INFORMATION LITERACY DEVELOPMENT IN THE INTERNATIONAL ENVIRONMENT OF VIRTUAL MOBILITY

1. INFORMATION LITERACY DEVELOPMENT IN THE INTERNATIONAL ENVIRONMENT OF VIRTUAL MOBILITY Dr. Monika Krakowska (PhD) Institute of Information and Library Science Jagiellonian University EMPATIC project ‘s workshop 8th June 2011 Krakow, Poland

2. Presentation content • Virtual mobility concept and challenges for scholar sector– teacher’s and lifelong learning perspective • Information literacy in Virtual mobility • Case study • Identification of information skills within multicultural, international group

3. Lifelong Learning and new learners • multitasking is important • reality is not “real” –virtual reality is a stimulus • doing is more important that knowing • trial-and-error experimentation • zero tolerance for delays • communication and connection is essential (always and anywhere, staying connected) As our students enter the workforce, the ability to deal with complex and often ambiguous information will be more important than simply knowing a lot of facts or having an accumulation of knowledge. Jason L. Frand http://net.educause.edu/ir/library/pdf/ERM0051.pdf

5. Informationliteracy and lifelong learning • Improvethe set of individualchoices and offersinthecontext of cultural, societal, personal, environmentalmatters • Improvethequality and utility of education and traininginformal, non-formal and informalsector • Raisingawareness of ICT, provokereflection, criticalthinking • Raiseawareness for continuing development and continuingprofessionaltraining

6. Virtual mobility • The phenomenon related to the Bologna Process and the Erasmus program, as well as closely associated with the process of lifelong learning • Could be implementedinallschoolsectors • type of academic pilgrimage, is a common, interactive communication between stakeholders through the computer and new communications technologies, without barriers of time (Sylvia van de Bunt-Kokhuis, 1996) • e-learning, computer assisted learning, technology enhanced learning, distance learning, flexible learning

7. Virtualmobility • flexible learning approach to identify, understand and accept the needs of particular scholars(rather than the institution providing training along with staff) and the adaptation of cognitive and socio-cultural factors in the learning process • cultural, social, economic aspect • The use of information and communication technology (ICT) in order to obtain the same benefits obtained due to physical mobility, without having to travel (elearnigeuropa.info)

8. Information literacy in virtual mobility • New types of students and changing students expectations are driving the integration of core campus functions and deployment of students services and learning on the Web • Lifelong Learning concept • Learners’ attitudes IL, a repertoire of learning skills, interpersonal skills, group membership • Cross-boarder collaboration from different culture backgrounds, community building, European citizenship, knowledge exchange models raising awareness of tools, resources, culture models, social impact, enrichment of learning activities, acquisition of ICT skills, flexibility – holistic view of IL • Collaboration within curricula creation with clear concept of IL

9. Research background • Virtual Learning in Higher Education course within TeaCamp (Teachers virtual campus: research, practice, apply) project • International and multicultural, academic environment (HE institutions from Jyvaskyla University, Finland, Vytautas Magnus University; Baltic Education Technology Institute, Lithuania, Jagiellonian University, Poland, University of Aveiro, Portugal and University of Oviedo, Spain) • 14 teachers, 29 bachelor, master and doctoral students = only 13 successively finished the virtual mobility course – education and LIS students • course lasted 12 weeks from 24 September 2010 to 10 December 2010

10. Virtual Learning in Higher Education • Methodology = qualitative and quantitative research (observation, surveys, narrative interviews, lecture, diary, sub-task evaluation) • The analysis has been enriched by the personal involvement - was carried out sub – module • Impact on future teachers, educators – IL awareness

11. VLHE sub-modules Cultural Models Collaborative Online Learning Training Strategies Information Literacy Learning Technology Learning Strategies E-assesment Strategies Culture models – summary, results of analysis, diaries

13. Data analysis

14. Conclusions (1) • The desire to create a special bond based on the abandoned stereotypes - the implication of conversation and correcting mental models of reality for the national team; • Have little knowledge on Information literacy • Little awareness on national level (no policy, no courses, connected with library sector – then only basic skills development or only information (presentations, lecutres without practice) • Have some problems with IL skills • Use of information – have used only those they knew, associate past experience, resisted the implementation of tasks - there affective associations

15. Conclusions (2) • Need for new pedagogies of engagement that will turn out the kinds of resourceful, engaged workers and citizens – on each level of education, in every type I did not realised that the situation could be so different in other countries. We are used to IL, but there is no so typical issue for others EU I think that Learning to learn is at the core of information literacy Finding information about my country interests or awareness in Information literacy I found that in my country information amount about Information literacy is very small.

16. Conclusions (3) • The problem is communication - linguistic, technical, time • users often they avoid obstacles, or commence individual actions aimed at increasing the activity of self or others, to encourage information processes – expectations were high! • Find IL skills and tasks difficult • VLHE module has developed different IL skills (media, digital, library literacy, culture awareness, etc.) that was important for raising IL awareness of teachers, scholars, pedagogy students and LIS students • IL modules should be implemented within VM syllabuses, courses, programmes

17. Conclusions (cont) • Impact on the teacher • The role of the teacher challenges and changes: - from a source of knowledge, to a manager and facilitator of learning ; - from passing on knowledge to students, to creating a learning environment that is linked to real life situation - from face-to-face based teaching to advanced pedagogical concepts in VM It should be not one-time activity