“. Руску
1 Мирослав Јовановић, Руска емиграција на Балкану (1920-1940), Београд 2006, стр. 183-190. 2 Архив СПЦ, Патријаршија СПЦ, бр. 4, 20. децембар 1932/2. јануар 1933.
Радован Пилиповић: РУСКИ ЕМИГРАНТ ВЛАДИСЛАВ АЉБИНОВИЧ МАЈЕВСКИ – БИБЛИОТЕКАР
ПАТРИЈАРШИЈСКОГ ДВОРА У БЕОГРАДУ (1933-1937)
WBILC 2016 154
царевину је заувек напустио 25. јануара 1920. године када је отпловио на броду из луке
Одеса.3
Познавање српског језика додатно је препоручило Мајевскогпатријарху Варнави, код кога
је, од априла 1930. године постао секретар. За годину данаборавка у најближој близини
српског патријарха Мајевски је објавио рад – монографску публикацију на руском језику о
патријарху Варнави.4 Та књига је, захваљујући скоро седмогодишњој сарадњи са српским
црквеним поглаварем израсла у два тома једне нежно панегиричне биографије посвећене
човеку који је водио Српску православну цркву.5
Својеврсни додатак овој теми је рад објављен у Сједињеним Америчким Државама, а који
носи наслов „Патријарх Варнава и конкордатска борба“, а у коме се износе подаци о свим
контроверзама које су окруживале време мистериозног патријарховог нестанка са
историјске позорнице.6 У јеку српско-православног супротстављања конкордату
склопљеном између Краљевине Југославије и државе Ватикан, док је Народна скупштина
Краљевине Југославије гласала ратификацију споразума патријарх је умро. Рано су почеле
да круже гласине и мистериозној и принудно изазваној смрти.7
Владислав Аљбинович Мајевски, јесте први историчар руске емиграције у Југославији,
први историчар српско-руских црквених веза 20. века. Као лични секретар и библиотекар
патријарха Варнаве Росића, покровитеља руских избеглица и руског црквеног живота у
исељеништву, Мајевски је имао добру позицију за бављење историографским послом.
Поред биографије патријарха, текстова о Русима у Краљевини Југославији, Мајевски је
оставио и низ значајних ефемерида у српској црквеној штампи.8 Његова популарна
биографија патријарха Варнаве значајна је због хронолошке реконстрункције, али много
тога и даље остаје у необјављњним изворима.9 Тежак, револуционарни и
непосреднопостреволуционарни положај руског православља. према В. Мајевском требало
је схватати не само као кризу руског народа и Цркве, него и као кризу целокупног
3Александр Николаевич Стрижев, В. А. Маевский, у: Русская литература XX века. Прозаики, поэты,
драматурги. Биобиблиографический словарь. Том 2. З - О. с. 494-496. 4 Вл. Маевскiй, Сербскiй Патрiархъ Варнава и его время, Новый Садъ 1931. 5 В. А. Мајевски, Народни патријарх – Његова Светост Варнава, I-II, Сремски Карловци 1937. 6 Вл. Маевскiй, Патриарх Варнава и конкордатская борьба,s. l. 1958. 7 Бојан Драшковић, Смрт патријарха Варнаве у публицистици и литератури, у: И живот за
Православље – зборник радова поводом 75-годишњице упокојења патријарха Варнаве, Београд-
Пљевља-Подгорица, 2012, стр. 27-46. 8 Детаљнија библиографска упутства се могу наћи у књигама: Бранко А. Цисарж, Један век периодичне
штампе Српске православне цркве (Библиографски опис часописа и листова са прегледом-садржајем
свих радова објављених у њима од 1868 – 1970), А-М, Београд 1986; Исти, Један век периодичне штампе Српске православне цркве (Библиографски опис часописа и листова са прегледом-садржајем
свих радова објављених у њима од 1868 – 1970), Н-Ш, Београд 1991. 9 Од савременика је имала ласкаве оцене, можда и претреане: „Књигу треба да прочитају... и непријатељи патријарха, ако их уопште има“. (Никола Дориомедов, Вл. А. Маевскiй, Сербскiй
Патрiархъ Варнава и его время, Белградъ 1931, Гласник СПП (1931), бр. 20, стр. 318; „Књига је,
изузевши по неке нетачности, написана добро и снабдјевена, лијепим илустрацијама... Било би корисно, да се преведе на српски језик“. (Вл. А. Маевскiй, Сербскiй Патрiархъ Варнава и его время,
Белградъ 1931, Гласник СПП (1931), бр. 17, стр. 269); Свештенство се интересовало када ће изаћи
српски превод: Архив СПЦ, Београд, Канцеларија патријарха Варнаве (1931), Патријарх Варнава Александру Живановићу, протојереју у Осијеку, 3. децембар 1931, саветује да се повеже са Мајевским
који је заинтересован „у овој ствари“. Приказ за српски превод: „Књига прича о огромној љубави
патријарха према Русији и Русима и о његовој дубокој вери у васкрс велике и Свете Русије“; О Њ. Св. Патријарху, Гласник СПП (1934), бр. 16-17, стр. 277.
Радован Пилиповић: РУСКИ ЕМИГРАНТ ВЛАДИСЛАВ АЉБИНОВИЧ МАЈЕВСКИ – БИБЛИОТЕКАР
ПАТРИЈАРШИЈСКОГ ДВОРА У БЕОГРАДУ (1933-1937)
WBILC 2016 155
Словенства. Посреднички и заштитнички положај Српске Цркве, народа и свештенства био
је утолико очекиван и потребан. 10
Мајевски је, такође, стајао лично иза огласа Патријаршијске библиотеке да се шаљу књиге,
часописи и листови. Остало је забележено сведочанство да су се на исти оглас одазвали
„руски емигранти и бесплатно шаљу књиге и журнале из разних страна свијета, гдје сада
станују“.11 Тиме је, на прави и званични начин, ударен темељ богатој и значајној колекцији
руских књига у фондовима данашње Патријаршијске библиотеке у Београду.
Долазак овог агилног, практичног и поузданог Руса за патријарховог блиског сарадника,
српску културну историју уопште много је значило. Патријарх Варнава је у В. А. Мајев-
ском наиме добио секретара, посредника у кореспонденцији, човека који му је средио пре-
писку, библиотекара, али и личног биографа, другим речима – неку врсту суптилног пана-
гиричара. Нашавши се пред јаком библиотекарском традицијом о којој су писали како уче-
ни Срби, тако и странци, Мајевски је имао посебну одговорност, али и службени задатак да
личне књиге Варнавине води у посебном фонду и да га на неки начин омеђи, по праву вла-
сништва, али и практичној намени.12
За номенклатуру књига и каталошких листића постојао је печат са натписом „Лична библи-
отека Њ. Св. Патријарха Српског Варнаве 1930“. Година 1930. као година ступање Варнаве
на патријарашки престо третира се као и својеврсно озваничење патријархове личне библи-
отеке, њен институционални почетак. Касније је уведен печат округлог облика са патрија-
рашком митром и натписом укруг „Библиотека Њ. Св. Патријарха Варнаве“, пречника 33
милиметара.13
Књиге из личне библиотеке патријарха Варнаве нису сложене по формату, какви су дана-
шњи библиотекарски стандарди (прва, друга и трећа група). Групише се периодика, која је
још тада брижљиво коричена, али принцип numerus currens односи превагу, књиге се ин-
вентаришу, каталогизују и слажу на полице онако како пристижу. Што се тиче саме катало-
шке обраде књижних јединица (обраде каталошких јединица и нивоа информација), Влади-
мир Мајевски је уносио само најосновније податке. Његова библиографска обрада је
скромна, што је, донекле, и разумљиво ако се има у виду чињеница да је тај свестрани чо-
век имао и других задужења и обавеза.14
Каталошка јединица лисног каталога је смештена на лист пречника 13,5 са 11 сантиметара,
одредница у њој је именска или се, ако је о групи аутора или анонимној публикацији, наво-
ди наслов. Испод одреднице у, првом, чешћем случају следи наслов књиге, или само део
наслова ако је подужи, а све се завршава у доњем левом углу назначавањем места и године
издања. У доњем десном углу је сигнатура.15
Лична библиотека патријарха српског Варнаве Росића, каталогизована и сређена за њего-
вог живота, броји приближно 6.500 књига. Остатак књижног фонда из његовог власништва
обрађивали су наследници Владислава Албимовича Мајевског на месту патријаршијских
библиотекара. Та библиотека је важна за проучаваоце не само патријархове биографије,
10 Вл. Маевскiй, Вселенское Православiе и Сербская Церковь, Русско-Американскiй Православный
Вестникъ, № 9 (1936), стр. 139-143. 11 В. М., На призив Патријарашке библиотеке у Срем. Карловцима..., Гласник СПП, бр. 18 (1933), стр. 286. 12 Радован Пилиповић, Лична библиотека патријарха Варнаве, у: И живот за Православље – зборник
радова поводом 75-годишњице упокојења патријарха Варнаве, Београд-Пљевља-Подгорица, 2012, стр. 170-180. 13 Р. Пилиповић, П. Ракић, наведено дело, 180. 14 Исто, 181. 15 Исто, 181.
Радован Пилиповић: РУСКИ ЕМИГРАНТ ВЛАДИСЛАВ АЉБИНОВИЧ МАЈЕВСКИ – БИБЛИОТЕКАР
ПАТРИЈАРШИЈСКОГ ДВОРА У БЕОГРАДУ (1933-1937)
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већ и његове опште културе и духовне оријентације. Историчари Српске Цркве, друштва и
културе у библиотеци патријарха Варнаве могу много тога на једном месту наћи. 16
Резиме: Поред Владислава Аљбиновича Мајевског још двојица руских емгираната су
заслужни за развој библиотекарства у српским црквеним круговима. Према архивским
подацима Библиотеку Богословије у Сремским Карловцима, најзначајнијем средњој
богословској школи код Срба, после 1920. године је сређивао Борис Волобујев, свештеник
и професор, са тимом сарадника (такође пореклом Руса), а у Библиотеци Православног
богословског факултета радио је харизматични библиотекар Георгије (Ђорђе) Свишчев. В.
А. Мајевски је Рус-емигрант који је допринео развоју српског црквеног библиотекарства,
али је отишао даље, доприневши такође јачању и ширењу историографије о српско-руским
везама и руске дијаспоре 20. века у Србији (Југославији).
Извори:
Архив СПЦ, Патријаршија СПЦ, бр. 4, 20. децембар 1932/2. јануар 1933.
Архив СПЦ, Канцеларија патријарха Варнаве (1931), Патријарх Варнава Александру
Живановићу, протојереју у Осијеку, 3. децембар 1931.
Литература:
Никола Дориомедов, Вл. А. Маевскiй, Сербскiй Патрiархъ Варнава и его время, Белградъ
1931, Гласник СПП (1931), бр. 20, стр. 318.(приказ).
Бојан Драшковић, Смрт патријарха Варнаве у публицистици и литератури, у: И живот
за Православље – зборник радова поводом 75-годишњице упокојења патријарха Варнаве,
Београд-Пљевља-Подгорица, 2012, стр. 27-46.
Радомир Ђорђевић, Библиотекар Георгиј Свишчев (Ђорђе Свишћов), теолог, Српска
теологија у двадесетом веку – истраживачки пробелми и резултати, књ. 2 (2007), стр. 216-
220.
Мирослав Јовановић, Руска емиграција на Балкану (1920-1940), Београд 2006, стр. 183-190.
Александр Николаевич Стрижев, В. А. Маевский, у: Русская литература XX века.
Прозаики, поэты, драматурги. Биобиблиографический словарь. Том 2. З - О. с. 494-496.
Вл. Маевскiй, Сербскiй Патрiархъ Варнава и его время, Новый Садъ 1931.
В. А. Мајевски, Народни патријарх – Његова Светост Варнава, I-II, Сремски Карловци
1937. ж
Вл. Маевскiй, Патриарх Варнава и конкордатская борьба, s. l. 1958.
Вл. Маевскiй, Вселенское Православiе и Сербская Церковь, Русско-Американскiй
Православный Вестникъ, № 9 (1936), стр. 139-143.
В. М., На призив Патријарашке библиотеке у Срем. Карловцима..., Гласник СПП, бр. 18
(1933), стр. 286.
О Њ. Св. Патријарху, Гласник СПП (1934), бр. 16-17, стр. 277.
Радован Пилиповић, Лична библиотека патријарха Варнаве, И живот за Православље –
зборник радова поводом 75-годишњице упокојења патријарха Варнаве, Београд-Пљевља-
Подгорица, 2012, стр. 171-186.
Бранко А. Цисарж, Један век периодичне штампе Српске православне цркве
(Библиографски опис часописа и листова са прегледом-садржајем свих радова објављених
у њима од 1868 – 1970), А-М, Београд 1986.
Исти, Један век периодичне штампе Српске православне цркве (Библиографски опис
часописа и листова са прегледом-садржајем свих радова објављених у њима од 1868 –
1970), Н-Ш, Београд 1991.
16 Исто, 186.
ELEKTRONSKI SERVISI U BIBLIOTEKAMA NA
UNIVERZITETU CRNE GORE
Radmila Rašović, Dubravka Odalović
Centralna univerzitetska biblioteka, Univerzitet Crne Gore, Cetinjska 2, 81000 Podgorica, Crna
Gora,
[email protected], [email protected]
SAŽETAK: Rad razmatra informacijsku pismenost u okviru visokoškolskog bibliotekarstva na Univerzitetu
Crne Gore. Profesija bibliotekara zbog prirode posla - bibliografska obrada podataka,
organizacija, pretraživanje i diseminacija informacija - ima potrebu i prednost u sticanju
informacijskih vještina i kompetencija. U radu se analiziraju statistički podaci o korišćenju
sljedećih elektronskih servisa: javno dostupni katalozi (OPAC) i raspoložive elektronske kolekcije
(baze podataka sa obezbijeđenim pravom pristupa na nivou Univerziteta, kao i baze podataka na
nivou univerzitetskih jedinica i povremeno dostupne baze), na osnovu kojih je dat presjek
trenutnog stanja. Podaci pokazuju da su postojeći elektronski servisi nedovoljno iskorišćeni i da
je neophodna permanentna obuka korisnika, a i samih bibliotekara. Danas, kad su u toku opsežne
reforme nastavno-naučnih procesa i bibliotečkog sistema na Univerzitetu Crne Gore, očekuje se
uspostavljanje novog oblika partnerstva i dinamizacija odnosa između fakulteta i biblioteka,
usmjeravanje sredstava u informacijske resurse i razvoj stručnih kompetenicija za njihovo
korišćenje. Bibliotekari su spremni da uče u cilju osavremenjivanja obrazovno-informacijske
funkcije, da preuzmu inicijativu u uvođenju i pružanju usluga u digitalnom formatu i promovišu
informacijsku pismenost koja je preduslov za razvoj intelektualnih sloboda i jačanje kapaciteta za
transfer znanja. Zaključujemo da je bibliotekarima i korisnicima bibliotečkih servisa prioritet
sistemski organizovana edukacija u strateškom korišćenju elektronskih resursa.
Ključne riječi: akademske biblioteke, bibliotekari, informacijska pismenost, elektronski servisi,
Univerzitet Crne Gore
1. UVOD Vrijednosti individualne slobode i otvorene komunikacije postale su presudne u stvaranju nove
drušvene prakse. Otvorenost Interneta, kao njegova najvažnija odlika, osnažila je i pospješila
nove oblike saradnje i razmjene informacija, što se pokazalo kao snažan podsticaj inovativnosti i
kreativnosti. Novi mediji, novi oblici društvenosti, komunikacija informacija, sve to je doprinijelo
stvaranju jednog potpuno novog koncepta društva. Tragom takvih promjena Zigmunt Bauman
(2011) je ovo doba označio metaforom tekuća moderna ili prosto izlazak iz hardverske u
softversku modernu u kojoj je samo promjena konstantna. Internet je kao temelj ljudskog znanja i
ljudske misli omogućio pristup obilju informacija i podataka koje zapravo treba znati pretražiti,
prikupiti, odabrati i pravilno koristiti. Ovladavanje ovim vještinama je temelj informacijske
pismenosti. Uspjeh i napredak svakog društva u 21. vijeku zasniva se na sposobnostima
pronalaženja i korišćenja informacija. U protivnom, društvo može bitisati u „digitalnom
rascjepu“, tj. neko će znati da se služi novim tehnologijama i vještinama, a neko ne (Špiranec
2003 p. 10). Profesija bibliotekara zbog prirode posla - bibliografska obrada podataka,
organizacija, pretraživanje i diseminacija informacija - ima potrebu i prednost u sticanju
informacijskih vještina i kompetencija.
Na Univerzitetu Crne Gore (u daljem tekstu: UCG) u ovom trenutku u toku su opsežne reforme
kojima se crnogorsko visoko obrazovanje usklađuje sa obrazovnim sistemima razvijenih zemalja i
osavremenjuje se organizacijska struktura u opštem smislu. Biblioteke su se našle na ozbiljnoj
organizacijskoj i razvojnoj prekretnici gdje se od njih očekuje aktivna podrška nastavno-naučnim
procesima kroz implementaciju novih servisa, inoviranje i pružanje usluga u digitalnom obliku i
uopšte uspješan odgovor na zahtjevne potrebe akademske zajednice, savremene nauke, moderne
Radmila Rašović, Dubravka Odalović: ELEKTRONSKI SERVISI U BIBLIOTEKAMA NA UNIVERZITETU CRNE GORE
WBILC 2016 158
nastave i učenja. Kompleksno zamišljena organizacijska reforma sistema1 u kroki verziji se može
opisati kao mreža biblioteka koju čine Centralna univerzitetska biblioteka (opštenaučna
biblioteka) sa 7 (sedam) dislociranih fakultetskih biblioteka/odjeljaka (koji su smješteni u
prostorijama matičnih fakulteta)2. Centralna univerzitetska biblioteka sa odjeljcima je upravno-
organizacioni dio Rektorata UCG sa sjedištem u Podgorici. Posredno, predviđene reforme
impliciraju nove mogućnosti za razvoj partnerstva fakulteta i biblioteka u procesu transformacije
učenja i nastave. Očigledna je potreba da biblioteke svoj „široki“ fokus, koji obuhvata učenje u
smislu korišćenja bibliotečkog fonda i čitaonica, transformišu i usmjere na uže područje
djelovanja koje bi podrazumijevalo ciljano korišćenje bibliotečkih usluga sa akcentom na
informacijske resurse. Informacijska pismenost bibliotekara, kao mehanizam za korišćenje i
prenos znanja u informacionom okruženju, ima čvrsto postavljene temelje kroz kontinuiranu
edukaciju za upotrebu bibliografskih i naučnih baza podataka, koja se ogleda u pretraživanju,
obradi, diseminaciji i evaluaciji informacija. Karika koja nedostaje, a koja bi objedinila i ispunila
zahtjeve akademske zajednice i biblioteka su odgovarajući elektronski servisi: web strana
biblioteke, elektronska referensna služba, elektronsko isporučivanje dokumenata (posredovano) i
obuka korisnika za upotrebu elektronskih servisa.
Elektronski servisi koji se koriste u jednoj akademskoj zajednici, kao jedan od indikatora
informacijske pismenosti korisnika, dobar su osnov za istraživanje i pozicioniranje te zajednice u
odnosu na srodne u bližem ili širem okruženju. Elektronske servise koji su u upotrebi na UCG u
ovom momentu čine: online katalog COBISS/OPAC, digitalni repozitorijum PHAIDRA, naučne
baze EBSCO i, povremeno, baze koje se bave određenim naučnim oblastima u užem smislu (u
free trial-u). Popis naučnih baza u otvorenom pristupu dat je na web strani Univerziteta Crne
Gore u podmeniju Centralne univerzitetske biblioteke. Podaci o korišćenju servisa u bibliotekama
na UCG, dobijeni iz automatizovanih sistema naučnih baza, iz bibliografske baze u koju su
integrisane akademske biblioteke UCG i iz digitalnog repozitorijuma, predstavljaju jedan od
indikatora informacijske pismenosti.
2. ELEKTRONSKI SERVISI
Za nauku i istraživače, bez obzira na geografski i društveno-ekonomski milje kojem pripadaju,
potreba za naučnim informacijama i komunikacijom je imperativ u naučno-istraživačkom radu.
Pojava i razvoj brojnih elektronskih servisa doveli su do značajne promjene paradigme naučne
komunikacije. Broj naučnih informacija u digitalnom obliku je u stalnom porastu. U akademskoj
zajednici se potencira potreba za novim, savremenim izvorima informacija koje obezbjeđuju
relevantni elektronski servisi. Činjenica je da odgovarajući i pažljivo odabrani servisi mogu
„potaknuti korisnike i utjecati na razvijanje navike korištenja elektroničkih časopisa” (Konjević,
Pažur 2002 p. 2). Cilj studije o korišćenju elektronskih servisa na Univerzitetu Crne Gore je da predstavi nivo
njihovog korišćenja koji posredno svjedoči o informisanosti korisnika o dostupnim servisima i o
prihvatanju elektronskih izvora informacija od strane korisnika, a označava i (ne)dovoljan broj
dostupnih servisa. Podaci koji su predstavljeni u radu dobijeni su iz automatizovanih sistema o
korišćenju elektronskih servisa na Univerzitetu Crne Gore i odnose se na period od oktobra 2015.
do aprila 2016. godine. Potencijalni broj korisnika biblioteka i elektronskih servisa čini više od 21
000 studenata koji studiraju na nekom od 19 fakulteta Univerziteta Crne Gore i oko 750
zaposlenih u nastavi3.
1 Reorganizacija je započeta polovinom 2015. godine a akt o reorganizaciji je usvojen 04. 12. 2015. godine. 2 Prije reorganizacije bibliotečke mreže na UCG je bilo 10 biblioteka, sada ih je 8 (dvije, Biblioteka Medicinskog fakulteta i Biblioteka Arhitektonskog fakulteta su pripojene Biblioteci prirodno-matematičkih i
tehničkih fakulteta – pod nazivom Biblioteka prirodno-matematičkih, tehničkih i medicinskih nauka). 3 Od oko 750 zaposlenih u nastavi i institutima UCG, oko 450 čine predavači (u akademskom i naučnom
zvanju), ostalo su saradnici u nastavi, dok manji broj čine laboranti i lektori. Dodatno je angažovan značajan
Radmila Rašović, Dubravka Odalović: ELEKTRONSKI SERVISI U BIBLIOTEKAMA NA UNIVERZITETU CRNE GORE
WBILC 2016 159
2.1. ONLINE katalog (OPAC) Univerzitetska biblioteka UCG i Nacionalna biblioteka Crne Gore su 2001. godine uspostavile
COBISS.CG (Kooperativni online bibliografski sistem i servisi) koji povezuje crnogorske
biblioteke u nacionalni bibliotečko-informacioni sistem sa uzajamnom katalogizacijom,
uzajamnom bibliografsko-kataloškom bazom podataka (COBIB) i lokalnim bazama podataka
biblioteka koje učestvuju u izgradnji sistema. Bibliotečka građa svih biblioteka članica sistema
COBISS.CG, među kojima devet4 biblioteka UCG, je dostupna preko elektronskog kataloga
http://vbcg.vbcg.me/cobiss/. Katalog se formira kao duboki katalog koji korisniku omogućava da
preko bibliografskog zapisa direktno pristupi publikacijama u digitalnom obliku. Mrežu
biblioteka UCG u organizacijskom smislu u narednom periodu očekuje reforma i instalacija
jedinstvenog univerzitetskog COBISS/OPAC-a sa prilagođenim izgledom interfejsa, budući da
lokalne baze fakultetskih odjeljaka u ovom trenutku nijesu udružene u zajedničku bazu.
Tabela 1. Statistika korišćenja bibliografske baze akademskih biblioteka UCG od oktobra 2015 - aprila 2016.
Biblioteka Broj
pretraga
Pretrage
–
procenti
Broj
prikazanih
zapisa
Prikazani
zapisi –
procenti
Arhitektonski fakultet 297 1.13% 259 0.95%
Biblioteka prirodno-mat. i tehn. nauka 370 1.41% 185 0.68%
Ekonomski fakultet 11813 44.97% 14273 52.11%
Filozofski fakultet 1430 5.44% 843 3.08%
Fakultet za pomorstvo 437 1.66% 442 1.61%
Fakultet političkih nauka 2707 10.30% 2247 8.20%
Medicinski fakultet 622 2.37% 439 1.60%
Pravni fakultet 1835 6.98% 1845 6.74%
Univerzitetska biblioteka 6760 25.73% 6857 25.03%
Total 26271 27390
Statistika korišćenja5 COBISS/OPAC-a pokazuje da je 44.97% korisnika pretraživalo bazu
Biblioteke Ekonomskog fakulteta, a oni su, takođe, pregledali više od polovine od ukupnog broja
prikazanih bibliografskih zapisa. Procenat pretraživanja fonda Univerzitetske biblioteke čini po
25% u obje kolone. Značajno je napomenuti da fakultetske biblioteke/odjeljci posjeduju manji
bibliotečki fond za pozajmicu. Ukupni bilans pretraživanja bibliografske baze je u većini
nezadovoljavajući, posebno ako se ima u vidu broj studenata i nastavnika. Najbrojnija, studentska
populacija koja je, uglavnom, upućena na udžbeničku literaturu u štampanom obliku6, u
poznavanju i korišćenju kataloga ne pokazuje elementarnu informacijsku pismenost. Bibliotekari
primjećuju da studenti pri izradi radova, nakon vraćanja pozajmljenih publikacija, ponovo traže
istu literaturu da bi popisali korišćene izvore, iako te podatke mogu naći na OPAC-u, što govori o
neinformisanosti o postojanju elektronskog kataloga biblioteka. Istraživanje7 je pokazalo da je
takvih korisnika u studentskoj populaciji 40.7% (Kovačević 2011). Od 59.3% studenata koji
broj predavača i saradnika u nastavi. Podatak je dostupan na web strani UCG http://www.ucg.ac.me/me/ studije/nastava u podmeniju „Angažovano osoblje“. 4 Konverzija baza elektronskog kataloga koja treba da prati reorganizaciju akademskih biblioteka UCG još
uvijek nije izvedena, tako da u ovom trenutku mrežu akademskih biblioteka na OPAC-u čini devet biblioteka. Biblioteka umjetnosti nikada nije bila dio sistema uzajamne katalogizacije. 5 Statistike korišćenja su preuzete iz COBISS/OPAC-a za svaku bazu pojedinačno. 6 Studenti su upućeni na udžbeničku literaturu u štampanom obliku, što je tradicionalno ukorjenjena praksa, mada se mora primijetiti ozbiljan nedostatak te literature u digitalnoj formi. 7 Vesna Kovačević je 2011. godine sprovela istraživanje među studentima osnovnih studija UCG o
informacijskoj pismenosti „po ACRL strandardima koji detaljno specifikuju pokazatelje i ishode učenja
vezane uz saznanja iz domena informacijskog opismenjavanja“ (Kovačević, p. 293).
Radmila Rašović, Dubravka Odalović: ELEKTRONSKI SERVISI U BIBLIOTEKAMA NA UNIVERZITETU CRNE GORE
WBILC 2016 160
znaju da katalog postoji, njih 32.3% zna da se katalog može koristiti od kuće (Ibid. pp. 298-299).
Kad se radi o najfrekventnijem načinu i tehnikama pretraživanja kataloga, studenti su se odlučili
za pretrage po autoru, naslovu i izdavaču, dok samo 7% studenta pretražuje katalog po predmetu
(Ibid. p. 299). Znanje o korišćenju Bulovih operatora u pretraživanju ima poražavajući procenat
od svega 7.9% studenata, odnosno 85.7% ne zna šta su Bulovi operatori, dok je ostatak dao
netačan odgovor (npr. „and“ nije Bulov operator i sl.) (Ibid. pp 302-303).
2.2. PHAIDRA Koncept otvorenosti, cirkulacije i razmjene znanja zahtijeva poštovanje određenih postupaka i
pravila ponašanja. Niz dokumenata donijet je na globalnom, kao i smjernica na nacionalnom
nivou. Koncept OER (eng. Open Educational Resource) koji označava otvorene obrazovne
resurse, prvi put je 2002. god. upotrebio UNESCO na svom forumu. OER je licencirani obrazovni
sadržaj za istraživanje i učenje (Krelja Kurelović, 2013). U tom kontekstu su nastale
Budimpeštanska inicijativa o otvorenom pristupu (2002); Berlinska deklaracija o otvorenom
pristupu naučnim informacijama (2003); Budimpeštanska deklaracija o pravu na pristup
informacijama (2008); Izjava o otvorenom pristupu (IFLA 2011), Pariška deklaracija o
otvorenom pristupu obrazovnim resursima (2012). Stoga, digitalni servis PHAIDRA (Permanent
Hosting, Archiving and Indexing of Digital Resources and Assets) koji je na UCG instaliran 2012
god., odražava ideju slobodnog dijeljenja znanja, “globalno pravo pristupa i dopuštenje da
umnože, koriste, distribuiraju, prenesu i prikažu djelo, te pravo na izradu i distribuciju izvedenih
djela, na bilo kojem digitalnom mediju za svaku odgovornu svrhu, uz odgovarajuću napomenu o
autorstvu” (Berlinska deklaracija, 2003).
Digitalni repozitorijum PHAIDRA predstavlja sistem za trajno arhiviranje, čuvanje, indeksiranje i
korišćenje svih vrsta digitalnih objekata koji nastaju u toku nastavnog, naučnog i istraživačkog
rada na Univerzitetu (phaidra.cis.ac.me) i jedina je digitalna zbirka na UCG. Integralni dio
digitalnog repozitorijuma predstavlja podsistem doktorskih disertacija odbranjenih na
Univerzitetu Crne Gore - E-teze Univerziteta Crne Gore (eteze.ucg.ac.me). Repozitorijumu
doktorskih disertacija se može pristupiti i preko bibliografske baze COBBIB.CG. Iako je
PHAIDRA implementirana 2012. godine, arhiv sadrži oko 1000 objekata, od čega su 121
doktorske disertacije.
2.3. EBSCO i BLOOMSBERY Collections
EBSCO je agregator koji referiše časopise većeg broja izdavača, servis koji daje mogućnost
izbora naučnih baza8 multidisciplinarnog sadržaja koje se mogu pretraživati pojedinačno ili više
njih istovremeno. Licenciranim pristupom EBSCO bazama za UCG koordinira Centralna
univerzitetska biblioteka od 2001. godine a pristup je omogućen preko akademske mreže UCG.
Tabela 2. EBSCO: UCG Session Usage Report Site: UNIVERSITY OF MONTENEGRO
Detail Level: Site Period: October 2015 - April 2016
Site Yea
r
Co
unt
Average
Lenht
Searches Total
Full
Text
Full
Text
Abstrac
t
Image/Video,
Smart Link,
Custom Link
UCG 2016 350 41 3060 1543 1315 1052 42
UCG 2015 433 44 3674 752 462 938 30
Total 908 90 6734 2295 462 1990 72
8 UCG ima licencirani pristup EBSCO bazama: Academic Search Complete; eBook Academic Collection
(EBSCOhost); MathSciNet via EBSCOhost; Library, Information Science & Technology Abstracts;
Greenfile; eBook Collection (EBSCOhost).
Radmila Rašović, Dubravka Odalović: ELEKTRONSKI SERVISI U BIBLIOTEKAMA NA UNIVERZITETU CRNE GORE
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Na osnovu iskustava bibliotekara u akademskim bibliotekama, korisnici EBSCO baza su, u
najvećem broju, studenti na magistarskim i doktorskim studijama, kao i profesori i saradnici u
nastavi, što je i za očekivati imajući u vidu visoke standarde pri sticanju naučnih zvanja. Najviše
sesija u 2015. godini bilježi Centralni informacioni sistem (63), slijede Prirodno-matematički
fakultet (47), Biotehnički fakultet (32), Fakultet političkih nauka (31). U 2016. godini najaktivniji
su bili korisnici sa Biotehničkog fakulteta (56) i Prirodno-matematčkog fakulteta (32), a slijede
Arhitektonski fakultet i Rektorat UCG (23) i Pravni fakultet (21). Studenti osnovnih studija
koriste baze najčešće za potrebe izrade diplomskih radova, prije svega uz pomoć bibliotekara.
Prema istraživanju (Kovačević 2011) 2/3 studenata nije znalo da UCG ima licencirani pristup
EBSCO bazama.
Mora se uzeti u obzir da EBSCO baze sa obezbijeđenim pristupom na UCG ne pokrivaju pojedina
naučna područja u dovoljnoj mjeri, te da se zbog toga koriste u ograničenom opsegu. To najbolje
iliustruje korišćenje BLOOMSBERY kolekcija koje su usmjerene na društvene i humanističke
nauke. Dobijeni podaci su impresivni i pokazuju da je za dva mjeseca pristupa Blommsberi
kolekcijama u slobodnom pristupu (eng. free trial) zabilježen značajan broj korišćenja ovog
servisa. BLOOMSBERY Collections daju brzi pristup kvalitetnim istraživanjima u društvenim i
humanističkim naukama. Kolekcije sadrže preko 4000 naslova.
Tabela 3. Statistika korišćenja BLOOMSBERY Collections u slobodnom pristupu (eng. free trial) u periodu
februar-mart 2016. godine
Month Titles Total for all titles
February 1720
Mart 3626
Total 5346 7039
Korišenje BLOOMSBERY Collections u ovako značajnom broju, u periodu od svega dva
mjeseca, ukazuje na potrebu proširenja ponude naučnih baza na UCG, posebno u društvenim i
humanističkim naukama s obzirom na to da je ponuda naučnih baza u otvorenom pristupu iz
oblasti biomedicinskih i tehničkih nauka znatno bogatija.
3. ZAKLJUČAK Studija pokazuje da su u bibliotekama na Univerzetu Crne Gore elektronski servisi nedovoljno
iskorišćeni, da korisnici nisu dovoljno informisani o njima, ne znaju kako da im pristupe, niti što
sve nude. Dominantan obrazac zadovoljavanja informacijskih potreba je sveden na tradicionalne
oblike pozajmljivanja knjiga, korišćenje čitaonice i visok stepen upućenosti i povjerenja u
bibliotekara. Prema primarnim istraživanjima Vesne Kovačević (2011), pored povjerenja u
bibliotekare, studenti su u veoma visokom procentu iznijeli stav da žele da uče o korišćenju
bibliotečkih servisa. Uvođenje discipline „informacijska pismenost“ u kurikulume odgovarajućih
predmeta na prvoj godini osnovnih studija, uvela bi studente na pravi način u informaciono
9 Od 703 naslova za koje su bili zainteresovani korisnici sa UCG najviše pristupa bilo je sljedećim: QFINANCE Calculation Toolkit - 77, The Laughter of the Thracian Woman – 75, Analyzing Literature-to-
Film Adaptations - 55, The Legal Protection of Foreign Investment - 53, Time, Creation and the Continuum –
48, Contract Law - 47, The Existential and its Exits – 43, Radical Secularization? - 38, Prohibition of Abuse of Law - 38, The Foundations of European Private Law – 37, Critical Studies in Ancient Law, Comparative
Law and Legal History - 36, Humanity, Terrorism, Terrorist War - 35, Levinas, Storytelling and Anti-
Storytelling – 35.
Radmila Rašović, Dubravka Odalović: ELEKTRONSKI SERVISI U BIBLIOTEKAMA NA UNIVERZITETU CRNE GORE
WBILC 2016 162
društvo. Za sada UCG raspolaže online modulom www.il.ac.me10 koji je otvoren za sve korisnike.
Modul je koncipiran tako da korisnik usvaja osnove praktične strategije za pretraživanje i
vrednovanje informacija ili unapređuje svoje vještine u informacijskoj pismenosti.
Sa druge strane, tranzicione okolnosti doprinijele su razvoju izvjesne pasivnosti samih
bibliotekara. Oni se još uvijek kreću u domenu tradicionalnog bibliotekarstva ili, kako bi Bauman
(2011) rekao, u hardverskoj modernosti, dok vrijeme softverske modernosti zahtijeva stalno
preoblikovanje i vajanje u vremenu. Biblioteke koje su se bavile organizovanjem i upravljanjem
kolekcijama publikacija u štampanom obliku i čiji su prioritet bili „izgradnja, rast, klasifikacija,
katalogizacija, čuvanje“, sada se okreću korisniku što predstavlja revolucionarnu fazu u procesu
prelaska od „dokumentarističkog ka informacionom pristupu, odnosno od usmjerenosti na sistem
ka usmjerenosti na korisnika“ (Le Koadik 2005 p. 118). U biti, korisnicima elektronskih servisa
su potrebne interaktivne i dostupne kolekcije, dok je za biblioteke od najvećeg značaja da uhvate
korak sa vremenom, transformišu se u skladu sa njim i fokusiraju na prenos informacija,
kontrolisan pristup znanju i pomoć korisnicima u ovladavnju vještinama u informacijskoj
pismenosti.
Stoga, „Uspjeh programa informacijske pismenosti... nedvojbeno počiva na modelima suradnje
knjižničara i nastavnog osoblja“ (Špiranec 2003 p. 11). Profesori su ti koji treba da postave
standarde i zahtjeve u učenju i ishodima učenja. Na kraju, nova paradigma obrazovanja – aktivno
i doživotno obrazovanje temeljeno na informacijskim resursima od usmenih do digitalnih - traži
veću povezanost obrazovanja i informacijske pismenosti. Jer, koncept informacijske pismenosti
„prevazilazi komunikacione i informacijske tehnologije i obuhvata učenje, kritičko razmišljanje i
interpretativne sposobnosti u okviru i izvan stručnih i obrazovnih granica“ (IFLA preporuke o
medijskoj i informacijskoj pismenosti, 2011).
4. LITERATURA
1. Bauman, Z. (2011) Tekuća modernost. Zagreb: Pelago.
2. Berlinska deklaracija o otvorenom pristupu naučnim informacijama (2003), [online] dostupno
na http://eprints.rclis.org/4571/1/prijevod_berlinske_deklaracije.pdf [preuzeto 6. maja 2016. god.]
3. Konjević, S., Pažur, I. (2002) Korištenje i stav znanstvenika Instituta «Ruđer Bošković» prema
elektroničkim časopisima – istraživanje korisnika, Zbornik Veleučilišta u Rijeci, 1(1), pp. 1-16,
[online] dostupno na: http://fulir.irb.hr/65/1/Elektronicki_casopisi-istra%C5%BEivanje_
korisnika.pdf [pristupljeno 2. maja 2016. god.]
4. Kovačević, V. (2011) Informaciona pismenost studenata u Crnoj Gori. Bibliografski vjesnik, 40
(1/3), pp. 287-321.
5. Krelja Kurelović, E., Rako, S., Tomljanović J. (2013) Prihvaćanje otvorenog pristupa u
znanosti i obrazovanju, Zbornik Veleučilišta u Rijeci, 1 (1), pp. 1-16, [online] dostupno na:
http://hrcak.srce.hr/index.php?show=clanak&id_clanak_jezik=152087 [pristupljeno 8. maja 2016.
god.]
6. IFLA preporuke o medijskoj i informacijskoj pismenosti (2011), [online] dostupno na:
http://www.ifla.org/files/assets/information-literacy/publication/media-info-lit-recommend-sr.pdf
[preuzeto 9. maja 2016. god.]
7. Le Koadik, IF. (2005) Nauka o informacijama, Beograd: Clio.
8. Online modul [Informacijska pismenost] (2015), [online] dostupno na: http://www.il.ac.me/
9. “Razvoj informacijske pismenosti za cjeloživotno učenje i ekonomiju znanja u zemljama
Zapadnog Balkana - RINGIDEA” (2016), [online] dostupno na: http://www.ringidea.org/
10. Špiranec, S. (2003) Informacijska pismenost – ključ za cjeloživotno učenje. Edupoint, 3 (17),
pp. 4-14, dostupno na: http://edupoint.carnet.hr/casopis/cimages/edupoint/ep_17_1.pdf
[pristupljeno 8. maja 2016. god.]
10 Online modul je rezultat TEMPUS projekta 51711 “Razvoj informacijske pismenosti za cjeloživotno učenje
i ekonomiju znanja u zemljama Zapadnog Balkana - RINGIDEA”
INFORMACIONA PISMENOST I E-MAIL DIGITALNI
REFERENSNI SERVIS NA UNIVERZITETU DONJA GORICA
INFORMATION LITERACY AND E-MAIL DIGITAL
REFERENCE SERVICES AT UNIVERSITY OF DONJA GORICA
MA Tamara Tomić
University of Donja Gorica
SAŽETAK: Na Univerzitetu Donja Gorica iz Podgorice, E mail digitalni referensni servis je kao način
komunikacije sa bibliotekarom aktivan od 2010 god.
Uslovljen je činjenicom da biblioteka radi 24 časa a da je bibliotekar samo jedan.
Od 2008-2012 izvršeno je opsežno istraživanje o korišćenju e mail digitalnog servisa svedenog u
magistarskom radu i došlo se do zaključka da je veoma koristan i veoma iskorišćen.
Uz porast fakulteta i broja studenata kao i zahtjeva za seminarskim, diplomskim i master
radovima, pokazala se potreba za većom informacionom pismenošću koju smo počeli sprovoditi
putem email referensnog servisa.
Napravljeno je Uputstvo za pretragu literature, o kojem će na ovoj prezentaciji biti riječi.
Ključne riječi: informaciona pismenost, email digitalni referensni servis
1. UVOD
Univerzitet Donja Gorica postoji od 2007 godine, prvobitno kao dva fakulteta: Fakultet za
međunarodnu ekonomiju finansije i biznis i fakultet Pravnih nauka.
Već 2008 god došlo je do osnivanja još dva studijska programa Fakulteta za informacione
tehnologije i Humanističke studije, sa dva smjera –bezbijednost i diplomatija.
U narednim gpdinama je došlo do osnivanja Fakulteta umjetnosti, Politehnike, Fakulteta za
prehrambenu tehnologiju bezbjednost hrane i ekoligiju, Fakulteta za dizajn i multimedije,
Sportskog menadžmenta i Fakulteta za kulturu i turizam.
Ove godine se osnivaju i fakulte za engleski jezik i književnost kao i Fakultet za matematiku i
psihologiju.
Posebno smo ponosni na potpisivanje ugovora između UDG-a, francuskog fakulteta Vatel i
kompanije Azmont Investment o dobijanju franšize za otvaranje internacionalnog studijskog
programa- Međunarodno hotelijerstvo i menadžment.
Ovaj sporazum ce UDG učiniti prvim univerzitetom u Crnoj Gori na kom ce biti moguce steći
medjunarodnu diploma
U zgradi od 7 000 kvadrata u samim temeljima se nalazi čitaonica sa 1000 kvadrata, 300 mjesta
za sjedenje i 50 računara, kao i depo za knjige od 500 kvadrata.
Čitaonica radi 24/7 i otvorena je svakim danom non stop a sve knjige se nalaze u otvorenom
pristupu.
Trenutno biblioteka raspolaže sa preko 10 000 naslova što otprilike prati naš razvojni plan.
Biblioteka je od osnivanja član cobiss opac-a iako će tek od ove godine i njene knjige biti on line
vidljive.
Biblioteka ima veliku međubibliotečku pozajmicu, najviše sa Nacionalnom bibliotekom Crne
Gore” Đurđe Crnojević” i Univerzitetskom bibliotekom.
Jedan dio knjiga biblioteka obezbjeđuje kupovinom, dok unazad par godina sa našom prvom
generacijom bachelor diplomaca je ustaljen i običaj da studenti prilikom diplomiranja poklone
biblioteci knjigu što ukazuje na jaku vezu studenata i biblioteke. U inicijativi rektora Veselina
Vukotića imamo i Dan knjige Univerziteta 3. marta, koji se obilježava raznim aktivnostima.
Tamara Tomić: INFORMACIONA PISMENOST I E-MAIL DIGITALNI REFERENSNI SERVIS NA UNIVERZITETU DONJA
GORICA
WBILC 2016 164
2. VEZA-REFERENSNI SERVIS I INFORACIONA PISMENOST
2.1 Referensni servis
Referensni servis na Univerzitetu Donja Gorica je prvobitno pratio Green (1876) definiciju-
davanja pomoći studentima od strane bibliotekara.
Obično se sastojao od dolaska studenata za referensni sto i tu se face to face pokušavalo izaći u
susret njihovim potrebama. Prve dvije godine moglo je da se izađe studentima u susret, ali već
nakon toga se uvidjelo da ili su studenti stajali u redu pored referensnog stola i čekali tj. gubili
vrijeme dok je sa druge strane referensni bibliotekar bio u stanju uzimanja narudžbenica
Kako je taj način bio potpuno neefikasan, zahtjevi su se zapisivali u odredjenu svesku i na njih se
odgovoralo kasnije.
Srećom na master studijama pod pokroviteljstvom Izuma iz Maribora otkrila sam jedan potpuno
novi svijet bibliotekarstva po mjeri našeg univerziteta.
Nakon svake sesije učila sam nešto novo i uz veliku podršku menadžmenta primjenjivala sve
naučeno.
Tako je nastao i digitalni referensni servis na Univerzitetu Donja Gorica.
2.2 Digitalni referensni servis
Digitalni referensni servis je nastao u svijetu krajem XX vijeka, ali formulisan je na simpozijumu
u Syracuse University, 2003. Nakon više važnih i primjenjivih definicija ipak zajedničko za sve je
bilo:
-Odgovaranje na pitanje
-Čovjekova uloga
-Digitalno okruženje.
E mail referensni servis je samo jedan od vrsta digitalnog referensnog servisa.
Na Univerzitetu Donja Gorica student šalju zahtjev za literaturom mailom i u roku od 24 časa mu
je odgovareno. Odgovor može biti rezervisana knjiga na stolu koju mogu da preuzmu kad god
im odgovara ili određene smjernicame za dalju pretragu.
Opsežna procjena ove vrste referensnog servisa je urađena u mom master radu odbranjenom na
Filozofskom fakultetu u Ljubljani 2012. godine i došla sam do zaključka da je jako koristan.
Vrlo brzo sam uvidjela da se putem ovog referensnog servisa može razviti jos jedna veoma
važna stavka a to je Globalna informaciona pismenost na lokalnom nivou.
2.3 Inicijativa za formulisanjem IL treninga
Obuka studenata da nađu literaturu je najveći prioritet instrukcija kao i instrukcija pretrage baza
podataka, u bibliotekama sa full-time instructional librarians, Haidi(2013) Ista uloga je I pred
bibliotekom koja ima samo jednog bibliotekara.
Na fakultetu umjetnosti postojao je izborni predmet Bibliotečko istraživačke metode koji je nosio
4 ECT kredita I koji je jednim dijelom imao istraživačke metode u biblioteci a jedan dio
akademsko pisanje.
Inicijativa za kreiranje strategije za IL na svim fakultetima se javila već početkom zimskog
semestra 2013. godine. Tada se uvidjelo da već u prvom mjesecu projekta ideja i karakter u kojem
je bilo uključeno preko 300 studenta podijeljeno u 70 grupa je nemoguće izaći u susret studentima
klasičnim izdavanjem knjiga ili članaka.
U početku je bila ideja da student pošalju mail sa temom pa bih im ja kao referensni bibliotekar
predlagala literaturu , ali ubrzo se i to pokazalo kao neefikasno jer je stizalo po nekoliko desetina
mailova dnevno.
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2.4 Institucionalna Podrška UDG
“There is a need for supportive learning environments in the transition to higher education to
allow students to become accustomed to discipline norms and academic standards”
Važnost IL je sagledana od najvećih struktura univerziteta,, posebno mislim na rektora
univerziteta Dr Veselina Vukotica koji sa svojim saradnicima praktikuje organizovanje časova u
biblioteci gdje studentima kroz odredjene domace radove ili grupni rad pomažem u
prevazilaženju barijera i same library anciesty ne samo prostorno već i informaciono.
Jedan od oblika uvodjenja u IL je saradnja sa profesorima koji im zadaju da urade odredjeni esej
iz casopisa koje posjedujemo u biblioteci, da ih povezu sa knjigama koje imamo na tu temu i
časopisima koje možemo da nađemo on line na EBSCO bazama.
3. UPUTSTVO ZA PRETRAGU LITERATURE
Prilike na Univerzitetu Donja gorica su uslovile nastanak Uputstva za pretragu literature.
Studenti su u obavezi da pošalju mail na adresu [email protected] sa temom koju imaju i
zahtjevom za uputstvo. I ono izgleda ovako.
Drage kolege
Predlažem Vam način za traženje literature potrebne za seminarski, diplomski/magistraski rad.
1. Koristiti on line katalog www.izum.si
Na masci kliknite cobiss.net i onda Crna Gora uzajamni katalog.
Pretraživati na ključnu riječ ili ako imate preporuku od mentora na autora.
U slučaju napredne pretrage koristiti Boolanove operatore.
2. Srpski citatni indeks koji će Vas usmjeriti na autore koji su pisali na tu ili sličnu temu.
http://scindeks.ceon.rs/
Dokumenti u PDF-u su čitljivi dok oni koji nisu, imaju reference koje mozete pretražiti
u našim bibliotekama. Ako nije u punom tekstu obavezno obratite pažnju na reference.
3. Google scholar koji je akademac I koji Vas takođe upućuje na autore vrijedne u traženoj
oblasti.
http://scholar.google.com/
4. Google book, koji pruža ograničeni uvid u veliki broj Knjiga.
https://books.google.com/?hl=en
5. EBSCO baze, koje možete pretraživati iz čitaonice ,koja je jedna od najvećih baza
podataka, akademskih članaka I knjiga.
Za sve nejasno, budite slobodni da zakažete sastanak I da zajedno pretražimo
potrebnu literaturu.
3.1 Korak dalje Svakom od studenata sledećeg dana stigne po jedan link ili po jedan članak kao početak, dok
nakon dan dva se obično javi nekih 30 %studenata za dodatni sastanak, jer kao sto kaže Sheron
Maderu intervjuu ACRL’s New Information LiteracyFramework “ Well, one key problem is that
students may think they are good researchers (or rather, searchers), but research studies and our
direct experience show that this confidence is not matched by adequate search and evaluation
skills.”
Tom prilikom u zakazanom roku dođu pojedinačno ili u grupi i zauzmu „vruće” stolice iza
referensnog pulta i zajedno pretražujemo svaki od navedenih segmenata iz Uputstva.
Ovo je veoma važno, jer njihovo navođenje mojeg pretraživanja, je mnogo efikasnije kada se radi
zajedno.
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Kao što sam napomenula nekoliko puta, mi smo Univerzitet sa 12 fakultetskih jedinica i 18
programa, plus postdiploma i doktorske studije i ponekad mi je teško da se prebacim sa
morfološkog oblika ćelije i bio-čipa na čikašku školu ili suđenje u razumnom roku.
3.2 Do sada urađeno Na početku semestra brucosima svih fakulteta održavam prezentaciju u kojoj u kratkim crtama
predstavim način rada biblioteke, tehničke strane zaduživanja i izdavanja knjiga, kao i specifičnog
načina komuniciranja sa bibliotekarom. Većina srednjoškolaca nije čula za pojam ask librarian
koji se u jednom dijelu razlikuje od e-mail digitalnog referensnog servisa , samim tim sto se ovdje
jasno zna sa kim se razgovara i većinom smo u svakodnevnoj komunikaciji.
Svakog mjeseca se sporadično šalju određena obavještenja putem maila, jer biblioteka nema
svoju stranicu, gdje bi ih obavjestavala o određenim novostima, novopridošlim knjigama, ili
probnom pristupu određenim bazama koje su u ponudi.
4. PLAN ZA DALJI RAZVOJ Ovakva vrsta uputstava nije nesto potpuno novo jer npr. u engleskoj postoje radne sveske koje se
dijele studentima na početku godine ili se predstave u jednočasovnom predavanju na početku
semestra. Spring (2010).
Ali ovako kontinuiran i intenzivan rad na informacionom opismenjavanju, posebno u našoj
zemlji, ne postoji.
U planu je formiranje web stranice biblioteke, povećane aktivnosti putem fb kao i sms
referensnog servisa.
U nastavnom planu se planira uvođenje modula u prvom i šestom semestru.
U aktivnostima van institucije, slijediti smjernice Nacionalne biblioteke Đurđije Crnojević na
razvoju informacione pismenosti, kao i rad sa osnovnom školom Radojica Perović na
radionicama informacione pismenosti
5. ZAKLJUČAK
Svjesna da je studentima umanjeno interesovanje, osim kada su direktno uključeni za ono sto im
treba, mislim da bilo kakva jednokratna instrukcija informacione pismenosti, slabo utiče na
sticanje informacionih vještina.
Jedino jedan intenzivan i kontinuiran rad kako bi sami ovladali vještinama informacione
pismenosti, ostaće im kao zalog za budućnost.
6. LITERATURA: 1. Green, S.(1876). Personal Relation between Librarians and Readers. Library Journal, v.1
(October 1876)74-81.
2. Julien,H. Tan,M. Merillat, S. (2013 ) Instruction for information literacy in academic
libraries: A Longitudinal Analysis of Aims, Methods, Success Canadian Journal of Information &
Library Sciences. Jun2013, Vol. 37 Issue 2, p81-102. 22p.
3.ACRL's New Information Literacy Framework...SHARON MADER, Online Searcher.
Mar/Apr2016, Vol. 40 Issue 2, p46-49. 4p.
4. Spring, Hannah: Theories of learning: models of good practice for evidence-based information
skills teaching Learning and teaching in action. Health Information & Libraries Journal.
Dec2010, Vol. 27 Issue 4, p327-331. 5p. 2 Diagrams
5.Wilkesa, JDeveloping Information Literacy and Academic Writing Skills Through the
Collaborative Design of an Assessment Task for First Year Engineering Students
INTEGRIRANJE INFORMACIJSKE PISMENOSTI U KURIKULUM
INTEGRATING INFORMATION LITERACY INTO THE
CURRICULUM
dr. sc. Korina Udina Hrvatska, Rijeka, [email protected]
SAŽETAK:
Integriranost informacijske pismenosti u kurikulum školskih knjižničara u Hrvatskoj postoji
mnogo ranije nego što su obrazovne institucije utvrdile potrebu uključivanja formalnim aktima i
novom kurikulumskom reformom koja je u tijeku. Analizom operativnih dokumenata i relevantne
stručne literature utvrđena je integriranost informacijske pismenosti u praksi već dvadesetak
godina. Prezentira se dio pregleda izabrane literature i važećih zakonskih akata u ovom radu. Iz
analize literature izdvaja se komparacija poslova sistemskog i školskog knjižničara te
komplementarnost i dualitet tih profesija, kao i primjena informacijske pismenosti u poslovima.
Značajna razlika u poslovima koja se treba naglasiti je što knjižničar u školskoj knjižnici
samostalno obavlja poslove koje u ostalim vrstama knjižnica obavlja cijeli tim, ima obrazovanje
iz knjižničarske struke i pedagoško-psiholoških kompetencija, sam preuzima odgovornost i
posjeduje vještine i sposobnosti u posredovanju informacijske pismenosti korisnicima. Utvrđena
je uključenost, integriranost djelatnosti školskog knjižničara i knjižnice u Program rada škole, u
Kurikulum u dijelu neposrednog odgojno-obrazovnog rada, u okviru plana i programa rada
knjižničara. Informacijska pismenost integrirana je kao jedno od područja djelatnosti školskog
knjižničara u Kurikulum. Utvrđivanje ovlasti nad osiguranjem kvalitete rada školskih knjižničara
je temeljno za unaprjeđenje profesije i djelatnosti, a integriranje informacijske pismenosti u
kurikulum usko je povezano s utvrđivanjem te ovlasti zbog operativnih dokumenata i zakonskih
akata koja ta tijela bilo u sustavu obrazovanja ili kulture donose.
Ključne riječi: informacijska pismenost, kurikulum, školski knjižničar
1. UVOD Temeljem analize operativnih dokumenata, zakonskih akata i izabrane relevantne literature ovaj
rad će raspraviti kroz ulogu školske knjižnice u obrazovanju i interdisciplinarnost u djelovanju
postojeću integriranost informacijske pismenosti, raspravit će znanstvena promišljanja koja su
označila zaokret profesije školskog knjižničarstva od isključivo stručno-knjižničarske djelatnosti
prema edukacijskoj djelatnosti (Lasić-Lazić, 1994, Šeta, 2002, Penava, 1999, Đunđerović, 2008,
Sudarević, 2008, Galić, 2008, Krušelj-Vidas, Đurek, 2008, Rihtarić, Škarica, 2008) u kojoj
dominira informacijska pismenost.
Pojam informacijskog opismenjavanja i pojam kurikuluma može se raspravljati unutar
edukacijske znanosti koja uz knjižničnu i informacijsku znanost jest okvir za interdisciplinarnu
djelatnost u kurikulumu školskog knjižničara. Mnogi autori o tim pojmovima govore unutar
informacijske i knjižnične znanosti (Lasić-Lazić, Banek-Zorica i Špiranec, 2005,2012, Ćelić-
Tica, 2014, Machala, 2015), ali istraživanje provedeno 2014.1 u nalazima daje naglasak na
povezivanje navedenih pojmova s edukacijskom znanošću u djelatnosti školskog knjižničarstva.
Utvrđena je uključenost, integriranost djelatnosti školskog knjižničara i knjižnice u Program rada
škole, u Kurikulum i to u dijelu neposrednog odgojno-obrazovnog rada, u okviru plana i
programa rada knjižničara u 91,93% ispitanika. To dokazuje integriranost informacijske
pismenosti kao jednog od područja djelatnosti hrvatskog školskog knjižničara u Kurikulum. Utvrđivanje ovlasti nad osiguranjem kvalitete rada školskih knjižničara je temeljno za
unaprjeđenje profesije i djelatnosti, a integriranje informacijske pismenosti u kurikulum školskog
knjižničara usko je povezano s utvrđivanjem te ovlasti.
1 Prvo istraživanje o uporabi informacijsko-komunikacijske tehnologije, ali i integriranosti informacijske
pismenosti u djelatnosti školskog knjižničara. Istraživanje je provedeno iz perspektive školskog knjižničarstva, provedeno je na cjelokupnoj populaciji (N= 1311) s odazivom na ispitivanje od 25%
ispitanika.
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2. HRVATSKI KONTEKST Početke promišljanja o promjenama u školskim knjižnicama u Hrvatskoj i povezivanju sa
edukacijskom znanošću raspravlja u članku Lasić-Lazić (1995) još 1994. godine ističući da:
„[...]ispitivanjem komunikacijsko-informacijske paradigme školske knjižnice sa svim aspektima
ove složene problematike u okviru posredovanja znanja u/za obrazovanje posebno s aspekta
znanstvene paradigme knjižničarstva, knjižnične zajednice školskih knjižničara, koja obuhvaća
jedno široko interdisciplinarno područje, školske su knjižnice započele proces ugradnje u
strukturu odgojno-obrazovnog sustava.“ Mnogo prije objavljivanja potrebe za međupredmetnim povezivanjem sadržaja i programa u Hrvatskom nacionalnom obrazovnom standardu 2006. i
objavljivanjem povezivanja međupredmetnih tema i odgojno-obrazovnih područja u Nacionalnom
okvirnom kurikulumu 2009., 2010. i 2016.2, Šeta (2002)3 je već tada pisala da „[...] u programima
i radu školskog knjižničara dolazi do povezivanja različitih predmetnih područja, prirodnih,
humanističkih i umjetničkih.“ Uočila je početke informacijskog opismenjavanja u
interdisciplinarnom radu s korisnicima u školskim knjižnicama u vremenu koje još kod nas ne
možemo nazivati digitalnim. Inicijativu istraživanja sadržaja rada školskih knjižničara pokrenuli su sami školski knjižničari.
Podatke o školskim knjižnicama u Hrvatskoj prvi put je 2001. godine počela prikupljati Hrvatska
mreža školskih knjižničara, strukovna udruga za razvoj projekata, portalom Repozitorij školskog
knjižničarstva4. Osim podataka o knjižnicama, na jednom mjestu su sakupljeni članci stručnih
tema, metodičke pripreme za satove u knjižnici, informacije su postale svima dostupne,
provjerljive. Pojam repozitorija definirale su Lasić-Lazić, Banek-Zorica i Špiranec (2005) kao
“[…]zbirku digitalnog obrazovnog materijala koja omogućuje sustavno upravljanje procesima
objavljivanja, pristupa i pohrane nastavnog/obrazovnog sadržaja. Razlikuju se od uobičajenih web
kataloga, portala i tražilica jer korisnicima (učenici, studenti, znanstveno-nastavno osoblje) nude
informacijski pristup strukturiran i organiziran na način da podržava ciljano pronalaženje i
korištenje nastavne građe, odnosno visokokvalitetnih i pedagoški oblikovanih radova. Repozitoriji
sadržaje opisuju i indeksiraju uz primjenu suvremenih standarda metapodataka. Metapodatci
namijenjeni označivanju digitalne obrazovne građe specifični su jer pored osnovnog opisa i
organiziranja izvora prema formalnim kriterijima (autor, naslov, predmet) moraju raspolagati
nizom parametara koji omogućuju pronalaženje i korištenje materijala“5 Upravo to predstavlja
Repozitorij radova školskih knjižničara UDK02. Analizom digitalizirane zbirke zbornika radova
državnih i međunarodnih stručnih skupova Proljetnih škola školskih knjižničara Hrvatske6 na
mrežnim stranicama Digitalne knjižnice i čitaonica od 2012. godine napravljen je pregled
stručnih članaka iz svih područja djelatnosti školskog knjižničarstva uključujući prikaz djelatnosti
o informacijskoj pismenosti.
2.1. Analiza područja stručno znanstvenih tema Analiza stručne i znanstvene literature dokazuje da se informacijska pismenost već godinama
integrira u kurikulum školskih knjižničara. Primjerice, od osam kurikulumskih područja7 mnoga
2 Skraćenica je NOK 3 Utemeljiteljica danas međunarodnog stručno-znanstvenog skupa Proljetne škole školskih knjižničara i
Hrvatske udruge školskih knjižničara, bila je vizionarka razvoja školskog knjižničarstva 4 Repozitorij UDK02 dostupan je na mrežnoj stranici www.knjiznicari.hr 5 Lasić-Lazić, J., Banek-Zorica, M., Špiranec, S.(2005) Repozitoriji digitalnog obrazovnog materijala kao
sastavnica kvalitete suvremenih koncepta obrazovanja, Edupoint, dostupno na:
http://edupoint.carnet.hr/casopis/33/clanci/1.html (15.04.2016.) 6 Zbornici Proljetnih škola školskih knjižničara Hrvatske (2012), dostupno na: http://library.foi.hr/ZBIRKE/
proljetna-skola/index.php?page=knjige] (15.04.2016.) 7 Europska Unija odredila je osam temeljnih kompetencija za cjeloživotno obrazovanje. Obrazovna politika
Hrvatske ih je prihvatila. To su: jezično-komunikacijsko područje, matematičko područje, prirodoslovno
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se ostvaruju u edukacijskom radu školskog knjižničara. Kompetencije učenika (komunikacija na
materinskomu jeziku, digitalna kompetencija, učiti kako učiti, socijalna i građanska kompetencija,
inicijativnost i poduzetnost) dio su programa rada svakog školskog knjižničara. Metodom
slučajnog odabira izdvajaju se članci: o radu na projektu u školskoj knjižnici kao metodi aktivnog
učenja (Stričević, 2010), o korelaciji knjižničnog odgoja i obrazovanja i nastavnih predmeta u
trogodišnjoj strukovnoj školi (Perković, 2010), o školskoj knjižnici i vršnjačkoj medijaciji (Šakić,
2010), o knjižnično informacijskom području u timskom, korelacijskom i interdisciplinarnom
planiranju rada s učenicima (Bilić, Tihomirović, 2007), o školskom knjižničarstvu i
cjeloživotnom učenju (Šušnjić, 2007), te kako naučiti učiti (Centrih-Lovrić, 2007) i tako dalje.
Navedeni dio neposrednog odgojno-obrazovnog rada školskog knjižničara čini dvije trećine
radnog vremena školskog knjižničara temeljem zakonskih akata. Elementi ranije integriranosti
informacijske pismenosti u knjižnično-informacijskom programu nalaze se kod Penave (1999)
gdje navodi da se „uloga školskog knjižničara mijenja u smjeru informacijskog stručnjaka koji
preuzima središnju ulogu u interakciji učenik – knjižnica – profesor – knjižnica - uprava
škole/ministarstvo. […] Školski knjižničar postaje informacijski stručnjak.“ Devet godina kasnije,
članci u jubilarnom 20. Zborniku Proljetne škole školskih knjižničara8 daju prikaz razvoja
školskog knjižničara u informacijskog stručnjaka s kompetencijama sistemskog knjižničara,
raspravljaju se mrežni alati za e-školsko knjižničarstvo 2.0 (Đunđerović, 2008), raspravlja se o
blogu i učenicima korisnicima (Ivković-Macut i Sudarević, 2008) o mladima i Internetu te pojavi
Cyberbullyinga (Škrobica, 2008), o izradi digitalne slikovnice (Sudarević, 2008), virtualnom
čitateljskom klubu (Krušelj-Vidas, Đurek, 2008), knjižnici u međunarodnim projektima (Galić,
2008), sadržajnoj obradi periodičnih publikacija (Jozić, 2008), klasifikaciji radova na Hrvatskoj
mreži školskih knjižničara (Rihtarić, Škarica, 2008) o školskim knjižničarima i informacijskim
specijalistima (Boelens, 2008). Vladilo (2008) navodi koliko je napredovalo školsko
knjižničarstvo od borbe za računala i Internet u knjižnicama, do suradnje u informacijskom
društvu.9 Strukturu područja stručno znanstvenih tema kojima se bave školski knjižničari istražile
su Kovačević i Lovrinčević (2014, 241) te objavile rezultate da su to teme knjižnične i
informacijske znanosti (Library and Information Science, LIS) s 46 tema do 2013. godine, usluge
za korisničku populaciju (čitalačka pismenost, informacijska i medijska pismenost i sl.) kroz 37
tema te informacijski sustavi i preuzimanja (ICT sustavi, tehnologija, informacijske mreže,
mjerenja, baze podataka i drugih pronalaženja informacija) koja su zastupljena sa 21 temom.
Američki Standard za inicijalnu pripremu školskih knjižničara10 navodi da su elementi suradnje,
upravljanja i tehnologije integrirani u svakom aspektu programa rada školskog knjižničara i ulozi
koju ima u odgoju i obrazovanju (AASL, 2009). U Hrvatskom nacionalnom obrazovnom
standardu opisuje se korelacija i međupredmentno povezivanje radom knjižničara u školi te se
uvodi Plan i program rada knjižničara u dokument Nastavni plan i program (HNOS, 2006, NPiP,
2006, 19). Dakle, prije desetak godina počinje službena primjena informacijsko-komunikacijske
tehnologije u radu knjižničara u školama i provođenje informacijske pismenosti kao zadanog
područja rada.
područje, tehničko i informatičko područje, društveno-humanističko područje, umjetničko područje, tjelesno
i zdravstveno područje. 8 XX. Proljetna škola školskih knjižničara Republike Hrvatske (2008). Suradnja u informacijskom društvu s
obzirom na potrebe školskog knjižničarstva. Zagreb: AZOO, dostupno na: https://library.foi.hr/knjige/
knjiga1.aspx?C=1944&grupa=P%8A%8AKRH&vrsta=ZBI&H=proljetna-skola 9 Vladilo, I. (2008) Suradnja školskih knjižničara u informacijskom društvu. Zbornik radova XX. Proljetna
školaškolskih knjižničara republike Hrvatske, Opatija: AZOO, dostupno na: https://library.foi.hr/knjige/
knjiga1.aspx?C=1944&grupa=P%8A%8AKRH&vrsta=ZBI&H=proljetna-skola (12.04.2016.) 10 Eng. Standards for Initial Preparation of School Librarians
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2.2. Analiza zakonskih akata Dokument Nacionalni Kurilukum11 kojim se rukovode svi dionici obrazovnog sustava navodi da
su međupredmetne teme obvezne u svim nastavnim predmetima i svi nositelji odgojno-obrazovne
djelatnosti u školi obvezni su ih ostvarivati. Međupredmetno povezivanje postaje obaveza
školskog knjižničara u temama: Osobni i socijalni razvoj, Zdravlje, sigurnost i zaštita okoliša,
Učiti kako učiti, Poduzetništvo, Uporaba informacijske i komunikacijske tehnologije, Građanski
odgoj i obrazovanje. Činjenica je da zakonski akti ne prate razvoj struke niti institucije odgovorne
za upravljanje kvalitetom rada školskih knjižnica financijski ne podržavaju razvoj. Nije
omogućen pristup školskim knjižnicama svjetskim bazama znanstvenih podataka jednako kao u
sveučilišnim knjižnicama. Provedenim istraživanjem 2014.g. ispitanici su iskazali da baze koristi
26,32% ispitanika, a ukupno 53,45% ispitanika bi koristilo izvore znanja svjetskih baza podataka
da su im dostupne (Tablica 1.)
Tablica 1: Prikaz dostupnosti baza podataka ispitanicima prema istraživanju 2014.
Odgovori 2014. N=322 f
Da (A1) 65 26.32%
Ne, jer mi ne trebaju (A2) 33 13.36%
Ne, jer su mi nedostupne (A3) 67 27.13%
Nisam upoznat/a s tom mogućnošću (A4) 70 28.34%
Bez odgovora 12 4.86%
Knjižničari u školama imaju pristup samo otvorenim/besplatnim bazama podataka što je s
obzirom na poslove kojima su zaduženi prethodno navedenim dokumentima (pretraživanje
informacija i pripremu informacija za učenike, učitelje i roditelje) situacija koju treba promijeniti.
Od Zakona o knjižnicama Republike Hrvatske 1997. doneseni su brojni zakonski akti koji uređuju
knjižničnu djelatnost: Zakon o ustanovama (NN 76/93, 29/97 , 47/99 , 35/08); Zakon o autorskom
pravu i srodnim pravima NN 167/03, 79/07, 80/11,125/11, 141/13), Zakon o pravu na pristup
informacijama (25/13), Zakon o zaštiti osobnih podataka (NN 103/03, 118/06, 41/08, 130/11,
106/12), Zakon o informacijskoj sigurnosti (NN 79/07), Zakon o tajnosti podataka (NN 79/07,
86/12), Zakon o financiranju javnih potreba u kulturi (NN 47/90, 27/93 i 38/09), Zakon o
predškolskom odgoju i obrazovanju (NN 10/97, 107/07, 94/13), Zakon o odgoju i obrazovanju u
osnovnoj i srednjoj školi (NN 87/08, 86/09, 92/10, 105/10, 90/11, 5/12, 16/12, 86/12, 126/12,
94/13), Zakon o osnovnom školstvu (NN 69/03, 76/05), Zakon o srednjem školstvu (NN 69/03,
81/05), Zakon o Agenciji za odgoj i obrazovanje (NN 85/06 ), Zakon o obrazovanju odraslih (NN
17/07), Zakon o znanstvenoj djelatnosti i visokom obrazovanju (NN 123/03, 198/03, 105/04,
174/04, 46/07, 45/09, 63/11, 94/13), Zakon o osiguravanju kvalitete u znanosti i visokom
obrazovanju (NN 45/09), Zakon o akademskim i stručnim nazivima i akademskom stupnju (NN
107/07, 118/12), Zakon o hrvatskom kvalifikacijskom okviru (NN 22/13), Zakon o lokalnoj i
područnoj (regionalnoj) samoupravi (NN 33/01, 60/01, 129/05, 109/07, 125/08, 36/09, 36/09,
150/11, 144/12, 19/13), Zakon o elektroničkim medijima (NN 152/09)12. Kronologija zakonskih
propisa i pravilnika koji se odnose na školske knjižničare u posljednjem desetljeću prikaz su s
jedne strane tijeka razvoja djelatnosti školskog knjižničara, kurikuluma i kurikuluma stručnog
usavršavanja, dok su sa druge strane prikaz razloga utemeljenih prigovora i neslaganja struke sa
zakonima koji se odnose na školsko knjižničarstvo.
11 Nacionalni okvirni kurikulumom za predškolski odgoj i obrazovanje te opće obvezno i
srednjoškolsko obrazovanje (2010) 12 Pregled zakona preuzet je iz obrazloženja Prijedloga zakona o knjižnicama kojeg je napisala radna skupina
za izmjene Zakona o knjižnicama, Hrvatsko knjižnično vijeće (HKV), Zagreb, 2014.,
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2.3. Komparativna analiza izabrane literature
Wilson (2006) je iscrpno opisao djelatnost knjižničara u nizu različitih poslova s popisom
potrebnih vještina svrstanih u kategorije. Smatra da je teško naći osobu koja je izvrsna „u svim
kognitivnim i bihevioralnim područjima, no to je minimum područja i vještina“ koje smatra
potrebnim za kvalitetan rad. Također smatra da „sistemski knjižničari predstavljaju mjesto susreta
dvaju svjetova – knjižničarskog i računalnog - što stvara priliku za spajanje najboljeg iz oba
svijeta.“ (Wilson, 2006, 143) Obrazlaže da su sistemski knjižničari specijalisti koji dobro poznaju
poslove u odjelu nabave, poslove informatora, poslove međuknjižnične posudbe kao i rad
računalnog sustava. U komparaciji poslova dvije profesije s jedne strane definirani su poslovi
kojima se bave sistemski knjižničari13, a s druge prema stručnoj literaturi u Hrvatskoj obrazlažu se
poslovi školskog knjižničara iz godišnjeg plana i programa sa četiri područja.14 U školskoj
knjižnici knjižničar kao jedini knjižničar15 u ustanovi obavlja poslove koje u ostalim vrstama
knjižnica obavlja cijeli tim. Postoji komplementarnost profesije školskog i sistemskog knjižničara
iz opisa poslova u Tabeli 2. Uočava se integriranost informacijske pismenosti.
Tabela 2: Komparacija poslova sistemskog i školskog knjižničara
Wilson (2006): Poslovi sistemskog knjižničara
Kovačević, Lovrinčević (2014, 198): Poslovi školskog knjižničara
Vođenje i upravljanje knjižnicom Voditelj školske knjižnice, planiranje, organizacija i
vođenje rada u knjižnici i čitaonici
Osnove računovodstva Polugodišnje i godišnje usklađivanje financijske vrijednosti zbirke/fonda s računovodstvenim
Komunikacija (socijalne vještine,
osposobljavanje, dokumentiranje)
Suradnja s ravnateljem, nastavnicima i stručnim
suradnicima, suradnja s učenicima
Upravljanje projektima (upravljanje vremenom, koordinacija, timski rad)
Programiranje i koordinacija interdisciplinarnih projekata, kulturnih aktivnosti, timski rad
Upravljanje informacijskom tehnologijom,
posredovanje prema OCLC-u
Pristup svim dionicima obrazovnog procesa
informacijama, korištenje digitalnih i mrežnih izvora
Etika informacijske tehnologije Etika pretraživanja mrežnih izvora - edukacija: citiranje,
bibliografski zapis, autorska prava, poštivanje Pravilnika o korištenju računala u čitaonici itd.
Statistička analiza Statistička godišnja izvješća i analiza: revizija, otpis i
inventura, statistički pregled o korištenju knjižne građe
Teorija klasifikacije Tehnička i stručna obrada građe, inventarizacija,
signiranje, klasifikacija, katalogizacija, kompjuterska obrada, predmetna obrada, vođenje kartoteke
Operacijski sustavi, korisničke aplikacije,
sustavi za pretraživanje informacija
Informatičke kompetencije, korištenje računala,
aplikacija, sustava za pretraživanje informacija
Upravljanje integriranim knjižničnim sustavima Pretraživanje informacija, automatizacija poslovanja i
računalna obrada građe
Analiza mrežnih protokola, mrežna infrastruktura i okruženja, multimedijske aplikacije, provjeru
vjerodostojnosti podataka
Program poučavanja Informacijske i medijske pismenosti Sadrži poučavanje o mrežnim protokolima, multimediji,
vjerodostojnosti podataka itd.
Metodologija poučavanja Sastavnice izvedbenog plana i programa rada su:
odgojno-obrazovni rad s učenicima, informacijska pismenost, stručni rad i informacijska djelatnost, kulturna
13 Wilson, Thomas C. (2006) Sistemski knjižničar. Oblikovanje uloga, definiranje vještina. Zagreb: Hrvatsko
knjižničarsko društvo, str. 15-17, 36-40 14 Područja djelatnosti su: neposredni odgojno-obrazovni rad, informacijska pismenost, stručno informacijska
djelatnost, kulturna i javna djelatnost prema Kovačević i Lovrinčević (2014) 15 Opisani su poslovi školskog knjižničara u Lovrinčević, J., Kovačević, D., Lasić-Lazić, J., Banek-Zorica, M.
(2005) Znanjem do znanja. Zagreb: Zavod za informacijske studije, str.79 – 83.
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i javna djelatnost, nastavni satovi i projekti
Nacionalni standardi, zakoni i pravilnici Obaveza praćenja svih zakona, standarda i pravilnika
Organizacijske vještine i poslovi, timski i
suradnički rad s drugim čimbenicima
Suradnja s MZOS-om, Matičnom službom županijskih
knjižnica, Agencijom za odgoj i obrazovanje, ostalim vrstama knjižnica, lokalnom zajednicom
Stručno usavršavanje i cjeloživotno obrazovanje Obaveza stručnog usavršavanja, praćenja najnovije
stručne literature, obaveza sudjelovanja na županijskim
stručnim vijećima, državnim stručnim skupovima, obaveza petogodišnjeg potvrđivanja zvanja mentora i
savjetnika, obaveza polaganja stručnih ispita
3. ZAKLJUČAK Rad u digitalnom okruženju u odgoju i obrazovanju mladih iziskuje dobru financijsku potporu
institucija nadležnih za djelatnost i standard školskih knjižnica. Potrebno je modernizirati
programe na sveučilištima koja nude izobrazbu za informacijskog stručnjaka školskog knjižničara
što će rezultirati kvalitetom. Analiza operativnih dokumenata, zakonskih akata i izabrane
relevantne literature je prikazala područja integriranosti informacijske pismenosti u kurikulum.
4. LITERATURA 1) ALA/AASL (2010) Standards for Initial Preparation of School Librarians, dostupno na:
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aasleducation/schoollibrary/2010_stan
dards_with_rubrics_and_statements_1-31-11.pdf (24.03.2016.)
2) Boelens, H. (2008) The “We” feeling. Zbornik XX. Proljetne škole školskih knjižničara.
Opatija: Agencija za odgoj i obrazovanje, str.102
3) Državni pedagoški standard osnovnoškolskog sustava odgoja i obrazovanja (2008) Narodne
novine, 63, dostupno na: http://narodne-novine.nn.hr/clanci/sluzbeni/ 2008_06_63_ 2129
4) Galic, S.(2008) Profesija školski knjižničar u informacijskom društvu. Zbornik XX.
Proljetne škole školskih knjižničara RH,Opatija: Agencija za odgoj i obrazovanje, str.14
5) Galic, S. (2009) Školska knjižnica u nacionalnom okvirnom kurikulu. Zbornik XXI.
Proljetne škole školskih knjižničara RH, Zadar: Agencija za odgoj i obrazovanje, str.34
6) Kovačević, D., Lasić-Lazić, J., Lovrinčević, J. (2004), Školska knjižnica korak dalje.
Zagreb: Filozofski fakultet, Zavod za informacijske studije Odsjeka za informacijske
znanosti: Altagama
7) Kovačević, D., Lovrinčević, L. (2012) Školski knjižničar. Smjernice za rad školskog
knjižničara, Zagreb: Zavod zainformacijske studije, str.107
8) Kovačević, D., Galic, S. (2009) Školska knjižnica u nacionalnom okvirnom kurikulu.
Zbornik radova 21. Proljetna škola školskih knjižničara Republike Hrvatske, Zagreb:
Agencija za odgoj i obrazovanje, str. 35-46
9) Lasić-Lazić, J. (1995) Komunikacijsko-informacijska paradigma školskih knjižnica. Zbornik
Proljetne škole školskih knjižničara Crikvenica 1994, Rijeka: Ministarstvo prosvjete i športa
Republike Hrvatske – Referada Rijeka i Prva hrvatske sušačke gimnazija u Rijeci, str.10
10) Lasić-Lazić, J., Špiranec, S., Banek Zorica, M. (2012) Izgubljeni u novim obrazovnim
okruženjima – pronađeni u informacijskom opismenjivanju, Zagreb: Medijska istraživanja
(god. 18, br. 1) 2012. (125-142)
11) Lovrinčević, Jasmina [et al.](2005). Znanjem do znanja: prilog metodici rada školskog knjižničara. Zagreb: Zavod za informacijske studije Odsjeka za informacijske znanosti
Filozofskog fakulteta
12) Nacionalni okvirni kurikulum za predškolski odgoj i obrazovanje te opće obavezno i srednjoškolsko obrazovanje (2011). Zagreb: Ministarstvo znanosti obrazovanja i sporta
Republike Hrvatske, dostupno na: http://public.mzos.hr (15.05.2015.)
13) Standard za školske knjižnice, dostupno na: http://www.nsk.hr/maticna-sluzba-za-skolske-
knjiznice/ (24.07.2015.)
UNDERSTANDING THE ROLE OF LIBRARIES AND
LIBRARIANS IN INFORMATION LITERACY
IMPLEMENTATION:
BASED ON THE EXAMPLE OF STUDENTS OF THE FACULTY
OF PHILOSOPHY, UNIVERSITY OF SARAJEVO
Prof. Dr. Senada Dizdar, Džejla Khattab, M. A., Mr. Sc. Nadina Grebović-Lendo
Faculty of Philosophy, University of Sarajevo, Franje Račkog No. 1
[email protected], [email protected], [email protected]
ABSTRACT Information literacy of students is one of the necessary requirements for their effective
participation in the teaching process and acquisition of the meta-competencies for lifelong
learning. Inclusion of information literacy into the Curriculums requires the close cooperation of
teachers, librarians, and students. Previous studies at the University of Sarajevo (Dizdar,
Hajdarpašić, 2014; Rašidović, 2012) indicate that it is very difficult to implement Information
Literacy Course as an obligatory or elective course. This demonstrates the lack of awareness of
the importance of the Information Literacy Course in the educational process. Furthermore,
analysis of students’ information literacy skills is still a rare occurrence at the University of
Sarajevo, which resulted in undeveloped and inadequate instruments for these kinds of
measurements. Considering the abovementioned, this paper aims to investigate information
literacy skills of students of the Department of Librarianship and Department of Education at the
Faculty of Philosophy, University of Sarajevo, having at its basis the Model of Permeation
Components (Rašidović, 2012), as the model of information literacy implementation at the
University of Sarajevo. A detailed design of the questionnaire will contribute to the development
of standardised tools for measuring information literacy at the University of Sarajevo, as adapted
to this specific environment. The survey will be implemented using Google docs tools and will
include one hundred students. As a result, it is expected that this paper will discover the levels of
the comprehension of the role of libraries and librarians in information literacy implementation.
Finally, the paper aims to discover that the quantitative and qualitative analysis of the
questionnaire will thoroughly identify existing information literacy competencies of
abovementioned students.
Keywords: information literacy, higher education, Model of Permeation Components, Faculty of
Philosophy, University of Sarajevo
1. INTRODUCTION The traditional roles of libraries like storage and mediation are no longer sufficient and do not
meet the needs of the academic community. Therefore, the standard of American Association of
College & Research Libraries (ACRL) for the academic libraries in 2012 [1] points out that the
library has to demonstrate its value and document its contribution to the overall institutional
effectiveness and must be ready to adapt to changes in higher education. It is obvious that the
value of the library itself is no longer sufficient, clear and unquestionable. Library now has an
obligation to demonstrate and prove its value and its importance to the belonging institution.
Libraries must be able to measure their results and make systematic technological, budgetary and
political decisions based on a set of data: information needs assessment, user evaluation data, the
expectations of founders/supervisors, internal processes and organisational effectiveness data.
This encourages librarians to actively participate in the educational process in order to prove their
academic role and value to its users, which can be realized through implementation of information
literacy education programmes. The results should be demonstrated through learning outcomes
where the role of the library in educational process is recognised. According to Hernon and
Dugan [2] outcomes reflect what students will know, think or be able to do as a result of the use
Senada Dizdar, Džejla Khattab, Nadina Grebović-Lendo: UNDERSTANDING THE ROLE OF LIBRARIES AND
LIBRARIANS IN INFORMATION LITERACY IMPLEMENTATION
WBILC 2016 174
of resources, library services, or participation in library programmes. The learning outcomes for
students relate to: a) the skills and abilities they develop; b) content (what they know); c) attitudes
and values that characterize the way they will work and learn throughout their lives. The first step
in the realisation of these objectives is in the strategic planning and in the mission and vision of
the institution in which library operates. Library should appear as a complementary partner who
may be actively involved in the realisation of the mission of the higher education institution.
Incorporating information literacy across curricula, in all programmes and services, and
throughout the administrative life of the university requires the collaborative efforts of the faculty,
librarians, and administrators.
2. THEORETICAL BACKGROUND AND RESEARCH QUESTIONS For a long time the University of Sarajevo has felt the need for implementation of information
literacy in the Curriculum and has recognised librarians as indispensable partners in this segment.
In order to implement these activities, the Model of Permeation Components has been made as a
model for the implementation of information literacy at the University of Sarajevo. The model
was created and adjusted to the cultural and educational BH environment. [3] This model
highlights and connects all the important parts of information literacy as an interdisciplinary
concept which consists of four main components: 1) Content (includes general knowledge and
knowledge about Curriculum that spread out into the world of information, information literacy
and knowledge of the discipline); 2) Skills (the ability to define the scope and nature of
information needs, defining search strategies and reviewing the research process); 3) Evaluation
(cognitive process of selection, analysis, assessment, organisation and synthesis of information),
and 4) Education (knowledge about the use and presentation of gathered and selected information,
the development of ethical and legal principles through knowledge of citation styles, methods and
elements of quoting). Previous studies at the University of Sarajevo [4], [5] indicate that the
information literacy has been very difficult to implement as an obligatory or optional course.
Research of information literacy of students is still a rare occurrence at the University of
Sarajevo, which resulted with failure to develop adequate measuring instruments. Based on the
Model of Permeation Components, this paper aims to explore information literacy of
undergraduate students of the first year at the Department of Librarianship and Department of
Education at the Faculty of Philosophy. Within this theoretical framework and the research
corpus, this paper focuses on two questions: a) What are the acquired knowledge, abilities, skills
and habits of information literacy and information behaviour of the first year undergraduates
students? and b) What are the acquired knowledge, abilities, skills and habits of the first year
undergraduates students in the use of libraries? As a result, it is expected that this paper will
discover the levels of the comprehension of the role of libraries and librarians in information
literacy implementation.
2. METODOLOGY In the first phase of the research process we use web survey method, which is implemented with
designed questionnaire generated using Google Docs tool and which is appropriate for
undergraduate students of the Library Science and Education at the Faculty of Philosophy,
University of Sarajevo. The survey was conducted on a sample of 93 students during the period of
two weeks at the Faculty of Philosophy, University of Sarajevo with author supervision. Content
analysis of a questionnaire containing 11 close-ended questions will determine quantitative
indicators for identifying existing information literacy competencies of abovementioned students
through Content, Skill, Evaluation and Educational Component. Discovering the levels of the
comprehensions of the role of libraries and librarians in information literacy implementation,
along with the knowledge of a student’s use of the Library of the Faculty of Philosophy,
University of Sarajevo, represents qualitative content analysis of the questionnaire adapted to this
Senada Dizdar, Džejla Khattab, Nadina Grebović-Lendo: UNDERSTANDING THE ROLE OF LIBRARIES AND
LIBRARIANS IN INFORMATION LITERACY IMPLEMENTATION
WBILC 2016 175
specific environment. Research sample consisted of undergraduate students of the Department of
Education (N 93) and Department of Comparative Literature and Library Science (Department of
Library Science N 63) at the Faculty of Philosophy, University of Sarajevo. The total number of
students enrolled in these two study groups’ undergraduate programmes during the academic year
2015/16 is 156. A total of 93 respondents (57%) completed the survey, which makes
representative research corpus. Results are marked in tables as RC- Response count and RA-
Rating average.
3. RESULTS AND DISCCUSION
3.1. First research question results and quantitative analysis To the first question for Content Component (Journals are:) 35.5% of respondents gave the
correct answer, 49,5% of respondents answered that journals are secondary information sources
and 15,1% respondents answered that journals are tertiary information sources. For second
question (Where can you find information about peer reviewed article?) 37% of respondents
answered on databases which was the correct answer. Other results indicate following choices:
65,2% (library catalogue), 8,7% (published index), 19,6% (Google search). But 65,2% said that
the information could be found in the library catalogue, 8,7% (in the publish index), 19,6%
(through Google search).
Table 1: Questions for the Skill Component
When you want to be familiar with certain term, you will consult:
Never Sometimes Always
RC RA RC RA RC RA
Google 0 0% 26 28,9% 64 71,1%
Book 5 5,6% 56 62,9% 28 31,5%
Your friend 11 12,5% 69 78,4% 8 9,1%
Periodical 33 37,1% 51 57,3% 5 5,6%
Encyclopaedia 24 27% 50 56,2% 15 16,9%
Database 32 36,4% 43 48,9% 13 14,8%
Blog 46 52,3% 40 45,5% 2 2,3%
Public transport in the City of Sarajevo went on strike yesterday. Where will you will find information about it:
RC RA
In the scientific journal 4 4,4%
On website 46 50,5%
On blog 3 3,3%
In the magazine 12 13,2%
On portal 69 75,8%
To the first question for Skills Component, 71.1% of respondents answered that they first search
Google for an answer, while 78.4% of respondents sometimes asked a friend for help in acquiring
and understanding the term, and 52.3% never search for this type of information on the blog. To
the second question from this set of questions, 75.8% of respondents gave the correct answer.
(Table 1) Table 2: Questions for the Evaluation Component
Which criteria do you use to evaluate websites as information resources?
Never Sometimes Always
RC RA RC RA RC RA
Is there any information about author/s? 7 7,9% 57 64% 25 28,1%
Who is the sponsor of the website and why? 26 29,5% 48 54,5% 14 15,9%
Does the website provide information on content
update?
17 19,1% 44 49,4% 28 31,5%
Is the old information archived or it disappeared? 16 18,2% 55 62,5% 17 19,3%
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Does the website have expert editors? 20 22,7% 43 48,9% 25 28,4%
Do publishers or editors work for academic /
school audience?
24 27,3% 47 53,4% 17 19,3%
Do publishers or editors present stable
organisations?
15 17% 48 54,5% 25 28,4%
If during the web search you find out that the definitions of certain terms are available
on Wikipedia and on the portal of Croatian Institute of Lexicography (CIL), you will
download definitions from:
RC
RA
Wikipedia, because the term is extensively defined
34 36,6%
From CIL Portal, because CIL is a recognisable publisher
59 63,4%
The first question was a multiple choice question. 28.4% of respondents said they always check
whether the publishers or editors present a stable organisation, while 64% of respondents
answered that they sometimes verify the website looking for information about authors of the
content. 29.5% of respondents do not check who sponsored the website and why. 63.4% of
respondents gave the correct answer to the second question. (Table 2)
Table 3: Questions for the Educational Component
Which of the provided references is article in the journal? RC RA
Đulistan: časopis za kulturno i socijalno uzdizanje muslimanske žene. [Glavni i odgovorni urednik Ahmed Ljubunčić]. Sarajevo: Prvi Đulistanov akcioni odbor [sic!] (Sarajevo:
Štampariji Obod ), 1926
41 44,1%
Jolić, Robert (2007). Pretpovijest tiskarstva u BiH: rukopisna baština bosanskohercegovačkih franjevaca u BiH. U: Hum, Mostar: Filozofski fakultet, br. 2. str.
140-157
25 26,9%
Kamhi, Haim (1966). Jevrejska publicistika u Bosni i Hercegovini. U: Spomenica 400 godina od dolaska Jevreja u Bosnu i Hercegovinu. Sarajevo, Odbor za proslavu 400-
godišnjice od dolaska Jevreja u Bosnu i Hercegovinu. Str. 167-172
23 24,7%
Memija, Emina (2003). Od slike do knjige: iz historije pisma, štampe i biblioteka. Sarajevo: Nacionalna i univerzitetska biblioteka Bosne i Hercegovine
24 4,3%
You translated the text from a foreign language in order to use it in your work. When
taking over the parts of the text, you use:
RC RA
Quotation marks or italic form 20 21.5%
Quotation marks or italic forms and you reference the source 50 53.8%
You don’t use any of the above. That is your translation. 23 24.7%
To the first question for an Education Component, 44.1% of respondents gave the correct answer.
To the second question, 53.8% of respondents gave the correct answer too. The first set of
questions illustrates that undergraduate students of the first year of Education and Librarianship
show poor results because they fail to distinguish certain types of information sources. The
second set of questions gave us the expected answers related to information about behaviour of
digital natives. Students rely on experience gained in the web search, without developing any new
strategy for information retrieval. The analysis of the results of the third set of questions showed
that students did not developed systems for critical questioning and information resources
evaluation. The analysis of the results from the fourth set of questions showed that most
respondents understood the ethical and legal principles of citation and guidance as well as the
issue of plagiarism. (Table 3)
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3.2. Second research question results and qualitative analysis
Table 4: Perception of the role of academic library in education process
What do you do first when you have been assigned with a seminar paper topic on your first
year of study (it is possible to select more than one answer)? RC RA
I ask the professor / teaching assistant for a literature recommendation 69 75%
I look for the list of obligatory and recommended literature for the course in which I am
writing seminar, available on the faculty website
53 57,6%
I consult the faculty library web site 10 10,9%
I seek for the librarian in faculty facilities 12 13%
I use Google 33 35,9%
I search specialized database in open access 15 16,3%
I search Google Scholar 6 6,5%
I search online catalogue 26 28,3%
I use the Ask a Librarian services by consulting library websites in the country / region / world
9 9,8%
The first analysed research question dealt with the quality of library perception. 75% of the
students agreed that they first consult the professor or the teaching assistant when they are
assigned with a subject topic for a seminar paper on the first year of study, while 57% of the
students look for the list of obligatory and recommended literature for the course available on the
website. That shows the traditional practices and perception of teachers as the sole authority for
the evaluation of information sources. At the same time, analysed results show that students
confirm defined forms of interaction with information as the rest of their generation because they
prefer simplification, they do not analyse their information needs and they do not have self-
confidence to search more often. The key indicator for discovering the levels of the
comprehension of the role of libraries in information literacy implementation is the result of
10,9% respondents who first consult the faculty library website, which is an insufficient
percentage of those who recognise the library as a part of academic community. 28.3% of
respondents consult the library searching the online catalogue, while 9.8% of them use the service
Ask a Librarian. These are the additional indicators of students’ small level of information
literacy when using library services. (Table 4)
Table 5: Perceptions of the librarian as an information professional
For which purposes can you use the online Ask a Librarian service? RC RA
If I want to find out whether the library has the publication title I know 55 59.8%
If I want to know which titles of the author Mak Dizdar library has 15 16.3%
If I want to know which libraries in B&H have a publication written by author Dora Sečić,
entitled “Information Service in the Library "
17 18.5%
If I want to know more about the concept of "information literacy" for the purposes of
general education
18 19.6%
If I want a literature recommendation for seminar / thesis 36 39.1%
If I have already found certain information resources by searching the online library
catalogue and the Internet, and I need expert knowledge for evaluating gathered
information resources
23 25%
I don’t know 9 9.8%
The first three options for choosing the answer to the second question present the most common
reasons for accessing the online catalogue. The analysis of the results shows a lack of knowledge
in using an online catalogue, as well as the service Ask a Librarian. 25 % of respondents gave the
most accurate answer when referring to the consulting skills of an expert (Table 5).
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Table 6: Perception of information skills
If you browse the online catalogue for the subject "The role of school library in the
prevention of juvenile delinquency", how will you formulate your keywords? RC RA
the role of school libraries juvenile delinquency 48 52.7%
juvenile delinquency AND school library 34 37.4%
delinqu* AND school libra* 9 9.9%
delinquency AND library 11 12.1%
juvenile delinquency AND educator 14 15.4%
juvenile delinquents libra* 9 9.9%
young crime AND libra* 2 2.2%
juvenile delinquency NOT social Work 9 9.9%
On the third question, 52.7% of respondents gave the answer that confirms the lack of knowledge
on expressing their information needs in a form of key words. 37,4% of students use search
operators, but they only choose the most simple key words. Unsatisfactory percentage of 9.9% of
respondents gave the answer that represents the best strategy for search. The percentage of 2.2%
of respondents who increase search response by using synonyms is rather poor. (Table 6)
4. CONCLUSION The assessment of information literacy programmes and the basis of Curriculum design include
prescriptive learning assessment for identifying knowledge and skill of participants, as IFLA
Guidelines for Information Literacy assessment recommends (2004) [6]. This paper demonstrates
the effectiveness of designed questionnaire as a standardised tool for examination of information
literacy skills of students at the University of Sarajevo, adapted to this specific environment,
which contributes to the development of standardized tools for measuring information literacy at
the University of Sarajevo. Therefore, it is necessary to collect and analyse data from other
University members. Insufficient development of competencies of information literacy of
respondents indicates unachieved learning outcomes of research seminars. These findings
demonstrate the need to initiate activities at the institutional level for the design and
implementation of information literacy.
5. LITERATURE
1. Standards for Libraries in Higher Education, American Library Association, 2006.
Avaliable: http://www.ala.org/acrl/standards/standardslibraries.
2. P. Hernon and R. E. Dugan. An Action Plan for Outcomes Assessment in Your Library.
Chicago: American Library Association, 2002.
3. B. E. Rašidović. "Informacijska pismenost i visokoškolske biblioteke – edukacija korisnika.
Model Univerziteta u Sarajevu," MS thesis, Filozofski fakultet, Sarajevo, 2011.
4. S. Dizdar and L. Hajdarpašić. "Information Literacy Initiatives at the Faculty of Philosophy
in Sarajevo", in Media and Information Literacy for the Sustainable Development Goals, J.
Singh et al., Eds., Göteborg: The International Clearinghouse on Children, Youth and Media
Nordicom University of Gothenburg, 2015, pp. 97-103.
5. B. E. Rašidović. "Upravljanje znanjem i informacijska pismenost – metakompetencije za
nove načine i učenja i izgradnje znanja", Phd thesis, Filozofski fakultet, Sarajevo, 2015.
6. Guidelines for Information Literacy assessment, IFLA. Avaliable:
http://www.ifla.org/files/assets/information-literacy/publications/il-guidelines-2004-en.pdf.
THE AMOUNT OF MEDIA AND INFORMATION LITERACY
AMONG TABRIZ UNIVERSITY CENTRAL LIBRARY’S USERS
USING IRANIAN MEDIA AND INFORMATION LITERACY
QUESTIONNAIRE (IMILQ)
Zahra Haftadi1
ABSTRACT
Introduction: Media and Information literacy (MIL) enables people to interpret and make
informed judgments as users of information and media, as well as to become skillful creators and
producers of information and media messages in their own right. The purpose of this research was
to determine the amount of Media and Information Literacy among Tabriz University central
library’s users using Iranian Media and Information Literacy uestionnaire (IMIL ).
Methods: This is an applied analytical survey research in which the data were collected by a
researcher made questionnaire, provided based on specialists’ viewpoints and valid scientific
works. Its validity and reliability were confirmed by Library and Information Sciences specialists
and Cronbach’s alpha (r=0.87) respectively. Statistical population consisted of all users in Tabriz
University central library the samples were 250. Sampling method was random stratified
sampling
Results: The findings showed that the mean level of Media and Information Literacy among
Tabriz University of central library’ users was 3/50±0/543 (higher than average). The highest
mean was the considering the references of the media (3/94±1/03) and the lowest mean was Being
difficult to arrange the results of search base on the relation with the research need (2/06±1/04).
There was significant difference between educational degree, college type and family’s income
and amount of Media and Information Literacy.
Key words: Iranian Media and Information Literacy Questionnaire (IMILQ), users, Tabriz
University central library’s, Media and Information Literacy (MIL)
1. INTRODUCTION
New facilities have been generated in different dimensions for society development through the
spreading of new information and communication technologies. Using their potentials need a new
series of competencies [skills, knowledge and perception] (UNESCO, 2007). UNESCO called the
general manager for more backing of Media and Information Literacy in 34th session of
UNESCO general conference, in order to give chance to the users judging the media and
information resources consciously and to expand civil association in media (Wilson, 2012).
UNESCO has confirmed information literacy as one of the human’s fundamental rights, necessary
for national development, economic and civic welfare and educational standards. The stress of
information literacy is on the importance of access, evaluation and use of information. All kind of
information and contents have been contained in information literacy. But, the media literacy
stresses on the ability of comprehending, evaluation and using of media. So, UNESCO has
considered media literacy and information literacy as Media and Information Literacy for the
process of indexes expansion of these two literacy (Moeller, Joseph, Lau, Carbo, 2011). Media
and information literacy is the composite of knowledge, perceptions, skills and experiences
needed for accessing, analyzing, evaluating, using, producing and communicating to information
and science creatively, lawfully, and morally, stressing on human rights. The people having MIL
can use different kinds of media, resources, and information channels in their private, professional
and common lives. They know to what kinds of information they need, when they need to it and
also know why, where and how they can access to it. They perceive by whom and why it has been
produced. They perceive the role, responsibility and performance of media and information
provides too. They are able to analyze and rate the information, messages, beliefs and values in
the media and any other information providers (Tatiana, Yuri and Anastasia, 2013). According to
UNESCO curriculum, MIL as a capability causes the citizens to interact with media and other
Zahra Haftadi: THE AMOUNT OF MEDIA AND INFORMATION LITERACY AMONG TABRIZ UNIVERSITY CENTRAL
LIBRARY’S USERS USING IRANIAN MEDIA AND INFORMATION LITERACY QUESTIONNAIRE (IMILQ)
WBILC 2016 180
information providers effectively. It also causes they will be able to expand critical thinking and
lifelong learning skills for social life and to be changed to an active citizens (Wilson, 2012).
UNESCO believes that MIL has an important role in creating and expanding democratic culture
and an active civil society (UNESCO, 2007). The MIL skills are not inherent. They need to be
educated in a systematic and mass method in the classes, libraries, and any places done research.
It’s a task done as better as possible by librarians. So, the students of universities perceive that the
librarians as the information service specialists are able to make them to skilled information
managers. It means that the role of libraries must be redefined and library professionals must
promote users education and MIL skills intensely (SInGh, 2012). So, with regard to UNESCO’s
particular attention to the developing countries, and considering Islamic Republic of Iran
particularities, we decided to survey the degree of MIL among the users of Tabriz University
central library, in order to survey their MIL degree, furthermore to notify their weaknesses and
strengths. The following secondary goals have been propounded to attain the goal of this research:
•• Defining the TUCL users mean and standard deviation of MIL
•• Defining the TUCL users mean and SD of MIL base on dimension
• Defining a significance discrepancy between demographic characters and MIL mean among the
users of TUCL
2. METHOD
The method is analytic-descriptive and is an applied research. The data collection tool is
questionnaire which is provided base on authentic scientific text as UNESCO (UNESCO, 2007),
Whitworth et al (2011), Whitworth (2012), Buckingham (2003), Livingstone (2004), Mittermeyer
et al (2005), Moody and Williamson (2006), The Michael Cohen Group (2005), and the
researcher needs. The validity was confirmed by the library and information science
professionals. The measuring tool reliability was 89% with Using Cronbach’s alpha. The
Statistical population was TUCL users. The sample volume were 250 persons with using
Krejcie’s and Morgan’s table.. There have been 3 dimensions in the questionnaire: the first
dimension is access (questions 1-11), the second one is evaluation (questions 12- 27) and the third
dimension is use (questions 28-41). Data collection method was personal and it has been done at
end of 2015. The questionnaire has been arranged base on five choices Likert scale. The grades
arranged as follow: the high grade: 5, the high grade: 4, the middle grade: 3, the low grade: 2 and
the lowest grade: 1. Descriptive statistics (number, percent, mean and SD) and inferential
statistics (T.test, ANOVA, Tukey) was used for analyzing the findings. The SPSS 22 software has
been used too.
3. RESULTS
This research has been done with the aim of defining the MIL degree of TUCL users. Iranian
questionnaire of MIL has been used. Finding showed that 70% of users were females and 30% of
them were males. The highest users’ family income has been more than 900 thousands Tomans or
300 Dollars (47/3%). The lowest one has been less than 100 thousands Tomans or 33 Dollars
(1/19%). Most of the users had BSc degree (60/9%) and the least ones had PhD (20/3%).
The finding related to MIL mean among TUCL users, by using Iranian questionnaire of MIL
showed that the users MIL mean is 3/50±0/543 which is more than the mean and is comparatively
desirable. Besides, the findings showed that the most means were related to the considering the
references of the media (3/94±1/03), Impressing the parents or professors by getting high grade
(3/85±1/07), Not bothered due to others’ criticism of my scientific work (3/88±1/00). The least
mean were related to Being difficult to arrange the results of search base on the relation with the
research need (2/06±1/04), Bing difficult to start the research (2/08± 1/03), Being difficult to
define search keywords (3/09± 1/08).
Zahra Haftadi: THE AMOUNT OF MEDIA AND INFORMATION LITERACY AMONG TABRIZ UNIVERSITY CENTRAL
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Row Option Mean / SD
1 Bing difficult to start the research 2/08± 1/03
2 Being difficult to define a subject for the research 2/30± 1/03
3 Being difficult to confine the research subject 2/60± 1/09
4 Being difficult to define search keywords 3/09± 1/08
5 Being difficult to obtain article from the databases existing in the library website (as EBSCO, Elsevier, Pro uest…)
3/13± 1/09
6 Being difficult to define the credit of a website 3/64± 1/09
7 Being difficult to know information resources is in which part of the
university
3/41± 1/09
8 Being difficult to find the updated resources 3/20± 1/03
9 Being difficult to arrange the results of search base on the relation with the
research need
2/06± 1/04
10 Being difficult to use Bullean operators (AND, OR, NOT) in the search 2/65± 1/04
11 Being difficult to identifying thematic areas of media 3/26± 1/08
12 Considering the writer’s reputation 3/72± 1/09
13 Considering the media publisher or provider reputation 3/23± 1/04
14 Considering the date of publishing and it's updating 3/49± 0/98
15 Considering the organization supervising the dissemination of the media
and the rules pertaining to it
3/57± 1/04
16 Considering the references of the media 3/94± 1/03
17 Considering that the media comprising different points of view or particular
sight to the subjects of itself
3/46± 0/96
18 Considering the language and other tools used for transferring concepts in the media
3/56± 0/98
19 Considering the addressees and target group of media 3/44± 0/99
20 Considering the presented image of a social group or a particular subject in
the media
3/38± 0/73
21 Considering why some presented images of some media seems more real than others
3/21± 1/09
22 Using others’ assistance (librarians, classmates, friends, family, professors
and professionals) for evaluating the relevant media
3/40± 1/03
23 Surveying the information of other websites while surveying a new website 3/46± 1/13
24 Comparison of other media data if there are differences among the
presented information in media
3/76± 0/98
25 Taking note and summarizing while finding data 3/56± 1/12
26 Media pervious use or consciousness 3/27± 0/95
27 Considering the degree of significant and necessary information, pictures, diagrams, tables, used in the media
3/34± 0/96
28 Passing the course and completing the writing of the article 3/54± 0/65
29 Considering the length and structure of the article and the number of the
citations
3/74± 0/95
30 Doing a comprehensive survey about the research subject 3/46± 0/97
31 Improving the writing, research and analytic skills 3/33± 1/15
32 Learning new subjects 3/75± 0/92
33 Impressing the parents or professors by getting high grade 3/85± 1/07
34 Promoting the scientific degree 3/70± 1/09
35 Effort to make more creativity and initiation in the research 3/50± 0/98
36 Effort to apply the research results in private and social life 3/80± 1/00
37 Regarding Trusteeship in quoted content 3/44± 1/00
38 promoting others’ scientific production 3/66± 1/00
39 Making data available for others via different methods (printed or electronic)
3/63± 0/99
40 Not bothered due to others’ criticism of my scientific work 3/88± 1/00
41 Writing the content in a way that will lead to new knowledge 3/65± 0/99
Zahra Haftadi: THE AMOUNT OF MEDIA AND INFORMATION LITERACY AMONG TABRIZ UNIVERSITY CENTRAL
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The findings related to MIL mean of dimension level among the TUCL users showed that the
mean of use dimension level (3/21±0/543) has been more than other dimensions, namely access
(2/80±0/678) and Evaluation (3/43 ± 0/586). Access is the lowest dimension ROW Dimension indicator Mean SD
1 use 3/21 ± 0/543
2 access 2/80 ± 0/678
3 evaluation 3/43 ± 0/586
Findings related to the MIL mean difference among TUCL users base on gender showed that the
significant level (0/102) has been more than α=0/05, so, the MIL mean difference base on gender
is not significant. Findings related to the MIL mean difference among TUCL users based on age
showed that the significant level (0/732) has been more than α=0/05, so the MIL mean difference
based on age is not significant.
Findings related to the MIL mean difference base on university degree showed that the significant
level (0/000) has been less than α=0/05, so, the MIL mean difference base on degree is
significant. Tukey test showed that the mean difference for these three degree namely BSC, MS
and PhD is significant.
4. CONCLUSIONS
MIL is relatively a new concept, presented by UNESCO in 2007 and has not been researched in
Iran up to now. It has been discussed more about education and it’s necessary in abroad. What has
been done in this research, is based on of usage of UNESCO guidance and the expert
professionals of all over the world. The validity and reliability of the tool have been confirmed
and has considered the UNESCO proposal frame, also the native affairs in Iran. But the research
is limited because there have not been resources, connected to the subject, to discuss. But we can
conclude that the necessity of teaching this concepts is confirmed by some researchers as
Whitworth et al (2011), Withworth (2012), Lee (2012), Singh (2012), Madder (2012), Begum
(2012), Finquelievic et al (2012),Wilson (2012), Saleh (2012). So, the researchers have used the
researches of media literacy domain and information literacy separately not as a single concept
(MIL). The aim of this research is to define the TUCL users’s MIL degree, by using an Iranian
Questionnaire of MIL. Findings showed that more than half of the users were females. The most
family’s income has been has higher than 900 thousands Tomans or 300 Dollars and the lowest
ones has been less than 100 thousands Tomans or 33 Dollars. Most of the users have BSC degree
and the least ones have PhD degree.
This research has been done with the aim of defining the MIL degree of TUCL users. Iranian
questionnaire of MIL has been used. Finding showed that 70% of users were females and 30% of
them were males. The highest users’ family income has been more than 900 thousands Tomans or
300 Dollars (47/3%). The lowest one has been less than 100 thousands Tomans or 33 Dollars
(1/19%). Most of the users had BSc degree (60/9%) and the least ones had PhD (20/3%).
The finding related to MIL mean among TUCL users, by using Iranian questionnaire of MIL
showed that the users MIL mean is 3/50±0/543 which is more than the mean and is comparatively
desirable. Besides, the findings showed that the most means were related to the considering the
references of the media (3/94±1/03), Impressing the parents or professors by getting high grade
(3/85±1/07), Not bothered due to others’ criticism of my scientific work (3/88±1/00). The least
mean were related to Being difficult to arrange the results of search base on the relation with the
research need (2/06±1/04), Bing difficult to start the research (2/08± 1/03), Being difficult to
define search keywords (3/09± 1/08).
Zahra Haftadi: THE AMOUNT OF MEDIA AND INFORMATION LITERACY AMONG TABRIZ UNIVERSITY CENTRAL
LIBRARY’S USERS USING IRANIAN MEDIA AND INFORMATION LITERACY QUESTIONNAIRE (IMILQ)
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Reference:
1. UNESCO. Global Framework on MIL Indicators. 2007. [cited 2014 5 Jan]. Available
from:http://www.unesco.org/new/en/communication-and-information/media-development/media-
literacy/global-framework-on-mil-indicators .
2. Wilson C. Media and Information Literacy: Pedagogy and Possibilities. Revista
Comunicar.2012;20(39):15–24.
3. Moeller S, Joseph A, Lau J, Carbo T. Paris: UNESCO; 2011. [cited 2013 Aug 3]. Towards
Media and Information Literacy Indicators [Electronic Book] Available
from:http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/unesco_mil_indicator
s_background_document_2011_final_en.pdf .
4. Media and Information Literacy for Knowledge Societies [Internet] Moscow: Interregional
Library Cooperation Centre; 2012. Moscow Declaration on Media and Information Literacy; pp.
347–50. Available from:http://ifapcom.ru/files/News/Images/2013/mil_eng_web.pdf .
5. SInGh J. Media and Information Literacy for Knowledge Societies [Internet] Moscow:
Interregional Library Cooperation Centre; 2012. Placing Media and Information Literacy at the
Core of Instruction; pp. 168–74. Available
from: http://www.ifapcom.ru/files/News/Images/2013/mil_eng_web.pdf .
6. Whitworth A, McIndoe S, Whitworth C. Teaching Media and Information Literacy to
Postgraduate Researchers. Innovation in Teaching and Learning in Information and Computer
Sciences. 2011;10(1):35–42.
7. Whitworth A. Media and Information Literacy for Knowledge Societies [Internet] Moscow:
Interregional Library Cooperation Centre; 2012. The Design of Media and Information Literacy;
pp. 40–54. Available from:http://ifapcom.ru/files/News/Images/2013/mil_eng_web.pdf .
8. Buckingham D. 1 edition ed. Cambridge: Cambridge : Polity; 2003. Media education : literacy,
learning and contemporary culture.
9. Livingstone S. What is media literacy? Intermedia. 2004;32(3):18–20.
10. Mittermeyer D, Quirion D, Archambault C, Carrier P, Grant S, Guilmette P, et al. Information
Literacy: study of incoming first-year undergraduates in Quebec. 2003
11. Moody N, Williamson V. Media Literacy and Research Project: Initial Questionnair. 2006. p.
5. Available from: http://hces-online.net/websites/medal/docs/questionnaire.pdf .
12. Group TMC. AMLA/Just Think Media Literacy Questionnaire (Revised Draft) 2005. p. 7.
Available from:http://namle.net/wp-content/uploads/2011/01/MEAL-Survey.pdf .
13. 16.0 ed. Chicago: SPSS Inc; 2007. SPSS for Windows.
14. Lee AYL. Media and Information Literacy for Knowledge Societies [Internet] Moscow:
Interregional Library Cooperation Centre; 2012. Promoting Media and Information Literacy in
Hong Kong: A Network Model Strategy; pp. 254–70. Available
from: http://www.ifapcom.ru/files/News/Images/2013/mil_eng_web.pdf .
15. MAdEr S. Media and Information Literacy for Knowledge Societies [Internet] Moscow:
Interregional Library Cooperation Centre; 2012. Transforming Students into Scholars: Creating
MIL Competencies Through Communicating Research; pp. 316–23. Available
from:http://ifapcom.ru/files/News/Images/2013/mil_eng_web.pdf .
16. Begum D. Media and Information Literacy for Knowledge Societies [Internet] Moscow:
Interregional Library Cooperation Centre; 2012. Promoting Media and Information Literacy: a
Case Study of Bangladesh Public Sector; pp. 292–9. Available
from: http://ifapcom.ru/files/News/Images/2013/mil_eng_web.pdf .
17. Finquelievich S, Feldman P, Fischnaller C. Moscow: Interregional Library Cooperation
Centre; 2012. Public Policies on Media and Information Literacy and Education in Latin
America: Overview and Proposals; pp. 271–91.
18. Saleh I. Media and Information Literacy in South Africa: Goals and Tools. Revista
Comunicar.2012;20(39):35–44.
INFORMATION LITERACY AND PUBLIC LIBRARIES:
APPLICATIONS, ISSUES, PROBLEMS
Marica Šapro-Ficović, Ph.D. Dubrovnik Public Library
Cvijete Zuzorić 4, 20000 Dubrovnik, Croatia
Abstract. The purpose is to examine several issues faced by public libraries in efforts to turn
information illiterate patrons into information literate ones. Objectives are to: (i) synthesize a
diverse sample of public libraries about what they are doing in this area and (ii) examine several
problems in establishing and conducting information literacy efforts in public libraries. While
there were numerous projects related to information literacy in public libraries, there are many
more related to school and academic libraries. Public libraries are not included directly in a
number of documents on information literacy by national and international organizations.
Examples of diverse information literacy efforts in public libraries are presented. Regardless of
country or size, public libraries are offering, among others, similar information literacy programs
concentrating on providing instruction in handling and using information tools to various
constituencies. A number of major problems facing libraries and librarians are discussed.
Conclusions stress that the concept of information literacy in the context of public libraries needs
a clearer understanding of what is encompassed.
Keywords: public libraries, information literacy, instructional practices, user education.
1 Introduction
Throughout the world, the term “information literacy” has been used much more in relation to
school and academic libraries than public libraries. But first, this begs a general question: what is
exactly meant by “information literacy”?
Paul Zurkowski, then the president of the Information Industry Association, a trade organization
in the USA, is generally credited with coining the term and elaborating the concept in 1974:
"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 sources in molding information- solutions to their problems" (1). The concept
was readily and widely adapted – it became global. It resonated with educators and librarians.
Zurkowski and definitions that followed suggested that: (a) information resources are applied in a
work situation; (b) techniques and skills are needed for using information tools and sources; and
(c) information is used in problem solving (2).
The (United States) National Forum on Information Literacy (NFIL) defines information literacy
as “... the ability to know when there is a need for information, to be able to identify, locate,
evaluate, and effectively use that information for the issue or problem at hand" (3).
While further defined in a number of ways, in essence the concept of information literacy means
that “everyone needs to be able to know when they need to find information and then act on that
need - locating, evaluating and using the correct information. It is really as simple as that” (4).
While the idea may be simple, being information literate is a learned skill – and that takes both
instruction and learning, which is not simple at all, as addressed throughout the paper.
The purpose of this work is to examine a number of major issues faced by public libraries in
efforts to turn information illiterate patrons into information literate ones. Objectives are to: (i)
synthesize a diverse sample of public libraries about what they are doing in this area and (ii)
examine several problems in establishing and conducting information literacy efforts in public
libraries.
2 Where Do Public Libraries Fit?
Almost every article that deals with information literacy and public libraries either starts or
concludes with a premise (in these or similar words) that public libraries are perfectly situated to
promoting the development of information literacy in their communities. While they may be
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perfectly situated indeed, there are some major issues with fitting public libraries into the
framework of information literacy as formulated. As stated at the outset, information literacy has
been used, formulated, and discussed much more in relation to school and academic libraries than
public libraries.
Public libraries are not included (but only implied) in documents such as The Standards and
Guidelines of the Association of College and Research Libraries (ACRL), American Library
Association (ALA) (5,6) and Guidelines on Information Literacy of the International Federation
of Library Associations and Institutions (IFLA) (7).
The ALA report (5) became quite famous and widely applied. It covers five standards and twenty-
two performance indicators focusing upon the needs of students in higher education at all levels.
Public libraries are not mentioned specifically at all, however, it may be deduced that they can
also deal with students.
IFLA Guidelines are “... a conceptual template to guide the creation of information literacy (IL)
programs in academic and school libraries, although most of the principles can also be applied to
public libraries” (6). That is the extent of mentioning public libraries in relation to information
literacy.
In comparison to academic and school libraries, public libraries are discussed much less in the
literature. Harding (8, p.277)1, evaluating results from seven studies summarizing literature on
information literacy from year 2000 to 2007, concludes the following: “The resultant finding of
these summaries is that only approximately 2% of articles addressed information literacy in the
context of the public library, with the proportion of articles decreasing to under 2% in more recent
years ... This is compared to 62% for academic libraries and 35% for schools.” In other words,
articles about information literacy in public libraries are almost non-existent.
Still, public libraries have an essential role in helping people develop their ability to find and use
information.
Leininger said it well: “What would surprise most public librarians is that they have already
taken on the role of "information literacy educators" “(4).
3 A Sample of Practical Efforts
Efforts in information literacy are indeed global. In 2013 UNESCO has compiled a worldwide list
of information literacy resources in about forty individual languages (9). The listing is impressive
– it includes hundreds of sources (articles, reports, manuals, annotated Web sites, dissertations,
books and more) in all those languages. The list provides a remarkable picture about the
international spread of information literacy efforts and interests. Several additional examples from
the United States and Croatia are given next to illustrate highly diverse information literacy
efforts in public libraries in these countries.
The first example involves a relatively small town in the United States. Evanston, Illinois, is a
suburb of Chicago with some 75,000 people. Evanston Public Library is supported by town’s
taxpayers. The library is quite active. For summer 2014 it has a variety of programs, among them
information literacy programs for different levels of patrons and different interests (10). For kids
and teens there are Summer reading programs (e.g. programs for preschoolers, involving stories
and puppets and weekly story times, and for teens involving books and other readings in a variety
of genres), Literacy Education at Play (LEAP) at preschool and kindergarten classes, and Teen
Loft for teens (circuitry, computer programming, robotics). For adults, there are art (and other)
classes. For seniors (in retirement or with health issues) there are discussion of options for various
types of residences. In addition, there are computer classes, iPhone classes, immigrant classes and
computers/training for citizens living in low income senior housing. Information literacy
1 Harding (7) – link in References – is a major critical review on information literacy in public libraries. It
covers many efforts in a variety of countries and summarizes main issues.
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programs are integrated with all kinds of programs in the library. They are hard to separate from
general library programs and the library treats them that way.
The second example involves a large city also in the United States. Los Angeles is a huge
metropolis, with some 3.8 million people. The Los Angeles Public Library has a central library
and over 50 branches (11). It is one of the largest publicly funded library systems in the world.
The mission is stated as follows: “The Los Angeles Public Library provides free and easy access
to information, ideas, books and technology that enrich, educate and empower every individual in
our city's diverse communities.” (11). This leads to numerous information literacy programs.
Since Los Angeles has a large population of immigrants, literacy programs concentrate, among
others on: Adult Literacy (“Work one on one with an adult tutor to improve your reading and
literacy skills”); Limited English Proficiency (“a self-guided program for adults with limited
English skills”) and Families for Literacy (“Our tutors and staff teach students how to read to
their children”). In addition, the library provides a variety of programs for seniors, summer
reading clubs for teens, workshops in health and money matters, and workshops for computer and
technology literacy. As in the case of Evanston Public Library, mentioned in the first example,
information literacy programs at the Los Angeles Public Library are hard to separate from general
library programs and the library treats them that way. This seems to be a general trend.
The third example, involves several medium to large size libraries in Croatia:
Rijeka is a city in the north Adriatic with a population of about 200,000 people. Public
Library Rijeka, with more than 18,000 members, provides a range of activities for
patrons of all ages, children and parents, teens and adults (12). In addition to a number
of reading clubs, workshops, and programs (“Young for Young” is an award winner),
the library is also included in the European Union (EU) online program AccessIT Plus,
with purpose of educating library staff for the digitization of materials of cultural
heritage institutions. By the end of 2013, Public Library Rijeka started a new “Tehno-
info Pult,” education and training program in the use of tablets and social networks
specifically aimed at seniors.
In addition to literacy programs mainly for children, public libraries in Zadar (13), Split
(14), and Dubrovnik (15) (all on the Adriatic Sea) provide computer technology
workshops for senior citizens.
‘Personal Librarian’, service of the City Library “Fran Galović” in town of Koprivnica
(16) (Northern Croatia), consists of providing individual information and instruction
(lasting hour and a half), that supports lifelong learning for children and adults. The aim
is for users to acquire knowledge and skills in finding information and use of
computers.
‘SOS Librarian’ a new service for users of the Public Library “Petar Preradovic”
Bjelovar (17) provides basic training in the use of IT as well as information retrieval
and assessment.
Zagreb Public Libraries (18), the largest in Croatia, conducted the awarded project
“Network of libraries for the empowerment of homeless;” education /training included
search of Internet, finding information about employment on the Internet, job
applications, and e-mail.
Five years ago, children librarians of the Public library Bjelovar Rijeka and Zadar
initiated a networked service ‘Tragaci’ (Seekers) (19), virtual reading blog for age 8 to
13. The goal is to find a good book and to exchange information on books through
discussions and recommendations. The number of Croatian public libraries that have
joined this online reading club seems to grow steadily.
In general, it is interesting to note that the literature about information literacy by and large deals
with the “big picture” – overall views, summarizations, and proposals, or even rehash of topics
such as standards. In contrast, there is little or no literature on topics recounting or evaluating
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practical public library programs and efforts in information literacy, or about users, such as those
mentioned in examples above.
4 Some Major Practical Problems
In practice, efforts in information literacy are rapidly evolving and shifting – users needs and
expectations are changing as well. It is not surprising then that information literacy currently also
subsumes digital literacy, computer literacy, and even skills needed to use effectively the Internet
and an array of constantly newly arriving information technology devices. Nowadays, information
literacy is closely related to information technology skills - with information technology rapidly
changing all the time. In other words, this involves showing the patrons how to navigate the ever
changing information landscape. The very pragmatic content of information literacy is in constant
flux – a huge problem that must be reckoned with from the start.
Here are some other problems and issues faced by public libraries and librarians in relation to
information literacy:
There is a tendency for information literacy to be used synonymously with ‘user
education’ and it has been suggested that information literacy is simply a new brand
name for the user education that librarians have traditionally provided. However, they
are not the same. “Library instructional programs of the past (be they called
bibliographic instruction, user education, or library orientation) had the primary purpose
of helping patrons use the library’s resources more effectively ... [and information
literacy is a problem solving activity that involves critical thinking and the ability to
apply information to an individual’s life” (5, p.276). Public librarians need to be
oriented and trained in provision of information literacy programs.
Public libraries are reaching the whole community. In that they have a highly diverse
patron base (from children to elderly, with different levels of education, different
learning styles and attitudes, etc). This poses challenges in providing suitable programs.
Thus, programs have to be oriented toward specific groups or situations – not a simple
task at all.
Many library patrons (and even more so potential patrons) are not aware or do not
recognize the public library as a possible source for enhancing information literacy in
various forms. Many do not know about information literacy programs offered.
Creating awareness of importance of information literacy and existence of programs in
that area for a variety of patron groups and needs is also required – and very much at
that.
All over the world public libraries are facing significant budget challenges.
“Information literacy programs are restricted in large part due to insufficient staffing,
space constraints, and lack of facilities, equipment, resources, and retrieval tools.” (5, p.
286). In times of financial difficulties, costs of offering of information literacy programs
becomes a major obstacle to be overcome.
5 Role for Public Libraries
Despite many problems, the public library has an essential role in helping people develop their
ability to find and use information. While a set of questions concerning formal information
literacy education by public librarians may arise, this goes way beyond formal, so well
summarized by Leininger (4): “Most public librarians do not see themselves in the role of
"educators," yet they perform in this role on a daily basis and do it quite well. Most of these
exchanges with the public are a one-on-one basis when a "teachable moment" arises with a
patron.” Many examples can be found from everyday encounters with patrons.
In general, well performed library services in public libraries can and do also involve information
literacy efforts. The role and value of public libraries in the age of digital technologies is
changing. For instance, a 2013 survey by the Pew Research Center’s Internet & American Life
Marica Šapro-Ficović: INFORMATION LITERACY AND PUBLIC LIBRARIES: APPLICATIONS, ISSUES, PROBLEMS
WBILC 2016 189
Project found that many library patrons are eager to see libraries’ digital services expand, yet also
feel that print books remain important in the digital age (20). While this may be true in the United
States, it is also possible, even highly probable, that the pattern is repeated globally. Public
libraries are discovering new roles, while still keeping alive the old ones.
6 Conclusions
The purpose of this work is to examine a number of major issues faced by public libraries in
efforts to turn information illiterate patrons into information literate ones.
Information literacy is considered as a “... key competency needed to enhance ... academic
performance, engage patient personal responsibility, improve workplace performance and
productivity, and compete effectively in a dynamically evolving world marketplace” (3). Public
libraries are playing a key role in helping to establishing such competencies for their
constituencies.
However, the concept of information literacy, particularly in the context of public libraries, needs
a clearer understanding of what information literacy actually is and what skills and abilities it
should encompasses. The examples provided here of actual information literacy programs in
public libraries show a high diversity of activities, supporting that conclusion. But even in all that
diversity, it seems that many of these programs in public libraries worldwide concentrate on
similar services related to educating and training patrons in raising competencies in various
aspects of information technology. At the same time they seem to be merging their traditional
services with information literacy efforts.
References
1. Zurkowski, P. G.: The Information Service Environment Relationships and Priorities.
Washington, D.C.: National Commission on Libraries and Information Science (1974).
2. Behrens, S.J. A Conceptual Analysis and Historical Overview of Information Literacy.
College & Research Libraries, 54 (4), 309-322 (1994).
3. National Forum on Information Literacy (n.d.) What is Information Literacy?
http://infolit.org/about-the-nfil/what-is-the-nfil/ Accessed 20-05-2016
4. Leininger, M. A. Information Literacy and Public Libraries: The Public Library's
Essential Role in Helping People Develop Their Ability to Find and Use Information.
OCLC Webjunction (2012). http://www.webjunction.org/documents/webjunction/
Information_Literacy_and_Public_Libraries.html Accessed 23-05-2016
5. Association of College and Research Libraries, American Library Association.
Information Literacy Competency Standards for Higher Education.(2000).
http://www.ala.org/acrl/standards/informationliteracycompetency Accessed 23-05-2016
6. Association of College and Research Libraries. American Library Association.
Framework for Information Literacy for Higher Education. (2015).
http://www.ala.org/acrl/standards/ilframework Accessed 23-05-2016
7. Lau, J. Guidelines on Information Literacy for Lifelong Learning. Information Literacy
Section, International Federation of Library Associations and Institutions. (2006)
http://www.ifla.org/files/assets/information-literacy/publications/ifla-guidelines-en.pdf
Accessed 23-05-2016
8. Harding, J. Information Literacy and the Public Library: We’ve Talked the Talk, But are
We Walking the Walk? The Australian Library Journal,57,274-294.(2008)
http://www.tandfonline.com/doi/pdf/10.1080/00049670.2008.10722480 Accessed 23-05-
2016
9. Horton, F. W. Overview of Information Literacy Resources Worldwide. Paris: UNESCO.
(2013) http://unesdoc.unesco.org/images/0021/002196/219667e.pdf Accessed 23-05-
2016
10. Evanston Public Library (2016) Available at http://epl.org/
Marica Šapro-Ficović: INFORMATION LITERACY AND PUBLIC LIBRARIES: APPLICATIONS, ISSUES, PROBLEMS
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11. Los Angeles Public Library (2016) Available at http://www.lapl.org/
12. Public Library Rijeka (2016) Available at http://www.gkr.hr/
13. Public Library Zadar (2016) Available at http://www.gkzd.hr/
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