Validation Report - Adult Education and Lifelong Learning Sector

Validation
Report

Adult/
Lifelong
Learning
Sector

Authors:
Anthi
Katsirikou,
Christos
Skiadas,
Aristeidis
Meletiou

Ver:
Final

This
project
has
been
funded
with
support
from
the
European
Commission

"This project has been funded with support from the European Commission. This
publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein."

EXECUTIVE
SUMMARY

The
present
report
constitutes
the
delivery
D5.2
of
the
Work
Package
5:
Validation.

The
core
objectives
of
the
EMPATIC
project
are
to:

-‐ draw
together
and
valorise
the
results
of
previous
Information
Literacy
initiatives
and
projects

across
the
school,
university,
adult
and
vocational
learning
sectors;

-‐ use
this
evidence
to
influence
policy
makers’
perceptions
and
actions
to
support
a
marked
increase

in
piloting
and
mainstreaming
of
Information
Literacy;

-‐ have
a
significant
impact
on
validating
new
learning
paradigms
and
strategic
thinking
on
curriculum

reform.

Within
the
work
plan
of
EMPATIC,
Work
Package
5
aimed
to
validate
the
models,
standards,
performance

measures
and
case
approaches
developed
in
the
previous
work
packages.

Round-‐table
workshops
were
facilitated
for
each
of
the
four
transversal
sectors,
bringing
together
invited

policy
makers
together
with
expert
stakeholders
(including
researchers
and
representatives
from
the

learning/teaching
professions).

Brief
summaries
of
each
workshop
are
provided,
together
with
outlines
of
key
issues
identified.

Table
of
Contents

EXECUTIVE
SUMMARY
...............................................................................................................................................
1

SECTION
1:
INTERNATIONAL
WORKSHOP
“INFORMATION
LITERACY
(IL),
THE
CORE
OF
THE
LIFELONG
LEARNING

TH
(LLL)”,
27
MAY
2011,
ATHENS,
GREECE
....................................................................................................................
4

..........................................................................................................................
4

1.1.
VENUE,
DATES,
WEBSITE,
AND
PARTICIPANTS

1.2.
WORKSHOP
CHAIR,
COMMITTEE,
RAPPORTEUR
AND
INVITED
SPEAKERS
...................................................................................
4

1.3.
AGENDA/PROGRAMME
WITH
SPEAKERS
................................................................................................................................
4

.....................................................................................................................................
5

1.4
BRIEF
OUTLINE
OF
POINTS
DISCUSSED

1.4.1
THE
WORKSHOP
AIMED
AT:
..........................................................................................................................................
5

1.4.2.
FUNCTION
OF
INFORMATION
LITERACY
IN
ADULT/
LIFELONG
LEARNING
SECTOR
....................................................................
5

1.4.3

SITUATION
OF
LLL
IN
GREECE
......................................................................................................................................
5

1.4.3
LIFELONG
LEARNING
EDUCATIONAL
PROGRAMS
IN
GREECE:
PROBLEMS
AND
DISCUSSION
TOPICS:
..............................................
8

1.4.4
THE
INCLUSION
OF
IL
INTO
THE
LLL
................................................................................................................................
8

1.5
MAJOR
ISSUES
IDENTIFIED
............................................................................................................................................
8

1.5.1
THE
AWARENESS
IN
INFORMATION
LITERACY
ON
THE
LEVEL
OF
SOCIETY
................................................................................
8

1.5.2
THE
DIFFICULTY
OF
INFORMATION
LITERACY
CHANNELS
TO
SPREAD
WIDELY
THE
ROLE
AND
THE
NECESSITY
OF
THE
INFORMATION

LITERACY
...........................................................................................................................................................................
9

1.5.3.
THE
ATTITUDE
OF
POLITICIANS
AND
DECISION
MAKERS
IN
THE
EFFECT
OF
IL
IN
THE
SOCIAL
COHERENCE
.......................................
9

1.5.4
THE
UNDERESTIMATION
OF
IL
COURSES
IN
BOTH
FORMAL
AND
INFORMAL
EDUCATIONAL
SECTORS.
.............................................
9

EXCEPT
OF
ACADEMIC
LIBRARIES
NO
OTHER
EDUCATIONAL
UNIT
HAS
INVOLVED
THE
IL
INTO
CURRICULUM
IN
GREECE.
THE
INFORMATION

LITERACY
STARTS
AT
THE
PRIMARY
SCHOOLS,
SO
THE
ESTABLISHMENT
OF
LIBRARIES
AT
PRIMARY
EDUCATIONAL
LEVEL
IS
ESSENTIAL.

GENERALLY
SPEAKING,
PARTICIPANTS
FROM
EUROPEAN
AND
NON
EUROPEAN
COUNTRIES
AGREED
THAT
THE
IL
PROCESS
IS
PROBLEMATIC

OUTSIDE
OF
THE
FORMAL
EDUCATION.
.....................................................................................................................................
9

1.5.5.
LACK
OF
COORDINATION
AND
COOPERATION
AMONG
THE
STAKEHOLDERS
OF
THE
PROJECTS.
....................................................
9

1.5.6
THE
LACK
OF
NATIONAL
POLICY
ON
THE
LIBRARIES
COOPERATION.
.......................................................................................
9

1.5.7.
THE
CENTRAL
ROLE
OF
THE
LIBRARIANS.
.........................................................................................................................
9

.....................................................................................
10

1.6
MODIFICATIONS/ADDITIONS
SUGGESTED
TO
CASE
STUDIES

..............................................
10

1.6.1.
ENTITLE
–
EUROPE’S
NEW
LIBRARIES
TOGETHER
IN
TRANSVERSAL
LEARNING
ENVIRONMENT:

1.6.2.
INFORMATION
AND
MEDIA
LITERACY
/UNESCO:
.........................................................................................................
10

..............................................................................................
10

1.6.3.
IFAP
–
INFORMATION
FOR
ALL
PROGRAMME
/UNESCO:

1.6.4.
STATISTICAL
LITERACY
..............................................................................................................................................
11

1.6.5.
WKLUCZAMY.PL
.................................................................................................................................................
11

1.7
FINALIZED
BEST
PRACTICES/CASE
STUDIES
FOR
ADULT/
LIFELONG
LEARNING
SECTOR
....................................................................
11

1.7.1.
ENTITLE
–
EUROPE’S
NEW
LIBRARIES
TOGETHER
IN
TRANSVERSAL
LEARNING
ENVIRONMENT
..............................................
11

1.7.2
INFORMATION
AND
MEDIA
LITERACY.
UNESCO
..............................................................................................................
13

1.7.3
IFAP
–
INFORMATION
FOR
ALL
PROGRAMME
...............................................................................................................
15

1.7.4
STATISTICAL
LITERACY
...............................................................................................................................................
17

1.7.5
WKLUCZAMY.PL
..................................................................................................................................................
18

SECTION
2:
DESCRIPTION
OF
THE
“REAL-‐LIFE”
IL
ACTIVITIES
IN
EACH
COUNTRY
FOR
EACH
SECTOR
.........................
21

2.1

BRIEF
OUTLINE
OF
POINTS
DISCUSSED
..................................................................................................................................
21

2.1.1
THE
LACK
OF
BUDGET
AND
HUMAN
RESOURCES
FOR
IL
COURSES
IN
LLL
/ADULT
EDUCATION
.................................................
21

2.1.2
THE
PROBLEM
ABOUT
INCLUDING
INFORMATION
LITERACY
INTO
THE
CURRICULUM
OF
ALL
EDUCATIONAL
LEVELS.
.......................
21

2

2.1.3
PUBLIC
LIBRARIES,
LIFELONG
LEARNING
AND
INFORMATION
LITERACY
OR
THE
NECESSITY
OF
PUBLIC
LIBRARIES
TO
PLAY
THEIR

INNOVATIVE
ROLE.
............................................................................................................................................................
21

2.1.4
THE
NECESSITY
OF
PROMOTION
AND
ADVERTISEMENT
OF
IL
IN
LLL
AND
ADULT
EDUCATION.
...................................................
21

SECTION
3:
CONCLUSIONS
.......................................................................................................................................
22

APPENDICES
............................................................................................................................................................
23

APPENDIX
1:
WORKSHOP
DOCUMENTS
PRESENTED
FOR
DISCUSSION
...........................................................................
23

APPENDIX
2:
WORKSHOP
LIST
OF
PARTICIPANTS
............................................................................................................
23

APPENDIX
3:
WORKSHOP
COPIES
OF
PRESENTATIONS
....................................................................................................
24

APPENDIX
4:
COPIES
OF
PHOTOS,
PRESS
RELEASES
AND
MEDIA
COVERAGE
FROM
WORKSHOPS
.................................
24

3

SECTION
1:
INTERNATIONAL
WORKSHOP
“INFORMATION
LITERACY
(IL),

THE
CORE
OF
THE
LIFELONG
LEARNING
(LLL)”,
27TH
MAY
2011,
ATHENS,

GREECE

1.1. Venue, dates, website, and participants

Venue: The National Hellenic Research Foundation, 48 Vassileos Constantinou
Avenue - 11635, Athens, Greece

Date: Athens, Greece, 27 May 2011

1.2. Workshop Chair, Committee, RaPPORTEUR and invited speakers

Workshop Chair: Prof. Dr. Christos H. Skiadas, Director,Data Analysis and Forecasting
Laboratory, Technical University of Crete, 73100 Chania Crete Greece, skiadas@asmda.net
Workshop rapporteur – Anthi Katsirikou, Librarian, PhD, MSc, Director, University of Piraeus
Library (anthi@unipi.gr, anthi@asmda.com)
Workshop Committee: Prof. Christos Skiadas (skiadas1@otenet.gr), Dr Anthi Katsirikou,
Aristeidis Meletiou (MSc) (amlet@ict.tuc.gr), Ageliki Oikonomou (MSc) (angie@unipi.gr).
Keynote speaker: Mersini Moreleli-Cacouris, Assistant Professor, Dept. of Library Science and
Information Systems, Alexander Technological Educational Institute of Thessaloniki, Greece.
Title: Learning How to Learn: Information Literacy for Lifelong Meaning
Invited International Panelists (in alphabetical order):
Professor Albert Boekhorst (The Netherlands)
Professor Serap Kurbanoglu (Turkey)
Helen Mamma, MSc (Greece)
Anna Lucia Terra (Portugal)
George Zachos, PhD (Greece)

1.3. Agenda/programme with speakers

09.30 Registration and
10.00 Opening Speeches
12.00 Anthi Katsirikou: About EMPATIC PROJECT
12.40 Keynote Speech Mersini Moreleli-Cacouris: Learning How to Learn: Information
Literacy for Lifelong Meaning
13.40 Lunch
15.00 Christos H. Skiadas Round table discussion
17.00 Close

4

1.4 Brief outline of points discussed

1.4.1 The workshop aimed at:
- Seeking ways to involve IL in the Lifelong learning procedures and defining this role.

- Exchanging ideas and opinions among different target groups, about the integration
of IL into LLL.

- Discussing strategies and programs of Information Literacy (IL) development in the
LLL sector across the EU and abroad.

- Validating the EMPATIC products up to date, in particular the Deliverables 4.1 and
4.2, related to IL development strategies as well as IL standards and performance
indicators, and examples of good IL practice (cases).

1.4.2. Function of Information Literacy in Adult/ Lifelong Learning Sector
At the workshop, the followings regarding the functions of information literacy in adult /lifelong
learning sector have been determined:
Information literacy in this sector;
• Is essential for the development, prosperity and freedom of people.
• Contributes to the personal, social, occupational and educational level of people
and individuals.
• is related to the concepts of ongoing education, self-education, vocational
training.
• Facilitates the adaptation of changes/development at work.
• Effects the productivity and work efficiency and contributes to the improvement
of the quality.
• Is essential for people and organisations to survive and develop themselves.
• Supports the economic growth.
• Information literacy is, therefore, a basic human right that promotes social
inclusion in all nations. (IFAP mid-term strategy 2008-2013)1.

1.4.3 Situation of LLL in Greece
Lifelong learning is an important educational sector in Greek non-formal educational system.
Some years before more than one Ministries developed LLL programs, such as the Ministry of
Labour, the Ministry of Public Administration, Governance and the Ministry of National
Education and Religious Affairs.
The present Government decided that the LLL is a crucial factor for the development of the
country and the improvement of social inclusion and cohesion. That’s why they renamed the
Ministry of National Education to the Ministry of Education and Lifelong Learning and Religious
Affairs and established a General Secretary under the Minister responsible for the LLL in
Greece.
Doing so, they managed to concentrate the initiatives and the projects under one
administrative unit and to equally distribute the resources and avoid reduplications in actions.
The General Secretary on LLL is responsible for two major actions/ categories of LLL

1
Source: Unesco portal: http://portal.unesco.org/.../12114609343ifap.../ifap_draf_strategic_plan.pdf

5

1. The Institute of continuing education of adults. Its aim is the socio-technological
support of the LLL projects and the implementation of actions relative to the Lifelong
learning. So, the Institute supports the operation of the LLL establishments and the
stand alone educational projects that are spread in all over Greece.

The establishments are:
• Centers for Adult Education,
• Of Second Chance Schools,
• Academies for Parents,
The Stand Alone Projects:
• Learning the Greek as the second language for immigrants,
• Adult education in risk management, crises and emergency response and
disaster (VOLUNTEERISM),
• Adult learning in basic skills in new technologies,
• Training farmers to take action in secondary and tertiary sectors of the
economy,
• Health Education,
• Research and pilot projects.
2. The Prefectural Committees of Adult Education (NELE) constitute independent public
authorities of the Prefectures that organize and promote training programs.
Representatives of the local administrative bodies and Authorities constitute the Board
of NELE, but the decision is made by the Head of the Prefecture. The responsibilities
consist of coordinating the educational work at county level (approval training courses,
hiring instructors, etc.), in accordance with local needs and directions of the General
Secretary. The implemented projects are in the following disciplines:
• Culture – Arts,
• Social Economy – Entrepreneurship,
• Political action,
• Projects for People with Disabilities,
"Certificate of Training" is issued for all the projects.
The actions of the General Secretary are completed by two main actions:
1. Planning and Implementation of Distance learning programs for the LLL Instructors and
trainers.
2. Planning and Implementation of Distance Lifelong learning programs.
The first is the base line, the infrastructure of the LLL educational projects and administrative
system and the second uses the ICT to the training programs.
Under this administrative organization a lot of projects run in a decentralised scheme. The
General Secretary of LLL services the legal frame, the strategy, the goals and the vision, and
the coordination among different organizations.
According to Eurostat, Greece is not in a high status:2
Lifelong learning (% of the population aged 25 to 64 participating in education and training).
Greece has a rate 1,8 (2004) and 3,3 (2009). The highest European rate is Switzerland: 28,
4(2004) and 24 (2009) and the rate in Euro-area is 7,3 and 8 respectively.

2
Eurostat, statistics in focus, 44/2009. See also MAKING LIFELONG LEARNING A REALITY
participation in learning for various age groups of the population. Available at http://ec.europa.eu/education/lifelong-
learning-policy/.../reality_en.pdf. and
http://epp.eurostat.ec.europa.eu/tgm/table.do?tab=table&init=1&plugin=1&language=en&pcode=tsiem080.

6

In addition, the Ministry gives great importance in evaluating and measuring the quality of
Lifelong Learning. The working package of 2009 – 2010 & 2011 – 2012 refer to:
1. Widening Access of citizens to the public services,
2. Promoting Career Management Skills,
3. Cooperation and coordination mechanisms in guidance, practice and policy
development, and
4. Quality assurance / evidence based practice and policy.
The Ministry of Education and Lifelong learning and Religious Affairs is in the process of the
planning of the Quality standard, the Quality criteria, the Quality Indicators, the benchmarks of
the LLL. The active participation of citizens is necessary.

7

1.4.3 Lifelong Learning Educational programs in Greece: Problems and discussion
topics:
• Institutional arrangements of lifelong learning projects are even now complex
and bureaucratic.
• Although Lifelong learning or Adult education traditionally concerned more with
social, political, personal, and cultural development than with economic
development and employability (Moreleli- Kakouri, 2011)3, the most famous
actions are relevant to the job finding and money earning. The least famous
actions are the social and volunteering ones. Lifelong learning is not widely
considered as an educational branch, but as the impulsive force against
unemployment. In that case lifelong learning doesn’t lend prestige to and social
recognition.
• There are no widely accepted common quality standards up to now; therefore
the problem is in the way that the projects carried out.
• The adoption of the Information Literacy outside formal education is problematic.

1.4.4 The inclusion of IL into the LLL
The workshop discussed this matter. What proposed is the planning of a campaign to the
General Council of the Archives, Libraries and educational tv programs and other relevant
organizations and agencies in every level of the implementation of LLL projects. The campaign
will focus on the benefits of IL. Perhaps the best advertisement would be the application in an
individual course and the sharing of educational results in comparison with other projects. The
major problem that the solution faces is the absence of libraries in the small training
institutions.

1.5 MAJOR ISSUES IDENTIFIED

The discussion among participants focused on the difficulties of IL inclusion in the curriculum.
The panellists pointed out that non only Life Long learning sector but even Formal Education
sectors underestimate the effect of IL in the learning process. Both Foreign (European and non
European) and Greek participants agreed and exchange ideas how to face it. The different
personal IL experiences were reflected to the problems and the opinions expressed. Some of
the major topics are the following:

1.5.1 The Awareness in Information Literacy on the level of Society
Society is not persuaded on the significance of information literacy yet. They don’t realize that
some of their problems they face in their social and working life, about utilizing information
and communication technologies could be solved by the information literacy. So, the major
problem is how to make people to realize what they need. The workshop invoked the slogan of
Unesco “The four pillars of Education: Learning to know, Learning to do, Learning to live
together, Learning to be” in order to point out that both people and organisations need
knowledge on themselves, their physical environment, and their social environment in order to
be more capable to survive and develop more advantages. Different specialized terms and
disciplines have created, such as: Digital literacy, Health literacy, Computer literacy, Advanced
and Basic literacy, Community literacy, Critical literacy, Cultural literacy, Emergent literacy,
Family literacy, Media Literacy, Political Literacy, business literacy.

3
Mersini Moreleli-Cacouris: Learning How to Learn: Information Literacy for Lifelong Meaning. Keynote speech to
Empatic workshop on IL the core of LLL. Athens, 27 May 2011.

8

1.5.2 The difficulty of Information Literacy channels to spread widely the role and the
necessity of the information literacy
A problem that stated was how all this discussion and research about IL may affect the
decisions of politics and real life (schools, educations, jobs, employees etc). How can we find
the channels of transferring the knowledge to other social groups? It would be the solution of
that problem if Greek public libraries would be strong enough to undertake the role and
responsibility they ought to develop manage and implement LLL projects.

1.5.3. The attitude of politicians and decision makers in the effect of IL in the social
coherence
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. If we connect this to the employment, this is a good way to persuade
decision makers and people to accept IL. As things change gradually, the prerequisite is to
change the way of teaching, how libraries see themselves and the library environment.

1.5.4 The underestimation of IL courses in both formal and informal educational
sectors.
Except of Academic libraries no other educational unit has involved the IL into curriculum in
Greece. The information Literacy starts at the primary schools, so the establishment of
libraries at primary educational level is essential. Generally speaking, participants from
European and non-European countries agreed that the IL process is problematic outside of the
formal education.

1.5.5. Lack of coordination and cooperation among the stakeholders of the projects.
The most of the LLL projects, such as the curriculums in basic, secondary and higher
education, are designed without a library professionals’ involvement. This is the core of the
problem. As nobody knows the importance of IL nobody includes it. That’s why the activity
about information literacy is very little. Schools and universities can provide information
literacy support and instruction during years of formal education but do not serve individuals in
the subsequent years of informal or self-directed study or life. And of course, there is a matter
with citizens who are not affiliated with a school anymore or who have never attended
secondary/post secondary education.

1.5.6 The Lack of National Policy on the Libraries cooperation.
Another significant problem is the lack of national policy in libraries’ innovative role and the IL.
Actually the cooperation between different kinds of libraries is not legislated. The IL is not
legislated to be included in the curriculum and it is an initiative of individual educators. That’s
why the most students don’t follow the educators’ IL program, even though they don’t know
how to search, retrieve, evaluate, use information sources and the information itself.
Nevertheless, the IL would be recognized if tutors and professors used it.

1.5.7. The central role of the librarians.
“In the …. library setting, librarians can enhance social capital by collaborating with … and
other … constituencies, immersing themselves in … and community life, bridging the gaps …,
and working … to create authentic learning experiences in which individuals’ development of
information literacy competencies is inextricably linked to learning about the world and ways of
participating productively in it” (Stevens &Campbell, 2006)4 Librarians are:

4
Stevens, C.R. & Campbell, P.J. (2006). “Collaborating to connect global citizenship, information literacy, and lifelong
learning in the global studies classroom.” Reference Services Review, 34(4), 536-556. UNESCO (2003) UIE Annual
Report. http://unesdoc.unesco.org/images/0014/001493/149312e.pdf. Referred by Moreleli-Cacouris (2011).

9

• Key players in information literacy program development,
• Be involved in teaching,
• Cater for students’ learning needs,
• Be visible in the academic community and participate in educational activities.
• Strong organization is important so Libraries participate as players to the cooperation
for IL projects. Librarians have to incorporate faculty, to persuade faculty and policy
makers to include IL competencies.

1.6 MODIFICATIONS/ADDITIONS SUGGESTED TO CASE STUDIES

The participants at the workshop discussed on the following case studies:

1.6.1. ENTITLE – Europe’s New Libraries Together in Transversal Learning
Environment:

The website is available on: http://www.entitlelll.eu/eng. The core document is the expert-
validated impact assessment framework designed for use at institutional, regional/national
level in supporting quantitative and qualitative evaluation of the impact of libraries' learning
activities and services on learning participation.
The workshop suggested that this practice is adoptable this practice and promote it to the
stakeholders that plan and implement educational strategies and IL projects in Greece, such as
the Ministry of Education, Lifelong Learning and Religious affairs, the Academic Libraries and
the Departments of Library and Information Science at Higher Education Institutions.

1.6.2. Information and Media Literacy /UNESCO:
The project contributes to the spread of information and media literacy in lifelong learning. The
proliferation of mass media has brought about decisive changes in human communication
processes and behaviour. Media education aims to empower citizens by providing them with
the competencies, attitudes and skills necessary to comprehend media functions. Media
education can be contextualized within two UNESCO advocacies - the human rights based
approach to programming and the creation of Knowledge Societies. Access to quality media
content and participation in programming are principles that are among the cornerstones of
the universal right to free expression.5
Media Literacy projects could be created by the university departmental libraries of Mass
Media, in collaboration between faculty staff and librarians. It is a kind of literacy that is closed
connected to political and social awareness and consciousness. The departmental libraries
should undertake the responsibility to design training courses for librarians. The workshop
approved cooperative and communicative actions, one of them is to share this information the
departmental libraries.

1.6.3. IFAP – Information For All Programme /UNESCO:
UNESCO’s Information for All Programme (IFAP) wishes to encourage communities using
information for development to share their success stories. The aim is to promote good
practices in using information for development in all parts of the world. The stories collected in
open platform provide practical examples that we believe will inspire others and raise the
visibility of the critically important role that information plays in development and are available
on: http://www.unesco-ci.org/cgi-bin/ifapstories/page.cgi?g=;d=1. The IFAP website is available on:
http://www.unesco.org/new/en/communication-and-information/intergovernmental-
programmes/information-for-all-programme-ifap/homepage/
It has been thought that the content of the website is fruitful for both the trainers and trainees
of information literacy. Information professionals can also be educated so as to give education
about information literacy.

5
http://portal.unesco.org/ci/en/ev.php-URL_ID=27056&URL_DO=DO_TOPIC&URL_SECTION=201.html

10

1.6.4. Statistical Literacy
International Statistical Literacy Project (ISLP) provides an online repository of international
resources and news in Statistical Literacy on the website (available on:
http://www.stat.auckland.ac.nz/~iase/islp/), international activities to promote the resources
and the individuals and institutions behind them and outreach activities to increase awareness
of statistical literacy.
International Statistical Literacy Project (ISLP) disseminates resources (articles, references,
bibliographies, portals, websites, tutorials, etc.) divided for special users groups. The online
resources are selected and designed for:
1. Adults learners and educators
2. Articles with Statistics
3. Assessment of Stats Literacy
4. Census for Children
5. Definitions of Stats Literacy
6. General Resources on Stats Literacy
7. Media and Journalist Training
8. Statistical Offices/Training and Projects
9. Teachers/Resources and Training

1.6.5. WKLUCZAMY.PL
The initiative is sponsored and patronized by media Zabrze Television (Silesia region) and
weekly magazine Nowiny Zabrzanskie. Regional, civic and social action against the
phenomenon of the digital divide, especially of the inhabitants of Silesia aged 50+ years. The
web site is available on: http://www.wkluczamy.pl/
The main aim of project is to help adults and other users from Silesia region to develop
cultural awareness and information literacy through a series of trainings, workshops, proposed
software and e-communication tools.
It tries to develop the Information Literacy especially Computer Literacy, Digital Literacy
counteracting e-exclusion of information society through the specified amount of workshops,
trainings, meetings and research on digital inclusion of adults in Silesia region. The users are
able to use the free of charge resources such as: operating system, search engine, office
package, e-mail software and network, Software (Internet connection) (the project also helps
to receive the ECDL European) and Computer Driving License Certificate.

The departmental libraries should undertake the responsibility to design training courses for
librarians. The workshop approved cooperative and communicative actions, one of them is to
share this information the departmental libraries.

1.7 Finalized Best Practices/case studies for Adult/ Lifelong Learning Sector

The improvement of the best practises listed above has been appropriated and discussed at
the workshop.
Below there are descriptions of the validated cases.

1.7.1. ENTITLE – Europe’s New Libraries Together In Transversal Learning
Environment
I: GENERAL INFORMATION
1. Country: European countries: Austria, Bulgaria, Czech Republic, Denmark, Finland, Greece,
Hungary, Malta, Portugal, Romania, Slovenia, United Kingdom
2. EU funding programme: Lifelong Learning Programme of the European Union and Funded by
European Commission (under LLP KA4 Dissemination and Exploitation of Results).

11

3. Focus, initiative-type: Initiatives/projects aimed at development of IL as social objective
4. Learning sector: Lifelong Learning; Adults
5. Literacy area: Information Literacy with the impact on Computer Literacy, Digital Literacy
6. Geographical / social range:
7. Type of institution, organization, and stakeholder: non-official bodies, LIS community,
NGOs, Professional bodies

II: CHARACTERISTIC
Consortium
The Consortium members are:
1. Aarhus Public Libraries, Denmark
2. Acrosslimits, Malta
3. Bulgarian Library and Information Association (BLIA), Bulgaria
4. BVOE (Buchereiverband Osterreichs), Austria
5. Cluj County Library Octavian Goga, Romania
6. Cross Czech a.s., Czech Republic
7. European Bureau of Library, Information and Documentation Associations
8. (EBLIDA), Netherlands
9. Helsinki City Library, Finland
10. Libraries and Archives Department, Lisbon, Portugal
11. MDR Partners, United Kingdom
12. Museums, Libraries and Archives Council, United Kingdom
13. National and University Library of Slovenia (NUK), Slovenia
14. Publika MKK, Hungary
15. The European Schoolnet Partnership (EUN)
16. Veria Central Public Library, Greece

Background
ENTITLE is a multilateral project under LLP KA4 Dissemination and Exploitation of Results,
designed to support and extend the progress made to date by Europe’s public libraries in
supporting learning for all age groups and sections of society, by disseminating, consolidating
and enhancing the work of key existing networks, projects and initiatives in this area.
It will focus on the contribution to be made through informal learning settings in libraries to
lifelong learning, combating digital illiteracy and social exclusion, paying special attention to
gains achieved through the applications of ICT. ENTITLE is supporting learning for all age
groups and sections of society, by disseminating, consolidating and enhancing the work of key
existing networks, projects and initiatives in lifelong learning area.

Core objectives
ENTITLE aims to provide library and partner adult professionals, researchers and decision
makers in Europe with a common, validated means of collecting and presenting data on the
impact of their learning provision on learners, across their major target learning 'sectors' and
to establish a basis upon which they can in future establish trends and developments in a
manner which is convincing to strategic policy makers, funding bodies in the education, culture
employment sectors etc.

12

In documents prepared during the project implementation and realization. The expert-
validated impact assessment framework designed for use at institutional, regional/national
level in supporting quantitative and qualitative evaluation of the impact of libraries' learning
activities and services on learning participation, outcomes etc. for children/schools, adult
learners in general and learners involved in vocational education are available in the
documents prepared during the project implementation and realization. The framework is
adaptable for the conducting of comparative studies in future at each of the levels described up
to and including pan-European level.
The website is available on: http://www.entitlelll.eu/eng

Details
The specific case for investment is the area of public libraries that have a number of natural
advantages including: their strong roots in local communities, a tradition of partnership with
schools and provision of learning-oriented services of various kinds for children; and an
increasingly established role as part of Lifelong Learning landscape. There is a strong political
assumption, both implicit and explicit, that informal/non-formal learning organizations such as
libraries have a vital job to do by supporting individual learners. needs, providing them with
choices and flexibility, helping people to continue and return to learning, enabling adults to get
a job or qualification, signposting and inspiring people to take up other courses, helping
children to learn and supporting schools in diversifying children’s experiences. ENTITLE aims to
provide library and partner adult professionals, researchers and decision makers in Europe
with a common, validated means of collecting and presenting data on the impact of their
learning provision on learners, across their major target learning 'sectors' and to establish a
basis upon which they can in future establish trends and developments in a manner which is
convincing to strategic policy makers, funding bodies in the education, culture employment
sectors etc.
The current consortium has access, through its previous and current activities, to some of the
most active and important dissemination networks in the fields: of digital services provided by
libraries at local level (CALIMERA), school-based education (European Schoolnet) and Adult
Education (European Adult Education Association).

Results
ENTITLE aims to provide library and partner adult professionals, researchers and decision
makers in Europe with a common, validated means of collecting and presenting data on the
impact of their learning provision on learners, across their major target learning 'sectors' and
to establish a basis upon which they can in future establish trends and developments in a
manner which is convincing to strategic policy makers, funding bodies in the education, culture
employment sectors etc. The core document is the expert-validated impact assessment
framework designed for use at institutional, regional/national level in supporting quantitative
and qualitative evaluation of the impact of libraries' learning activities and services on learning
participation, outcomes etc. for children/schools, adult learners in general and learners
involved in vocational education. The framework is adaptable for the conducting of
comparative studies in future at each of the levels described up to and including pan-European
level.

1.7.2 Information and Media Literacy. Unesco


1. Country: international
2. EU funding programme: no EU funding

13

4. Learning sector: Lifelong Learning, Transversal
5. Literacy area: Information Literacy and Media Literacy
6. Geographical / social range: international
7. Type of institution, organization, stakeholder: international organization; United Nations
Educational, Scientific and Cultural Organization UNESCO

II: CHARACTERISTIC
Consortium
United Nations Educational, Scientific and Cultural Organization UNESCO based in Paris
(Headquarters). Part of UNESCO Communication and Information Sector and Capacity building
Observatory portal.
The website is available on:
http://portal.unesco.org/ci/en/ev.phpURL_ID=15886&URL_DO=DO_TOPIC&URL_SECTION=20
1.html

Background
UNESCO action to provide people with the skills and abilities for critical reception, assessment
and use of information and media in their professional and personal lives.

Core objectives
The aim is fostering information and media literate societies by encouraging the development
of national information and media literacy policies, including in education. That means the
impact on actions for different bodies official and non-official, especially connected with
educational and lifelong learning sector.

Details
UNESCO.s mission in this area consists of fostering information and media literate societies by
encouraging the development of national information and media literacy policies, including in
education. A particular focus is on training teachers to sensitize them to the importance of
information and media literacy in the education process, enable them to integrate information
and media literacy into their teaching and provide them with appropriate pedagogical methods
and curricula. An essential element of the strategy is the integration of libraries into the
programmes as they provide an environment with resources and services for free and open
learning and play a key role in people’s life-long learning.
Media literacy section of UNESCO is the action to provide critical knowledge and analytical
tools, empowering media consumers to function as autonomous and national citizens, and
enabling them to critically make use of the media.
Related actions are e-literacy development and IFAP (the Information for All Programme –
IFAP). In September 2007, the Bureau of the Intergovernmental council for IFAP decided to
fund a global scale-up project on information literacy and agreed on a series of regional
Training-The-Trainers workshops in information literacy.
Experts specializing in teacher training, curriculum development, media education and
information literacy representing regions across the globe will gather to agree upon a
framework for a model teacher-training curriculum on media and information literacy.
The curriculum aims to integrate media education and information literacy in the initial training
of teachers at secondary school levels, and will be designed for application and adaptation
worldwide, according to the needs of each country. The framework will assert the desired
competencies of teachers in this field and will focus on raising the awareness of youths in using
information and media.

14

The initiative is dedicated for Lifelong Learning, but could be addressed to students (all levels
of education), educators, trainers and other users for whom media and information literacy is
important part of holistic understanding of information literacy competences education.
The action held to provide people with the skills and abilities for critical reception, assessment
and use of information and media in their professional and personal lives.
Results
The project contributes to the spread of information and media literacy in lifelong learning. The
resources – documents, publications (concerning education, indicators, new technologies for IL
development, etc.) are available on the website.

1.7.3 IFAP – Information For All Programme
1. Country: international; United Nations Educational, Scientific and Cultural Organization
UNESCO
2. EU funding programme:
4. Learning sector: Lifelong Learning/common; Awareness development, policy and
recommendation initiatives; Education goals and strategies development; Resources and tools
for learners, teachers, users. Development
7. Type of institution, organization, stakeholder: United Nations Educational, Scientific and
Cultural Organization UNESCO; National governments, parliaments and their official agencies;

II: CHARACTERISTIC
Consortium
United Nations Educational, Scientific and Cultural Organization UNESCO based in Paris
(Headquarters) The IFAP is guided in its planning and implementation by an Intergovernmental
Council comprising 26 UNESCO Member States that are elected by Unesco General Conference.
The functioning of the Council is financed by UNESCO.s regular budget.

IFAP works closely with other intergovernmental organizations and international NGOs,
particularly those with expertise in information management and preservation, for example the
International Federation of Library Associations and Institutions (IFLA) and the International
Council on Archives (ICA).
IFAP works closely with other intergovernmental organizations and international NGOs,
particularly those with expertise in information management and preservation, for example the
International Federation of Library Associations and Institutions (IFLA) and the International
Council on Archives (ICA).

Background
The Information for All Programme is on-going, intergovernmental programme, created in
2000. Through IFAP, Governments of the world have pledged to harness the new opportunities
of the information age to create equitable societies through better access to information. The
Information for All Programme is closely integrated with UNESCO's regular programme,
especially in the area of communication and information. IFAP works closely with other
intergovernmental organizations and international NGOs, particularly those with expertise in
information management and preservation, for example the International Federation of Library
Associations and Institutions (IFLA) and the International Council on Archives (ICA). IFAP

15

works through the National Committees, providing a focus at the country level as well as an
opportunity to interpret and mobilize the IFAP vision for local communities through e.g.
organization of workshops, meetings and publications.

Core objectives
The overall goal of IFAP is to help UNESCO Member States develop and implement national
information policies and knowledge strategies in a world increasingly using information and
communication technologies (ICT). In order to achieve this goal, the Programme concentrates
also its efforts on Information Literacy that empowers people in all walks of life to seek,
evaluate, use and create information effectively to achieve their personal, social, occupational
and educational goal.

Details
IFAP try to:
• promote and widen access to information in the public domain through the
organization, digitization and preservation of information;
• support training, continuing education and lifelong learning in the fields of
communication, information and informatics; .
• support the production of local content and foster the availability of indigenous
knowledge through basic literacy and ICT literacy training;
• promote the use of international standards and best practices in communication,
information and informatics in UNESCO's fields of competence;
• and promote information and knowledge networking at local, national, regional and
international levels.

Database of existed IFAP projects is available on:
http://www.unesco-ci.org/cgi-bin/ifapprojects/page.cgi?d=1
The Bureau of the Intergovernmental Council for IFAP was launched in 2005 and funds
proposals in one of the three priority areas that is promoting information literacy, through
capacity building particularly for information professionals;

Results
UNESCO.s Information for All Programme (IFAP) wishes to encourage communities using
information for development to share their success stories. The aim is to promote good
practices in using information for development in all parts of the world. The stories collected in
open platform provide practical examples that we believe will inspire others and raise the
visibility of the critically important role that information plays in development and are available
on: http://www.unesco-ci.org/cgi-bin/ifapstories/page.cgi?g=;d=1
The IFAP website is available on:
http://www.unesco.org/new/en/communication-and-information/intergovernmental-
programmes/information-for-all-programme-ifap/homepage/

16

1.7.4 Statistical Literacy

1. Country: international
2. EU funding programme: no EU funding
3. Focus, initiative-type: Initiative/project aimed at development of IL as social objective;
Awareness development, policy and recommendation initiative; Education goals and strategies
development; Curricula development; Resources and tools for learners, teachers, users
development
4. Learning sector: Lifelong Learning; Transversal
7. Type of institution, organization, and stakeholder:

II: CHARACTERISTIC
Consortium
The International Statistical Literacy Project of the International Statistical Institute has as
main objective to contribute to statistical literacy across the world, among young and adults, in
all walks of life. The International Statistical Literacy Project is under the umbrella of the
International Association for Statistical Education (IASE), a section of the International
Statistical Institute (ISI). It is overseen jointly by the Executive Committee of the IASE and
the International Statistical Literacy Project (ISLP) Advisory Committee. The members group is
based on professionals from national, governmental bodies and higher education institutions.

Background
The mission of the International Statistical Literacy Project (ISLP) is to support, create and
participate in statistical literacy activities and promotion around the world. To facilitate
communication among many countries and projects, ISAP support the webpage, which is a
forum where those interested in acquiring or providing statistical literacy can meet (in a virtual
sense), exchange needs, information and resources, and learn to disseminate statistical
literacy in their communities. It replaces the World Numeracy Project of the International
Statistical Institute (ISI). To make the mission of the ISLP possible, the webpage was
converted to the Wiki Environment accessible for every member of the IASE to be active
participants in the forum. Activities and editing can be done by anyone after login.

Core objectives
The project aim is to contribute to statistical literacy education, promotion and activities.

Details
International Statistical Literacy Project (ISLP) provides an online repository of international
resources and news in Statistical Literacy on the website (available on:
http://www.stat.auckland.ac.nz/~iase/islp/), international activities to promote the resources
and the individuals and institutions behind them and outreach activities to increase awareness
of statistical literacy.
The International Statistical Literacy Project is under the umbrella of the International
Association for Statistical Education (IASE), a section of the International Statistical Institute
(ISI). It is overseen jointly by the Executive Committee of the IASE and the International
Statistical Literacy Project (ISLP) Advisory Committee.

17

The ISLP is comprised of several projects, each of them focused on one area of statistical
literacy. Each project is coordinated by expert volunteers (the project coordinator) who
highlight news, compile resources, maintain a web page for their project and execute activities
dedicated to increase statistical literacy in their area of expertise. The resources compiled by
each project coordinator are useful for acquiring and developing statistical literacy at all levels
from Primary/Elementary School through Adult Learners. There are also resources available for
official statisticians and for journalists and the mass media. Further, there are also resources
devoted statistical literacy projects, websites, etc. that have been developed by national
statistical offices, national statistical societies, and other non-profit organizations.

Results
International Statistical Literacy Project (ISLP) disseminates resources (articles, references,
bibliographies, portals, websites, tutorials, etc.) divided for special users groups. The online
resources are selected and designed for:
1. Adults learners and educators
2. Articles with Statistics
3. Assessment of Stats Literacy
4. Census for Children
5. Definitions of Stats Literacy
6. General Resources on Stats Literacy
7. Media and Journalist Training
8. Statistical Offices/Training and Projects
9. Teachers/Resources and Training

1.7.5 WKLUCZAMY.PL

1. Country: Poland
2. EU funding programme: no EU funding; project is the social and individual initiative
4. Learning sector: Lifelong Learning; Adult
5. Literacy area: Information Literacy with the impact on Computer Literacy, Digital
Literacy and Internet literacy
6. Geographical / social range: national, regional (Silesia region)
7. Type of institution, organization, and stakeholder: non-profit organization – "Silesian Gallery
of Ideas”

II: CHARACTERISTIC
Consortium
The initiative is sponsored and patronized by media Zabrze Television (Silesia region)
and weekly magazine Nowiny Zabrzanskie.
Regional, civic and social action against the phenomenon of the digital divide, especially of the
inhabitants of Silesia aged 50+ years.
The web site is available on: http://www.wkluczamy.pl/

18

Background
The project is based on activity of non-profit organization – "Silesian Gallery of deas", in the
battle with a huge social problem, which in Silesia is a "digital divide" of people 50+. Corporate
Social Responsibility (CSR) Initiative WKLUCZAMY.PL is based on extensive sociological
studies, which are implemented in the Silesia region by Dr. Romana Pawlinska-Chmara, a
faculty member of the Opole University. She founded the organization "Silesian Gallery of
Ideas” that aims at fighting against various social exclusions, especially those of 50+ citizens
in the region of Silesia.

Core objectives
The main aim of project is to help adults and other users from Silesia region to develop
cultural awareness and information literacy through a series of trainings, workshops, proposed
software and e-communication tools.

Details
In the framework of the activity WYKLUCZAMY.PL the society of the initiative is assembled in
Club Active 50+. The aim of the Club Active 50 + is to develop the intellectual ability, physical
and cultural, and building interpersonal relationships and the integration of the people from the
area surrounding Zabrze. Proposed various forms of activities allow the participants to lead an
active lifestyle, develop interests and skills, especially those related to support for new forms
of communication.

The project aim is develop the Information Literacy especially Computer Literacy, Digital
Literacy counteracting e-exclusion of information society through the pecified amount of
workshops, trainings, meetings and research on digital inclusion of adults in Silesia region. The
users are able to use the free of charge resources such as:
• operating system, search engine, office package, e-mail software and network
• Software (Internet connection). The project also helps to receive the ECDL European
• Computer Driving License Certificate.

Results
The main results are improvement of computer, ICT skills within 50+ group of users. The
impact was put on e-inclusion of adults. The project incited the awareness of social, cultural,
interpersonal and collaborative capacities to create information society with e-communication
possibilities, tools and forms usage for all citizens.

19

Conclusions
No coherent Information Literacy policy actions are undertaken by the interested organizations
– often a lack of funding from the EU is observed within the selected “cases”. The government
agencies do not fund most of the initiatives or research.
Information Literacy has been implemented mainly by academic centers; all kinds of tutorials
and training are created. In some academic and library institutions, thanks to the participation
and realization of IL projects, the issues related to IL education have been included into the
curricula.
In the case of completed projects there is a lack of data concerning further development of the
selected IL initiatives or the projects. impact on educational policy and other actions taken with
respect to teaching information skills. Furthermore, one gets the impression that most of the
IL projects did not bring lasting results due to the lack of a wider reflection and overall project
management policy. It is therefore necessary to develop strategic solutions that will ensure the
viability of the project results after the termination of funding. Also, as it has been mentioned
earlier, all organizations participating in the Information Literacy projects should do much
more to provide access to complete and good-quality information about their initiatives,
particularly through the creation of functional websites and maintaining them not only for the
duration of the projects but also afterwards.
Within the implementation and realization aspects the lack of uniformity is seen, but on the
other hand, there should be some differences because of the diversity of users.
The impact should be put more on building strategies for the sustainable implementation of the
IL policy, the inclusion of government, academic and other bodies. activity. The emphasis
ought to be put on:
• Development of translational validated taxonomy of Information Literacy strategies
• Results of translational mapping of distribution of Information Literacy strategies
• Guidelines for teachers and trainers to facilitate optimal use of user and student

Information Literacy strategies http://empat-ic.eu/eng/

Project funded by the European Commission under the Lifelong Learning Programme

20

SECTION
2:
DESCRIPTION
OF
THE
“REAL-‐LIFE”
IL
ACTIVITIES
IN
EACH

COUNTRY
FOR
EACH
SECTOR

2.1 Brief outline of points discussed

2.1.1 The Lack of Budget and Human Resources for IL courses in LLL /Adult Education
Dealing with this important problem the participants proposed the use of existing material and
the adjustment to the different nationalities/ groups/ languages/ cases. There is no need to
implement our standard but to adjust the international one to the national realities. Let’s use
each others’ expertise. UNESCO’s IL material is in the website, use for free. There is always a
lot of enthusiast people that are ready to adopt and modify them. The problem is the
cooperation. This practice minimizes the budget and the creation time.

2.1.2 The Problem about including Information Literacy into the curriculum of all
Educational levels.
The efforts must start from the lowest level: the user. To reach them it is necessary to
collaborate with students in small groups, to educate librarians, to cooperate with people who
are involved in the informal education system, especially the trainers of the trainers of adult
education. Such initiatives are welcoming, according to the suggestion of participants.

2.1.3 Public libraries, lifelong learning and Information literacy or the necessity of
Public libraries to play their innovative role.
Public libraries are among the most important places for the members of a given community to
connect with information so that they may read, interpret, and produce information that will be
appropriate and valuable to the community.
As information literacy is a lifelong skill, public libraries are perfectly positioned to be a
‘constant presence throughout people’s lives,’ and able to provide ongoing support to
individuals in developing information literacy skills (Harding, 2008)6
By making information literacy a core mission, public libraries can reach out to all who wish to
be lifelong learners rather than just the institutionally educated elite and, in so doing, nurture
democracies (Hall, 2010)7
The motivation is not financing, we have to be again missionaries and not to be motivated by
money. In this context we’ll develop interesting initiatives and happenings.

2.1.4 The necessity of promotion and advertisement of IL in LLL and adult education.
Information professionals as a rule face with skepticism concepts like “promotion, marketing,
advertisement”. They wrongfully insist that marketing is absolutely connected to economic
growth in contradiction to library’s mission. However, marketing is a useful tool and that’s why
IFLA and other international organizations work to specify the actions and attitudes. The
Information Literacy Marketing manual of IFLA is translated into various languages. A team of
University of Piraeus librarians are translating the Greek version.

6
Harding, J. (2008). “Information literacy and the public library: We’ve talked the talk, but are we
walking the walk?” Australian Library Journal, 57(3): 274–294.
7
Hall, Rachel (2010). “Public Praxis: A Vision for Critical Information Literacy in Public Libraries.” Public
Library Quarterly, 29: 2, 162-175.

21

SECTION
3:
CONCLUSIONS

The workshop after a long discussion came into the following conclusions, concerning the
Information literacy in Adult education/lifelong learning.
1. Promotion of IL and its specialized fields to society, decision makers, politicians and
users should be developed.
2. The Ministry of Education and Lifelong learning and Religious Affairs, the Departments
of Library and Information Science at higher educational institutions and the relevant
libraries should cooperate with each other.
3. Participants could intervene to the General Secretary of LLL in order to recommend the
project organizations and curriculum on information literacy in Adult education.
4. Information literacy should be integrated into the LLL activities that run by various
organizations. The panellists will seek for people who are willing to cooperate on a pilot
teaching course.
5. The Departments of Library and Information Science at higher educational institutions
should prepare educational contents/materials related to information literacy.
6. International cooperation concerning Adult education and information literacy should be
developed.
7. National strategies are drawn on the European scheme of IL standards, assessment
types and learning outcomes.

22

APPENDICES

APPENDIX 1: WORKSHOP DOCUMENTS PRESENTED FOR DISCUSSION

The
workshop
documents
and
posters
are
available
online
through
the
webpage
in
English

APPENDIX 2: WORKSHOP LIST OF PARTICIPANTS

International Workshop “Information literacy (IL), the core of the lifelong learning
(LLL)”
List of participants with affiliations:
Name Affiliation e-mail

Axelsson Marie-Louise Linkoping University marie.louise.axelsson@liu.se

Library, Sweden
Balta Kyriaki University of balta@uom.gr

Macedonia
Hatzilia Margarita Atei of Thessalonika hatzilia@admin.teithe.gr

Monika Jagiellonian University monika.krakowska@uj.edu.pl

Krakowska Institute of
Information and
Library Science
Suchojad Dr. Henryk Jan Kochanowski henryk.suchojad@ujk.edu.pl

University in Kielce
The Main Library,
Poland
Aharony Noa Bar-Ilan University aharonn1@mail.biu.ac.il

Basili Carla CNR, Italy c.basili@ceris.cnr.it

Brage Christina Linkoping University christina.brage@liu.se

Library, Sweden
Cavaller Victor Open University of vcavaller@gmail.com

Catalonia
Cuturic Daniel Tallin University, amenotis_ehnaton@hotmail.com

Estonia
Della Seta Maurella Istituto Superiore di maurelladellaseta@iss.it

Sanità, Rome, Italy
Duncan Vicky University of Vicky.Duncan@usask.ca

Saskatchewan,
Canada
Houlihan Meggan The American mhoulihan@aucegypt.edu

University of Cairo,
Egypt
Koryanska Agniesrka Jagiellonian University koragnes11@wp.pl

Institute of
Information and
Library Science
Kurbanoglu Serap Hacettepe University serap@hacettepe.edu.tr

Department of

23

Information
Management
Lakshmana Nithin Tallin University, nithinlaxman@gmail.com

Estonia
Nagasawa Tayo Mie University, Japan ici43543@nifty.com

Peony Tai University of Hong peony_tai@hku.hk

Kong Libraries
Pietruch- Diana Jagiellonian diana.pietruch.reires@uj.edu.pl

Reires University, Cracov
Samanian Dr. M. Islamic Azad

University Bojnourd
Branch
Singh D.K. Banaras dksingh5@yahoo.com

Hindu University, India
Tkacz Aneta Main Library of the Jan anetatkacz@ujk.edu.pl

Kachanowski
University in Kielce
Vahdat Mehrnoosh Tallin University, mehrvah@gmail.com

Estonia
Zupan Vesna The "Svetozar buzupan@rcub.bg.ac.rs

Markovic" University
Library, Belgrade

APPENDIX 3: WORKSHOP COPIES OF PRESENTATIONS

The
workshop
presentations
are
available
online
through
the
webpage
in
English

APPENDIX 4: COPIES OF PHOTOS, PRESS RELEASES AND MEDIA COVERAGE
FROM WORKSHOPS

The workshop p h o t o s are available online through the webpage in English

24

http://empat-ic.eu/eng/
Project funded by the European Commission
under the Lifelong Learning Programme

25

Validation Report - Adult Education and Lifelong Learning Sector

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