INFORMATİON LİTERACY AND OPEN SCİENCE Before and after the new ACRL Framework

1. INFORMATİON LİTERACY AND OPEN SCİENCE
Before and after the new ACRL Framework
Carlos Lopes, Maria da Luz Antunes & Tatiana Sanches

2. QUESTIONS?
 How to articulate the new Framework with
Open Science?
 How can academic libraries maximize
information literacy skills with the benefits of
Open Science?

3. FROM STANDARDS TO FRAMEWORK
Determine extent of information need
Access/Search
Evaluate
Use/Apply
Consider ethical/legal/social issues

4. ACRL Standards for Information Literacy for Higher Education (2000)
“The HOW?”
 Learning outcomes
 Units of measurement to assess student
understanding
 Share goals with information professionals
 Learning has end-point
 Uniform expectations based on an equal
starting point
ACRL Framework for Information Literacy for Higher Education (2016)
“The WHY?”
 Threshold concepts
 Knowledge practices/abilities
 Dispositions
 Cognitive shift in thinking
 Focus on learning as an individualized,
flexible process
INFORMATION LITERACY: BEFORE AND AFTER

5. DEFINITION
Information literacy is the set of integrated abilities
encompassing the reflective discovery of information, the
understanding of how information is produced and valued,
and the use of information in creating new knowledge and
participating ethically in communities of learning.
FRAMEWORK FOR INFORMATION LITERACY FOR HIGHER EDUCATION

6. Tendency to act or to think in a particular way (set of preferences,
attitudes and intentions, as well as a set of capacities that allow the
preferences to materialize)
Proficiencies or competences developed by students as a result of
the understanding of a threshold concept
Basic or fundamental concepts that, once understood by the student,
create new perspectives and ways of understanding a discipline or a
domain of knowledge. They produce a transformation in the student;
without them, the student does not acquire knowledge. The threshold
concepts can be thought of as portals that the student must overcome
in order to develop new perspectives and a broader understanding
ACRL FRAMEWORK TERMINOLOGY
Dispositions
Knowledge
practices
Threshold
concepts
FRAME
Underpinning
ideas
Behaviors
demonstrating
understanding
Habits of mind

7. THE BIGGER AND MORE LEAFY TREE
LIVES ON
THAT IT HAS UNDERNEATH.
(Mencius, VIB.15)
Mencius (Mengzi Yizhu) – Thinker, Chinese philosopher, neo-Confucianism

8. RESEARCH
as inquiry
SCHOLARSHIP
as conversation
SEARCHING
as strategic exploration
INFORMATION
has value
INFORMATION
CREATION
as a process
AUTHORITY
is constructed and contextual
FRAMES FOR INFORMATION LITERACY FOR HIGHER EDUCATION

9. AUTHORITY IS CONSTRUCTED AND CONTEXTUAL
Information resources reflect their creator’s expertise and credibility
Define diferente types of authority (subject expertise,
societal position or special experience)
Use research tools and indicators of authority to
determine the credibility of sources
Recognize that Information may be perceived
differently based on the format in which it is packaged
Based on Posters created by Cindi Tysick, University of Buffalo
Be skeptical but keep an open mind!

10. INFORMATION CREATION AS A PROCESS
Information conveys a message and is shared through various delivery methods
Articulate the capabilities and constraints of Information
developed through various creation processes
Assess the fit between an Information product’s
creation process and a particular Information need
Recognize that Information may be perceived
differently based on the format in which is packaged
Based on Posters created by Cindi Tysick, University of Buffalo
Recognize the significance of the creation process!

11. INFORMATION HAS VALUE
As a commodity, as a means of Education and as a means to influence
Give credit to the original ideias of others through
proper attribution and citation
Understand that intellectual property is a legal and
social construct that varies by culture
Articulate the purpose and distinguishing
characteristics between copyright, fair use, open
access and public domain
Based on Posters created by Cindi Tysick, University of Buffalo
Understand your rights and responsabilities
when participating in a community of
scholarship!

12. RESEARCH AS INQUIRY
Research is iterative and depends on complex questions
Determine an appropriate scope of investigation
Deal with complex research by breaking complex
questions into simple ones, limiting the scope of
investigation
Use various research methods, based on need,
circumstance, and type of inquiry
Based on Posters created by Cindi Tysick, University of Buffalo
Debate and dialogue to deepen
conversations around knowledge!

13. SCHOLARSHIP AS CONVERSATION
Communities of scholars, researchers or professionals engage in sustained discourse
Cite the contribution of other in your own
Information production
Contribute to scholarly conversation at an
appropriate level
Critically evaluate contributions made by others
in participatory information environments
Based on Posters created by Cindi Tysick, University of Buffalo
Be aware that new insights and discoveries
occur as a result of varied perspectives and
interpretations!

14. SEARCHING AS STRATEGIC EXPLORATION
Searching for Information is often non linear and iterative, requiring mental flexibility
to pursue alternate avenues as new understand develops
Determine the inicial scope of the task
required to meet their Information needs
Identify interested parties who might
produce Information about a topic
Design and refine needs and search strategies
as necessary, based on search results
Based on Posters created by Cindi Tysick, University of Buffalo
Information searching is a contextualized and
complex experience that affects and its
affected by the cognitive, affective and social
dimensions of the searcher !

15. THINKING ABOUT A NEW WAY OF FRAMING INFORMATION LITERACY
 Focus on the information landscape or ecosystem
 Help students to understand the why
 Transcend particular skills and resources
 Focus on the human processes of knowledge
creation, searching, reporting, writing, presenting
instead of just the artifacts of these processes

16. GOALS FOR THE FRAMEWORK
 A flexible system of learning information literacy
concepts that can be tailored to individual settings
 Recognizes the participatory, collaborative
information environment: learners as
content/knowledge creators, not just consumers
 Importance of metacognition (thinking about one’s
own thinking)
 Recognition of affective factors (dispositions/habits of
mind)
(Mackey and Jacobson, “Reframing
Information Literacy as a Metaliteracy,” C &
RL, 72 (1) 2011, pp. 62-78)

17. OPEN SCIENCE
Source: www.ciencia-aberta.pt

18. Promotion of database sharing
Open Peer Review
Strengthening the relationship
between science and culture
Promoting research transparency
Proximity between researchers
OPEN SCIENCE
Open Access
Scientific Social Media
Citizen Science
More flexible dataOpen Codes
Open Educational Resources
Open notepads
Frames for Information literacy

19. NEW COMPETENCES
 scientific data
 open sources
 scientific communication in open access
How to
search?
How to
organize?
How to
disseminate?
 responsibility,
 reliability and
 reproducibility in science
OPEN SCIENCE: NEW COMPETENCES

20. http://blog.prosperyourmind_83_2013.com
#1. The Information Literacy
must be seen as a variable
dependent on the modus
operandi of the scientific
process
(Basili, 2017)
ARTİCULATİON OF THE NEW FRAMEWORK WİTH OPEN SCİENCE
MAIN TRAJECTORIES

21. http://blog.prosperyourmind_2013.com
#2. Information Literacy in
academic context as a dimension
of the process of scientific
information
(Basili, 2017)
TRAJECTORIES

22. http://blog.prosperyourmind_80.com
#3. Science as a non-isolated
system, which implies
differentiated channels of
circulation and dissemination of
knowledge
(Basili, 2017)
TRAJECTORIES

23. http://blog.prosperyourmind_89_2013.com
#4. Public participation in science
must be considered in the
strategies of Information Literacy
in an academic context
(Basili, 2017)
TRAJECTORIES

24. http://blog.prosperyourmind_8_2013.com
#5. Understanding issues
associated with data management
and curation
(Basili, 2017)
TRAJECTORIES

25. CONCLUSIONS AND IMPLICATIONS
Open Science
• Increases recognition, social and economic impact of science
• Reinforces the concept of scientific social responsibility
• Generates multiple opportunities for innovation
• Boosts the development of new products, services, businesses and companies
Framework
• Enhances development of knowledge infrastructures, including systems and
services that actively support researchers in their contact with information,
dissemination and collaboration
• Promotes active partnership between researchers, information professionals,
librarians, science managers, institutions and agencies
• Inspires information professionals to reformulate and invest in their skills, data
management and creativity

26. 27
Carlos Lopes
ISPA-Instituto Universitário, Lisboa, Portugal
clopes@ispa.pt
Maria da Luz Antunes
Instituto Politécnico de Lisboa, Lisboa, Portugal
mluz.antunes@estesl.ipl.pt
Tatiana Sanches
Universidade de Lisboa, Lisboa, Portugal,
tsanches@fpie.ul.pt
Créditos das imagens: Pixabay
- Applied Psychology Research Center Capabilities & Inclusion
ISPA-Instituto Universitário, PORTUGAL
THANKS FOR LISTENING
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27. INFORMATİON LİTERACY AND OPEN SCİENCE
Before and after the new ACRL Framework
Carlos Lopes, Maria da Luz Antunes & Tatiana Sanches