Information Literacy in Europe, MIL and

Sustainable Development goals

Sheila Webber,

Information School,

University of

Sheffield, UK

WLIC, Columbus,

USA, August 2016

Outline

• Some notes on Information Literacy in Europe

• UNESCO’s MIL initiative and GAPMIL European

Sub-Chapter

• Relating IL to UN SDG

Sheila Webber, 2016

This presentation at http://www.slideshare.net/sheilawebber

A varying picture

• Different educational systems and approaches

• Differing approaches to national healthcare

• Different Government priorities

• Different histories

• Different languages

• Different economic issues

• Differing situation of public library services

• (and so forth)

Sheila Webber, 2016

• Informationskompetenz

• la maîtrise de l’information

• La culture d’information

• Informaatiolukutaito

• Informationskompetens

• La alfabetización informacional

• Las competencias informacionales

• (etc.)

Different

languages

and

different

translations

leading to

different

meanings

Sheila Webber, 2016

Different models, frameworks,

conferences, associations etc. e.g.

• Models and frameworks used in the UK include

– SCONUL 7 Pillars model used in higher education;

– James Herring’s PLUS model (Purpose Location Use Self-evaluation) used in some schools

– Welsh Information Literacy project & Framework

– Scottish IL Community of Practice & Framework

– Royal College of Nursing’s Nursing, midwifery health and social care information literacy competences

– InformALL’s Determining the Value of Information Literacy for Employers tool

Sheila Webber, 2016

Some other examples of models or

frameworks

• Information Literacy Standards for University students (2009) (Germany) (see http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/Events/mil2016_lativa_forum_fabian_franke.pdf)

• AKVS/ IVIG (2008). The concept of Information education in universities in the Czech Republic (includes standards for IL) http://www.akvs.cz/komise-iniciativy/komise-ivig/dokumenty/zakladni-dokumenty-o-iv-a-ig/

• Three phases model (searching/ managing/ communication) proposed by Blasco Olivares & Durban Roca (2012) (Spain)

• InFlow model (outcome of a European project, iTec) https://sites.google.com/site/inflowinformationflow/

Sheila Webber, 2016

Sheila Webber, 2016

Source: https://sites.google.com/site/inflowinformationflow/

UNESCO and

Media and

Information

Literacy

“UNESCO’s strategy brings together these two fields [Information

Literacy and Media Literacy] as a combined set of competencies

(knowledge, skills and attitude) necessary for life and work today.

MIL considers all forms of media and other information providers

such as libraries, archive, museums and Internet irrespective of

technologies used.” (UNESCO, 2016)

The ecology of MIL, notions of MIL (Wilson et al., 2011: 19)

Sheila Webber, 2016

Intercultural dialogue

“Intercultural dialogue is largely dependent on intercultural

competencies, defined as the complex of abilities needed to

interact appropriately with those who are different from

oneself. These abilities are essentially communicative in

nature, but they also involve reconfiguring our perspectives

and understandings of the world; for it is not so much cultures

as people – individuals and groups, with their complexities

and multiple allegiances – who are engaged in the process of

dialogue”

(Grizzle and Carme Torras Calvo, 2013:151)

Sheila Webber, 2016

Intercultural dialogue

Includes “Indigenous/traditional knowledge and

sharing; Religious freedom/inter- faith dialogue;

Conflict aspect of cultural diversity; Inter-generational

dialogue” (ibid, 154)

Also strongly mentioned are diversity of media

representation and freedom of expression.

Sheila Webber, 2016

MIL curriculum for teachers: core

modules • Citizenship, freedom of expression and information, access to

information, democratic discourse and life-long learning

• Understanding the news, media and information ethics

• Representation in media and information

• Languages in media and information

• Advertising

• New and traditional media

• Internet opportunities and challenges

• Information literacy and library skills

• Communication, MILl and learning

Is being piloted in a number of countries

Sheila Webber, 2016

Most large conferences result in a

declaration/ recommendation on MIL

• Paris Agenda-12 Recommendations on MIL (2007)

• Fez Declaration on MIL (2011)

• Moscow Declaration on MIL (2012)

• Framework and Action Plan of the Global Alliance

for Partnerships on MIL (2013)

• Paris Declaration on MIL in the Digital Age (2014)

• Riga Recommendations on MIL in a Shifting Media

and Information Landscape (2016)

Sheila Webber, 2016

Global Alliance for Partnerships on

Media and Information Literacy

Formed in 2013 with interim international committee;

2015 established regional chapters with interim

committees; Any organisation can join

http://www.unesco.org/new/en/communication-and-information/media-development/media-literacy/global-alliance-for-partnerships-on-media-and-information-literacy/

Ignore the 2013 deadline mentioned on the page linked here Fill in the form AND join the discussion forum

Sheila Webber, 2016

“GAPMIL seeks to globally reposition

MIL around the core objectives of:

• “Articulating key strategic partnerships to drive MIL development globally and its application to eight key development areas e.g. “Governance, citizenship and freedom of expression”

• “Enabling the MIL community to speak and address, with a unified voice, certain critical matters, including the need for policies; and

• “Further deepening the strategy for MIL to be treated as a composite concept by providing a common platform for MIL related networks and associations globally that will ensure convergence of regional and international initiative and amplification of global impact.”

GAPMIL European chapter

• Interim committee – UNESCO invited people associated with organisations or large projects or initiatives

• Mainly academics/researchers; larger number of people from Media Literacy, although there is now awareness of imbalance

• Met in Paris in October 15, Forum in June 16

• Like IFLA – don’t normally get expenses, so relies on you or your employer funding them

Sheila Webber, 2016

GAPMIL activities so far?

• Conferences, MILID/MIL week

• Statements/ recommendations

• MOOCs / online training

• Publications

• Initiatives on piloting the curriculum and

assessment guidelines

• Lobbying

Sheila Webber, 2016

2nd European Media and Information

Literacy Forum: links • Storify https://storify.com/sheilayoshikawa/2nd-european-mil-forum-riga-

latvia-27-29-june-2016

• My liveblogs of the conference: http://information-literacy.blogspot.co.uk/search/label/2ndeurmil

• Conference presentations http://www.unesco.org/new/en/communication-and-information/media-development/media-literacy/global-alliance-for-partnerships-on-media-and-information-literacy/second-european-media-and-information-literacy-forum/

• Riga Recommendations on MIL in a Shifting Media and Information Landscape http://www.unesco.org/new/en/media-services/single-view/news/riga_recommendations_highlight_media_and_information_literac/

• Twitter stream https://twitter.com/search?q=%232ndeurmil

Sheila Webber, 2016

Sustainable Development Goals

https://sustainabledevelopment.un.org/sdgs

Look at the SDGs with MIL lenses! • Just taking the first 6 – pulling out some broad ways in

which MIL supports the goal

• Messages from earlier in the conference – to act and also have confidence in the value of what we do (ignoring the put-downs)

• Often the MIL of those in power needs development, in order for the disadvantaged to benefit – with this aspect, sometimes be more cunning, sometimes persuasive, sometimes assertive

• Roles: e.g. researching, scoping, implementing, reflecting, documenting

Sheila Webber, 2016

IL opportunities include …

1 “No poverty” – enabling people to use information resources in all forms so they can have “access to basic services, ownership and control over land and other forms of property, inheritance, natural resources, appropriate new technology and financial services” – developing IL of officials & administrators so they are better able to identify and solve problems – many different groups affected

2 “Zero hunger” – developing citizens’ nutritional literacy and developing farmers’ ability to use information to farm sustainably

Sheila Webber, 2016

3 “Ensure healthy lives and promote well-being for

all at all ages”- understanding (investigating) the real

information experience of those living with diseases

such as HIV/AIDs, to develop more effective, culturally-

senstive information and awareness campaigns, and to

develop the IL of patients, carers, medical and

administrative staff – engagement in health literacy work

with people of all ages – increasing IL in use of food and

health apps (e.g. food logging)

Sheila Webber, 2016

4 “Ensure inclusive and equitable quality education

and promote lifelong learning opportunities for all”

– IL programmes (in and outside formal education) that

“ensure that all learners acquire the knowledge and

skills needed to promote sustainable development,

including, among others, through education for

sustainable development and sustainable lifestyles”

(e.g. more informed choices) – this goal also includes

development of literacy – outreach programmes from

unis to less priveleged schools

Sheila Webber, 2016

5 “Achieve gender equality and empower all women and girls” – initiatives or programmes that are enabling girls and women to become more confident and skilled in engaging with information in all its forms, to improve their lives and achieve their potential (all age groups!)

6 “Ensure availability and sustainable management of water and sanitation for all” – supporting understanding of how a good local knowledge base can be developed, for use by experts and accessible to citizens

Sheila Webber, 2016

Questions

• Am I already working with IL to meet SDGs?

• Will it help others if I document and share this

work?

• How can I develop this work further?

• Who might be partners?

• What are the most feasible/ important next steps –

the next goal I’d like to work on?

• Power of the global community of librarians

Sheila Webber, 2016

“Find your inner activist” Maura Marx, on Sunday

Sheila Webber, 2016

Sheila Webber

s.webber@sheffield.ac.uk

http://information-literacy.blogspot.com/

http://www.slideshare.net/sheilawebber

Twitter: @sheilayoshikawa

SL: Sheila Yoshikawa

Orcid ID 0000-0002-2280-9519

Pictures by Sheila Webber

References

• Blasco Olivares, A. & Durban Roca, G. (2012). La competencia informacional en la enseñanza obligatoria a partir de la articulación de un modelo específico. Revista Española de Documentación Científica, 100-135. http://redc.revistas.csic.es/index.php/redc/article/viewArticle/746 (chapter in a book edited by A. Calderón-Rehecho, Competencias sin competencia: la ALFIN y sus circunstancias)

• Grizzle, A. and Carme Torras Calvo (Eds) (2013). Media and Information Literacy: policy and strategy guidelines. Paris: UNESCO.

• Ministerio de Educación y Ciencia. (2007). Real Decreto 1631/2006, de 29 de diciembre, por el que se establecen las enseñanzas mínimas correspondientes a la Educación Secundaria Obligatoria. (BOE-A-2007-238). http://www.boe.es/

• UNESCO (2016) Media and Information Literacy. http://www.unesco.org/new/en/communication-and-information/media-development/media-literacy/mil-as-composite-concept/

• Wilson, C. et al (2011) Media and information literacy curriculum for teachers. Paris: UNESCO. http://www.unesco.org/new/en/communication-and-information/resources/publications-and-communication-materials/publications/full-list/media-and-information-literacy-curriculum-for-teachers/

Sheila Webber, 2016

UK models etc.

• SCONUL 7 Pillars model http://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf

• James Herring’s model http://farrer.csu.edu.au/PLUS/

• Welsh Information Literacy project & Framework https://libraries.wales/national-information-literacy-framework/

• Scottish IL Community of Practice & Framework http://www.therightinformation.org/framework-home/

• Royal College of Nursing’s Nursing, midwifery health and social care information literacy competences (2011) https://www.rcn.org.uk/professional-development/publications/pub-003847

• InformALL’s Determining the Value of Information Literacy for Employers tool https://www.informall.org.uk/employment/il-value/il-value-tool/