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Information Literacy

Information Literacy. Group 1 Kaisa Sinikara, Helsinki University Patricia Yocum, Michigan University. Members. Teodora Oker-Blom, Veterinary Medicine University of Helsinki Irma Pasanen, Helsinki University of Technology Maaria Harviainen, Sibelius Academy

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Information Literacy

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  1. Information Literacy Group 1 Kaisa Sinikara, Helsinki University Patricia Yocum, Michigan University

  2. Members • Teodora Oker-Blom, Veterinary Medicine University of Helsinki • Irma Pasanen, Helsinki University of Technology • Maaria Harviainen, Sibelius Academy • Suvipäivi Pöytälaakso-Koistinen, Vaasa Academic Library • Sissel Hafstad, Norges handelshøyskole • Tuire Kontula, Diaconia Polytechnic • Eija Suikkanen, Turku University Library • Leena Järveläinen, Turku University Library

  3. SCONUL Information Skills model General discussion: • different needs of different fields of knowledge • much of IL is the responsibility of the faculty; some is shared with librarians • different attitudes toward pedagogy within the faculty • faculty, researchers also need IL

  4. SCONUL Information Skills model - Which of these are difficult to teach – which are easy? Easiest: • locate and access information Most difficult: • recognising an information need • ethical questions (copy/paste from Internet, citing, references) • critical attitude toward material

  5. Some comments on standards • ALA standards long and detailed; SCONUL model more visual – easier to discuss • mixed levels of performance indicators a bit confusing in ALA standards • SCONUL model needs an ethical pillar • ”7 pillars” is a process which can be repeated

  6. Integrating IL into the curriculum - barriers • full curriculum • money, costs • choice of words (teach, library, book etc.) • the stereotype of librarians • different academic levels of education of librarians • different social status between faculty and librarians

  7. Integrating IL into the curriculum- supporting • personality (enthusiasm, dedication) • subject knowledge / interest shared with faculty • right timing – faculty members contacted while developing their teaching • promoting IL at higher and lower levels of administration in the university • support from the top in the library • IL standards give names for our aims – definitions, structure

  8. Thank you for your interest!

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