MIL in the ‘Curriculum’: Facilitate, Lure, Oblige

MIL in the ‘Curriculum’: Facilitate, Lure, Oblige
Albert K. Boekhorst IASL Bali 2013 I’m an information scientist, retired from the University of Amsterdam in the Netherlands and still a visiting professor at the University of Pretoria, South Africa. My research concentrates on the access to information, especially on information literacy and the role of (school) libraries. Among others I’m the Information Officer of the IFLA Information Literacy section, member of IFLA School Libraries and Resource Centers section, member of the board of ENSIL and member of IASL and the Dutch Library Association. I participated in several UNESCO Expert Group Meetings on Media and Information Literacy and coordinated and participated in the worldwide UNESCO TtT in Information Literacy workshops series.

IASL Pre-conference Bali 2013
Program Introduction MIL, Why, What, How, When? Developing an IL policy Feedback & Final remarks ©akb IASL Pre-conference Bali 2013

Motto Don’t invent the wheel again All roads lead to Rome: there are many different ways to reach the same outcome or destination Rome wasn't built in a day: it can take a long time to do an important job ©akb IASL Pre-conference Bali 2013

Workshop Aim is to present background information to enable persons to develop an information literacy policy in their organisation … ©akb IASL Pre-conference Bali 2013

IFLA BSLA Building Strong Library Associations Module 5: School Libraries on the agenda Materials in development: Trainer’s Manual (30-35 pages) Case Studies PowerPoint Slides for 2 days workshop Materials Completed: School Library AdvocyCase Studies (3) ENSIL, Norway, Sweden ©akb IASL Pre-conference Bali 2013

Participants Name Institution, function In what way are you involved in IL/MIL? What do you want to achieve today? ©akb IASL Pre-conference Bali 2013

Informatisation process
Ongoing control over natural forces  ‘technization Ongoing differentiation: social and technical  ‘differentiation’ Expanding of interdependency networks  ‘globalisation’ If we look at a long-term development over the ages we can see three developmetns in what I call the informatisation process : An ongoing contral over natural forces > technization An ongoing social and technical differentiation > differentiation An expanding of interdependency networks > globalisation ©akb IASL Pre-conference Bali 2013

To survive, relax, develop etc.
People, organisations and nations need knowledge on: Themselves Their physical environment Their social environment People need knowledge to survive, to develop, to relax, to perform tasks, make decisions and solve problems. ... They need knowledge on themselves, their physical environment and their social environment ©akb IASL Pre-conference Bali 2013

Information Space Observation: objects & processes Conversation: persons Consultation: Stored / recorded information in Libraries, Archives, Museums, Information institutes etc. ‘memory institutions’ Both real and virtual They can find this information in their information space via 3 processes: Observation, Conversation and Consultation. Observation refers to the ability to look around and observe objects and processes, this is fact-finding by experimenting and authenticating. If I want to know if it’s raining so I’ll take an umbrella, I look out of the window and make a decision. Conversation refers to the process in which we ask other people: family, friends, colleagues and experts for the information we need, face-to-face, by phone, by . So if I want to know if I have to take an umbrella, I can call my sister and ask her. She can look out of the window and decide, maybe she can even inform me better, because she has heard the weather forecast. Consultation refers to the process in which we consult information professionals working in libraries, archives, museums, information institutes and information departments in organisations. This is called stored or recoded information. Due to technology push and users demands long existing walls and traditions between them are disappearing and we call them ‘memory institutions’ now. All three processes take place in the ‘real’ world were we can touch the objects and the ‘virtual’ world, that we can only access with digital technology. ©akb IASL Pre-conference Bali 2013

Personal information space
Each of us has a personal information space were we can find the relevant information resources. It’s created automatically when we are born and it develops and expands during our lifetime when we grow older: our learning and working carrier, our social contacts and so on. When we grow very old the information space will shrink again. ©akb IASL Pre-conference Bali 2013

Barriers Economic Political Affective Cognitive Personal characteristics However, there are barriers that impede or can even block successful access to needed information. Till now I distinguished four types of potential barriers that are based on interdependencies between people: economic, political, affective and cognitive. Today I add a fifth one personal characteristics The economic barrier refers to the fact that people are dependent on the production and the distribution of scarce resources including food, clothing and housing. Since the 1970s information is considered as the fourth production factor, which functions as the driving force of the economy. This means that supply and demand factors are applicable to the production, use and control of information and the technical and social infrastructure that is needed for access to information and dissemination. Information costs money. As wealth is unevenly spread the access to information is spread unevenly as well. The political barrier refers to people's need to protect themselves against physical constraints and aggression of others. To obtain this protection a regulation of violence is needed whereby specialists can enforce power entitled to them through legislation. Hereby the law and order of a society is formally stipulated. These rules have reference to all relations people have with one another. Laws regarding information are for example the regulation of author's rights, legislation on archives, access to government information and freedom for the press. These forms of legislation can be seen as political regulation through which access to information can be controlled. I think of nations that try to block the access to internet and Wikileaks. The affective barrier refers to the fact that people have feelings for one another. People need one another for affection, love and support. These friendships and emotional relations are not limited only to other people, but also include objects and organisations that are appropriate to a person's culture. Therefore information sources and channels such as books, CDs, DVD’s television and internet are also included. This liking has reference to not only the information media, and channel, but also the information type itself. The cognitive barrier refers to the fact that people are dependent on one another because they learn from one another. People create knowledge and distribute this between one another in the form of information. Until the development of writing, people communicated mainly through speech and verbal communication. Writing and printing made it possible for information to be disseminated in spite of borders of time and space. Learning from one another happens in diverse ways and is not limited to education at school. The scope and content of what is taught to the people depend on their social position and societal relations. An illiterate farm worker in the 18th century was not as affected by his or her illiteracy as an illiterate person in the first decade of the 21st century in Western society. The personal characteristics barrier refers to the fact that people are of equal value, but are not equal.: They differ in gender, lenght, social environment and so on. And which is relevant for this presentation they can differ in abilities. In some cases when the differences are significant big we speak of disabillites I’ll come back to that later. ©akb IASL Pre-conference Bali 2013

‘Survival of the Fittest’
Those who are better than others capable to satisfy their information needs in an effective and efficient way, are more capable to survive and develop themselves than … those with less advantageous traits ... After Charles Darwin "...it is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change...“ Therefore a need to be ‘Information Literate’ Those who are better than others capable to satisfy their information needs in an effective and efficient way, are more capable to survive and develop themselves than … those with less advantageous traits ... After Charles Darwin "...it is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change...“ Therefore a need to be ‘Information Literate’ ©akb IASL Pre-conference Bali 2013

Effects for people Exponential growth of information, information media, information channels and information services Growth of technology, tools and applications to retrieve, process and disseminate information Changes in communication patterns and behaviour ‘Connected’ 24/7 ©akb IASL Pre-conference Bali 2013

21st century Working ‘In the Cloud’ What we see is an ongoing working in the cloud. No longer do we carry our information with ourself, printed, on cd, dvd or on a stick. The only thing we need is some device, from cell phone to tablet to computer, electricity and a subscription of a provider. But that all needs money …. ©akb IASL Pre-conference Bali 2013

In how many clouds? What we see is an ongoing working in the cloud. No longer do we carry our information with ourself, printed, on cd, dvd or on a stick. The only thing we need is some device, from cell phone to tablet to computer, electricity and a subscription of a provider. And in how many ‘clouds’ are we working? Seperate ones for work and entertainmaent? But that all needs money …. ©akb IASL Pre-conference Bali 2013

Cyber Attacks Banks Paying systems Public transport Newspapers Official organisations ©akb IASL Pre-conference Bali 2013

Social Media Need to be able to work time, place and hard/software independed ©akb IASL Pre-conference Bali 2013

Facebook Party in Haren
©akb IASL Pre-conference Bali 2013

Excercise Write down in how many ‘social media’ you participate ©akb IASL Pre-conference Bali 2013

Information literacy Increasing complexity of environment leads to need for more skills to select, retrieve and process information External factors create backlog ©akb IASL Pre-conference Bali 2013

First time mentioned Paul Zurkowski was the originator of the term "information literacy". He first used it 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. Zurkowski: “The Information Services Environment: Relationship and Priorities”. Related paper no 5. National Commission on Libraries and Information Science Right from the go – Zurkowski heads his prologue “The Goal: Achieving Information Literacy”; he then goes on to state we experience an overabundance of information whenever available information exceeds our capacity to evaluate it. He claims that this is a universal condition and lists three reasons: 1) That information seeking differs according to time and purpose; 2) There is a multiplicity of sources and access routs resulting in a kaleidoscopic approach taken by people; 3) more human experience is being dealt with in information equivalents. Talking about the then commercial shape of publishing, Zurkowski uses the analogyof an information “prism” gathering “light” (ideas and concepts) and then performing a variety of “refracting” functions (editing, encoding, printing, microfilming, arranging etc) to produce a spectrum of products, services and systems to meet the kaleidoscopic needs of the user. People who are trained in the application of information resources to their work can be called information literate (p.6). It is important to remember that Zurkowski is talking about the access and dissemination of information in the workplace as an economic benefit and necessity, calling on the National Commission to commit to a major national education programme to achieve universal information literacy by 1984; presently he estimates that only one-sixth of the US population are information literate. ©akb IASL Pre-conference Bali 2013

‘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 range of information tools as well as primary resources in molding information-solutions to their problems’ (Zurkowski 1974, p.6). ©akb IASL Pre-conference Bali 2013

American Library Association (1989)
Information literacy is 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 In an ethical way ©akb IASL Pre-conference Bali 2013

Further 2003 Prague Declaration "Towards an Information Literate Society" and Information Society 2005 Alexandria Declaration Beacons of the Information Society 2011 Fez Declaration on Media & Information Literacy 2012 UNESCO / IFLA Recommendation Dilemma IL or MIL … 2012 Moscow Declaration on Media and Information Literacy The 2003 Prague Declaration was called "Towards an Information Literate Society" made the connection to the information socity The 2005 Alexandria Declaration Beacons of the Information Society to Life long learning At the moment we are working at a UNESCO / IFLA Recommendation for Media and Information literacy. UNESCO can ask members states to rapport on items for which UNESCO developed a Recommendation. I have drafted the first versions and it’s now under revision. ©akb IASL Pre-conference Bali 2013

Information Rich - Poor
person rich poor C’ A’ environment rich poor C = Information Rich person in Information Poor environment C A = Information Rich person in Information Rich environment A B = Information Poor person in Information Poor environment B D = Information Poor person in Information Rich environment D We can describe an environment as information rich, when there is the possibility to access to all kind of information resources and channels and memory institutions. The opposite we call information poor. An information rich person is an information literate persons , that is able to use the variety of information in an efficient and effective way. He/she is able to life-long-learning and to be able to develop him/herself. An information poor person can’t. This gives us four theoretically four situations A an information rich person in an information rich environment. Like here all of you in Sao Paulo. You are able to use the channels to satisfy your information needs. B is the opposite: an information poor person in a information poor environment. This person is not even to use the few information resources that might be possible c Information rich person in an information poor environment. Last December I made a boot trip on the Amazone river …. We visited some places where there is no access to whatever source So that was a week without internet ….. The last one an information poor person in an information rich environment. That person can learn to become information literate and use the possibilities adequately And what happens now: I showed earlier how our societies are developing. The complexity and possibilities expand. So the environment is becoming more ‘Rich’. Person C and person A are still ‘information Rich’ because they learned how to develop themselves. The gap, the distance between B and D and A and C has grown. ©akb IASL Pre-conference Bali 2013

Aspects Recognition information need Translation information need into query Identification suitable information source Application knowledge of relevant ICT Selection, integration, dissemination of found information. Continuous evaluation ©akb IASL Pre-conference Bali 2013

Process recognize information need formulate query knowledge sources of ICT appliations selection intergration dissemination K K’ E1 E2 E3 E4 E5 1 2 3 4 5 = evaluation moment = knowledge product Next to many definitions, there are many models. I developed this one many years ago. It shows how a person comes from Knowledg moment K to K’. It has Knowledge products and evaluation moment. ©akb IASL Pre-conference Bali 2013

SCONUL 7 pillars of information literacy
Recognise information need Distinguish ways of addressing gap Construct strategies for locating Synthesise and create Organise, apply and communicate Compare and evaluate Locate and access Information Literacy Basic Library Skills & IT Skills This is another one British SCONUL 7 pillars of information literacy ©akb IASL Pre-conference Bali 2013

Model of the Information Search Proces

The Big6™ Skills 1. Task Definition 2. Information Seeking Strategies 3. Location and Access 4. Use of Information 5. Synthesis 6. Evaluation Big6.com ©akb IASL Pre-conference Bali 2013

Models ©akb IASL Pre-conference Bali 2013

And more Models ©akb IASL Pre-conference Bali 2013

Related terms Information competencies User training Library orientation skills fluency Bibliographic instruction User education literacy There are a lot of terms sometimes used synonymously with IL. For me IL so far was an embrella concept and all other terms can be considered components of it (?) Information fluency – Mastery of information competencies User education – Global approach to teach information access to users Library instruction – Focuses on library skills Bibliographic instruction – User training on information search and retrieval Information competencies – Compound skills and goals of information literacy Information skills – Focuses on information abilities ©akb IASL Pre-conference Bali 2013

Harris & Hodges (1995) Adult literacy Advanced literacy Basic literacy Biliteracy Community literacy Computer literacy Critical literacy Cultural literacy Emergent literacy Family literacy Functional literacy Informational literacy Marginal literacy Media literacy Minimal literacy Restricted literacy Survival literacy Visual literacy Workplace literacy Already in 1995 Harris and Hodges found 19 related terms. I think today I can find many more. ©akb IASL Pre-conference Bali 2013

More … Tool literacy, Resource literacy, Social-structural literacy, Research literacy, Publishing literacy, Emerging technology literacy, Critical literacy. Shapiro, & Hughes,1996 ©akb IASL Pre-conference Bali 2013

Recently found Civic Literacy News Literacy Information Fluency Health information Literacy Emergent Literacy Transliteracy Copyright Literacy Century Skills 21st Century Information Fluency Augmented Reality Literate Visual Literacy Mobile Information Literacy Chat Literacy Intergenerational Literacies ©akb IASL Pre-conference Bali 2013

IL and Media Literacy Expert meetings UNESCO Paris June 2008 Teacher Training Curricula for Media and information Literacy Bangkok November 2010 Towards Media and Information Literacy Indicators ©akb IASL Pre-conference Bali 2013

Definition Media literacy is a repertoire of competences that enable people to analyze, evaluate, and create messages in a wide variety of media modes, genres, and forms. ©akb IASL Pre-conference Bali 2013

Umbrella concept Information competencies User training Library orientation skills fluency Bibliographic instruction User education Literacy There are a lot of terms sometimes used synonymously with IL. For me IL is an embrella concept and all other terms can be considered components of it (?) Information fluency – Mastery of information competencies User education – Global approach to teach information access to users Library instruction – Focuses on library skills Bibliographic instruction – User training on information search and retrieval Information competencies – Compound skills and goals of information literacy Information skills – Focuses on information abilities ©akb IASL Pre-conference Bali 2013

Umbrella concept Information competencies User training Library orientation skills fluency Bibliographic instruction User education MIL There are a lot of terms sometimes used synonymously with IL. For me IL is an embrella concept and all other terms can be considered components of it (?) Information fluency – Mastery of information competencies User education – Global approach to teach information access to users Library instruction – Focuses on library skills Bibliographic instruction – User training on information search and retrieval Information competencies – Compound skills and goals of information literacy Information skills – Focuses on information abilities ©akb IASL Pre-conference Bali 2013

3 concepts The ICT concept: Information literacy refers to the competence to use ICT to retrieve and disseminate information. The information (re)sources concept: Information literacy refers to the competence to find and use information independently or with the aid of intermediaries. The information process concept: Information literacy refers to the process of recognizing information need, the retrieving, evaluating, use and dissemination of information to acquire or extend knowledge. ©akb IASL Pre-conference Bali 2013

Information inequality
Excluded Participating majority Information elite There is a lot of information inequalty; We can distinguis an information elite, a participating majority and the excluded. And these groups and not evenly devided over the world. ©akb IASL Pre-conference Bali 2013

Distribution of worldwide internet users June 2012

So far ‘MIL’ Is a container concept It’s a dynamic concept Being ‘MIL’ is a competence: a critical Attitude about: What am I doing? What for am I doing this? With what am I doing this? Knowledge about: the organization and quality of information resources and -channels acquiring access to information Skills: being able to use required skills and technology Part of Life Long Learning ©akb IASL Pre-conference Bali 2013

Excercise Make groups What are the main obstacles to implement MIL in your organisation ©akb IASL Pre-conference Bali 2013

According to me … Management is not interested They search with one word in Google and think that’s enough! ‘Teachers’ claim it’s their area But are the competent? Students think they are competent! They search with one word in Google and think they are competent! ©akb IASL Pre-conference Bali 2013

How: by learning In the socialisation process: ‘By doing’ Formal education Informal education ©akb IASL Pre-conference Bali 2013

Becoming information literate
Cannot be learned in a distinct subject Integrated in any subject Coordination between ‘teachers’ & ‘librarians’ ©akb IASL Pre-conference Bali 2013

In each subject attention for:
Information problems: what are relevant problems in the subject? Information questions: how are questions in this subject formulated? Resources: what specific information resources are relevant for the subject? Selecton: which of the identified sources are relevant Process: what specific communication tradition are there regarding presentation, storing and dissemination ICT: what specific skills are needed to use resources and applications Evaluation: Does each step indeed lead to obtain the desired information and satisfies the information need ©akb IASL Pre-conference Bali 2013

+ Aspects of information literacy should be given in such a way that they reflect the needs of the person at that time. ©akb IASL Pre-conference Bali 2013

Learning Line & Moments
Life Long Learning Educational level C curriculum Educational level B Educational level A time ©akb IASL Pre-conference Bali 2013

Information Literacy Continum
Catts & Lau 2008 ©akb IASL Pre-conference Bali 2013

Towards becoming MIL From Unconscious Incompetent Via Conscious Incompetent To Conscious Competent ©akb IASL Pre-conference Bali 2013

Via Assessments Self-assessment Peer-assessment Tutor-assessment ©akb IASL Pre-conference Bali 2013

How? unconscious incompetent step 1 raise awareness (assessment) conscious incompetent step 2 offer trainings conscious competent ©akb 59 ©akb IASL Pre-conference Bali 2013 59

Global Trends Originated in ‘industry’ Went into (school) libraries Differentiation of concept Confusing variety of ´terms Is still there, more and more ´integrated´ But still: Lack of interest of ‘management’ Reluctance of ‘teachers’ ©akb IASL Pre-conference Bali 2013

Governments National governments have a specific responsibility: They determine the form and content of the educational system in which pupils are prepared for their future lives as responsible and participative citizens ©akb IASL Pre-conference Bali 2013

Developing an MIL Policy
Albert K. Boekhorst

Our plans miscarry because they have no aim
Our plans miscarry because they have no aim. When a man does not know what harbour he is making for, no wind is the right wind Seneca Setting up IL programs: managerial issues ???

In our minds … we know Present situation  A Desired situation  B Wonder how to come from A to B So we need a strategy for an IL policy ©akb IASL Pre-conference Bali 2013

Information policy An information policy is the vision of the strategic management on the main lines, that have to be observed to achieve the required information organisation for the near future from one till five year ©akb IASL Pre-conference Bali 2013

What do we need A strategic planning A formulated policy Action program ©akb IASL Pre-conference Bali 2013

Strategic planning Strategic planning is the formal consideration of an organization's future course. All strategic planning deals with at least one of three key questions: "What do we do?" "For whom do we do it?" "How do we excel?" ©akb IASL Pre-conference Bali 2013

Strategic Planning Process I
Situation - evaluate the current situation and how it came about. Target - define goals and/or objectives (sometimes called ideal state) Path / Proposal - map a possible route to the goals/objectives ©akb IASL Pre-conference Bali 2013

Needed Vision Mission Values Strategy ©akb IASL Pre-conference Bali 2013

Vision Defines the way an organization or enterprise will look in the future. Vision is a long-term view, sometimes describing how the organization would like the world to be in which it operates. For example, a charity working with the poor might have a vision statement which reads "A World without Poverty." ©akb IASL Pre-conference Bali 2013

Example Hilton Hotels ©akb IASL Pre-conference Bali 2013

Example CIA Vision One Agency. One Community. An Agency unmatched in its core capabilities, functioning as one team, fully integrated into the Intelligence Community. ©akb IASL Pre-conference Bali 2013

Mission Defines the fundamental purpose of an organization or an enterprise, succinctly describing why it exists and what it does to achieve its Vision. ©akb IASL Pre-conference Bali 2013

Example CIA Mission We are the nation’s first line of defense. We accomplish what others cannot accomplish and go where others cannot go. We carry out our mission by: Collecting information that reveals the plans, intentions and capabilities of our adversaries and provides the basis for decision and action. Producing timely analysis that provides insight, warning and opportunity to the President and decisionmakers charged with protecting and advancing America’s interests. Conducting covert action at the direction of the President to preempt threats or achieve US policy objectives. ©akb IASL Pre-conference Bali 2013

Example Coca Cola Our Mission Our Roadmap starts with our mission, which is enduring. It declares our purpose as a company and serves as the standard against which we weigh our actions and decisions. To refresh the world... To inspire moments of optimism and happiness... To create value and make a difference. ©akb IASL Pre-conference Bali 2013

Values Beliefs that are shared among the stakeholders of an organization. Values drive an organization's culture and priorities and provide a framework in which decisions are made. For example: "Knowledge and skills are the keys to success“ “Give a man bread and feed him for a day, but teach him to farm and feed him for life". ©akb IASL Pre-conference Bali 2013

Example CIA Core Values Service. We put Country first and Agency before self. Quiet patriotism is our hallmark. We are dedicated to the mission, and we pride ourselves on our extraordinary responsiveness to the needs of our customers. Integrity. We uphold the highest standards of conduct. We seek and speak the truth—to our colleagues and to our customers. We honor those Agency officers who have come before us and we honor the colleagues with whom we work today. Excellence. We hold ourselves—and each other—to the highest standards. We embrace personal accountability. We reflect on our performance and learn from that reflection. ©akb IASL Pre-conference Bali 2013

Library Values In all of our interactions, we are guided by these values: Knowledge Service Quality Integrity Respect Communication ©akb IASL Pre-conference Bali 2013

Knowledge We encourage the process of learning and the life of the mind. We celebrate truth seeking through discourse and investigation. We anticipate and contribute to scholarly inquiry. We promote the Library as both a real and virtual extended classroom. We embrace our role as collectors and custodians of the intellectual record. ©akb IASL Pre-conference Bali 2013

Service We offer an environment that supports creativity, flexibility, and collaboration. We believe that each user of the Library is unique and important. We evolve to meet the changing needs of the Library and its users. We maintain a comfortable, welcoming and secure place for study, research, work, reflection and interaction ©akb IASL Pre-conference Bali 2013

Quality We commit ourselves to excellence. We seek out the best people and resources to accomplish our work. We support individual growth and organizational development. We work diligently to exceed the expectations of those we serve. ©akb IASL Pre-conference Bali 2013

Integrity We relate to each other with honesty and candor. We adhere to the principles of fairness, justice and equality in our work. We promote the highest standards of our profession, including open and equitable access to information. We demonstrate a strong work ethic, taking responsibility for our actions, keeping our word, and following through on our commitments. ©akb IASL Pre-conference Bali 2013

Respect We treat everyone with equal consideration and courtesy. We encourage differences in perspective, opinions and ideas. We consider the needs of others. We provide an environment that is inclusive and diverse ©akb IASL Pre-conference Bali 2013

Communication We engage in open and honest communication at all levels. We recognize the importance of Library-wide participation. We reach out to all segments of our user communities. We share information and solicit opinions about decisions that affect the success of the Library. ©akb IASL Pre-conference Bali 2013

Strategy Strategy, narrowly defined, means "the art of the general - a combination of the ends (goals) for which the firm is striving and the means (policies) by which it is seeking to get there. A strategy is sometimes called a roadmap - which is the path chosen to plow towards the en vision The most important part of implementing the strategy is ensuring the company is going in the right direction which is towards the end vision. ©akb IASL Pre-conference Bali 2013

Approaches to strategic planning I
Situation-Target-Proposal Situation - evaluate the current situation and how it came about. Target - define goals and/or objectives (sometimes called ideal state) Path / Proposal - map a possible route to the goals/objectives ©akb IASL Pre-conference Bali 2013

Approaches to strategic planning II
Draw - what is the ideal image or the desired end state? See - what is today's situation? What is the gap from ideal and why? Think - what specific actions must be taken to close the gap between today's situation and the ideal state? Plan - what resources are required to execute the activities? ©akb IASL Pre-conference Bali 2013

Report on IL policy Analysis present situation Description of desired situation Analysis of changes Making priorities Demands and conditions Information plan = action program ©akb IASL Pre-conference Bali 2013

Planning lineair conceptual reality present future desired situation transition process new ideal ©akb IASL Pre-conference Bali 2013

Planning iteratief present future desired situation transition process new ideal present future desired situation transition process new ideal ©akb IASL Pre-conference Bali 2013

Getting started Don’t reinvent the wheel: Identify the IL model that works best for your institution Adapt existing information literacy standards and practices Design a program based on the standards and experiences Work on a strategic plan Identify and focus on library responsibilities toward IL and develop library instruction programs accordingly Ensure to teach the research process and its concepts, and do more than introducing electronic tools and technology Be prepared for challenges & be aware of planning pitfalls (Lau, 2004; (Rockman, ) ; (Snavely, 2001) ; (Iannuzzi, 1997) ©akb IASL Pre-conference Bali 2013

Key planning issues Plan your Information literacy program in concert with overall strategic library planning Make sure that your plan is tied to library and institutional development plans Review past performance and try to understand reasons for past failures Identify opportunities Determine learners’ needs and preferences Understand the impact of IL training on existing operations and staff function ©akb IASL Pre-conference Bali 2013

Potential challenges & planning pitfalls
Obstacles such as limited facilities, financial and human resources Inability to get management and/or faculty involved Lack of clear objectives Assumptions The status problems Resistance towards change Obstacles in communication (different vocabularies) Student motivation (students don’t want to do anything extra) Perfectionism ©akb IASL Pre-conference Bali 2013

Present situation Vision, Mission, Values Statement? Staff Equipment Facilities Instruction ©akb IASL Pre-conference Bali 2013

IFLA 1.1. Mission The school library provides information and ideas that are fundamental to functioning successfully in our increasingly information- and knowledge-based present day society. The school library equips students with lifelong learning skills and develops their imagination, thereby enabling them to live as responsible citizens. ©akb IASL Pre-conference Bali 2013

IFLA 1.2 Policy The school library should be managed within a clearly structured policy framework. The library policy should be devised bearing in mind the overarching policies and needs of the school and should reflect its ethos, aims and objectives as well as its reality. ©akb IASL Pre-conference Bali 2013

Exercise Make groups Formulate a ‘Vision Statement’ for your organisation Formulate a ‘Mission Statement’ for your organisation ©akb IASL Pre-conference Bali 2013

Service We offer an environment that supports creativity, flexibility, and collaboration. We believe that each user of the Library is unique and important. We evolve to meet the changing needs of the Library and its users. We maintain a comfortable, welcoming and secure place for study, research, work, reflection and interaction. ©akb IASL Pre-conference Bali 2013

Enviromental scan Scan both internal and external environment SWOT/TOWS analysis can be used Environmental scan Detecs social, economic, and political trends that may affect organization’s future Detects trends and events important to your plan Detecs institutional factors that can help or limit the program Provides early warning of changing external conditions Defines potential threats and opportunities implied by external factors Promotes a future orientation in the thinking of management and staff Enables to understand current and potential changes to determine organizational strategies SWOT and TOWS analysis helps you get a better understanding of your strategic choices. It helps you ask and answer how you can: - Make the most of your strengths Circumvent your weaknesses Capitalize on your opportunities Manage your threats Useful when you need to understand your own competitive advantages Provides information helpful in matching your organization’s resources and capabilities to the environment in which it operates Sometimes can be too inward ©akb IASL Pre-conference Bali 2013

Internal & external factors
Internal = Strengths and Weaknesses Evaluate the weaknesses and strenghts in terms of human, economic and physical resources available in the library for the IL program External = Opportunities and Threats Anticipate and address current and future opportunities and challenges ©akb IASL Pre-conference Bali 2013

SWOT Analysis Strengths Weaknesses Opportunities Threats If you were in charge… How would you apply this competitor’s resources? How has the organization expanded? How has it financed and managed its growth? Does it have the resources to expand internationally? Use online? ©akb IASL Pre-conference Bali 2013

TOWS Analysis External Opportunities External Threats Internal Strengths Strategies that use strengths to maximize opportunities Strategies that use strengths to minimize threats Internal Weaknesses Strategies that minimize weaknesses by taking advantage of opportunities Strategies that minimize weaknesses and avoid threats TOWS Strategic Alternatives Matrix An extension of the SWOT analysis Analyze the external environment (threats and opportunities) and your internal environment (weaknesses and strengths) to help you think about the strategy of your organization Useful for marketing campaigns Threats and opportunities External environmental factors over which you do not have control (changing demographics) Weaknesses and strengths Internal factors (poor location; not enough capital; good reputation) List your internal strengths and weaknesses; external threats Suggest strategies that use your strengths to take advantage of opportunities (by overcoming weaknesses) Suggest strategies that use your strengths to avoid threats (or minimize weaknesses) How can you use your strengths to take advantage of these opportunities? How can you take advantage of your strengths to avoid real and potential threats? How can you use your opportunities to overcome the weaknesses you are experiencing? How can you minimize your weaknesses and avoid threats? (Defensive strategies to protect yourself from loss) ©akb IASL Pre-conference Bali 2013

Resources Identify what is required to implement the program; Describe the human resources required for each action; Describe the physical requirements for each action (e.g. classroom, office space, furniture, equipment, etc.); Address, with clear priorities, human, technological and financial resources, current and projected ©akb IASL Pre-conference Bali 2013

Human Resources Build up your team Employ, develop, or have access to sufficient personnel with appropriate education, experience, and expertise Identify and assign leadership and responsibilities within the team Include librarians, faculty, administrators, program coordinators, graphic designers, teaching/learning specialists, and others as needed in your team ?? Bu egzersiz olabilir Few librarians receive special training in/on pedagogy within existing LIS curriculum. Human Resources To achieve the goals set forth in the library’s mission statement for instruction programs, the library should employ, develop, or have access to sufficient personnel with appropriate education, experience, and expertise to: teach individuals and groups in the institutional community; use instructional design processes and design a variety of instruction programs and services; promote, market, manage, and coordinate diverse instruction activities; collect and interpret assessment data to evaluate and update instruction programs and services; integrate and apply instructional technologies into learning activities when appropriate; produce instructional materials using available media and electronic technologies; collaborate with faculty and other academic professionals in planning, implementing, and assessing information literacy programming; and respond to changing technologies, environments, and communities. Many instruction programs will have a designated program manager, or a coordinating/oversight group, with expertise in pedagogy, instructional design, assessment, and other instructional issues. Those with primary managerial/coordination oversight for instructional programs should have clearly written and delineated position descriptions setting forth the scope of their responsibilities. (ACRL, 2003, guidelines) ©akb IASL Pre-conference Bali 2013

Human Resources collect and interpret data to evaluate and update instruction programs; integrate and apply instructional technologies into learning activities; produce instructional materials; employ a collaborative approach to working with others; actively engaged in continual professional development and training; respond to changing technologies, environments, and communities. are adequate in number and skills to support the program’s mission; Make sure that the staff serve as role models, exemplifying and advocating IL and lifelong learning; develop experience in instruction/teaching and assessment of student learning; develop experience in curriculum development and expertise to develop, coordinate, implement, maintain, and evaluate information literacy programs; use instructional design processes and design a variety of instruction programs; promote, market, manage, and coordinate diverse instruction activities; collect and interpret data to evaluate and update instruction programs and services; integrate and apply instructional technologies into learning activities when appropriate; produce instructional materials using available media and electronic technologies; employ a collaborative approach to working with others actively engaged in systematic and continual professional development and training; respond to changing technologies, environments, and communities; receive regular evaluations about the quality of their contribution to the program ©akb IASL Pre-conference Bali 2013

Budget Tie your plan to library and institutional budgeting cycles Estimate your budget Be flexible in estimating costs Determine how much funding the program needs (staff = money) ©akb IASL Pre-conference Bali 2013

Integration into the curriculum
Ensure that IL is incorporated into the curriculum; Use institutional decision making mechanisms to ensure institution-wide integration into academic programs; Identify the scope (i.e., depth and complexity) of competencies to be acquired on a disciplinary level as well as at the course level; Sequence and integrate competencies throughout a student’s academic career, progressing in sophistication; Specify programs and courses charged with implementation; Merge the IL concepts with the course contents Disseminate information literacy widely; Emphasize student-centered learning; Embedding and integrating IL into curricula Where possible IL training should be embedded within the subject curriculum to maximise relevance, timeliness and student motivation Stand-alone sessions are less effective; it can be difficult for a learner to transfer a skill practised in a generic environment into a subject-specific context Ideally, your session/s will be timetabled within the module. IL should be included in the learning outcomes of the module Assessment should incorporate an element of testing IL skills governance structures Governance structures are the bodies in an institution that have authority over the decision-making process of that institution. ©akb IASL Pre-conference Bali 2013

Collaboration & partnership
Collaborate with faculty, librarians, other program staff and administrators; Establish formal and informal mechanisms for communication and ongoing dialogue across the institutional community; Collaborate at all stages (planning, implementation, assessment of student learning, and evaluation and refinement of the program); The cornerstone of an IL program is the powerful partnership between faculty and librarians Faculty have governance of the curriculum, a steady influence on students, and mastery of their discipline Librarians have exceptional information research skills, knowledge of student searching behavior, and a commitment to the importance of IL in the lives of students. Faculty and librarians together can make a formidable team that can sustain an IL program that results in information literate students Incorporating information literacy across curricula, in all programs and services, and throughout the administrative life of the university, requires the collaborative efforts of faculty, librarians, and administrators. Through lectures and by leading discussions, faculty establish the context for learning. Faculty also inspire students to explore the unknown, offer guidance on how best to fulfill information needs, and monitor students’ progress. (ACRL, 2000 – standards). Academic librarians coordinate the evaluation and selection of intellectual resources for programs and services; organize, and maintain collections and many points of access to information; and provide instruction to students and faculty who seek information. Administrators create opportunities for collaboration and staff development among faculty, librarians, and other professionals who initiate information literacy programs, lead in planning and budgeting for those programs, and provide ongoing resources to sustain them. (ACRL, 2000 – standards). Well-designed assignments are central to student learning, because they provide opportunities for active engagement with subject content, challenging students to Think critically, reflect on their processes for finding and using information, and take the Necessary steps to take charge of their own learning. Library and faculty can work together to create assignments that demostrate how well Have learned, applied, and communicated IL principles (Rockman, 18) Davis suggests that assignments for first-year students be divided into sequential steps, with specific Due dates and checkpoints for each piece – identifying a topic; starting the paer’s title, purpose, and Major points; gathering sources; developing an outline; writing the first draft, revising the paper; and submitting the final paper. These stapes provide opportunities for instructional intervention and reflect important components of IL (Rockman, 18) ©akb IASL Pre-conference Bali 2013

Exercise Make groups Who are stakeholder in your institution? Construct an IL program planning team ©akb IASL Pre-conference Bali 2013

Team Stakeholders Management institute/school Teachers ‘Librarians’ ICT staff Students …. Start with small team of ‘sympathetics’ ©akb IASL Pre-conference Bali 2013

Creating awareness Support can only come when faculty are aware of what IL is, why it is important, and what problem it is solving Creating awareness in the minds of faculty is not a one-time event Faculty awareness of IL can be raised in the following ways Make a powerful link between critical thinking and IL Talk about IL as a lifelong learning skill Talk about how IL helps students with their current academic endeavors Talk about IL as one of the essential skills of student academic life Provide data about the current level of student IL skills 3. reports, updates, bulletins, presentations, and many conversations are necessary over an extended period of time topenetrate the collective consciousness of campus faculty and to allow IL rise to the top of the long list of issues confronting campuses today. (Rockman, 34) Alt maddeler Many faculty will not think of IL as requiring much attention. Much of IL seemsbasic to them and so much a part of their academic life that they take it for granted. However, faculty are very involved in teaching critical thinking andİn producing students who are critical thinkers. Critical thinking is the best platformFor a meeting of minds between faculty and librarian. Make a powerful link betweenCritical thinking and IL as part of the conversation to interest faculty in the need for student IL skills (Rockman, 33). 2. students, living in a world of abundant information, need IL. It gives students a Strategic advantage. IL is particularly important in disciplines, like the sciences or engineering, where the knowledge base can change dramatically every few years. Since faculty want their students to be successful throughout life, they will appreciateThat students who graduate with IL skills can keep learning throughout life and keep contributing to their profession and to society. (Rockman, 33). 3. If faculty are not happy with the quality of papers and other assignments turned in,They may want to influence the process of information reserach. This is wehere the ILProgram comes in. 4. Students need ILskills , as well as literacy, mathematical literacy, visual literacy, media literacy, computer literacy skills, in order to be successful in their academic endeavors 5. Faculty do respect data. It is one thing to talk about IL as an important skill; it is quite another to demonstrate to the faculty the skill levels of their own students by showing assessment data. They will see the immediate impact and understand the consequences of underskilled students. Showing assessment data to faculty is not without its own problems. Librarians should be prepared to Discuss the standards on which the assessment is based and discuss how he test measured those standardsç Faculty will want to know how they will know when students are information literate. Carrying out an assessment does open up another arena of partnership. Some librarians might want to involve faculty early by asking their assistance in designing the assessment tools for IL: ©akb IASL Pre-conference Bali 2013

Avoiding partnership pitfalls
It is imperative that librarians respect faculty authority over the curriculum IL literacy program should be introduced as an enterprise-wide solution to an enterprise-wide problem IL program should have goals that are agreed on by the faculty and the librarians Avoid giving the message of exclusiveness to faculty Librarians should be mindful of the compactness of the curriculum Do not exhaust the faculty by inundating them with a full array of IL standards When introducing an IL literacy program choose the time wisely Be prepared to define IL Introduction: Not every partnership goes smoothly. Any group of people have conflicting agendas, different orientations andexperiences, and different priorities and interests. Some upsets and conflict is inevitable in any partnership, but many problems can be avoided by knowing in advance the most common pitfalls in faculty-librarian partnerships that address the issue of IL (Rockman, 35) Librarians can advice, recommend, and urge but cannot dictate or control the curriculum. Librarians should be very cautious and avoid awakening the territoriality of the faculty regarding the curriculum. 2. Most IL programs fail because they are parochial (limited) and eventually come to beSeen as only a library effort. To prevent this, librarians will deploy a strategy thatMakes the IL program part of the educational strategy of the university, not just part of the service program of the library. To catch the attention of faculty and academic administrators, IL must be part of the academic effort rather than just a toolbox of skills that students learn in order to use the library. 3. All too often, librarians lay out the goals for IL in a canned way to the faculty. But faculty have not spent years reading about IL and libraries. They are not so ready to accept the IL standards. They first seek understanding and then, from that understanding, seek to create their own goals. People who share in the creation of goals are moreCommitted to a program than people who have goals delivered to them. Even if it feels to librarians like they are traversing well-traveled roads, it is worth spending time with the faculty to create mutual goals for the program. 4. Many librarians claim ownership of the domain of IL and are focused on making sure that it remainsWithin library control. Faculty are busy with their own agendas. When they hear a message of exclusiveness, they are only too willing to let it happen elsewhere. The result of a message of exclusiveness is that the librarians will eventually have to go it alone, without the backing and support of the faculty. Instead, librarians should send a message of inclusiveness and should seek every avenue for creating the program with joint faculty-librarian authority 5. Many disciplines are very information-intensive, and many faculty cannot get through all that they want the students to know. If librarians demand too many IL sessions, then faculty, feeling under pressure, may simply reject the entire effort. Remember That IL supports the curriculum; it does not drive it. (Rockman, 36) 6. Keep things simple. More detail can come later. But keeping things simple will keep the faculty engaged, and an engaged faculty means engaged students. Three essetial skills are enough to start with: the ability to articulate the search, the ability To develop a search strategy, the ability to understand the concept of valid information. 7. Librarians should also be attentive to the timing of the conversations about IL. If there are much higher priorities – for example budget cuts or a conflict between faculty and administration – this is not the time to launch an IL program. 8. Despite all that has been written and said about IL, be prepared to defin it. Most faculty have heard the term but not the definition. Many may have heard the definition but still wonder what it is all about. There are many more who confuse IL with computer literacy. Before any program is started, faculty should be educated about what IL is what it is not. If the faculty do not have a clear definition of IL from the start, there will be a lot of confusion and goal misdirection when the IL program begins.(Rockman, 37) Once the partners have been identified, awareness created, and pitfalls avoided, librarians are ready to use the partnership to teach IL ©akb IASL Pre-conference Bali 2013

Modes of instruction Instruction takes place in many ways, these may include, but are not limited to, providing: Course-integrated instruction Drop-in workshops Handouts and guides (print & electronic) Web based instruction Stand alone courses Credit / non-credit Requested / elective Subject specific instruction Tours Video presentations advice to individuals during the reference interview process; in-depth research consultations and appointments; individualized instruction; electronic or print instruction aids; group instruction in traditional or electronic classrooms; Web tutorials and Web-based instruction; asynchronous modes of instruction ( , bulletin boards); synchronous modes of instruction (chat software, videoconferencing); course management software; and hybrid or distributed learning or distance learning, employing combinations of the previous methods. (ACRL, 2003, guidelines) Examples of curricular and program structures with which instruction programs can become engaged include (but are not limited to): first-year seminars, writing-across-the-curriculum programs; general education core requirements; research methods courses in disciplinary majors; capstone courses, learning communities, and cohorts; undergraduate research experiences/internships; linked credit courses; and experiential learning/service learning courses. ©akb IASL Pre-conference Bali 2013

Strategy Start with small group Start within one ‘subject’ group Involve ‘management’ Convince ‘teachers’ ©akb IASL Pre-conference Bali 2013

Further: IFLA Information Literacy Section
InfoLit: IFLA Information Literacy Section Discussion List ©akb IASL Pre-conference Bali 2013

MIL in the ‘Curriculum’: Facilitate, Lure, Oblige

Similar presentations

Presentation on theme: "MIL in the ‘Curriculum’: Facilitate, Lure, Oblige"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

MIL in the ‘Curriculum’: Facilitate, Lure, Oblige

Similar presentations

Presentation on theme: "MIL in the ‘Curriculum’: Facilitate, Lure, Oblige"— Presentation transcript:

Similar presentations

About project

Feedback