1. Understanding M/Information Literacy Requirements Needed for Successful Implementation of Open Government: proposal of a contextual-participatory approach Maryam Nazari, PhD Iranian Research Institute for Information Science and Technology (IranDoc) maryamnazari.com International Conference on Media and Information Literacy for Building Culture of Open Government 6-10 June 2016 Khanty-Mansiysk

2. Outsiders ChallengesAdvantages The “why” The “how” Players IL experts Media experts Information for All advocates Government Public Media Wants Worries Wishes Action & Ideal Results

3. Culture & Sustainability Enabling IL experts Infras. Providers Other experts Wanting Doing

4. To build culture of OG we need players who are: Appropriate competencies, tools, trust etc Informed & inspired Enabled & empowered Awareness of “Aha” type Make players part of the “culture building” process Move from “typicality” to “actuality”

5. To explore “actuality” of OG and IL What is OG in actual contexts of different countries? What are the many faces of OG in different sectors? What it takes to make government accept and commit openness? What it takes to make public respect OG and behave as civil societies? What it takes to make media report and interpret information honestly? What it takes to build trust? What IL competencies does each player need to act effectively?

6. PublicGovernment Media IL requirements

7. Informative Conversations Develop IL models for building culture of OG Address actual problems, suggest feasible solutions or requirements needed for building culture of OG Lead the conversation with M/IL models Expose best practices and strong conceptual models of OG to players Capture the actual OG tasks and information process Dig into the unsaid and unthought-of OG and IL/MIL

8. Informative Conversations Ingredients Literature on the challenges and advantages of OG Literature on the Knowledge Society and Information for All practices Conceptual models on OG Conceptual models on MIL Right people Right method

9. 3. Reflect on the PHENOMENON 2. Engage with TASK 1. Take into CONTEXT/ ROLE Informative conceptual models that gives detailed information on the context, task and phenomenon Contextual models of IL and IL requirements for OG that mirror reality and work in real-world

10. Context/ Role Sector: banking, health, transportation, education etc Role: policy, communication, production, facilitator etc (focus on actual roles in the selected context) Task Government – policy, implementation, … Public – info re-production, dissemination etc Media – communicating policy, information etc (model tasks then explore experience) Phenomenon IL experience by each player Finding, evaluating, using, etc --- Production, re- production, dissemination, communication, etc (to be conceptualized) Informative conceptual models

11. OG-related tasks IL experiences IL conceptions (contextual micro-models) IL & other requirements 0 Doable Actions & Delegate

12. Why contextual-participatory approach? Make players part of the process and output Uncover the actual “wants”, “worries” and “wishes” of Government and other players Co-create solutions and commit to action Touch the actual context of IL throughout the process of building culture of OG Understand the actual information process and IL requirements for OG Build culture of OG for real-life contexts

13. Theoretical Foundation of the contextual-participatory approach Exploratory case study – Eisenhardt’s framework (1989) My practice of the Eisenhardt’s model in IL research Participatory research Design thinking

14. Expected results Government Accept and Commit Welcome partnership Public Respect and behave Contribute informatively, feedback robustly Media Report and interpret honestly Participate actively Trust & security Contribution & Belonging Mirror & Catalyst

15. Where to begin? The “what” and “how” of OG in your country The “what” and “how” of OG in the selected sector The “what” and “how” of OG in the selected role The practice of OG by each role player The information behavior (information need and needed information) in the context of OG

16. Thank you 2016. Actuality of determining information need in GIS: a context-to-concept approach, Library and Information Science Research, 38, 2 -accepted for publication 2011. A contextual model of information literacy. Journal of Information Science. 37(4): 345-359.A contextual model of information literacy 2011. What do the conceptions of geospatial information tell us about information literacy? Journal of Documentation. 67(2): 334-354.What do the conceptions of geospatial information tell us about information literacy 2010. Design and process of a contextual study of information literacy: an Eisenhardt approach. Library and Information Science Research. 32 (3): 179-191.Design and process of a contextual study of information literacy: an Eisenhardt approach Further readings: