Illustrative Case Studies

Illustrative
Case
Studies

Authors:
Sabina
Cisek,
Maria
Próchnicka,
Monika
Krakowska,
Magdalena
Wójcik

Ver: 0.3

This
project
has
been
funded
with
support
from
the
European
Commission

Empower Autonomous Learning through Information Competencies

Illustrative
Case
Studies

Authors:
Sabina
Cisek,
Maria
Próchnicka,
Monika
Krakowska,
Magdalena
WójcVik

Version
0.3

This

This
project
has
been
funded
with
support
from
the
European
Commission

This
publication
reflects
the
views
only
of
the
authors,
and
the
Commission
cannot
be
held
responsible
for
any
use

which
may
be
made
of
the
information
contained
therein

1

Table of Contents

INTRODUCTION
3

SCOPE,
PURPOSE
AND
METHODOLOGY
4

INFORMATION
LITERACY
DEVELOPMENT
IN
EUROPE:
BEST
PRACTICES
9

IL
BEST
PRACTICES:
SCHOOLS’
SECTOR
9

1)
ALCE
–
Animation
for
reading
and
comprehension
at
school
10

2)
CHILIAS
–
Children
in
Libraries:
improving
multimedia
virtual
library
access
and
information
skills
11

3)
Information
literacy
skills
–
the
link
between
secondary
and
tertiary
education
12

4)
Informatyka+:
the
interregional
programme
for
the
development
of
the
secondary
school
students'

qualifications
in
Information
Communication
Technology
14

5)
VERITY
–
Virtual
and
Electronic
Resources
for
Information
Skills
Training
16

IL
BEST
PRACTICES:
HIGHER
EDUCATION
SECTOR
18

6)
ALFIN-‐EEES
–
Skills
And
Competences
In
Information
Management
For
Learning
To
Learn
Within
European

Higher
Education
19

7)
Graduate
Information
Literacy
Module.
National
University
Of
Ireland
Galway,
Trinity
College
Dublin,

University
College
Cork
21

8)
Information
Literacy
Project.
Staffordshire
University
23

9)
Ma
In
Information
Literacy.
University
Of
Sheffield
26

10)
Swim
–
Streaming
Webbased
Information
Modules.
Swim
Tutorial
–
Information
Search
Strategy.
Aalborg

University
Library.
28

IL
BEST
PRACTICES:
VOCATIONAL
EDUCATION
AND
TRAINING
SECTOR
31

11)
SEEKS
–
Adult
Information
Seeking
Strategies
in
the
Information
Society
32

12)
Szkolenia
–
to
się
opłaca
33

13)
Training
of
Information
Professionals
35

14)
Training
of
Media
Professionals
36

15)
Training-‐the-‐Trainers
in
Information
Literacy
37

IL
BEST
PRACTICES:
ADULT
/
LIFELONG
LEARNING
SECTOR
39

16)
ENTITLE
–
Europe’s
New
Libraries
Together
In
Transversal
Learning
Environment
40

17)
Information
And
Media
Literacy.
Unesco
42

18)
IFAP
–
Information
For
All
Programme
44

19)
Statistical
Literacy
46

20)
WKLUCZAMY.PL
48

CONCLUSIONS
50

2

INTRODUCTION

The EMPATIC project aims to promote strategic (conforming to the prepared,
considered, and agreed proceedings strategy) approach to Information Literacy (IL)
education for citizens and societies in Europe, similar as in the USA and Australia.
Currently in Europe we notice primarily the ad hoc activities, and not a coherent policy
(with clear objectives, concepts, assumptions) and strategy (directions and
guidelines) of the Information Literacy development. As it is stated in the EMPATIC
Application Form: “in European countries (…) the IL issue has been pursued to date
only episodically and in fragmented manner”, (Application Form, p. 25). EMPATIC is
“taking a political approach to IL for the first time” (Application Form, p. 38). As
“Information Literacy is a key prerequisite for Lifelong Learning” (Application Form, p.
25) and a key competence for learning (Application Form, p. 38), the new approach
“validating new learning paradigms and strategic thinking on curriculum reform”
(Application Form, p. 41) should be proposed.

3

SCOPE, PURPOSE AND METHODOLOGY

“The potential of Information Literacy remains largely unrealized within mainstream
learning systems in Europe”, (Application Form, p. 39). As a result, one of the main
goals of the EMPATIC project has been to find and describe programmes, initiatives,
activities of Information Literacy development that illustrate best practices in school,
higher education, adult and vocational learning sectors, in formal and non-formal
settings.
The process of collecting data on IL initiatives in Europe has been directed by the
nature of the EMPATIC project, being transversal to all the four areas of the EU
Lifelong Learning Programme (Comenius, Erasmus, Grundtvig, Leonardo da Vinci),
segmented by educational level (university, school, adult and vocational).
The earlier EMPATIC research (see Deliverable 1.1 – Report on current state and best
practices in Information Literacy) has resulted in identifying 87 Information Literacy
development projects, of different nature, predominantly funded by the EU agencies.
The 20 initiatives have been selected – from the above mentioned 87 IL activities – as
good practice cases for further discussion in the next phases of EMPATIC, in particular
– the Work Package 4 – Validation, embracing the four round-table workshops.

The following selection and evaluation criteria have been used:
1. Country – in which the IL project, initiative or activity had been implemented or
developed;

2. EU funding programme – being the source of funds for an initiative. It has been
assumed that most of the selected projects are financed or co-financed by EU;

3. Focus, initiative-type, including sub-categories –
a. Initiatives/projects aimed at development of IL as a discipline of study
(Culture of Information)
i. R&D
ii. Surveys
iii. Theory development (concepts etc.)
b. Initiatives/projects aimed at development of IL as social objective (e.g.
the education policy)
i. Awareness development, policy and recommendation initiatives
ii. Education goals and strategies development
iii. Curricula development
iv. Resources and tools for learners, teachers, users’ development
v. Teaching of teachers (IL educators) development
c. Initiatives/projects aimed at development of IL as cognitive acquisition of
individuals;

4

4. Learning sector – to identify the best practices segmented by the educational
environment. The sub-categories were projects’ destination for users groups –
i. School
ii. HE = Higher Education
iii. VET = Vocational
iv. Adult
v. Transversal

5. Literacy area – to identify the most important areas of Information Literacy or
related Computer Literacy, Digital Literacy, Internet Literacy, Media Literacy,
etc.

6. Geographical/social range – with sub-categories that indicate the area of
activity and the geographical and social range of an initiative –
i. Local (within one region or institution, one society)
ii. National
iii. European
iv. International

7. Type of institution, organization, stakeholder – responsible for a project
implementation –
a. Official (governmental) bodies
i. UE entities
ii. National governments, parliaments and their official agencies
iii. Local authorities, committees
iv. Other official bodies (e.g. international organizations)
b. Non-official bodies
i. Academia
ii. Business, companies
iii. LIS community
iv. NGOs
v. Professional bodies
vi. Research bodies
vii. Other

5

It has been difficult to a priori establish a set of criteria of “being a good IL initiative”,
partly – because of the diversity of the existing IL actions and projects. During the
evaluation and selection of “good practices” the formal criteria have been used, as
following:
• a good case (of IL initiative) should pertain to the above indicated categories
• a good case must be illustrative, i.e. must appropriately illustrate the
“message” – the EMPATIC main goal, which is of political nature – changing EU
policy related to IL
• a good case should be properly described (e.g. in appropriate databases, on an
initiative’s website), i.e. goals, target audience, achievements, etc. should be
clearly stated, there ought to be a structure and order
• a good case should be related to “genuine” Information Literacy, meaning – not
Computer Literacy, Media Literacy, etc.

It is not easy to estimate the significance and quality of the Information Literacy
projects identified during the first phase of EMPATIC (i.e. the Work Package 1), mainly
– due to the frequent lack of complete and reliable information about particular IL
initiatives in Europe.
Most of the analyzed IL projects do not have their own websites. Even if such pages
existed in the past, they disappeared on the ending of the initiatives. It makes
searching for the appropriate data very difficult. Information is dispersed and often
hardly accessible or incomplete. In the absence of the IL projects’ websites currently
active – which seems to be typical – often the only method of collecting information
about a given initiative has been using the archival records of webpages accessible via
the Internet Archive site http://www.archive.org/.
In this situation, the starting points for finding information about IL projects in Europe
were the most popular global search engines and meta-search engines. This strategy
gave sometimes – though not always – interesting results, for example in the form of
the initiatives’ documentation, notes about the projects or multimedia presentations
created by the projects’ participants. Such materials usually contain basic information
on the duration of a given IL project, its main goals and objectives. A good tool for
seeking for studies on the IL initiatives have been specialized scholarly search
engines, such as Scirus http://www.scirus.com/ and Google Scholar
http://scholar.google.pl/. In some cases they allowed to find articles or conference
papers discussing selected IL projects.
In addition, the searching process was conducted within the European Union portal
http://europa.eu/ and the individual databases available on that website. Useful
sources of information have been also: CORDIS – Community Research Information
Service for Science, Research and Development http://cordis.europa.eu/, Portal of
European Funds http://www.efs.gov.pl/, the UNESCO website
http://www.unesco.org/. The European Observatory on IL Policies and Research from
the EnIL website http://www.ceris.cnr.it/Basili/EnIL/index.html has not been working
properly and it was impossible to verify information about all IL projects or initiatives
that had been previously selected.
Also, a few databases offered by commercial providers, e.g. EBSCO, Emerald, Science
Direct have been searched with some success.
The institutional websites of the identified IL projects’ participants appeared to be the
next group of information sources, to some extent. The data on Information Literacy
initiatives were searched on the websites of coordinators (e.g. libraries, non-profit
organizations or universities) and all collaborating bodies mentioned in the IL projects

6

descriptions (ministries, higher education institutions, libraries, non-profit
organizations, etc.). Unfortunately, often that information was unavailable or very
brief. Frequently, the aims and objectives of the projects and partners involved are
indicated, but information about the results (planned or actually achieved) is rare,
which has made the IL projects evaluation difficult.
To conclude, 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.
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.
Two great enterprises, which themselves form the basis for any business of
Information Literacy implementing, development and education, and whose initiative
led to the key policy documents related to IL around the world, have been excluded
from the present analysis.
One of them is the Prague International Conference on Information Literacy. In 2003
National Forum on Information Literacy (NFIL), UNESCO, and The National
Commission on Libraries and Information Science (NCLIS) held the first international
IL experts meeting in Prague, resulting in the so-called Prague Declaration Towards an
Information Literate Society. It is one of the key documents concerning the
Information Literacy initiative, education and implementation worldwide. The Prague
Declaration included a definition of IL, positioning Information Literacy within lifelong
learning, and indicated the most important and essential actions to be taken within
the governmental, educational, social environments. The Declaration indicated:
“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 lifelong 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.
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”

7

[Available at
http://portal.unesco.org/ci/en/files/19636/11228863531PragueDeclaration.pdf/Pragu
eDeclaration.pdf, 09.01.2011]
Such an initiative may be the basis for any action towards the development of
Information Literacy on both the global, European Union, as well as on local and
regional levels in every area of economic and socio-cultural activity. Efforts should be
made to the occurrence of such works on a global scale, the evaluation of all activities
in this area.
The second one is the International Colloquium on Information Literacy and Lifelong
Learning. In 2005 UNESCO, IFLA and NFIL sponsored symposium of Information
Literacy experts in Alexandria, Egypt, producing the Alexandria Proclamation. The
Colloquium proclaimed that Information Literacy and lifelong learning are the beacons
of the Information Society, illuminating the courses to development, prosperity and
freedom. The Alexandria Proclamation urges governments and intergovernmental
organizations to pursue policies and programmes to promote Information Literacy and
lifelong learning, as they are essential to the development of the Information Society.
The Colloquium paid particular attention to:
• facilitating the adoption of Information Literacy and lifelong learning strategies;
• implementing professional development of personnel in education, library,
information, archive, and health and human services in the principles and
practices of Information Literacy and lifelong learning;
• introducing recognition of lifelong learning and Information Literacy as key
elements for the development of generic capabilities which must be required for
the accreditation of all education and training programmes [Available at
http://portal.unesco.org/ci/en/ev.php-
URL_ID=20891&URL_DO=DO_TOPIC&URL_SECTION=201.html, 10.01.2011]

Those activities are worthy of special attention, in particular from those who work in
the area of IL development strategies, for better harmonization of Information
Literacy implementation into the educational sector.

8

INFORMATION LITERACY DEVELOPMENT IN EUROPE: BEST PRACTICES

The following Information Literacy initiatives, projects, activities were identified in the
four categories: Schools, Higher education, Vocational education and training VET,
and Lifelong Learning (common).

IL BEST PRACTICES: SCHOOLS’ SECTOR

Launch End Learning
Acronym Full name Coordinator Contact Country EU frame
year year sector

Fundación capto@tomill
ALCE Tomillo o.es - Luis
Animation for Capto – RUIZ DEL
ALCE reading and Centro de ÁRBOL T Spain 1998 1999 COMENIUS Schools
comprehension Actividades +34.915.61.
at school Pedagógicas, 16.03 F +34
Spain 915 63 97 84

Children in
Libraries: Ingrid
improving BUSSMANN
Stuttgart City
multimedia Tel:+49-711-
CHILIAS Library, Germany 1996 1998 FP4 Schools
virtual library 2165710/573
Germany
access and 0 Fax:+49-
information 711-2165701
skills

Information
literacy skills –
Glasgow J.Crawford@
Information the link
Caledonian gcal.ac.uk; United
Literacy between 2004 2008 National Schools
University christine.irvin Kingdom
skills secondary and
(GCU) g@gcal.ac.uk
tertiary
education

Informatyka+:
the
interregional Project's
programme for Wyższa office –
the Szkoła Wyższa
development of Informatyki Szkoła
Informatyka Informatyki,
the secondary (The Poland 2008 2012 National Schools
+ Lewartowskie
school Academy of
students' Informatics) go St. / 17
qualifications in in Warsaw 169 Warsaw
Information / Poland
Communication
Technology

Virtual and Jo AITKINS
Electronic University of Tel:+44-191-
United
VERITY Resources for Sunderland, 5153915 1998 2000 FP4 Schools
Kingdom
Information UK Fax:+44-
skills Training 191-5152904

9

1) ALCE – Animation for reading and comprehension at school

I: GENERAL INFORMATION
1. Country: Spain
2. EU funding programme: Comenius
3. Focus, initiative-type: project aimed at development of IL as social objective
4. Learning sector: Schools
5. Literacy area: Information Literacy
6. Geographical / social range: International
7. Type of institution, organization, and stakeholder: Foundation

II: CHARACTERISTIC
Consortium
The leader of project is Fundación Tomillo Capto – Centro de Actividades Pedagógicas.
The other participants are partners from Greece, Italy and Portugal.

Background
The ALCE project is part of Socrates Comenius programme which aims at developing
young people and educational staff knowledge about the diversity of European
cultures and languages and help young people acquire the basic skills and life
competencies necessary for personal development, future employment and active
citizenship. Information skills are one of the most important competences in the
information society. The ALCE is also one of the EU-funded projects in the field of
education of children of occupational travelers.

Core objectives
The ALCE project worked with secondary-age pupils and aimed to promote reading,
bibliographical research and use of ITC to carry out schoolwork.

Details
The target group of this project are children of occupational travelers. The ALCE
project worked in schools within deprived urban zones, where the concentration of
immigrants, Gypsies and marginalized group of people is considerable.

Results
The main results of ALCE project, which was finished in 1999, were:
• supporting the education of secondary school students
• drawing attention to the problems of immigrants
• promoting the idea of cultural diversity

10

2) CHILIAS – Children in Libraries: improving multimedia virtual library access and
information skills

1. Country: Germany
2. EU funding programme: FP4
5. Literacy area: Media Literacy, Information Literacy
6. Geographical / social range: international, for children
7. Type of institution, organization, and stakeholder: Library

II: CHARACTERISTIC
Consortium
CHILIAS is a project of the European Commission within the framework of the
Telematics Applications Programme 1994-1998 - Telematics for Libraries. The
coordinator of project is Stuttgart City Library in Germany. The other partners, from
Finland, Great Britain, Greece, Portugal and Spain, are: Gateshead Libraries and Arts
Services, Athens College Library, Diputació de Barcelona, University of Helsinki, IT
Centre for Schools, Vantaa City Library, University of Sunderland, Costeas Gitonas
School, Akateeminen Tietopalvelu, Association of Finish Local Authorities, University of
Turku, IBM Deutschland and Ravensburger Interactive Media.

Background
The Internet and multimedia give children new ways of searching information and
learning but require a high level of information-seeking skills. The project refers to the
idea of European children's libraries, which provide a stimulating environment for
innovative learning and creative use of multimedia.

Core objectives
The project main aim was to strengthen the information competence of children using
interactive multimedia and communication systems to improve their information
seeking skills in new learning environments.

Details
The project was implemented through a web site named InfoPlanet, containing:
• A Virtual Library module
• Storybuilder - an interactive application for creative input from children.
• Guestbook - a structured discussion and feedback tool for use by children.
• Infoton - an information skills tool.
InfoPlanet was developed in six languages, one for each of the participating countries.

11

Results
Project results included:
• Creation of virtual children's libraries of multimedia materials, established in
different countries.
• Integration of communications and media creation applications in the
demonstrator.
• A prototype and demonstrator of tools for different information skills.
• Evaluations of usage of the tools and applications by children, teachers and
librarians.

3) Information literacy skills – the link between secondary and tertiary education

1. Country: UK
2. EU funding programme
5. Literacy area: Information literacy
5. Geographical / social range: national
6. Type of institution, organization, and stakeholder: University

II: CHARACTERISTIC
Consortium
The Information literacy skills – the link between secondary and tertiary
education project is a national pilot to develop an information literacy framework
leaded by The Department of Learner Support at Glasgow Caledonian University
(GCU), realized with secondary and tertiary partners.
• The partners:
• North Ayrshire Council and The City of Edinburgh Council Education Resource
Services
• Doon Academy, Govan High School, Firrhill High School and St. Augustine’s
• University of Abertay
• Learning and Teaching Scotland
• GAPS (General Academic and Professional Services) Department GCU

12

Background
Information Literacy Skills – the link between secondary and tertiary education project
is a part of a National Information Literacy Framework. Research undertaken by
Glasgow Caledonian University showed that students arriving at university have
generally either poor or limited information literacy skills, for some these skills will be
enhanced but many will leave as they arrived. According to the developers of the
project solution, which can help to change this unfavorable situation, is cooperation
between the representatives of the second and the third sector of education.

Core objectives
The aim of the project was to evaluate and develop information literacy skills of
secondary school pupils. The main objective was to make that secondary school
graduates completing secondary school education had a set of information skills,
which then can be developed and used in the course of higher education.
Specific objectives were:
• identify student information literacy skills they bring to university
• convert identified IL skills an IL framework extending from secondary into
higher education
• pilot and test developed framework
• identify barriers to and constraints on the development of a national IL
framework
• test the link between IL, progression, and retention and the employability
agenda

Details
Stages of project implementation:
1. Choosing focus groups from first year students at GCU to identify what
information literacy skills, if any they bring to university
2. Interviewing university subject librarians to identify what information literacy
skills, they believe new students bring from secondary and or further education
3. Working with partners identified information literacy skills converted to an
information literacy framework extending from secondary into higher education
4. Developing and testing framework with secondary and tertiary participants
5. Identifying barriers on the development of a national information literacy
framework
6. Developing of GCU's IL training strategy into an integrated strategy which
combines ICT and IL skills.

13

Results
The result of project, which was finished in 2008, was to focus attention on an
information literacy strategy which links secondary and tertiary education and
encourages the secondary and tertiary sectors to work together. The final product was
to create an information literacy framework.
The outcomes were:
• develop a viable, tested and piloted draft framework
• creation of expertise which can be rolled out further in secondary and tertiary
sectors
• contribute to:
- curriculum development in Scotland
- the teaching and learning of IL skills within education
- the understanding of the role of IL in the progression / retention and
employability agendas
- IL research within tertiary and secondary education
- the development of the secondary / tertiary interface by encouraging
partnership activity.

4) Informatyka+: the interregional programme for the development of the secondary
school students' qualifications in Information Communication Technology

1. Country: Poland
2. EU funding programme: European Social Fund
3. Focus, initiative-type: project aimed at development of IL as cognitive
acquisition of individuals
5. Literacy area: ICT Literacy
5. Geographical / social range: National
6. Type of institution, organization, and stakeholder: College

II: CHARACTERISTIC
Consortium
Informatyka + is a cross-regional educational project in the field of computer science
and information and communication technology initiated by The Academy of
Informatics in Warsaw. The partners of this project are nearly 1,000 teachers from
secondary schools.

14

The project is supervised by Programme Board, consist of representants of:
• University of Warsaw
• Warsaw University of Technology
• University of Wroclaw
• Nicholas Copernicus University in Torun

Background
The Informatyka+ project is part of the Human Capital Operational Programme,
whose main objectives include:
• Raising the level of economic activity and employability of the unemployed and
economically inactive
• Reducing areas of social exclusion
• Improving the adaptability of workers and enterprises to changes in the
economy
• Promoting public education at every stage of education while increasing the
quality of educational services and their link with the needs of the knowledge
economy
• Increasing the capacity of public administration in developing policies and
providing high quality services and strengthening partnership mechanisms
• The increase in territorial cohesion.

Core objectives
The main aim of project is to increase competence in the field of computer science at
the high school students by providing them access to educational resources, lectures
and workshops.

Details
The project provides a wide range of extracurricular activities for students in the form
of lectures, workshops, courses and competitions. All activities will be implemented on
the basis of an educational program developed for the project objectives. In total, the
various forms of teaching in the period from September 2009 to September 2012 will
be attended by 15 780 students (including 20% of students gifted in science or
interested in studying in technical fields) and 180 teachers of computer science and
information technology.
The project consists of a number of initiatives: As part of Visitors Morning and
Afternoon, the Visitors will be invited for lectures and workshops at the Warsaw
School of Informatics, including 3,000 students. As part of the Visitors on Wheels
reach academics to give lectures to village schools away from Warsaw. This form of
participation in the project will be covered by more than 8,000 students. Provision is
also the 6th edition of specialized computer courses undertaken at the premises of the
university and the Regional Centres Project. These courses will be implemented within
a module of the program of advanced IT +. During holidays, the project will be invited
to participate in summer camps. All participants will receive teaching materials in
electronic form and educational brochures. All the teaching resources developed by
the project are available through the educational platform - Mila Junior College. To
use the service, log on www.webfronter.com/iplus/milacollegejunior/ (login and

15

password are assigned to the project participants during classes). People who did not
participate in the classes, and want to use the teaching materials for self-study can
log in as a guest. In the course of the project also envisages the organization of
conferences and the Knowledge Fair, which will be attended by a total of more than
600 participants (teachers, lecturers and students). Progress of the project will be
documented.

Results
• The main results of the project are:
• creation of a special educational program
• creation of educational web-based platform
• completion of lectures and workshops for over 3,000 students
• conduct lectures for more than 8 000 students from small towns
• performing specific computer courses for gifted students
• organizing academic summer camps
• organization of conferences and the Knowledge Fairs
• evidence of good practice in the form of scientific notebooks, publishers of a
popular science – a collective work of prominent representatives from the fields
of science and methodological guide for teachers.

5) VERITY – Virtual and Electronic Resources for Information Skills Training

1. Country: United Kingdom
2. EU funding programme: FP4
5. Geographical / social range: international, for young people

II: CHARACTERISTIC
Consortium
The consortium headed by Information Services at the University of Sunderland
comprises the University of Helsinki IT Centre for Schools, Stuttgart Public Libraries,
Athens College Library and ISEGI based at the New University of Lisbon. The project
was funded by the Libraries sector under the European Union's Telematics
Applications Programme.

16

Background
The Verity project is connected with the idea of providing virtual library services that
are creative, stimulating and educational for young people. Teaching the youth how to
search and use information is compatible with concept of lifelong learning for
information society.

Core objectives
The main aim of project was to help young people with their information seeking
process by providing them "The Virtual librarian" system. The system provided virtual
library services and tough students how to be independent learners in the information
society.

Details
The target group for the project were young people aged 13-19. The Verity project
first produced an English prototype of "The Virtual librarian" system called “Virtual
Resource Finder” which had two parts: the resource finder and the infoskills. The
resource finder guides users through a series of options that assist them in locating
the correct bibliographic information both in the OPAC and from a database of
selected web resources. Infoskills includes three sections: Learning material, Self
evaluation questionnaire and Teacher’s guide. The Learning material is a guide for
information seeking designed for school assignment and project work. It teaches the
user how to work effectively with information. The self-evaluation questionnaire
provides a forty five questions questionnaire users can take to evaluate their
strengths and weaknesses in searching. The Teacher’s guide discusses the
challenges of the future education and offers guidance in encouraging collaborative
work. After the completion and verification of the first prototype in English additional
prototypes were also produced in Finnish, German, Greek and Portuguese.

Results
The project, which was finished in 2000:
• supported young people with their research projects in retrieving, selecting and
evaluating the relevant information available in library catalogues and on the
Internet
• contributed to the spread of the idea of lifelong learning
• gave young people ability to learn independently

17

IL BEST PRACTICES: HIGHER EDUCATION SECTOR

Launch EU Learning
Acronym Full name Coordinator Contact Country End year
year frame sector

Alfin-EEES –
Skills and
Universidad
competencies
de Granada. María Pinto
in information
Facultad Molina Tel.:
management
Alfin-EEES Bibliotecono 34 958 243 Spain 2006 ongoing National HE
for learning to
mía y 933 Fax: 34
learn within
Documentaci 958 243 490
European
ón, Spain
Higher
Education

NUI Galway, Isolde
Trinity Harpur,
Information
Information College Trinity
Literacy Ireland ongoing National HE
Literacy module Dublin and College
module
University Library
College Cork Dublin

Information
Information Staffordshire 3800@staffs. United
literacy ongoing National HE
literacy project University ac.uk Kingdom
project

MA in MA in
University of s.webber@sh United
Information Information ongoing National HE
Sheffield effield.ac.uk Kingdom
Literacy Literacy

SWIM – Maj
Streaming Rosenstand
Web-based Aalborg Tel.: 9635
SWIM
Information University 9349
SWIM Modules Denmark 2001 2003 National HE
Library - Niels Jørgen
tutorial Aalborg Blåbjerg
SWIM –
information Tel.: 9635
search strategy 7304

18

6) ALFIN-EEES – Skills And Competences In Information Management For Learning To
Learn Within European Higher Education

1. Country: Spain
2. EU funding programme: no EU funding; held by Universidad de Granada es
Catedrática de Biblioteconomía y de Documentación and supported by Spanish
Ministerio de Educatio and Spanish IL EHEA (Information Literacy European
Higher Education Area)
3. Focus, initiative-type: Initiatives/projects aimed at development of IL as social
objective; Education goals and strategies development; curricula development;
Resources and tools for learners, teachers, users development
4. Learning sector: Higher Education
5. Literacy area: Information Literacy with the impact on Computer Literacy,
Digital Literacy 6. Geographical / social range: national, for students
7. Type of institution, organization, and stakeholder: National governments and
other official agencies; University; non-official bodies: LIS community

II: CHARACTERISTIC
Consortium
The project is held by Universidad de Granada es Catedrática de Biblioteconomía y de
Documentación from Granada, Spain and represented by Prof. María Pinto Molina and
supported by Spanish Ministerio de Educatio and Spanish IL EHEA (Information
Literacy European Higher Education Area)

Background
Alfin-EEES is an educational portal targeted on students' global learning processes. It
is centered on the reinforcement and acquisition of skills, competencies and know-
how of a generic nature, related to all key aspects of the management, accessing and
use of information, the aim being to equip the students with autonomy in information
handling and in acquiring new cognitive skills in today's knowledge economy.

Core objectives
The aim of the project is the development of information skills concerning with the
special impact on digital literacy, understood as the set of attitudes referred to the
use and management of information in any of the forms in which it appears as well as
of the technologies usage that lead to this information.
As methodological platform for the development the Alfin-EEES have been based on
the experience accumulated in the creation of the electronic portal e-COMS Electronic
Content Management Skills (2004) and on the philosophy of the models Big Six Skills
(1995), Declaration of Sorbona (1998), INTO Info (1998), Declaration of Bologna
(1999), BONUS (1999), CERICE (2000), ALLAH (2000), Declaration of Prague (2001),
I DESSICATE (2001), European Union (2003), Declaration of Berlin (2003), initiatory
and-EUROPE (2003-05) that put special emphasis on the changes on the organization
of the higher education based on permanent learning, in the development of skills and
transverse and generic competences for the literacy in information confronting

19

successfully the access and use of the information to be unrolled in the society, to
reach the personal targets and to develop the proper knowledge and potential.

Details
As generic target, Alfin-EEES tries to form generic competences of the students
through education representation:
• systemic: related to identification of knowledge existing, the map of concepts,
the development of skills for the analysis and put together of information,
capacity for the resolution of problems and the capture of decisions, aptitude to
tackle progress and to propose innovations.
• informative - technological: related to use of software generic and to
management, organization, recovery and access of the information in any
format and support.
• sets of instruments: relative to the aptitude to analyze and to synthesize
information, to organize it, to evaluate it and reuse.
• personnel: centered on the aptitude to be employed at teams and of integration
at multidisciplinary teams, acquisition of ethical values at the handling and use
of the information.
• evaluative: to encourage the spirit of self-criticism and the capacity of
interaction of the student with the system of education - learning.
Each competency and sub-competency uses the same structure for presenting the
information, although the more specific level, that of the sub-competency, is more
complete. For each competency, a general chart presents the contents and procedures
for learning. The chart for sub-competencies, which is more specific, is very detailed
and includes the development of knowledge and specific skills for the training in
question, facilitating numerous activities, recommendations and resources. The basic
chart is based on the theory of meaningful learning and, in general, on the
constructivist paradigm, as well as on the more general consensus on efficacy and
efficiency in learning processes.

Results
Alfin-EEES is an initiative that proposes the implementation into the curricula and
education so called generic competences related to the information literacy, developed
and educated for any university student who needs to search for, to manage, to
organize and to evaluate information gathered in very diverse sources.
The six blocks of transversal content have been established in the configuration of the
portal's content:
• Learning to learn: the concept of learning to learn is explained - how to learn to
learn, and how to be autonomous and in charge of our own learning process
• Learning to seek and assess information
• Learning to analyze, synthesize, and communicate: how to read better, how to
segment the information in order to subsequently reorganize it using the
techniques of outlining, graphic representation and summary, and how to
communicate the new knowledge in writing, using graphic presentations while
respecting the contribution of the authors whose ideas have been used.
• Learning to generate knowledge: in-depth study of the processes of creation
and innovation, the principles of scientific thought and the techniques for

20

organizing projects, in order to familiarize the student with the principal phases
of knowledge generation: creation, research and development.
• Learning to work with others: the ethical bases for coexistence and teamwork
are posed, as well as how to recognize and approach conflict using negotiation
techniques.
• Using technology to learn: operating systems, IT office applications,
communication tools and the e-learning environments most often used in
universities are introduced.
The knowledge leading to the competencies set out in Alfin-EEES is meant to be
assimilated by the students using the possibilities offered by the new technologies for
e-learning and teaching: hyperlinks; schemes and maps; interactive examples with
problem-solving; FAQs, which will give solutions to the most problematic questions;
email, which will facilitate permanent and personalized tutoring; and forums, which
will provide a space for virtually debating specific subjects and sharing knowledge.
Alfin-EEES serves to promote the alphabetization of information (information literacy)
and initiatives, resources of those who consult it, multiplying the opportunities of
electronic self-guided learning and encouraging values as the innovation, the
creativity.
Each competency and sub-competency uses the same structure for presenting the
information, although the more specific level, that of the sub-competency, is more
complete. For each competency, a general chart presents the contents and procedures
for learning. The chart for sub-competencies, which is more specific, is very detailed
and includes the development of knowledge and specific skills for the training in
question, facilitating numerous activities, recommendations and resources. The basic
chart is based on the theory of meaningful learning and, in general, on the
constructivist paradigm, as well as on the more general consensus on efficacy and
efficiency in learning processes.

7) Graduate Information Literacy Module. National University Of Ireland Galway,
Trinity College Dublin, University College Cork

1. Country: Ireland (Galway, Dublin, Cork)
2. EU funding programme: collaborative university initiative; Higher Education
Authority (a member of international organization ENQA - the European
Association for Quality Assurance in Higher Education and National Department
Plan (NDP); partly funded by the Irish Government and part financed by the
European Union under the National Development Plan
objective;
5. Literacy area: Information Literacy with the impact on Computer Literacy, Digital
Literacy
6. Geographical / social range: national, for students

21

II: CHARACTERISTIC
Consortium
This is the joint initiative of three universities and university libraries: National
University of Ireland Galway, Trinity College Dublin, and University College Cork.
Initiative was supported by Higher Education Authority (a member of international
organization ENQA - the European Association for Quality Assurance in Higher
Education and National Department Plan (NDP) Transforming Ireland, the national
investment programme 2007-2013NDP Transforming Ireland is Funded by the Irish
Government and part financed by the European Union under the National
Development Plan.

Background
Initiative of three collaborating universities with no funding from EU. Initiative is an
attempt to establish the competence of the course trainee students at master,
doctoral and young academic staff (post-doctoral). The module was incorporated into
the curricula, and is the example resource of credited courses available at universities
collaborating with one another.

Core objectives
The initiative is prepared for postgraduate research students completing a PhD or a
Research Masters, as well as Post-Doctorate staff.

Details
The aim of the module is:
• To understand the significance of Information Literacy and its application to the
research;
• To enable to audit and update current Information Literacy Skills;
• To expand and acquire a portfolio of Information Literacy Skills
• To develop Information Literacy Skills, what will enhance the quality of research
skills and expand career opportunities.

Results
It consists of 6 units in total, and each unit will introduce to the topic through a series
of slides explaining the subject area, and provide with an opportunity to practice and
explore its themes by means of short reflective tasks. This tutorial supplements the
important work of the subject area librarian, and is designed to allow users to review
the topic at the own convenience.
The Learning Outcomes are to:
• Plan and undertake a comprehensive search and review of the literature
• Develop effective strategies to locate and access relevant information
• Analyse and critically evaluate research findings
• Demonstrate and apply a range of these skills as part of wider research
portfolio
• Develop effective approaches to keep up to date with the latest research in
research area
• Manage the research information saving valuable time and effort

22

• Identify the legal and ethical issues relating to the use of information
• Publish and present information in an effective way
• Justify the application of these information literacy skills to the specific research

The Graduate Information Literacy Module is available at:
http://www.informationliteracy.ie/

8) Information Literacy Project. Staffordshire University

1. Country: United Kingdom
2. EU funding programme: no EU funding
objective
Literacy 6. Geographical / social range: national, for students

II: CHARACTERISTIC
Consortium
Initiative is held by the Staffordshire University

Background
Information literacy project at the Staffordshire University is a kind of strategic
approach to integrating information literacy into the learning landscape.
The Statement of good practice has been implemented as an initiative in e-learning.
Widening Participation and Quality can be supported by greater emphasis on
information literacy. The information literacy statement can work in tandem with the
e-learning policy and the employability policy to enrich and deepen the student
experience of learning at Staffordshire University. This statement can be used to
underpin modular undergraduate courses, postgraduate courses, distance learning
courses (both undergraduate and postgraduate) and Staffordshire University Regional
Federation SURF courses.

23

Core objectives
This is a course focusing on the area of information literacy. The aims of the course
are:
• to develop understanding of information literacy practice,
• to support learning through the information literacy,
• implementation of IL tools
The aim is to deepen the understanding of information literacy, development of the
skills and to manage this transition to higher education and support them through
their first piece of assessed work.

Details
Research into various aspects of Information Literacy and its implementation that
have been undertaken at the University are:
1. ASK or the Assignment Survival Kit (http://www.staffs.ac.uk/ask) is a student
centered learning support tool designed to help students tackling their first
assignment. It is one of a range of deliverables being developed at Staffordshire
University to underpin the University’s new strategic approach to information
literacy.
Information Services are developing a range of materials to support and enhance
students’ Information Literacy skills, to manage this transition to higher education
and support them through their first piece of assessed work
2. Embedded support sessions - Embedding information literacy skills within taught
courses means that students understand and apply these skills better than if they
are presented separately outside the context of work done within a module.
3. Information Skills module. The module has been developed with first year
students in mind but as a general option is available to all students who feel that
they need help in refining their research skills
4. VLE Folder support activity. It is a support and collaboration help in working
together with the academic staff to integrate Information Literacy activities and
resources for the specific subject. The University has a standard VLE information
literacy folder which can be used in its “off the peg” form or which can be
tailored especially for the module’s needs
5. Staffordshire University Information Literacy Community of Practice (SUILCoP).
Following the success of Information Literacy: Recognizing the Need Conference
held at Staffordshire University on the 17 May 2006, Staffordshire University set
up an Information Literacy Community of Practice. The aim of this is to allow the
sharing of good practice and discuss new ideas in Information Literacy teaching
and learning within the university sector by organizing the annual workshops.

24

Results
The Statement of good practice has been implemented as an initiative in e-learning.
Widening Participation and Quality can be supported by greater emphasis on
information literacy. The information literacy statement can work in tandem with the
e-learning policy and the employability policy to enrich and deepen the student
experience of learning at Staffordshire University. This statement can be used to
underpin modular undergraduate courses, postgraduate courses, distance learning
courses (both undergraduate and postgraduate) and Staffordshire University Regional
Federation SURF courses.
Research into various aspects of Information Literacy and its implementation that
have been undertaken at the University are:
1. ASK or the Assignment Survival Kit (http://www.staffs.ac.uk/ask) is a student
centered learning support tool designed to help students tackling their first
assignment. It is one of a range of deliverables being developed at Staffordshire
University to underpin the University’s new strategic approach to information
literacy.
Information Services are developing a range of materials to support and enhance
students’ Information Literacy skills, to manage this transition to higher education
and support them through their first piece of assessed work
2. Embedded support sessions – Embedding information literacy skills within
taught courses means that students understand and apply these skills better than
if they are presented separately outside the context of work done within a
module.
3. Information Skills module. The module has been developed with first year
students in mind but as a general option is available to all students who feel that
they need help in refining their research skills
4. VLE Folder support activity. It is a support and collaboration help in working
together with the academic staff to integrate Information Literacy activities and
resources for the specific subject. The University has a standard VLE information
literacy folder which can be used in its “off the peg” form or which can be
tailored especially for the module’s needs
5. Staffordshire University Information Literacy Community of Practice
(SUILCoP). Following the success of Information Literacy: Recognizing the Need
Conference held at Staffordshire University on the 17 May 2006 Staffordshire
University set up an Information Literacy Community of Practice. The aim of this is
to allow the sharing of good practice and discuss new ideas in Information Literacy
teaching and learning within the university sector by organizing the annual
workshops.

25

9) Ma In Information Literacy. University Of Sheffield

1. Country: United Kingdom, Sheffield
2. EU funding programme:
objective
6. Geographical / social range: national, for students

II: CHARACTERISTIC
Consortium
The MA course is proposal for national and international education introduced by
Sheffield University, United Kingdom.

Background
This is a unique new master’s course focusing on the fast-developing area of
information literacy. The aims of the course are:
• to develop the understanding of information literacy theory and practice
• to prepare students for the role of educator in information literacy

Core objectives
The MA will deepen the understanding of information literacy and users information
behaviour in different contexts. Reflecting on students’ experiences of learning and
teaching, they are engaged critically with different approaches and build a foundation
for a career in which educating others in information literacy is a key role.

Details
MA in Information Literacy it is the university initiative that gives the knowledge,
understanding and skills to succeed in an exciting and fast-moving field. The
University, Information School has a flexible approach to teaching and learning, and it
is possible to study part time or full time, and take the programme as a Postgraduate
Diploma or Postgraduate Certificate as alternatives to the full MA. It is also possible to
choose to study individual modules, accumulating credits towards a qualification to be
completed later. The course aims to develop specialist practitioners, who understand
the theory and practice of information literacy, and who are qualified and motivated to
educate members of the public in their lifelong development of information literacy
skills. It provides an in-depth understanding of information literacy and information
behaviour in different contexts, as well as preparing participants for roles as
information literacy teachers.

26

Results
The MA in Information literacy is divided into the core modules:
Dissertation,
Education for Information Literacy that provides critical understanding of approaches
to teaching information literacy through reflection on existing experience and
competence. It examines different approaches to education for information literacy,
reflects on the different contexts (educational, national, social and disciplinary),
Educational Informatics, which is introduction to current practice and research in
educational informatics. Addresses theoretical and practical issues associated with the
use of information and communication technologies (ICTs) to support learning in the
information society.),
Information Literacy Research (that deepen the understanding of the key research
problems in information literacy and appropriate research methods for investigating
those problems. Develops knowledge about the research contexts and problems and
increases capability in information literacy and relevant research approaches),
Information Resources and Information Literacy (that is a theoretical and practical
introduction to information needs and their satisfaction, the different types of
information sources and resources available. Also provides practical experience of
basic information searching and evaluation skills using printed and online, internet-
based sources),
Information Retrieval: Search Engines and Digital Libraries (that is introduction into a
wide range of predominantly computerized techniques for the organization, searching
and processing of textual information. Focus on keyword searching; subject analysis;
networked retrieval; record description and user interface issues),
Research Methods and Dissertation Preparation (helps to prepare a dissertation, also
introduces social research methods and statistics for information management),
Practical Computing
and modules to be chosen: Academic and Research Libraries, Archive Use and
Methodology, Business Intelligence, Content Management Systems, E-Business and E-
Commerce, E-Government Information, Electronic Publishing, Healthcare Information,
Human Computer Interaction and User Interface Design, Information Storage and
Retrieval Research, Library Services for Children and Young People, Public Libraries.
More information is available in the brochure:
http://www.shef.ac.uk/content/1/c6/08/48/23/MA%20Information%20Literacy.pdf

27

10) Swim – Streaming Webbased Information Modules. Swim Tutorial – Information
Search Strategy. Aalborg University Library.

1. Country: Denmark
2. EU funding programme: no EU funding, the project is the national and local
(Aalborg University) initiative funded by local and national organizations
(Denmark’s Electronic Research Library)
objective
Literacy 6. Geographical / social range: international (Sweden, Norway), for
students

II: CHARACTERISTIC
Consortium
The SWIM-program is also used at Chalmers University of Technology in Sweden and
adapted and translated to the needs of the Business School in Bergen, Norway.
(http://www.ub.uib.no/felles/IK/index.htm).
The project partners of the SWIM group are:
• The Aarhus School of Business Library
• The Royal Library
• Roskilde University Library.

Background
SWIM – Streaming Web-based Information Modules – project developed by the
Aalborg University Library, which use streaming-server technology, in which the
tutorial enables the student to make a number of choices about search strategy and
problem solving. SWIM is based on Carol Kuhlthau’s (1994) model of the information
searching process. The SWIM modules link together project work, information
searching and the student’s emotional state while working. (http://www.swiminfo.dk).
The project is the national and local (Aalborg University) initiative funded by local and
national organizations (Denmark’s Electronic Research Library)

Core objectives
The aim of the SWIM project is to develop a web-based multimedia programme that
furthers the development of students' information literacy skills. The programme is
designed as a contextually relevant, interactive tutorial, which is divided into well-
defined modules and integrated in various web environments relevant to library users
and teaching environments.

28

Details
The project objective is to support students in the acquisition of information literacy
skills, particularly when using web-based information resources supported by
Denmark's Electronic Research Library. The SWIM group will develop an easy to use
tutorial consisting of modules that relate to relevant information resources, thus
offering the user the possibility of just-in-time learning when using e.g. a specific
database. Another objective is to secure the integration and use of those information
resources and facilities that can be accessed through the research libraries in the
teaching environments of the various educational institutions.
The project objective is to support students in the acquisition of information literacy
skills, particularly when using web-based information resources supported by
Denmark's Electronic Research Library. The SWIM group will develop an easy to use
tutorial consisting of modules that relate to relevant information resources, thus
offering the user the possibility of just-in-time learning when using e.g. a specific
database. Another objective is to secure the integration and use of those information
resources and facilities that can be accessed through the research libraries in the
teaching environments of the various educational institutions.
The indirect target group is the universities' teaching environments, in connection
with curriculum planning and other activities that further the integration of
information literacy in the learning process. Furthermore, the target group also
includes a number of different users in various web environments e.g. The Virtual
University of Denmark (DVUNI) and those involved in Denmark's Electronic Research
Library.

Results
In order to render the project visible, secure exposure, and further the exchange of
knowledge and interplay with other projects, the SWIM group has formed a number of
attachments to centers and institutions both within and outside Aalborg University.
The type of attachment depends on the characteristics of the individual network
partner. However, it will primarily involve sparring and the exchange of experiences in
connection with specific problems relating to the themes listed below. The network
themes are:
Learning and problem-based learning
E-learning Lab Nordlylland
Learning Lab Aarhus
Learning Lab Denmark
The Centre for the Interdisciplinary Study of Learning (VCL), Aalborg University
Virtual Learning Environments and Learning Methods (The VILL project)
Department of Communication, Aalborg University
Learning and IT
E-learning Lab Nordjylland
Learning Lab Aarhus
Learning Lab Denmark
The Centre for the Interdisciplinary Study of Learning (VCL), Aalborg University
Virtual Learning Environments and Learning Methods (The VILL project)
VR Centre North, Aalborg University
IT Innovation, Aalborg University

29

Technology
IT Innovation, Aalborg University
Institute of Electronic Systems, Aalborg University
VR Centre North, Aalborg University
The product must be usable to a broad circle of students in higher education, including
distance learners. More information is available on:
http://www.swiminfo.dk/index.html
The tutorial is available on:
http://web.aub.aau.dk/swim/swim_uk/adsl/splashintro.html

30

IL BEST PRACTICES: VOCATIONAL EDUCATION AND TRAINING SECTOR

Launch End Learnin
Full name Coordinator Contact Country EU frame
year year g sector

b.jones-
SEEKS – Adult
2@umist.ac.uk
Information
MANCHESTER - Telephone
Seeking United
METROPOLITAN +00 44 161 2001 2003 MINERVA VET
Strategies in the Kingdom
UNIVERSITY, UK 275 7255 - Fax
Information
+00 44 161
Society
200 3505

biuro@parp.gov
Szkolenia – to się .pl;
PARP - the Polish
opłaca www.parp.gov.
Agency for
pl; phone +48 Poland 2010 2011 ESF VET
(Database of Enterprise
22 432 80 80,
training offers) Development
+48 22 432 71
25

Training of
aw.khan@unesc
Information UNESCO International 2002 2009 International VET
o.org
Professionals

Training of Media aw.khan@unesc ongoi
UNESCO International 2002 International VET
Professionals o.org ng

Training-the-
Trainers in aw.khan@unesc
UNESCO International 2007 2009 International VET
Information o.org
Literacy

31

11) SEEKS – Adult Information Seeking Strategies in the Information Society

1. Country: UK
2. EU funding programme: MINERVA
4. Learning sector: VET
5. Literacy area: Internet Literacy

II: CHARACTERISTIC
Consortium
The SEEKS project was funded by the EU Socrates Minerva programme (Promotion of
Open & Distance Learning - Information & Communication Technologies in the Field of
Education). The project was coordinated by the IOE Research Centre at Manchester
Metropolitan University in the UK. The other partners were Universiteit van
Amsterdam, the Institute of Applied & Computational Mathematics in Greece,
Universitat de Barcelona, and Universitat des Saarlandes.

Background
Success in operating in network environment requires having effective information
search strategies. The SEEKS project aims to elucidate the need for recognition of
difference and offer guidelines to teachers and trainers, developers of educational
software, educational websites and portals offering pathways into education and
training which take into account different approaches to process of information
seeking. That is why the main aim of SEEKS project was to examine information
seeking strategies, which have being used by adult learners searching information on
the internet.

Core objectives
The core objectives are to:
• clarify the need for recognition of difference in information seeking behaviour
and to offer guidelines about those differences to be taken into account in
varied learning environments
• develop a trans-nationally validated taxonomy of ICT related information
seeking strategies among adult learners in formal and distributed learning
environments based on analyzing users' seeking and searching strategies as
they happen in real situations
• produce a census mapping the transnational distribution of these strategies
• formulate good practice guidelines for tutors, trainers and system developers to
assist the development and production of appropriate curricula and training
content and systems design

32

The SEEKS project was concerned with the development of a transnational validated
taxonomy of ICT-related information-seeking behaviour (ISB) among adult learners.
Formal and informal distributed learning environments were both taken into
consideration.

Details
The taxonomy and methodology for the project was developed on the basis of a
theoretical review of current models of information seeking. The similar methodology
and tools were used in Spain, Germany, the United Kingdom, the Netherlands and
Greece with the aim of developing a trans-nationally validated taxonomy of adults’
information seeking strategies. The project team has gathered comprehensive data on
the Information Seeking Behaviors of adult learners and created a set of guidelines for
developers of educational software and ICT-based learning instructors.

Results
The main project outputs are:
• Development of transnational validated taxonomy of information seeking
strategies
• Results of transnational mapping of distribution of information seeking
strategies
• Guidelines for ODL teachers and trainers to facilitate optimal use of user and
student information seeking strategies
• Guidelines for ODL systems designers to facilitate optimum accommodation of
varied information seeking strategies
The project was finished in 2003. The outcomes of the project contribute to a process
accelerating the integration of previously excluded groups into the Information
Society.

12) Szkolenia – to się opłaca

1. Country: Poland
2. EU funding programme: ESF
3. Focus, initiative-type: project aimed at development of IL as cognitive acquisition
of individuals
6. Type of institution, organization, and stakeholder: PARP - the Polish Agency for
Enterprise Development

33

II: CHARACTERISTIC
Consortium
Szkolenia – to się opłaca is a Polish project carried out by PARP - the Polish Agency for
Enterprise Development. The project was started in 2010 and will by finished in 2011.
It is co-financed by the European Union under the European Social Fund.

Background
Raising the professional competence of staff is an element of competitive advantage.
The idea of lifelong learning is the foundation of the vision of a modern knowledge
society. The best developing countries treat lifelong learning as a priority in their
development strategies, as well as in the transformation of education.
The project aims to create a system of staff training with the needs of modern
economy. This aim is compatible with The Lisbon Strategy in the context of
employees’ lifelong learning.

Core objectives
The aim of this campaign is to promote among small and medium-sized companies
the idea of the professional development and draw entrepreneurs’ attention to the
role of employees training. The goal is also to draw attention to the need for
businesses to invest in staff and motivating them to take concrete actions aimed at
enhancing the professional competence of employees.

Details
Implementation of the project rests on two pillars. The first of them is those of PR and
media - broadcast radio and television spots, and the organization of debates and
conferences related to the development of human capital. The second is the launch
site "Investment in human resources.” It is a website containing a database of offers
of training and postgraduate studies. Currently, the portal www.inwestycjawkadry.pl
there are more than 11,540 training courses, including the 6028 edition of the
training co-financed by EU funds and approximately 719 proposals for postgraduate
study, including 390 of the ESF funding. What is important using the database is free.

Results
The result of this project is database of training offers available online at
www.inwestycjawkadry.pl. Portal, which was commissioned as a base for training and
postgraduate studies, today is a professional vortal. Entrepreneurs will find its
practical advice of experts on the broader human resource management and
interesting publications on this topic.

34

13) Training of Information Professionals

1. Country: international
2. EU funding programme: no
5. Geographical / social range: international
6. Type of institution, organization, and stakeholder: UNESCO

II: CHARACTERISTIC
Consortium
The international project Training of Information Professionals was funded by UNESCO
and it is part of wider UNESCO policy connected with area of Communication and
Information Activities. Projects from this area are generally focused on providing
people skills and abilities for critical reception and use of information in their
professional and personal lives. The Training of Information Professionals project is a
good example of this idea.

Background
The project was focused on training, continuing education and lifelong learning for
information specialists working in libraries, archives and other institutions, especially
in developing countries. According to UNESCO building the capacity of these
institutions requires a continuous process of improving the knowledge and skills of the
professionals who work within them. That is why this programme focuses on training
and lifelong learning for media and information specialists from developing countries.

Core objectives
The main aim of the project is to provide information specialists access to training,
continuing education and lifelong learning, especially through strengthening
professional training institutions and integrating information components into national
development plans, poverty eradication strategies and United Nations country
programming exercises.

Results
Training of Information Professionals project, which was finished in 2009, provides
opportunity to train and lifelong learning for media and information specialists from
developing countries.

35

14) Training of Media Professionals

of individuals
5. Literacy area: Media Literacy

II: CHARACTERISTIC
Consortium
The Training of Media Professionals project was funded by UNESCO in 2002. This
international project is focused on building the capacities of media professionals,
mostly by enhancing the quality of media training institutions, fostering community
access to information and increase opportunities for non-formal education.

Background
According to UNESCO media are an important element for enhancing participation in
development processes and contributing to poverty eradication. It is part of UNESCO
wider strategy connected with training and lifelong learning for media and information
specialists, especially in developing countries.

Core objectives
The main aims of the project are:
• increasing the competency of media training institutions;
• improving accountability, ethical and professional standards in journalism;
• providing training on investigative journalism.

Details
This project was designed especially for people connected with media management,
technicians and engineers. The high priority is also given to the training of women
media professionals.

At the country level, the aims of this project are realized through establishment and
strengthening of media training institutions. This activity includes setting criteria of
excellence, provision of training facilities, training of trainers, and development of
training modules in disciplinary knowledge.

Results
The project is still ongoing. The planning results are: increasing the competency of
media training institutions, fostering community access to information and building
the capacities of media professionals.

36

15) Training-the-Trainers in Information Literacy

of individuals

II: CHARACTERISTIC
Consortium
The Training-the-Trainers in Information Literacy project is another UNESCO initiative
connected with idea of building of knowledge societies. The Bureau of the
Intergovernmental Council for the Information for All Programme (IFAP) decided in
2007 to fund a global scale-up project on information literacy. This project includes
series of regional Training-The-Trainers workshops in information literacy in several
institutions of higher education covering all regions of the world.
Many other international and national organizations, such as the International
Federation of Library Associations and Institutions (IFLA), the National Forum on
Information Literacy (NFIL) and the National Commission on Library and Information
Science (NCLIS) joined to this initiative.

Background
UNESCO is strongly advocating projects focused on providing access to the knowledge
people need to improve their daily lives and achieve their full potential. In this
context, information literacy skills are crucially important. The Training-the-Trainers in
Information Literacy project is connected with ideas of lifelong learning and building of
knowledge societies.

Core objectives
The main aim of project was to spread knowledge of information literacy by training
people from different social groups to become information literacy specialist in their
own societies.

Details
This project was designed especially for some groups of people: women; youth,
including those out-of-schools; unemployed and under-employed adults; migrant and
refugee populations; disabled persons; rural and isolated populations; minorities living
in majority cultures; and other disadvantaged groups.
The main aim of workshops was to allow “information literacy expert presenters” to
instruct 25-50 “trainer-participants” at each workshop in the best available
pedagogies for teaching information literacy. Upon completion of the training, the

37

“graduated” trainer-participants were expected to offer their educational expertise to
train different sectors of society in their countries.

Results
The result of Training-the-Trainers in Information Literacy project is that
understanding of the information literacy paradigm spreads more widely in different
sectors of societies.

38

IL BEST PRACTICES: ADULT / LIFELONG LEARNING SECTOR

Launc EU
Cou End Learning
Acronym Full name Coordinator Contact h fram
ntry year sector
year e

Europe’s New
Libraries
Rob.davies”m Intern
Together In Transv
ENTITLE drpartners.co ationa 2008 2009 common
Transversal ersal
m l
Learning
Environments

Information Information Intern
aw.khan@une Interna
and Media and Media UNESCO ationa ongoing common
sco.org tional
Literacy Literacy l

Information b.radoykov@
Intern
For All unesco.org; Interna
IFAP UNESCO ationa 2000 ongoing common
Programme – mc.botte@un tional
l
IFAP esco.org

International
International Intern
Statistical Statistical reija.helenius Interna
Statistical ationa 1994 ongoing common
Literacy Literacy @stat.fi tional
Institute l
Project

wkluczamy.PL stowarzyszeni
("self e- e@galeriaidei.
inclusion"), pl; tel. +48
Association
the initiative 32 276 42
wkluczamy. "Silesian Polan Region
to "upgrade" 20; tel. gsm 2009 ongoing Adults
PL Gallery of d al
50+ Silesians +48 604 476
Ideas"
in the 069;
information www.galeriaid
society ei.pl

39

16) ENTITLE – Europe’s New Libraries Together In Transversal Learning Environment

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).
objective
4. Learning sector: Lifelong Learning; Adults
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:
• Aarhus Public Libraries, Denmark
• Acrosslimits, Malta
• Bulgarian Library and Information Association (BLIA), Bulgaria
• BVOE (Büchereiverband Österreichs), Austria
• Cluj County Library Octavian Goga, Romania
• Cross Czech a.s., Czech Republic
• European Bureau of Library, Information and Documentation Associations
(EBLIDA), Netherlands
• Helsinki City Library, Finland
• Libraries and Archives Department, Lisbon, Portugal
• MDR Partners, United Kingdom
• Museums, Libraries and Archives Council, United Kingdom
• National and University Library of Slovenia (NUK), Slovenia
• Publika MKK, Hungary
• The European Schoolnet Partnership (EUN)
• Veria Central Public Library, Greece

40

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.
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.

41

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