1. Vocational Education & Training
Are students prepared for information fluency?
Mersini Moreleli-Cacouris
Dept. of Library Science and Information Systems
Alexander TEI of Thessaloniki, Greece

2.  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

3. ―… [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)

4. ―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)

6. Vocational Education & Training (VET) EU, CEDEFOP

Technical and Vocational Education and UNESCO
Training (TVET)
Technical and Further Education (TAFE) or Australia

Vocational and Technical Education (VTE)
Further Education United Kingdom
Career and Technical Education (CTE) USA

7. 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)

8. 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

9. … 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)

10. 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)

11.  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)

12.  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

13. Demand for new skills
Existing knowledge and competencies to be
 Widened
 Complemented through VET programs
 Upgraded

14.  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

15. Category 1: Mission
Category 2: Goals and Objectives
Category 3: Planning
Category 4: Administrative and Institutional Support
Category 5: Articulation with the Curriculum
Category 6: Collaboration
Category 7: Pedagogy
Category 8: Staffing
Category 9: Outreach
Category 10: Assessment/Evaluation (ACRL. Best practices, 2003)

16. A. Institutional/Strategic Planning
Documentation and policy issues
B. Operational/Administrative Planning
Leadership, Cooperation, Financial, Curricular, Marketing issues
C. Implementation/Curriculum Planning and Development
Information Literacy Programs, Staff involved, Assessment and
evaluation methods (CAUL, 2004)

17.  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)

18.  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)

19.  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

20. 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 Britain
England
 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

21. 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

22. 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)

23.  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)

24.  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)

25.  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)

26.  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)

27. The skills and abilities for location, critical reception, assessment
and use of information and media in individuals‘ professional
and personal lives

28. 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)

29. 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)

30. 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)

31. ‗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)

32. 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

33.  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)

34.  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)

35. 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)

36.  In ascending order of complexity
 simple information skills – using a single information tool, e.g. a
library catalog
 compound information skills – combining simple information
skills/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)

37. International Initiatives

38. … 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)

39.  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

40.  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

41. National Initiatives

43. ―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)

44. ―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)

45. 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

46. 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)

47. 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

48. Students and Information Literacy

49.  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)

50. 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)

51. 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)

52. 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)

53.  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)

54.  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)

55. 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)

56.  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

57.  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

58. Information Literacy in
Higher education

59. Association of College and Research Libraries, ACRL (2000).
Information literacy competency standards for higher education.
Retrieved from
http://www.ala.org/ala/mgrps/divs/acrl/standards/informationlitera
cycompetency.cfm

60. 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.

61. 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

62. 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

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

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

65. 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

66. 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.

67. 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

68. 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/coremo
del.pdf

70. Management of Information Literacy

71. 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

72. Wartburg College. Vogel Library, Iowa
http://library.wartburg.edu/infolit/GenEdEvaulation2005.pdf
Vogel Library‘s mission is to educate information-literate
lifelong learners

73.  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

74.  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

76.  …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 )

77.  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)

78. 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)

79. 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

80. Sections to be included
1. Introduction—definition of IL/IF, scope
2. History of similar efforts in institution
3. Goals and objectives of program
4. Body of the plan
5. Oversight
6. Methods of assessment
7. Timeline for implementation
8. Marketing plan (Burkhardt, 2005)

82.  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

83. 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 school
Higher education and adult learning
Education, economy and society
Human Capital
Research and knowledge management

84.  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

85. 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

86. The largest national education association dedicated to the
advancement of education that prepares youth and adults for
careers

87.  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

88. Agencies (Information Literacy)

89.  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

90.  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

91. 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

92. Mission
 to promote information literacy at home and abroad
 to provide programmatic research and training activities to a broad
spectrum of constituencies

93. Mission
Dedicated 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

94. 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

95. 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

96. http://ants.wetpaint.com

97.  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/

98.  Communications in Information Literacy
http://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

99.  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

100.  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

101. ―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)

102.  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

103.  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


104. …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)

105. ―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)