Vocational education & training

Vocational Education & TrainingAre students prepared for information

fluency?

Mersini Moreleli-CacourisDept. of Library Science and Information Systems

Alexander TEI of Thessaloniki, Greece

Education-Goals

The preparation of independent individuals, who can

think critically and creatively act as informed and responsible professionals and citizens develop their aesthetic awareness

The acquisition of knowledge and skills, that will enable them to:

to adopt and apply them to any environment to enhance them continuously

The development of a lifelong relationship with learning

“… [any academic institution’s] purpose is not to

transfer knowledge but to create environments

and experiences that bring students to discover

and construct knowledge for themselves, to make

students members of communities of learners that

make discoveries and solve problems. The college

aims, in fact, to create a series of ever more

powerful learning environments” (Barr & Tagg, 1995)

Education

“Critical thinking is not a new concept or concern in academic institutions. On the contrary, it has long been a major objective of higher education. However, the need to "cover the subject" has assumed precedence for some instructors, and many concentrate more on delivering facts and subject content than on instilling methodological or analytical skills. With a virtually unmanageable but still growing level of information now available on most topics, it is time for students to return to the most important aspect of learning: mastering thinking skills requisite to proper use of the information at their disposal.” (Engeldinger, 1988)

Education

Vocational Education & Training

Variations in terminology

Vocational Education & Training (VET)

EU, CEDEFOP

Technical and Vocational Education and Training (TVET)

UNESCO

Technical and Further Education (TAFE) orVocational and Technical Education (VTE)

Australia

Further Education United Kingdom

Career and Technical Education (CTE)

USA

Vocational education and training

Aimed at imparting skills for the labor market, at a sub-professional level

Most diverse education sector, delivered in both the classroom and the workplace, and organized in a variety of ways internationally

A cornerstone is the apprenticeship – combining formal education with on-the-job experience – but also delivered in schools and tertiary educational institutions (Karmel, 2010, p. 229)

Institutional arrangements of vocational education complex (with industry playing an important role)

Approach to teaching and learning distinctive (and contested)

Expectations by the community demanding, with it being seen as the

education sector best positioned to deal with social disadvantage and

addressing issues of equity in many countries (VET offering second- chance education)

The VET sector is the least understood and most poorly defined education sector, facing also a status and image problem


… for far too long, Career and Technical Education has been the neglected stepchild of education reform. That neglect has to stop

… the need to re-imagine and remake career and technical education is urgent

CTE has an enormous, if often overlooked impact on students, school systems, and our ability to prosper as a nation (Duncan, 2011)


Education Ministers of 31 European countries adopted the Copenhagen Declaration on enhanced European cooperation in vocational education and training (2002)

The Declaration (now known as the ‘Copenhagen Process’) gives a mandate to the European Commission to develop concrete actions in the fields of transparency, recognition and quality in vocational education and training (McBride, 2005)

The EU and VET

Explicit interest and investment in improving VET in the member states

Emphasis on dual role of VET◦ support of economic growth◦ promotion of social cohesion by improving the

employment and career prospects of everyone, from the most highly skilled to those with low levels of qualification (Bridge, 2010)

The EU and VET

Problems with quality of VET

Diversity in responsibility for VET development,

management and policy strategies at the national level

EU Initiative to act as the coordinator of national

initiatives and provide a comprehensive and convergent

view, to complement and support national policies

The EU and VET

Demand for new skills

Existing knowledge and competencies to be

Widened

Complemented through VET programs

Upgraded

The EU and VET

A Cedefop publication

A policy report evaluating progress achieved in European

policy-making in the field since the beginning of the

Copenhagen process

Projects into the future how the new policy framework, Europe

2020, will underpin continuing reform in vocational education

and training and lifelong learning in the next decade

EU and VET—Bridge to the Future

Characteristics of Programs of Information Literacy that Illustrate Best Practices

Category 1: MissionCategory 2: Goals and ObjectivesCategory 3: PlanningCategory 4: Administrative and Institutional SupportCategory 5: Articulation with the CurriculumCategory 6: CollaborationCategory 7: PedagogyCategory 8: StaffingCategory 9: OutreachCategory 10: Assessment/Evaluation (ACRL. Best

practices, 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

OECD reviews the ways education supports integration of young people into the labor market

Need for more and better data on the structure of VET in various countries

Need for identification of “best practices”, i.e. models of where VET systems and the labor market work together to meet needs of students and employers (Gurría, 2007)

Comparisons of VET systems

Combine technical skills with problem-solving capabilities and communication and management skills

Ensure that all TEIs focus on providing their students with flexible and transferable skills and competencies (OECD, for the knowledge society, 2011)

Ensure a Variety of Skills for Innovation

Encourage employers to specify competencies for employment

Encourage educational institutions to design programs to develop these competencies in students

Ensure that students know what competencies they need in order to become employable

Set up a qualifications framework to make transfers across fields of study and institutions more flexible

Facilitate the assessment and recognition of prior learning

Explore the potential of a National Qualifications Framework

Australia In 1995 implementation of national framework for credit

transfer between vocational and higher education systems In March 2007, country’s elite institutions, signed a

credit-transfer agreement permitting full transfer of credits among them

Great BritainEngland

Credit-transfer arrangements in the form of regional articulation agreements involving just a few institutions

Scotland and Wales Have nearly full credit-transferability within their borders

Transferability between vocational and higher-education systems-Examples, CCL

New Zealand

Emphasis in credit-transferability has been to promote credit transfers within the higher-education system

USA Flexibility and openness cornerstone of postsecondary

education system All states have tried to find ways to promote credit transfer

between two- and four-year systems Transferability across state lines or between public and private

institutions (whether in- or out-of-state) largely conducted ad hoc

Transferability between vocational and higher-education systems-Examples

Specific occupational skills needed - in professional, managerial and technical jobs, in expanding fields such as health care, as well as in traditional trades like electricians

Two projects:◦ Learning for jobs—initial VET

www.oecd.org/edu/learningforjobs ◦ Skills beyond School— postsecondary level

(OECD. Policy reviews, 2010)

Policy Reviews of Vocational Education and Training (VET)

Cross-country survey on adult skills (in 2011, results in 2013)

Identify current skills of the labor force, and establish a benchmark

Understand ways skills are acquired, enhanced or lost Coverage of general competencies

◦ Literacy◦ Numeracy◦ Ability to solve problems in technology-rich environments

Will measure skills and competencies needed for individuals to participate in society and for economies to prosper

Will help governments better understand how education and training systems can nurture these skills (PIAAC, 2008)

Programme for the International Assessment of Adult Competencies (PIAAC)

Cross-country survey on adult skills (in 2011, results in 2013)

Identify current skills of the labor force, and establish a benchmark

Understand ways skills are acquired, enhanced or lost Coverage of general competencies

◦ Literacy◦ Numeracy◦ Ability to solve problems in technology-rich environments

Will measure skills and competencies needed for individuals to participate in society and for economies to prosper

Will help governments better understand how education and training systems can nurture these skills (PIAAC, 2008)

Programme for the International Assessment of Adult Competencies (PIAAC)

Key competencies for LifeLong Learning

Communication in mother tongue

learning to learn

communication in foreign languages

social and civic competences

competences in maths, science, technology

sense of initiative and entrepreneurship

digital competencies

cultural awareness and expression (Bridge to the

future, 2010)

Computer literacy Information Technology (IT)/ Electronic

Information Literacy (EIT) Library literacy Media literacy Network literacy/ Internet Literacy/ Hyper-

Literacy Digital Literacy/ Digital Information Literacy

(Bowden, 2001)

Skill based competencies

The skills and abilities for location, critical

reception, assessment

and use of information and media in individuals’

professional and personal lives

Information literacy

Information fluency is achieved when computing

skills

are combined with a knowledge of information,

including

its many forms and sources, and critical thinking

skills

(Associated Colleges of the South, 2007)

Information fluency

Ability [of individuals] to define problems in

terms of their information needs, and to apply a

systematic approach to search, locate, apply, and

synthesize the information and evaluate the

entire process in terms of effectiveness and

efficiency (Business dictionary, 2009)

Information literacy

Information literate people will demonstrate an

awareness of how they gather, use, manage,

synthesize and create information and data in an

ethical manner and will have the information

skills to do so effectively (Sconul, 2011)

Information literate people

‘information literate people are those who have learned

how to learn because they know how knowledge is

organized,

how to find information, and how to use information in

a way

that others can learn from them’ (Ford, 1991)

Information literate people

1. define information literacy within the higher literacies and its importance to student performance, lifelong learning, and active citizenship;

2. design one or more models for information literacy development appropriate to formal and informal learning environments throughout people's lifetimes; and

3. determine implications for the continuing education and development of teachers

The American Library Association's Presidential Committee on Information Literacy

emergence of the Information Age offers great challenges

information expanding at unprecedented rate, rapid strides in technology for storing, organizing, and accessing the ever growing tidal wave of information

…large components of which are only available to people with money and/or acceptable institutional affiliations

shift in how we should teach and learn, how we should live and work in the 21st century

3Rs alone – reading, writing, and arithmetic – no longer represent basic literacy skills needed by all to achieve educational and workplace success in this new millennium (ALA Final report, 1989)

The American Library Association's Presidential Committee on Information Literacy

Need for information literacy skills great in today's work environment

Efforts to "manage" knowledge increasingly necessary to keep a strategic advantage within a global market

Business leaders calling for information literate workers (Breivik, 2005)

The importance of Information Literacy

Few executives yet know how to ask: What information do I need to do my job? When do I need it? In what form? And from whom should I be getting it?

Fewer still ask: What new tasks can I tackle now that I have all this

data? Which old tasks should I abandon? Which tasks should I do differently? (Drucker, 1992)

Importance and applicability of Information Literacy

In ascending order of complexity

simple information skills – using a single information tool, e.g. a library catalog

compound information skills – combining simple informationskills/tools, e.g. preparing a bibliography by searching several databases

complex/integrated information skills – making use of a variety of information networks, evaluating and repackaging information (Tuckett, 2001)

Levels of Information Literacy Skills Hierarchy

International Initiatives

… recognizes information literacy as “a basic human

right in the digital world” as it empowers individuals

“in all walks of life to seek, evaluate, use and create

information effectively to achieve their personal,

social, occupational and educational goals” (Alexandria

proclamation, 2005)

The Alexandria Proclamation

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.

Information Literacy encompasses knowledge of one’s information concerns and needs, and the ability to identify, locate, evaluate, organize and effectively create, use and communicate information to address issues or problems at hand; it is a prerequisite for participating effectively in the Information Society, and is part of the basic human right of life long learning

Information Literacy, in conjunction with access to essential information and effective use of information and communication technologies, plays a leading role in reducing the inequities within and among countries and peoples, and in promoting tolerance and mutual understanding through information use in multicultural and multilingual contexts

The Prague DeclarationTowards an Information Literate Society

Governments should develop strong interdisciplinary

programs to promote Information Literacy nationwide as a

necessary step in closing the digital divide through the

creation of an information literate citizenry, an effective

civil society and a competitive workforce

Information Literacy is a concern to all sectors of society

and should be tailored by each to its specific needs and

context

Information Literacy should be an integral part of

Education for All, which can contribute critically to the

achievement of the United Nations Millennium

Development Goals, and respect for the Universal

Declaration of Human Rights

The Prague DeclarationTowards an Information Literate Society

National Initiatives

“Rather than merely possessing data, we must also learn the skills necessary to acquire, collate, and evaluate information for any situation

This new type of literacy also requires competency with communication technologies, including computers and mobile devices that can help in our day-to-day decision making

National Information Literacy Awareness Month highlights the need for all Americans to be adept in the skills necessary to effectively navigate the Information Age” (Obama, 2009)

National Information Literacy Awareness Month, 2009

“Over the past decade, we have seen a crisis of authenticity emerge. We now live in a world where anyone can publish an opinion or perspective, whether true or not, and have that opinion amplified within the information marketplace. At the same time, Americans have unprecedented access to the diverse and independent sources of information, as well as institutions such as libraries and universities, that can help separate truth from fiction and signal from noise” (Obama, 2009)


NOW, THEREFORE, I, BARACK OBAMA, President of the United States of America, by virtue of the authority vested in me by the Constitution and the laws of the United States, do hereby proclaim October 2009 as National Information Literacy Awareness Month. I call upon the people of the United States to recognize the important role information plays in our daily lives, and appreciate the need for a greater understanding of its impact


Both Associations foster lifelong learning and take initiatives to ensure that students at all educational levels prepared to meet challenges of 21st century

For both Associations Information Literacy skills are necessary for student success

Goals Promote the idea of Information Literacy Ensure the adequate preparation of trainers

Actions Committee on collaboration of university and K-12 librarians

for the benefit of their constituencies (BluePrint, 1998)

BluePrint for collaboration ACRL/AASL

Goals Achieve seamless continuation of AASL standards for

IL to ACRL standards of IL Promote information literacy standards competency

for higher education Develop specific information literacy performance

indicators and measurable outcomes for education students

Encourage ALISE members to include modules on IL in their programs

Develop relationships with local school boards to create and promote information literacy programs for school librarians' continuing education

BluePrint for collaboration ACRL/AASL

Students and Information Literacy

Plagiarism is going social

Legitimate educational sites are more popular

than cheat sites

15% of content matches, come directly from sites

that promote and benefit from academic

dishonesty

Wikipedia is the most popular site for matched

content

Educators with the knowledge and tools can

address the growing problem (Plagiarism and Web,

2011)

Where students find material

The top eight matched sites, along with their given category, are:

1) en.wikipedia.org - Encyclopedia 2) answers.yahoo.com – News & Portal 3) www.answers.com - Social & Content Sharing 4) www.slideshare.net - Social & Content Sharing 5) www.oppapers.com - Cheat Sites & Paper Mills 6) www.scribd.com - Social & Content Sharing 7) www.coursehero.com - Homework & Academic 8) www.medlibrary.org - Homework & Academic

(Plagiarism and Web, 2011)

Where students find material

College Students and Information Seeking

Head, Alison & Michael B. Eisenberg (2009). How College Students Seek Information in the Digital Age. The Information School, University of Washington.

Project information literacy 1. Progress report, no. 1: “Lessons Learned” |

(http://projectinfolit.org/pdfs/

PIL_Fall2009_Year1Report_12_2009.pdf)

College Students and InformationSeeking

The research group conducted research among 27,666

students of 6 American universities, in April and May 2009

2,318 responses were collected

Harvard University Illinois State University University of Washington Chaffey Community College (CA)Shoreline Community College (WA)Volunteer State Community College (TN) (Head & Eisenberg, 2009)


In general findings reveal that most students are not aware of the abundance of resources available to them

Whether doing research for a course or for personal reasons almost all students developed a search strategy based on a limited number of common sources of information— close at hand, tried and true. Almost all of them relied at first on suggested readings and Google, for course research, or Google and Widipedia for addressing issues arising in their everyday lives

The majority of students did not indicate any variations in frequency or order of use of these sources, regardless of their information goals or despite the plethora of other electronic sources or personal assistance existing (Head & Eisenberg, 2009)


A significant number of students, when conducting research

and finding information, leveraged scholarly sources and

public Internet sites and favored brevity, consensus, and

currency

Findings indicate that students conceptualize research, especially

information seeking, as a competency learned by rote, rather than

as an opportunity to learn, develop, or expand upon an information-

gathering strategy which leverages the wide range of resources

available to them in the digital age (Head & Eisenberg, 2009)

Recommendation by researchers:

Students should be given course-related research

assignments that encourage the collection, analysis,

and synthesis of

multiple viewpoints from a variety of sources, so the

transfer of information literacy and critical thinking

competencies may be more actively called up,

practiced, and learned by students (Head & Eisenberg,

2009)


Cannot read a citation Have difficulties in using a call number to locate a book

on the shelf Do not know how to evaluate/think critically about

sources Wikipedia their main/only source Little research experience beyond Google Have difficulties in selecting a proper research topic Have difficulties in identifying appropriate key words

for searching Ignore plagiarism problems

What our students do not know

Information literacy not included in learning

outcomes/assessment

No experience with libraries-lack of school libraries

Lack of resources or access to them

Lack of professionals to educate them-librarians

Untrained teachers or with dated research abilities

Information Literary not among high priority skills

What our students do not know--Reasons

Information Literacy in Higher education

Association of College and Research Libraries, ACRL (2000). Information literacy competency standards for higher education.

Retrieved fromhttp://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm

Information Competencies for Higher Education

Standard I. The information competent student determines the nature and extent of the information needed

Standard II. The information competent student accesses needed information effectively and efficiently

Standard III. The information competent student evaluates information and sources critically and incorporates selected information into his or her knowledge base and value system.

Information Competencies for Higher Education

Standard IV. The information competent student, individually or as a member of a group, uses information effectively to accomplish a specific purpose

Standard V. The information competent student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally

I. The information competent student determines the nature and extent of the information needed

POSSIBLE LEARNING OBJECTIVES/OUTCOMES |

“Students will be able to …”• confer with the instructor and participate in class and work group discussions to identify a research topic or information need• develop a thesis statement and formulate research questions• explore background sources (encyclopedias, chronologies, handbooks, etc.) to increase familiarity with the topic• review and revise the information need to achieve a manageable focus


POSSIBLE LEARNING OBJECTIVES/OUTCOMES

“Students will be able to …”• identify key concepts and words that describe the research topic• recognize that knowledge is organized into disciplines that influence the way in which information is accessed• identify the purpose and audience of potential resources (e.g., popular versus scholarly, current versus historical)• differentiate between primary and secondary sources, recognizing how their use and importance vary with each discipline


POSSIBLE LEARNING OBJECTIVES/OUTCOMES |

“Students will be able to …”

• recognize that information may need to be constructed using raw data from primary sources• broaden the information seeking process beyond local resources when necessary by using resources at other locations or utilizing interlibrary loan services• describe criteria used to make information decisions and choices

II. The information competent student accesses needed information effectively and efficiently

EXAMPLE (Maughan, 2010)

FROM STANDARD TO . . . .OBJECTIVE/OUTCOME TO . . . . LEARNING ACTIVITIES Standard II Students will be able to identify Students will be directed to the and use controlled vocabulary Library website and told to search and terms specific to the discipline for books on a given topic.

They will be asked to report their

results and indicate the type of

search they performed and the

words they searched

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

Accessed:http://www.sconul.ac.uk/groups/information_literacy/publications/coremodel.pdf

Management of Information Literacy

A mission statement for information literacy should be

established by educational authorities to ensure

compatibility among various institutions and

adherence to international standards

Individual educational institutions might adopt this to

specific needs and conditions

Mission statements

Wartburg College. Vogel Library, Iowahttp://library.wartburg.edu/infolit/GenEdEvaulation2005.pdf

Vogel Library’s mission is to educate information-literatelifelong learners

Examples of mission statements

We believe that information literacy is so fundamental that it is an integral part of the academic experience in and out of the classroom

We believe course-integrated instruction connected with a real academic need is more effective than stand-alone information literacy courses or disconnected tours and library orientations

We believe in a planned curriculum with distinct, sequenced information literacy content that allows practice and reinforcement without duplication

We believe that our information literacy instruction and any subsequent activity must help to achieve a faculty member’s course objectives

Wartburg College. Vogel Library

We believe that professors and students must be guided toward the understanding that the librarians’ goals are interconnected with their own course goals and curricular needs

Above all, we emphasize the teaching of concepts over skills as a means to achieve our information literacy mission of educating information-literate lifelong learners

Wartburg College. Vogel Library

…of the mission of Library Services is to provide "instruction to

promote information literacy and life-long learning"

Students graduating from Austin Community College should be

prepared to apply the information skills they learn as students to all

aspects of their lives as citizens, family members, employees, and

professionals

Information literate students have transferable skills from their

formal education they can use throughout life and as a means

toward continued learning (http://library.austincc.edu/help/infolit/InfoLit-Overview.php )

Austin Community College

The mission of Palomar College Library/Media Center is to collaborate with all disciplines to empower and teach students to find, evaluate, and use information effectively

We will collect, organize, and maintain information in all its formats to support the intellectual growth of students and the professional needs of our faculty (http://www.palomar.edu/library/libmission.htm)

Palomar College

We will strive to promote information literacy across campus with the

purpose of enhancing the pursuit of knowledge in all disciplines,

requiring students to think critically, and strengthening life-long

learning skills. We will strive to educate students, faculty, and other

campus personnel to understand all aspects of information literacy,

including organization of information into knowledge, and evaluation

of all information in all forms. We will provide resources and services

in an environment that fosters independent thinking, helping

students to become confident in their skills to be used in their

professional and personal lives (http://legacy.owensboro.kctcs.edu/library/infoliteracy.htm)

Owensboro Community and Technical College Library

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 included1. Introduction—definition of IL/IF, scope2. History of similar efforts in institution3. Goals and objectives of program4. Body of the plan5. Oversight6. Methods of assessment7. Timeline for implementation8. Marketing plan (Burkhardt, 2005)

Design of an Information Literacy Program

Agencies (VET)

European Centre for the Development of Vocational Training, Cedefop

Centre of expertise to support the development of VET and evidence based policy making

Provides advice, research, analysis, information, stimulates European cooperation and common learning

Works closely with the European Commission, governments, representatives of employers and trade unions, as well as with researchers and practitioners

Cedefop shares its expertise through electronic and hard-copy publications, conferences and working groups

The mission of OECD is to promote policies that will

improve the economic and social well-being of people

around the world

Education among its topics Pre school and schoolHigher education and adult learning Education, economy and society Human Capital Research and knowledge management

Organisation for Economic Co-operation and Development, OECD

International Labour Organization, ILO

The international organization responsible for drawing up and overseeing international labor standards.

United Nations agency that brings together representatives of governments, employers and workers to jointly shape policies and programs promoting Decent Work for all

Topic: Skills, knowledge and employability

The Center works to improve

The engagement

Achievement, and

Transition of high school and postsecondary CTE students

Through technical assistance to States

Professional development for CTE practitioners, and

Dissemination of knowledge derived from scientifically based

research

National Research Center for Career and Technical Education (NRCCTE)

The largest national education association

dedicated to the advancement of education that

prepares youth and adults for careers

Association for Career and Technical Education

The Foundation strives to help people achieve their

potential by expanding access to and success in

education beyond high school

Tuning USA launches faculty-led process that will

involve students and employers in linking college

degrees to workplace relevance and students’ mastery

of agreed-upon learning objectives

Lumina Foundation

Agencies (Information Literacy)

Unesco

Strengthening education systems Entrepreneurship Education Education should encompass both academic knowledge and

practical skills to prepare young people for responsible citizenship and the world of work

Fostering entrepreneurship attitudes and skills in secondary schools raises awareness of career opportunities, as well as of ways young people can contribute to the development and prosperity of their communities. It helps reduce youth vulnerability, social marginalization and poverty

Themes: Information and Media Literacy

Information Literacy Section (2002- )

Primary purpose to foster international cooperation in the development of information skills education in all types of libraries

Action Plan, 2011-2012• Long-term strategy to implement and adapt concepts and

programs of IL • Core curriculum within the National Information Society

Policy Framework • Set of indicators to assess IL of population

International Federation of Library Associations and Institutions, IFLA

International Alliance for Information Literacy http://enil.ceris.cnr.it/Basili/EnIL/Iailpage.html

Founding Members

Australian and New Zealand Institute for Information Literacy (ANZIIL) http://www.anziil.org/

European Network on Information Literacy (EnIL) (European Union) http://www.ceris.cnr.it/Basili/EnIL/index.html

National Forum on Information Literacy/NFIL (United States)http://www.infolit.org

NORDINFOlit (Scandinavia) http://www.nordinfolit.org

SCONUL Advisory Committee on Information Literacy (United Kingdom)http://www.sconul.ac.uk/groups/information_literacy

Mission

to promote information literacy at home and abroad

to provide programmatic research and training

activities to a broad spectrum of constituencies

National Forum on Information Literacy, http://infolit.org/

MissionDedicated to playing leadership role in assisting individuals and institutions in integrating information literacy throughout the full spectrum of the educational process

Goals Prepare librarians to become effective teachers of information literacy

programs Support librarians and other educators and administrators in playing

leadership roles in the development and implementation of information literacy programs

Forge new relationships throughout the educational community to work towards information literacy curriculum development

Offer opportunities for growth and development in the changing field of information literacy

Institute for Information Literacy, IIL http://www.ala.org/ala/mgrps/divs/acrl/issues/infolit/professactivity/iil/welcome.cfm

ACRL Information Literacy website, The ACRL Information Literacy Coordinating Committee's gateway to resources on information literacy

http://www.ala.org/ala/mgrps/divs/acrl/issues/infolit/index.cfm

ALA/ACRL

http://www.ala.org/apps/primo/public/search.cfm

Promote & share peer-reviewed instructional materials created by librarians to teach people about discovering, accessing and evaluating information in networked environments

ANimated Tutorials Sharing Project

http://ants.wetpaint.com

International Journal of Vocational and Technical Education

Journal of Education and Work Journal of Career and Technical Education

(former title: Journal of Vocational and Technical Education)

Journal of Vocational Education Research Journal of Vocational Education & Training

http://www.tandf.co.uk/journals/titles/13636820.asp Vocational Education Journal Vocational Training: European Journal (information,

full text some issues www.cedefop.eu.int/publications.asp

Vocations and Learning http://www.springerlink.com/content/120916/

Journals--VET

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

Journals—Information Literacy

Necessity for improved and attractive VET

Development of policies and strategies to advance

lifelong learning opportunities for all at all levels

Promote the creation of a new culture in educational

institutions, which will support student involvement

in the educational process

Consensus on student learning outcomes

Recommendations--VET

Information literacy skills more important for VET

students, considering their lower economic and social

background

Advocate, at various levels and to important

stakeholders, the benefits of Information Literacy

Associate Information Literacy skills with

accreditation, assessment and employability

Prepare, with selective faculty members, examples of

course integrated information literacy programs

Recommendations

“International practice shows that, for successful

development of an IL education system, it is

necessary to set unified state-level standards,

evaluation tools, and methodology. These components

could promote cooperation between the actors of IL

and the education system” (Krumina, 2011)

Recommendations

Need for research to estimate information fluency of students

◦ Under-prepared students have little natural curiosity to explore ambiguous ideas that make them uncomfortable

◦ People who are less skilled at a task tend to overestimate their skill levels

◦ Less skilled people have difficulty recognizing that others have better skills than they do

◦ Although training helps improve skills, the less skilled are less likely to seek such training (Dunning-Kruger, 1999)

Understand what students do to accomplish assignments

Assist students progress from summarizing what they found to analysis and interpretation

Recommendations

Establish a National Forum to serve as the National Focal Point for Information Literacy programs provided to every educational sector. Application of web 2.0 technologies will facilitate participation and communication.

Establish a National Resource Center, which will include exemplary online tutorials, surveys, current news etc.

Encourage faculty enhancement of own information literacy skills and involvement in IL programs

Establish a Teaching & Learning Center, staffed with education experts, information technology professionals, discipline specialists and information scientists to support the development of information literacy programs

Recommendations

…it also backs the case for investing in education,

even when other areas of public spending are under

pressure. “Education is an essential investment for

responding to the changes in technology and

demographics that are re-shaping labor markets”

(Gurría, 2010)

Conclusion

“Information should not be seen as mere capital to be

accumulated, bought, and sold, but instead, it should

be seen as a means to empower all people to make

our world a better place… Without the ability to

command information, students will not only find

themselves left out of the information economy, they

will find themselves unable to have a voice in our

society” (Swanson, 2005)

Conclusion