Participation through Information Literacy Libraries qualifying their users for knowledge society...

Participation through Information Literacy

Libraries qualifying their users for knowledge society

Benjamin Blinten, M.A., M.A. (LIS)School of Library and Information Science

Humboldt University Berlin

Participation through Information Literacy (Benjamin Blinten)

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Overview

1. Classic approach to user instruction

2. A new paradigm: teaching information literacy

3. The participatory potential of information literacy instruction

4. Examples from United States and Germany

5. The gap between claims and reality


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The Challenge

Libraries as a place that enables users to satisfy wide range of information needs

Role of librarians not only as providers, but also as active conveyors of information

From gatekeepers of collections to supporters of information processes

From library instruction to teaching information literacy


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Classic approach to user instruction

Harvard University Library: first catalog instruction from ~1820

Why in the U.S.? Highs and lows in 19th and 20th centuries Classic approach: library and product

centered catalogs, bibliographic research, library space, regulations

Instruction became more important with electronic tools from the 1970s and 80s


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A new paradigm: teaching information literacy

Term coined by Paul G. Zurkowski (1974): „anyone who has learned to use a wide range of information sources in order to solve problems“

Final Report of the ALA Presidential Committee on Information Literacy (1989)

Positioning libraries as important agents in the information society


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Emphasis on the educational character of libraries life-long learning

New quality of user instruction not limited to library itself

„learning how to learn“ as a new methodical soft skill

Whole information process is adressed various theoretical models

Definition of standards based on models, e.g. ACRL standards of IL



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More attention to didactic principles: Target group definition Topic and task oriented definition of learning

goals Activating methods

Cooperation with teaching staff E-Learning components:

Tutorials Video clips Virtual tours



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Carol Kuhlthau‘s model of the information search process

Source: http://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm

The participatory potential of information literacy instructionSimplified versus complex models of information process:

IL is not only a set of working techniques!

IL instruction has the potential to support: Self-awareness Creativity Active, skeptical, varied information behavior Well-founded personal position


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The participatory potential of information literacy instructionDemocratic society needs more than elections – its fabric is an information literate public:

Evaluate work of politicians and parties Question media reports Define personal position in controversies Participate in societal and political discourse

through internet

Essential skill for a society of informed citizens!


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Examples from United States

IL instruction accepted as routine task of libraries, especially at universities and large public libraries

Core: library and database instruction Flexible additional content (e.g. plagiarism,

web search, financial literacy) Often standard oriented Examples for course designs:

Lake Land College Rhode Island University


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Situation in Germany

No tradition in user instruction Reception of American concepts from mid

90s, hot topic in 2000s Participatory potential not realized so far Now accepted as routine task, but

executed on widely varying levels Concentration on bibliographic research

skills Cooperative approach: IL networks,

LOTSE


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Example from Germany: University Library Freiburg

Self-image as teaching library

2005: 453 events with 6149 participants, 1423 staff hours

Didactical training for teaching librarians

Integrated into B.A. curricula

„Competence and learning center“ as sub-department devoted to IL instruction


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The gap between claims and reality

Claims of libraries: Experts in the search for quality information Experts in teaching IL Access to information for all citizens Relevance for todays‘s internet dominated

knowledge society

Successes: IL instruction growingly seen as standard service Embedded in more and more curricula Cooperation between public libraries and high schools 2006: IFLA guidelines on information literacy


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Reality check: Seen by many as additional, not as routine task IL instruction often limited to classic library skills Librarians have often negative view of internet Not enough cooperation with teachers Role switch from supporter to teacher Course designs often didactically poor Rarely centered on actual user activities Ethical questions usually discussed in a

restrictive manner (copyright, plagiarism) Creative, cooperative and participatory

potentials rarely addressed


If we design IL instruction that is relevant for our specific target audience and make our courses fun, creative and participatory,

we will be successful!


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Thank you very much for your attention!

Benjamin Blinten ([email protected])

Participation through Information Literacy Libraries qualifying their users for knowledge society...

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