Learning How to Learn: Information Literacy for Lifelong Meaning

Learning How to LearnInformation Literacy for Lifelong Meaning

Mersini Moreleli-Cacouris

Assistant Professor

Dept. of Library Science and Information Systems

Alexander Technological Educational Institute of Thessaloniki

Education

Our net conclusion is that life is development, and

that developing, growing, is life. Translated into its

educational equivalents, that means

(i) that the educational process has no end beyond

itself; it is its own end; and

(ii) that the educational process is one of continual

reorganizing, reconstructing, transforming (Dewey 1916,

as cited in Hall, 2010).

Lifelong Learning

All learning activity undertaken throughout life,

with the aim of improving knowledge, skills and

competences within a personal, civic, social

and/or employment-related perspective (EU, 2001)

Lifelong learning

Concept developed in early ’70s

Lifelong Learning, Recurrent Education, Éducation Permanente

Emphasis that learning is a lifelong process and all education should be organized around this principle

Lifelong Learning

Lifelong learning has been defined as “the systematic

acquisition, renewal, upgrading and completion of knowledge,

skills and attitudes made necessary by the constantly changing

conditions in which people now live” (Candy et al., 1994)

The concept of lifelong learning implies a cycle where the

learner contributes prior learning into a new learning

environment and sees that learning upgraded (Pitman & Broomhall,

2009)

Lifelong learning

Lifelong learning or Adult education traditionally concerned

more with social, political, personal, and cultural development

than with economic development and employability

Learning to be The world of education

today and tomorrow

Edgar Faure

Felipe Herrera

Abdul-Razzak Kaddoura

Henri Lopes

Arthur V. Petrovsky

Majid Rahnema

Frederick Champion Ward

Paris: Unesco, 1972

http://www.unesco.org/education/information/pdf/15_60.pdf

Lifelong learning

The Faure report formulated the philosophical–

political concept of a humanistic, democratic and

emancipatory system of learning opportunities

for everybody, independent of class, race or

financial means, and independent of the age of

the learner

Lifelong Learning

More international organizations embrace concept, i.e.

European Council, Organization for Economic

Cooperation & Development, World Bank, International

Labor Office

Main and common principle: education and organized

learning should no longer be limited to a person’s youth,

nor should education be exclusive domain of educational

institutions

Lifelong learning

Idea of Lifelong Learning re-emerges in 1990s

Propagated by international organizations again

Different rationale: emphasis on it as human capital

Espoused both by governments of Western

industrialized countries and industry

UNESCO

Education conceived as being related to personal development,

democracy and the need of the society

In Delors Report principles as ‘learning to be’ and ‘learning to

live together’ central in discussions on lifelong learning

International conference on adult education emphasizes social

dimension of education, mentioning a right to education throughout

life

Learning: The Treasure within. Report to UNESCO of the International Commission on Education for the Twenty-first Century, 1999

European Union

European Union launched activities in LLL in early 1990s

An economic agenda followed, beginning by green and white papers in the

1990s, later by the European Employment Strategy and the Lisbon Strategy

Placed lifelong learning and the importance of updating skills close to the

target of becoming a competitive knowledge economy, in line with a neoliberal

approach to education (Borg & Mayo, 2005)

OECD

Initially included social aspects like personal development, in line with

organization’s emphasis on social objectives in 1970s

Influenced by Sweden, develops concept further, by suggesting that

education beyond compulsory schooling should be organized in recurrent

pattern, alternating with phases of work and other social activities

‘Recurrent Education’ is seen as a strategy for making Lifelong Learning a

reality (OECD, 1973)

OECD

Since 1980s, emphasis towards economic concerns

Based on meeting on ‘Lifelong Learning for All’ in 1996, works on

specific elements of lifelong learning, like financing or

qualification frameworks

Mainly conceives lifelong learning as important economic corner

stone for knowledge economies (OECD, 1996)

World Bank

Underlines importance of lifelong learning for

development,

favors private educational investments and

provision beyond

basic education and restricts the state to a

coordinating role

International Labor Office

Still pursues a more social democratic agenda,

conceiving lifelong learning as an important

means for the development of worker’s skills,

even if its current approach also acknowledges

not only governmental, but also private and

individual responsibility for continuing learning

International Labor Office

Paid educational leave introduced--Mechanism to

permit workers engage in LLL activities, without

losing jobs and getting paid

ILO passes a convention on paid educational leave

in 1974 (Schuetze, 1992)

Lifelong learning

Criticism from researchers that all international efforts,

not being associated with national plans, more on

theoretical level than providing a realistic framework

Lifelong and recurrent education concepts imply

extensive changes in entire education system, but also

in enterprises, labor markets, social insurance and

income transfer policies

Lifelong learning

developing a culture of lifelong learning must be motivated by more than the economic rationale that currently dominates policy thinking

despite persistent efforts at bridging the differences between general education and vocational education and training, the gap remains

the level of employer involvement in lifelong learning programs clearly remains inadequate, and

new resources are needed if implementation of policies for lifelong learning is to become affordable

How can Lifelong Learning become lasting experience?

Need for restructuring the learning processActive student participation in learningLearning experiences building a lifelong habit of library use

Critical use of available information resourcesProblem solving and association with real life situationsMore specifically - knowing when there is a need for information - identifying information needed to address a given problem or

issue - finding needed information and evaluating the information - organizing the information - using the information effectively to address the problem or

issue at hand

Libraries

“In the …. library setting, librarians can enhance social

capital by collaborating with … and other …

constituencies, immersing themselves in … and

community life, bridging the gaps …, and working … to

create authentic learning experiences in which

individuals’ development of information literacy

competencies is inextricably linked to learning about

the world and ways of participating productively in it”

(Stevens &Campbell, 2006)

Libraries

“…libraries as ‘cultural agencies’ create the

conditions for the generation of social capital,

lifelong learning, and the productive relationship

between the two” (Stevens &Campbell, 2006)

Adult learning

Adults learn best when they: Know the specific, practical reason or purpose for what they

are being asked Can use their previous experiences as are relevant and

supportive foundation for their new learning Take responsibility for making decisions about the learning,

such as what form it will take and how they will be evaluated Understand the relevance of the learning to their job, life,

family, country, or values Are allowed to actively learn using problem-based or activity-

based learning rather than memorization of abstract ideas or content

Can use their internal motivation to learn rather than an external, teacher-based motivation (Stern & Kaur, 2002)

Adult learning

Moving from pedagogy to andragogy (Hiemstra & Sisco, 1990)

Malcolm Knowles: apostle of andragogy (Carlson, 1989) Andragogy and adult learning theory (Adams, 2003) Andragogical and Pedagogical Training Differences for

Online Instructors (Gibbons andWentworth, 2001) Andragogy (Thompson, 2003) Dewald, Nancy H. (2003). “Pedagogy and andragogy.”

In Elizabeth A Dupuis, ed. Developing web-based instruction : planning, designing, managing, and evaluating for results. New York : Neal-Schuman Publishers.

ASSUMPTIONS OF TEACHER-DIRECTED (PEDAGOGICAL) LEARNINGAND SELF-DIRECTED (ANDRAGOGICAL) LEARNING (Knowles, 1977)

Concerns about Lifelong Learning

How to make lifelong learning a practical reality -- a challenge to modern society (and to its organizations)

Education, training and development continue to benefit those who are already well educated and those who are in employment

As a general rule there is a direct relationship between level of education and unemployment rate: the higher the former the lower the latter (Bryans, 2001)

Concerns about Lifelong Learning

Two crucial tests for an education system:

1. How well children can apply what they have learned outside the bounds of formal educational experience and

2. How well they are prepared to continue learning and solving problems throughout the rest of their lives (Bentley, 1998)

Information

√ A vital element for creativity and innovation √ A basic resource for learning and human

thought √ A key resource in creating more knowledgeable

citizens √ A factor that enables citizens to achieve better

results in their academic lives, with regard to health, and at work

√ An important resource for national socio-economic development

http://www.flickr.com/photos/will-lion/2595497078

Information--The Setting

Increasing quantities of information to be accessed rapidly-- the

Information explosion

Critical evaluation of information necessary

Individuals as critical consumers of information

Information--The Setting

“Sheer abundance of information and technology

will not in itself create more informed citizens

without a complementary understanding and

capacity to use information effectively” (Bundy, 2004)

Lifelong Learning beyond the Education process

What of the billions of people who are not part of the higher education process? What of the people who never set foot in a library in search of information?

I am not speaking here, necessarily, of the stereotype of children in less-developed nations whose classroom is a spot in the dust under a tree. I am speaking of the average Canadian, and their counterparts in other countries, who last used a library when they were in school and now retrieve all of their information from friends and family, experts whom they contact, the media and increasingly, Google (Campbell, 2004)

Information Literacy

Within today's information society, the most

important learning outcome for all students is

their being able to function as independent

lifelong learners. The essential enabler to

reaching that goal is information literacy (Breivik,

2000)


“Information literacy forms the basis for lifelong

learning. It is common to all disciplines, to all

learning environments, and to all levels of

education. It enables learners to master content

and extend their investigations, become more

self-directed, and assume greater control over

their own learning” (ACRL, 2000)


Information-literate individual able to

1. determine the nature and extent of the information needed

2. access needed information effectively and efficiently 3. evaluate information and its sources critically 4. incorporate selected information into their knowledge

base 5. use information effectively to accomplish a specific

purpose 6. understand the economic, legal and social issues

surrounding the use of information, and 7. use information ethically and legally (ACRL, 2000)


Ultimately, information literate people are those who have

learned how to learn

They know how to learn because they know how

knowledge is organized, how to find information, and how

to use information in such a way that others can learn

from them

They are people prepared for lifelong learning, because

they can always find the information needed for any task

or decision at hand (American Library Association, 1989)

How are Information Literacy and Lifelong Learning inter-related?

Both concepts:

• Largely self-motivated and self-directed

• Self-empowering

• Self-actuating (Unesco. Understanding Information Literacy,

2007)

Undergraduate education

Undergraduate education potential link in lifelong learning experiences for each individual

Development of capacity for lifelong learning should be core for all programs in every discipline for coping with various learning opportunities

Access to and critical use of information absolutely vital to lifelong learning; no person regarded educated unless “information literate”

Many practices militate against development for lifelong learning attributes in graduates


Courses enhancing lifelong learning have following characteristics:

1. provide systematic framework for viewing field of study

2. offer comparative framework for viewing field of study

3. seek to broaden the student and provide generic skills

4. offer freedom of choice and flexibility in structure

5. provide for incremental development of self-directed learning


Teaching methods have following characteristics:

1. make use of peer-assisted and self-directed learning

2. include experiential and real world learning

3. make use of resource based and problem based teaching

4. encourage development of reflective practice and critical self-awareness

5. make use of open learning and alternative delivery mechanisms

Assessment evaluates “what” has been learnt

Teaching Information Literacy

Information literacy is a learning issue not a library

issue, classroom faculty must be responsible for

students acquiring information literacy abilities

All students must have sufficient opportunities to

master the full range of information literacy

abilities they will need for effective lifelong

learning (Rockman, 2001)

Teaching Information Literacy

Library orientation Single-class or “one-shot” bibliographic

instruction courses Sessions associated with a specific assignment Generic library courses—for credit, required/not

required Course integrated information literacy

Course integrated information literacy

Various examples of implementation

Mellon Faculty Institute on Undergraduate Research / University

of California, Berkeley-The Berkeley project

Library/Faculty Institute on Undergraduate Research / Hellenic

Academic Libraries Link (HEAL-Link), Univ. of California, Berkeley

and Alexander TEI of Thessaloniki

Example of Information Literacy in the curriculum

“political literacy and information literacy are inextricably linked and impossible to separate”

“become more politically literate, more information literate, and therefore better students and citizens”

“an exercise in which they must read, listen to, and watch a variety of media sources (at least ten)”, then “review each source for content, bias, and quality of information” (Alexander, 2009)

An easy-to-read, non-technical overview explaining What “information literacy” means, designed for busy public policy-makers, business executives, civil society administrators and practicing professionals

http://unesdoc.unesco.org/images/0015/001570/157020e.pdf

To assist students in information seeking and ethical use of

information

To protect them from possible misuses and emphasize

safe use

Not included in educational policies in most countries

Information literacy and primary/ secondary education

G r a d e 5: Compare and contrast information obtained from subscription databases and from open-ended search engines on the Internet…

Grades 7 & 8: Understand and communicate the ethical use of intellectual property. Use a variety of media to impart information, share opinions, and/or persuade an audience (audio, video, written).

G r a d e s 9 t h r o u g h 12: Use a variety of specialized search engines and databases to locate relevant information. Demonstrate proper procedures and good citizenship online (Farmer, 2010)

Information literacy and primary/secondary education

The [American] Educational Testing Service conducted extended surveys in 2005 and 2006 to investigate students’ information fluency

More than 10.000 students participated in the surveys

Evidence “…of students' difficulty with ICT literacy despite their technical prowess”

“…results reflect poor ICT literacy performance not only by students within one institution, but across participating high schools, community colleges, and four-year colleges and universities (Katz, 2007)

Research on Information Literacy skills in secondary education students

To reflect these changes the American Association of School

Librarians published:

The Standards for the 21st-Century Learner (AASL, 2007)

The Standards for the 21st-Century Learner in Action (AASL,

2009), and

Empowering Learners: Guidelines for School Library Media Programs (AASL, 2009)

Response to Changes in the digital age, the era of web 2.0 and participatory culture

Developed in 2007 by the American Association of School Librarians

A new approach to education aiming at conceptual learning

Away from rules children cannot interconnect and interpret to principles for application

Train children in finding their own answers to real problems, based on resources and interpretation of the environment

Assist trainers in designing learning strategies resulting in higher order learning outcomes (Standards for the 21st century, 2007)

Standards for the 21st century learner

Standard 1. Inquire, think critically, and gain knowledge

Standard 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge

Standard 3. Share knowledge and participate ethically and productively as members of our democratic society

Standard 4. Pursue personal and aesthetic growth

Standards for the 21st century learner

Accompanies the standards and

advises on their incorporation into the

school library program

Accompanies two previous publications

aiming at creation of flexible environments,

conducive to successful learning and

acquisition of multiple literacies

The Association of College and Research Libraries (2000). Information literacy competency standards for higher education. Chicago, IL: The Association of College and Research Libraries.

http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf

Information Literacy Standards for Science and Engineering/Technology

Based on the ACRL Information Literacy Competency Standards for Higher

Education, five standards and twenty-five performance indicators were

developed for information literacy in Science & Engineering/Technology

Each performance indicator is accompanied by one or more outcomes for

assessing the progress toward information literacy of students of science

and engineering or technology at all levels of higher education

http://www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm

Australian and New Zealand Information Literacy Framework:

principles, standards and practice. 2n ed. Ed. By Alan Bundy. Adelaide: Australian and New Zealand Institute for Information Literacy, 2004.

Standard 1. The information literate person recognises the need for information and determines the nature and extent of the information needed

Standard 2. The information literate person finds needed information effectively and efficiently

Standard 3. The information literate person critically evaluates information and the information seeking process

Standard 4. The information literate person manages information collected or generated

Standard 5. The information literate person applies prior and new information to construct new concepts or create new understandings

Standard 6. The information literate person uses information with understanding and acknowledges cultural, ethical, economic, legal, and social issues surrounding the use of information

ANZIIL

Society of College, National and University Libraries, SCONUL. (2011). The Seven Pillars of Information Literacy. SCONUL Working Group on Information Literacy

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

publications/coremodel.pdf

Circular nature of model

follows similar process of

information acquisition

Information competencieshttp://www.ifla.org/files/information-literacy/publications/ifla-guidelines-en.pdf

Public libraries, lifelong learning and Information literacy

What happens to citizens when they are not affiliated with a school anymore?

What happens to citizens who have never attended secondary/post secondary education?

Very little activity about information literacy


Schools and universities can provide information literacy support and

instruction during years of formal education but do not serve

Individuals in the subsequent years of informal or self-directed study or

life.

As information literacy is a lifelong skill, public libraries are perfectly

positioned to be a ‘constant presence throughout people’s lives,’ and

able to provide ongoing support to individuals in developing

information literacy skills (Harding, 2008)


Public libraries are among the most important places for the members

of a given community to connect with information so that they may

read, interpret, and produce information that will be appropriate and

valuable to the community

By making information literacy a core mission, public libraries can

reach out to all who wish to be lifelong learners rather than just the

institutionally educated elite and, in so doing, nurture democracies (Hall,

2010)

Characteristics of Programs of Information Literacy that Illustrate Best Practices

Category 1: Mission

Category 2: Goals and Objectives

Category 3: Planning

Category 4: Administrative and Institutional Support

Category 5: Articulation with the Curriculum

Category 6: Collaboration

Category 7: Pedagogy

Category 8: Staffing

Category 9: Outreach

Category 10: Assessment/Evaluation (ACRL, 2003)

A. Institutional/Strategic PlanningDocumentation and policy issues

B. Operational/Administrative PlanningLeadership, Cooperation, Financial, Curricular,

Marketing issues

C. Implementation/Curriculum Planning and Development

Information Literacy Programs, Staff involved, Assessment and evaluation methods (CAUL, 2004)

Best Practice Characteristics for Developing Information Literacy in Australian Universities: a guideline

Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline

Best Practices Initiative

Institute for Information Literacy

Draft Revision – January 2011

http://www.ala.org/ala/mgrps/divs/acrl/standards/characteristics_rev_.pdf

Factors to be considered• Level and Educational goals of program• Desired learning outcomes• Adaptation of existing standards

• Tailored to the needs and background of recipients• Content• Teaching strategies: focus on learning, pedagogical

issues, application of new technologies • Assessment methods

Design of an Information Literacy Program

Sections to be included

1. Introduction—definition of IL/IF, scope

2. History of similar efforts in institution

3. Goals and objectives of program

4. Body of the plan

5. Oversight

6. Methods of assessment

7. Timeline for implementation

8. Marketing plan (Burkhardt, 2005)

Design of an Information Literacy Program

Librarians

Key players in information literacy program development

Be involved in teaching

Cater for students’ learning needs

Be visible in the academic community and participate in educational activities

Resources

The Learn Information Literacy Initiative of Southern Australia (LEARN Network, 2009)

Core Information literacy of the University of Idaho (University of Idaho, 2010)

LOEX instructional resource webpage (Library Orientation Exchange, 2004-2007)

OWL/Purdue Usability.gov

http://infolitglobal.net/directory/en/home

database containing information literacy materials from different parts of the world, on behalf of UNESCO

Andragogy

Adams, N. B. (2003). Andragogy and adult learning theory.

Retrieved from

http://www2.selu.edu/Academics/Faculty/nadams/etec630&665/Knowles.html

Carlson, R. (Spring1989). Malcolm Knowles: Apostle of andragogy. Vitae Scholasticae 8(1).

Retrieved from:

http://www.nl.edu/ academics/cas/ace/resources/malcolmknowles.

Gibbons, H. S. & G.P. Wentworth (2001). “Andragogical and pedagogical training differences for online instructors online.” Journal of Distance Learning Administration, IV(III).

Retrieved from:

http://www.westga.edu/~distance/ojdla/ fall43/gibbons_wentworth43.html.

Hiemstra, R. & B. Sisco (1990). “Moving from pedagogy to andragogy.” Individualizing instruction. San Francisco: Jossey- Bass.

Retrieved from:

http://www-distance.syr.edu/andraggy. html.

Andragogy

Knowles, Malcolm S. (1977). “Adult learning processes: Pedagogy and andragogy.” Religious Education, 72: 2, 202- 211.

Knowles, Malcolm S. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy. Chicago: Follett.

Thompson, M. A. (2003). Andragogy for adult learners in higher education.

Retrieved from:

http://webcache.googleusercontent. com/ search?qZcache: HG18Jh11JhQJ :business.clayton.edu/mthompso/ 02%2520Allied%2520Academy%2520Paper%2520Final

Journals-Lifelong Learning

Adult education and development Adult education quarterly Adult learning International journal of lifelong education International review of education Journal of continuing higher education New directions for adult & continuing education Studies in continuing education

Journals-Information Literacy

Communications in Information Literacyhttp://www.comminfolit.org/index.php/cil (open

access)

Journal of Information Literacy http://jil.lboro.ac.uk/ojs/index.php/JIL/index (open access)

College & Research Libraries

Community & Junior College Libraries

Journal of Academic Librarianship

Research Strategies (ceased publication)

School Library Media Quarterly

Agencies

In the 21st century, the need to embed the principles of lifelong learning in education and broader development policies takes on a more urgent tone than ever before

Lifelong learning principles, if systematically implemented, will be able to contribute to more just and equitable societies

http://uil.unesco.org

National Institute for Literacy

Equipped for the Future: Content Standards for Adult Literacy and Lifelong Learning(2003)

http://www.nifl.gov/lincs/collections/eff/eff_standards.html

National Institute of Adult Continuing Education (NIACE)

Aims to encourage all adults to engage in learning of all kinds

Began in 1921 as the British Institute for Adult Education, voluntary organization, a charity and company limited by guarantee owned by its members

http://www.niace.org.uk/about-us

National Institute of Adult Continuing Education (NIACE)

Operates across all sectors of post-compulsory education

Promotes learning and strengths the voice of learners

Influences, monitors and contributes to policy and practice

Works regionally, nationally and internationally in all sectors of adult education

Can we reverse the goals of lifelong learning, especially in this difficult economic environment?

“the agenda since the 1990s has definitely become devoted to servicing industry, making the population viable economic units. The idealistic purposes of adult education such as personal fulfillment and more radically democratization, civic engagement and participation appear to have taken something of a backseat”

References

Alexander, R.C. (2009). “Political literacy as information literacy.” Communications in Information Literacy, 3(1), 9-13.

AACC (American Association of Community Colleges). (2008). Position Statement on Information Literacy.

Retrieved from:

http://www.aacc.nche.edu/About/Positions/Pages/ps05052008.aspx

American Library Association. (1989). Presidential Committee on information literacy: Final report.

Retrieved from: http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/presidential.cfm

References

ACRL (2004). Information Literacy Competency Standards for Higher Education. Retrieved from: http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm.

ACRL. Institute for Information Literacy. Best Practices Initiative (2003). Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline.Retrieved from: http://www.ala.org/ala/mgrps/divs/acrl/standards/characteristics.cfm

ACRL. Institute for Information Literacy. Best Practices Initiative (2011). Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline: Draft revision.Retrieved from:http://www.ala.org/ala/mgrps/divs/acrl/standards/characteristics_rev_.pdf

Bentley, T (1998). Learning beyond the classroom. London: Routledge.Breivik, Patricia Senn. (2000). “Information literacy and Lifelong Learning: the Magical

partneship.” Ist International Lifelong Learning, Central Queensland University, 16-19 June, 2000.Retrieved from:http://bivir.uacj.mx/dhi/DoctosNacioInter/INFORMATIONLITERACYANDLIFELONGLEARNING.htm

References

Bryans, P. (2001). “Family learning in the workplace: nurturing lifelong learning.” Futures 33.

Bundy, A. (Ed.). (2004). Australian and New Zealand Information Literacy Framework: Principles, standards and practice. 2nd ed. Adelaide: Australian and New Zealand Institute for Information Literacy.

Campbell, Sandy (2004). “Defining Information Literacy in the 21st Century.” World Library and Information Congress: 70th IFLA General Conference and Council

Retrieved from:

http://archive.ifla.org/IV/ifla70/papers/059e-Campbell.pdf

Candy, Philip C., Gay Crebert & Jane O’Leary (1994). Developing lifelong learners through undergraduate education. Canberra: Australian Government Publishing Service.

Retrieved from:

http://www.dest.gov.au/NR/rdonlyres/AF55BDE9-B90B-466C-A7C8-E938D1515C46/3933/94_21.pdf

References

Candy, Philip C. (2002). "Information Literacy and Lifelong Learning," July 2002, White

Paper prepared for UNESCO, the U.S. National Commission on Libraries and

Information Science, and the National Forum on Information Literacy, for use at the

Information Literacy Meeting of Experts, Prague, The Czech Republic. Retrieved from:

http://www.nclis.gov/libinter/infolitconf&meet/candy-paper.html

European Commission (2009). Lifelong learning programme: Creativity and innovation. Retrieved from:

http://ec.europa.eu/dgs/education_culture/publ/pdf/ll-learning/creativity_en.pdf

European Commission. Directorate General for Education and Training. Making a European area of Lifelong learning a reality (2001). Brussels: The Commission.

Retrieved from:

http://www.bologna-berlin2003.de/pdf/MitteilungEng.pdf

References

Farmer, L. (2010). “21st Century Standards for information literacy.” Leadership, 39:4 (March/April).

Ferguson, Stuart (2011). Social capital, lifelong learning, information literacy and the role of libraries.

Retrieved from:

http://www.canberra.edu.au/anzca2010/attachments/pdf/Social-capital,-lifelong-learning,-information-literacy-and-the-role-of-libraries.pdf

Hall, Rachel (2010). “Public Praxis: A Vision for Critical Information Literacy in Public Libraries.” Public Library Quarterly, 29: 2, 162-175.

Harding, J. (2008). “Information literacy and the public library: We’ve talked the talk,

but are we walking the walk?” Australian Library Journal, 57(3): 274–294.

Hunt, Fiona & Jane Birks (2004). “Best Practices in Information Literacy,” portal: Libraries and the Academy 4:1, 32.

References

Katz, Irvin R. (2007). “Testing Information Literacy in Digital Environments: ETS’s

iSkills Assessment.” Information Technology Libraries, 26:3.

Lee, Moosung & Friedrich, Tom (2011). “Continuously reaffirmed, subtly accommodated, obviously missing and fallaciously critiqued: ideologies in UNESCO's lifelong learning policy.” International Journal of Lifelong Education, 30: 2, 151-169.

Oberman, Cerise (2002). “What the ACRL Institute for Information Literacy Best Practices Initiative tells us about the librarian as teacher.” 68th IFLA Council and General Conference August 18-24, 2002.

OECD (2008). Tertiary Education for the Knowledge Society: Pointers for Policy development.

Retrieved from:

http://www.oecd.org/dataoecd/60/36/47698479.pdf

References

Pitman, Tim & Susan Broomhall (2009). “Australian universities, generic skills and lifelong learning.” International Journal of Lifelong Education, 28:4, 439-458.

Schuetze, Hans G. (2006) “International concepts and agendas of Lifelong Learning.” Compare: A Journal of Comparative and International Education, 36: 3, 289 — 306.

Stern, Caroline & Trishanjit Kaur (2010). “Developing theory-based, practical information literacy training for adults.” The International Information & Library Review (2010) 42, 69-74.

Stevens, C.R. & Campbell, P.J. (2006). “Collaborating to connect global citizenship, information literacy, and lifelong learning in the global studies classroom.” Reference Services Review, 34(4), 536-556.

UNESCO (2003) UIE Annual Report.

Retrieved from:

http://unesdoc.unesco.org/images/0014/001493/149312e.pdf