Conference on Learning

Information Literacy

across the Globe

10th of May 2019

DIPF | Leibniz Institute for

Research Information in Education

Frankfurt am Main, Germany

!

Corporate Design-Manual des DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation

Seite 10

Stand: 05.09.2018

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Organized by the ILO project

Information Literacy Online

informationliteracy.eu

!

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PROGRAMME

THURSDAY 9th OF MAY

Get together on Thursday 19:00 at Atschel Frankfurt.Registration needed.Wallstraße 7 · 60594 Frankfurt am Main/Sachsenhausen

FRIDAY 10th OF MAY

The conference site is at the DIPF building, 1st floor.Presentations will happen with a projector (e.g. using Powerpoint or Keynote, only HDMI is supported, a windows laptop will be available with OpenOffice, Acrobat, MS-Office and WebBrowsers), will be video-recorded (by studiumdigitale), and will be complemented by a live sketching (by ThinkPen).

8:00 — 9:00 Registration

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 9:00-10:00: Keynote

Jannica Heinström

In a world of stigma and flow – how youth master information in their daily lives

This talk will discuss how young people naturally use information as part of their daily

lives. The talk will particularly emphasize emotional aspects and ask why young people

may choose to either actively engage in information interaction or withdraw from it.

Individual patterns of information interaction will be related to personality traits and

sense of coherence. The talk will highlight phenomena such as stigma, information

avoidance, fear of missing out, serendipity and flow. The talk will conclude with a

discussion of a holistic understanding of everyday information mastering, as including

both cognitive, behavioural and emotional aspects.

Room Wolfgang Mitter.

10:00-11:30: parallel session 1.1 (chair: Cristobal Urbano, room: Erich Hylla)

Angela Fessl, Sabine Barthold, Ilija Simic and Viktoria Pammer-Schindler

Concept and developmentof an Information Literacy Curriculum Widget

(full paper) Information literacy, the access to knowledge and use of it are becoming a

precondition for individuals to actively take part in social, economic, cultural and

political life. Information literacy must be considered as a fundamental competency

like the ability to read, write and calculate. Therefore, we are working on automatic

learning guidance with respect to three modules of the information literacy curriculum

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developed by the EU (DigComp 2.1 Framework). In prior work, we have laid out the

essential research questions from a technical side. In this work, we follow-up by

specifying the concept to micro learning, and micro learning content units.

This means, that the overall intervention that we design is concretized to: The widget is

initialized by assessing the learner’s competence with the help of a knowledge test.

This is the basis for recommending suitable micro learning content, adapted to the

identified competence level. After the learner has read/worked through the content, the

widget asks a reflective question to the learner. The goal of the reflective question is to

deepen the learning. In this paper we present the concept of the widget and its

integration in a search platform.

Stefan Jongen, Jaro Pichel, Frederike Vernimmen-de Jong and Harm Hospers

Analysing Informed Learning at Maastricht University

(full paper) Learning and teaching should be at the forefront of innovation through the

informed use of a wide range of evidence contextualised to the specific circumstances

of the institution and discipline. Maastricht University (UM) puts emphasis on analysing

learning and important 21st-century skill development, such as information literacy

skills. Informed learning is a distinct way to approach information literacy in that it

addresses the functional, situated and critical nature of learning to deal with

information. However, we have limited insight to what extent informed learning

practices occur. The aim of the present paper is to answer the question how we can

analyse informed learning at Maastricht University. More specifically, in what way can

we collect data about the link between information and the learning process to receive

insights from both teachers and students? The present paper reviews several studies,

which described how to analyse information as part of the learning process.

In conclusion, these are the three most important recommendations for the UM

regarding analysing informed learning:

1) Analyse to what extent the functional, situated, and critical approach of informed

learning are practiced with a mixed approach,

2) Quantitatively and qualitatively analyse the issues related to information use within

the learning process in a student and teacher population by means of surveys,

focus groups, and course syllabi.

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3) Use both formative and summative assessment to measure information literacy

skills.

Data can thus be collected from several perspectives (e.g. institutional, teachers, and

student). By collecting these data, we can increase the awareness regarding

information literacy as part of the learning process. In addition, these data can provide

input for useful interventions to optimise information literacy education at the UM in

order to provide students with one of the most essential skills for their future career.

Antje Michel and Inka Tappenbeck

Information Literacy, epistemic cultures and the question „Who needs what?“

(short paper) In the field of Information Science the concept of Information

Literacy (IL) has two different dimensions: On the one hand it refers to the

curricular content itself, that is the question which particular competencies

Information Science students need to have. On the other hand it is strongly

related to the increasing number of target groups for whom information

specialists develop and realize instructions and trainings with the aim of

strengthening IL. The second dimension is a challenging task insofar as

information specialists have to make themselves familiar with the particular

epistemic cultures of their target groups in order to develop tailored

instructions and trainings for them. But how do we analyze/explore the

information needs of members of an epistemic culture which is not familiar to

us? How can we understand what kind of support or service a member of a

specific academic discipline or social group exactly needs if we are not

familiar with that discipline or group? Understanding the information needs of

someone who belongs to another epistemic culture is a challenging task

which requires special knowledge and methodical expertise.

The conference contribution presents “Information Didactics” as a new

didactical approach which lends itself to an advanced concept of IL. It expands

the view from the traditional field of IL to an universally adoptable didactical

concept which is applicable to classical IL training as well as to other

instructional activities in the field of Information Science as for example the

development of data literacy skills.

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10:00-11:30: parallel session 1.2 (chair: Franho Pehar, room: Wolfgang Mitter)

Andrew Whitworth and Lee Webster

Digital and information literacy as discursive mapping of an information landscape

(full paper) This paper presents findings from empirical research into a large dataset

(around 1m words of text) in which are recorded dialogues between small groups of

learners on a postgraduate HE course, as they propose, negotiate and enact digital and

information literacy practices.

Members of the groups are students on an educational technology course and while

collaborating on a complex design problem, can be observed introducing and

validating informational and technological resources to other group members, and

then taking on a teaching role when it comes to helping other members use these

resources most effectively. These are practices that Wenger, White and Smith (2009)

have called "stewarding", and we propose that it is in the development of their

stewarding capacity that digital and information literacy practices can be seen

emerging in the learners, in ways that are potentially transferable out of the HE

context.

Following David Harvey (1996), we propose that the groups that work most effectively

are creating "discursive maps" of their information landscapes (Lloyd 2010); these maps

are used to define and explore the context. Whereas, groups who jump too quickly to a

solution do not create an appropriate discursive map and so their digital and

information literacy is more limited. Identifying appropriate points at which

intervention from a teacher or information.

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Helena Keck and Tamara Heck

Improving tagging literacy to enhance metadata and retrieval for open educational resources

(full paper) The growing amount of open educational resources and the diversity on

learning and teaching makes social tagging attractive for the educational field. Social

tagging services become valuable in contexts where users can support the enrichment,

sharing and management of relevant resources. Potential benefits are the enrichment

of incomplete metadata, which is crucial to offer effective retrieval services. However,

user tagging skills need to be fostered if users shall effectively contribute to the idea of

collaboratively sharing and creating educational resources. We aim at fostering user

tagging literacy. We analysed tags and user behaviour from a German referatory for

educational resources. Our results show that users apply specific tags for their learning

and teaching resources that we tried to assign to additional tag categories. Based on

our results, we suggest improving such services with a more user-centric approach

that supports the development of user competencies on social tagging. We will contri-

bute to a better understanding of user tagging behaviour in services focusing on edu-

cational resources. On the one hand, this will help us to improve current services. On

the other hand, we are able to build services that foster tagging literacy. This will be

beneficial for users, which will be able to better manage their digital resources, and for

infrastructure providers, which can apply user-generated data to improve their services.

Damiano Orru and Paola Coppola

How librarians can engage citizens to use open access contents and open data as source for fact-checking

(short paper) This paper describes the BiblioVerifica blog, which is an attempt by

librarians to fight misinformation by using media and data literacy, engaging citizens

as awareness users of the social networks, chats and blogs.

Biblioverifica aims to be a public engagement project based on information literacy

practices, implementing tips and tricks about search tools, reliable sources, verification

strategies. This non-profit initiative promotes fact-checking based on open resources as

data, journals, tools, etc.

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11:30-12:30: Keynote Stefan Dreisiebner

Information Literacy OnlineAn Erasmus+ Project to improve students’ competencies

The ILO MOOC concentrates on information literacy elements which are relevant for all

subjects/disciplines. As IL also covers subject-specific elements, the project

demonstrates the extension of the ’generic’ information literacy MOOC for two

disciplines: Business Administration and Psychology. An innovative approach of the

MOOC is be the implementation of a technology-based assessment component which

allows students to get feedback on their learning success. A special aspect of the

project concerns offering this content to six European cultural and language groups:

English, German, Spanish, Catalan, Slovenian and Croatian. By addressing three of the

largest language groups in Europe, the MOOC will be available to many citizens with

different native languages. Moreover, it will be one of the first MOOCs available in

Slovenian and Croatian and as such provide a new innovative model for MOOC

development in these two language areas. The multilingual approach will not only

consider formal translation but also cultural-specific differences in the various

realizations. This talk will give an overview of existing MOOCs on information literacy

and what makes the ILO MOOC different. It will offer insights into the project

background, project structure and content framework. A special emphasis will be on

the demonstration of the ILO MOOC and the accessibility of the learning content.

Finally, it will show how other institutions might use the ILO MOOC.

12:30-13:30: lunch on-site

13:30-14:30: Keynote Jan Schneider

Interactive learning technologies

Nowadays, thanks to mobile technologies virtually all information in the world is at the

reach of our hands. However, mere access to information is not equivalent to learning.

Practice and feedback are some key aspects to acquire competencies and become

proficient in any type of skill. Tutoring systems appeared to provide learners to receive

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feedback while practicing their skills. Traditionally these tutoring systems worked only for

tasks that could be performed while interacting with a desktop interface. In recent years,

sensor technologies have become available to the general public. Sensors can be used to

unobtrusively capture the learner’s environment, physiological state and performance

opening the possibility to create tutoring systems for any type of learning activity.

14:30-16:00: parallel session 2.1 (chair: Mate Juric, room: Erich Hylla)

Trudi Jacobson, Thomas Mackey and Kelsey O’Brien

Developing Metaliterate Citizens: Designing and Delivering Enhanced Global Learning Opportunities

(full paper) Metaliteracy, originally developed in 2010 as a response to a then-limited

conception of information literacy, provides a pedagogical model for thinking and

knowing in a social media age that has allowed for the proliferation of false and

misleading information. It is vital that individuals be thoughtful and critical consumers

of information, and also responsible and ethical information creators and sharers.

Metaliterate learners are developed across academic disciplines through teaching and

learning that support self-direction, collaboration, participation, and metacognitive

thinking. The creation of innovative, collaborative, and open online learning

environments that apply the metaliteracy goals and learning objectives is imperative

for reaching global learners.

Members of the Metaliteracy Learning Collaborative, a team of faculty, librarians, and

instructional designers, have created several tools, with student contributions, for

teaching metaliteracy: a digital badging system, four metaliteracy-focused MOOCs, and

a learning module for students making the transition from secondary to post-

secondary education. Our most recent Open EdX MOOC project, Empowering Yourself

In a Post-Truth World, will serve as a potential hybrid model based upon the

knowledge gained from earlier projects. We will share our discoveries based on our

experience conceptualizing and implementing these resources that have reached over

5,000 participants worldwide.

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Shirley Chiu-Wing Wong and Johnny Yuen

The InfoLit Project (2015-18): A collaboration among eight university libraries in Hong Kong

(full paper) The InfoLit project, led by the Hong Kong Polytechnic University, is a

collaboration among all eight government-funded tertiary institutions in Hong Kong.

The five sub-projects complement each other to enhance information literacy

awareness and competence among students in the higher education sector: qualitative

and quantitative studies to understand information literacy education needs of

students in different disciplines, course enhancement funds for librarian-faculty

collaborations, a librarian capacity building program, and the “InfoLit for U” MOOC.

“InfoLit for U” MOOC is a self-paced MOOC that highlights the importance of using

information analytically, creatively and wisely to study at university and for the future

careers. The focal module and the eight discipline modules introduce students to the

situated aspect of information literacy in university research and study settings, and

were underpinned with educational theories, e.g. informed learning (Bruce, 2003),

Community of practice (Lave & Wenger, 1991) Bigg’s SOLO Taxonomy (1979), ACRL

Information Literacy Framework 2015, and so on. Learning objects in our MOOC can

also be embedded in learning management systems to support specific pedagogical

designs. Even though the project ended in 2018, participating libraries continue to

explore ways to sustain this initiative beyond the project period.

Josep García

IL in secondary school

(short paper) It is not clear which is the proper age for a student to start learning

knowledge and skill in the information literacy field.

In our high school, with young learners from 11 to 18 years old, the target of our efforts

is the second grade, with ages between 13 and 14. The students are improving their

information skill while learning another subject: spanish language and literature. Extra

material has been added to the curriculum and the different learning tasks of the main

subject are flavoured with requirements related to information literacy.

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We have developed a competency rank to measure the competence of the students

when dealing with information. This rank can be used to the first four years of high

school and, more precisely, to the students of our second grade. They learn, firstly, to

understand the library. After that, are introduced to the architectonical aspects of the

Internet, including search engines, protocols and web structure. With that in mind, the

main aspects of the bibliographical references are explained and they start working in

the selection of sources. By the end of the year, students begin to check how some

information is provided from different actors and its differences.

14:30-16:00: parallel session 2.2

Dennis Kim-Prieto

Wither Law Student Information Literacy?

(full paper) Information Literacy has only recently been applied to frameworks and

bench-marking for legal research skills in United States Law Schools. This paper seeks

to answer two simple questions: What has IL done for legal research since AALL has

adopted Standards and Competencies for Law Student Legal Research Skills, and what

is the future of IL in legal research classrooms around the world?

Paul Libbrecht, Stefan Dreisiebner, Björn Buchal and Anna Polzer

Creating a Multilingual MOOC Content for Information Literacy: A Workflow

(full paper) A massive open online course (MOOC) is an online space for learning with

no prerequisites for entry. All content is delivered online and learners interact with the

content by navigating through it, assessing their progress, writing down their

knowledge, and sometimes interacting with other students. The European project

Information Literacy Online is an example of a MOOC. It has a number of set goals: it

should teach the basics of information literacy to undergraduate students, it should

offer study in six European languages, it should deliver content that can be re-used, it

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should be used mostly by "self-paced" learners who progress at their own speed

through the content, and subsequently assess and see their progress as they go.

The aim of this paper is to discuss how to build a multilingual MOOC in a location-

independent and distributed collaboration scenario. The project requirements have

shaped a content creation process, an authoring workflow, which we present in this

paper. While the MOOC is delivered on the OpenEdX platform, the authoring workflow

is centered around a versioning system which has allowed quality control processes,

automated transformation processes, and the contribution of content from multiple

places to occur in an asynchronous manner. This paper describes the workflow,

sketches the technical choices made in the process, the issues encountered and their

workarounds and reports on the experience gained thus far.

Tamara Heck, Luzian Weisel and Sylvia Kullmann

Information literacy and its interplay with AI

(short paper) Information literacy (IL) [1] – and similarly digital literacy [2, 3] – want to

convey skills to handle information and data, its use and the creation of new

information and services. It emphasizes to teach competencies that enable learners to

adapt to new environments and thus foster life-long learning. Artificial intelligence

systems (AI) enter all kinds of areas, specifically the educational sector on all levels.

For example, learning analytics and learning supportive services are established.

Learners might see the opportunities of those services that promise to foster individual

learning and skill development. At the same time, they need to develop novel kinds of

literacy to understand and to apply AI. Thus, IL teaching and literacy frameworks need

to consider an adaptation to recent changes that come with AI.

Our contribution wants to start a discussion within the IL expert field on how IL

teaching needs to prepare learners for the new era of AI. We will discuss if IL teaching

frameworks need to be adapted to foster AI literacy and moreover, how IL teaching

concept can benefit from developments in AI. Based on a scoping review in AI in

education, we will introduce current ideas of AI technology and applications and

discuss them in relation to IL teaching schemes [2]. Following up the dialog of our IL

working group [4], we want to contribute to current discussions on AI in education and

the potential influence it might have on IL teaching, and reversely.

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16:00-17:00: Panel: What do we mean when we talk about IL?

Room: Wolfgang Mitter. Moderated by Maja �umer and Alexander Botte with guests:

Shirley Chiu-Wing Wong, Stefan Dreisiebner, Jannica Heinström, Trudi Jacobson, Jan

Schneider, and Andrew Whitworth.

17:30-18:30: interactive workshops

Workshop 1: Thomas Mandl and Christa Wromser-Hacker

Linguistic and Cultural challenges for adopting eLearning content

The digitalization of many societal spheres is continuing and learning is more and

more transformed into a digital or a blended experience. For many language

communities, this requires the adoption of learning material from other languages.

The translation of e-learning content, instructions and feedback leads to language

issues, but also extends to the core of cultural identity. Learning involves many central

aspects of social behavior touching many national differences. Thus regards

addressing, power distribution, preferred learning style as well as the perceived

relevance of content and the typical ways of performance review. The workshop gives

the participants the opportunity to reflect these topics from various angles. The issues

are introduced from a pragmatic perspective based on case studies and from a

theoretical perspective of cultural dimensions. In group discussion, the priority of and

the relationship between the topics as well as concrete examples can be discussed.

• Thomas Mandl 10’: Introduction and Issues in ILO Content

• Brief discussion and topic collection

• Christa Womser-Hacker 15’: Culture und multi-linguality in learning environments

• Brief discussion and topic collection

• Britta Upsing 10’: International education testing

• Collection of priority topics

• Discussion of topics in groups

• breakout 20’ -> presentation of group results

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Workshop 2: Alex Butler

Beyond Browse and Search: How Do We Build New Pathways into Digital Primary Source Archives?

Academic Libraries and Vendors are always exploring new ways in helping students

develop critical thinking and advanced research skills. This session’s panel will discuss

how students are using the wide variety of interactive tools available across databases

and digital collections offered by vendors and other institutions.

Over the past twenty years, numerous primary source collections have been digitized

and made available online both by vendors and institutions. Examples of other

digitization efforts include but are not limited to the Flickr Commons, Internet Archive,

Europeana Collections, etc. Students can now take advantage of both paid and freely

available content. Not only are they interested in accessing the materials, but also in

learning by “recreating the past.” The question is: how are students using the wide

variety of interactive tools available across databases and digital collections (both

subscription-based and free content)? The goal of this paper is to explore the

innovative ways in which academic libraries are promoting the discovery and use of

primary sources for pedagogical and research purposes. Whether that’s related to data

visualization, contextual essays, and case studies or interactive chronologies, we’ll

open the conversation to learn and share more with each other. A small group activity

will follow the short panel presentation. The audience will break out into groups to

brainstorm creative ways in which their academic libraries are using the interactive

tools to help students develop critical thinking and advanced research skills. Then, they

will reconvene to share examples of best practices.

19:00 Get Together, Ristorante Romanella Wolfsgangstraße 84, 60322 Frankfurt am Main

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Map

DIPF Ristorante Romanella

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Stettenstraße

Schl

ickst

raße

Rossertstraße

N

Neuhaußstraße

Lersnerstraße

Hermannstraße

Fichardstraße

Bornwiesenweg

Bertramswiese

Bertramstraße

Bertramstraße

Bertramstraße

Bertramstraße

Spenerstraße

Scheidstraße

Prieststraße

Platenstraße

Platenstraße

Myliusstraße

Myliusstraße

Mörikestraße

Liebigs

LiebigstraßeLiebigstraße

Liebigstraße

Körnerstraße

Keplerstraße

Inckusstraße

Humserstraße

Hän

Ham

manstraße

Ham

manstraße

Grüneburgweg

Grüneburgweg

traße

Ditmarstraße

Ditmarstraße

Böhmerstraße

Böhmerstraße

Blum

Adickesallee

Unterlindau

Ster

nstr

aße

St

Siolistraße

Siolistraße

Nesenstraße

Monisstraße

MelemstraßeKallestraße

Heinestraße

Fran

cstr

aße

Brom

mst

raße

Vogtstraße

Vogtstraße

Parkstraße

Oberlindau

Malßstraße

Loën

stra

ße

Leimenrode

Jahnstra

Jahnstraße

Hansaallee

Hansaallee

Hansaallee

Hansaallee

Hansaallee

Falkstraße

Broßstraße

Annastraße

Am Grünhof

Rebgärten

Oed

er W

eg

Mi tteMittelweg

Hof

eckw

eg

Bundenweg

Baustraße

Wiesenau

Wiesenau

W

Oberweg Oberweg

Kastanienallee

ße

Miquelallee

Miquelallee

Miq

uelal

lee

Miq

uela

llee

traße

Nina-Rubinstein-Weg

Ginnheim

er Stadtweg

Gabriel-Riesser-Weg

Fritz-Neum

ark-Weg

Helmut-Coing-Weg

Lia-Wöhr-Straße

Pfadfinderweg

Platenstraße

Am H

ochw

ehr

Edingerweg

Edingerweg

Soph

ie-vo

n-La-R

oche-W

eg

Hansaallee

Diebsgrundweg

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Grüneburgpark

Palmengarten

Deutsche

Bundesbank

Hessischer

Rundfunk

Sport Club

Frankfurt

1880

KGV Feldbergblick

Botanischer

Garten

Miquelanlage

Norbert-

Wollheim-

Platz

Philipp-

Holzmann-

Schule

im1908

KGV Am

Marbachweg

ockenheim

8 Anlage

2

Bertramswiesen

Bertramswiesen

Bertramshof

- Hessischer

Rundfunk

Theodor-

W.-Adorno-

Platz

Franz-Böhm-

Schule

Heinrich-

Kleyer-Schule

KGV Zu

den drei

Brunnen

Westend

Carre

Bootsweiher

Lessing-

Gymnasium

Elisabethenschule

Mus

Holzhausenschule

Fürstenbergerschule

Paul-Hindemith-

Anlage

Liegewiese

Theodor-

W.-Adorno-

Platz

Berufliche

Schulen

Berta Jourdan

Rugby

Kunstrasen

Aldi

REWE

Rewe

Holzhausenschlösschen

ReformhausFreya

Penny

Lidl

Basic

REWE

REWE City

Rewe

ImamSchafak

Po

T

I.G.-Farben-Haus

Bockenheim

Bock

enhe

im

Ginnheim

Westend Süd

Dornbusch

Dornbusch

Eckenheim

Westend Nord

Westend N

ord

Westend N

ord

Westend Nord

Westend N

ord

Internet Access

The institute exploits an eduoram access-point policy. If your institution uses this, this is the easiest option.

A wireless network, DIPF-Gastnetz, is available on site which will give you web and shell access (ports 22, 80, and 443) to the world.

Mobile phone reception is known to be very weak in the hallways of the institute. We recommend going out or nearing windows to perform a call. This may be a good idea for a better isolation too.

Acknowledgement

We warmly thank our providers, the DIPF facility management, public relations, and catering teams, studiumdigitale, Thinkpen, usb2u, our student assistants, the graphic designer EL as well Digitaldruck Pirrot for their contribution. We warmly thank our team of reviewers for the conference.

This conference is made possible by the ILO project which is co-funded by the Erasmus+ Programme of the European Union

The organizers: Marc Rittberger, Paul Libbrecht, Alexander Botte, Rachel Ghebrehawariat.

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