Linköping University Information Literacy Research Centre Christina Brage, brage@bibl.liu.se

1. Linköping University Information Literacy Research Centre Christina Brage, brage@bibl.liu.se Agneta Lantz, agnla@bibl.liu.se

2. The Information Society • increased volume of information • changes in ICT • changing communication patterns

3. Librarians • analyse the surrounding environment • create sustainable learning environments • foster students’ competences • emphasize concepts • from teaching to learning • real stories, real contexts

4. Case-Based Learning active and situated learning connection between the curriculum and real-world demands learning-by-doing approach variety of options

5. Students • take responsibility for their learning • a capacity to work with a large collection • of information • an effective selection and organisation of • information • integrate and apply • an ability to communicate clearly • meta-cognitive strategies to compel orderly, • systematic and imaginative forms of inquiry

6. Civic and Public Information: The Citizen in the Information Society, 10 credits (10 weeks fulltime, 40h/week) literacy is a prerequisite for participative citizenship how to integrate and understand information how to use it selectively foster critical thinking skills analyze information independently investigate own beliefs and assumptions respond to a diversity of views in appropriate ways

7. The course’ syllabus Theories of communication Civic communication in a democratic society. Past and present Information literacy theories Information behaviour theories Information seeking strategies Information design Risk communication Own production of civic information Literature seminar Visual communication Theories of democracy – e-democracy Media literacy Practical writing and publishing

8. Health Promoting Organizations, 20credits (20 weeks fulltime, 40 h/week) • A health promoting society highlights the importance of enabling people to exert control over the determinants of health and thereby improve their health • The ability to search for, find and adequately understand and use health-related information is critical in the modern information society • Information Literacy is the key to evidence-based action

9. The critical issues of Information Literacy and Health Literacy • Information Literacy is a cornerstone of the Health Promoting Society • Information Literacy represents a viable, strategic response to democracy and inaquity in society in the same way as Health Literacy addresses the inequity in health • Health Literacy involves an individuals ability to read, comprehend, and act on medical or health information • Health Literacy is clearly influenced by the level of Information Literacy • Information Literacy is a cornerstone of effective health promotion policies and practices at all levels

10. Health Promoting Organizations Curriculum • Information Literacy and Learning • Perspectives of ’Healthy’ Organizations • Organizations in an Organizational and Communication Theory Perspective – Research Methods and Strategies for Health Promotion and Change • Theoretical and Empirical Study of Health Promoting Organizations

11. Information Literacy • has broad implications for the individual, the educational system and society • allows individuals to be flexible thinkers and lifelong learners who will succeed in the information age • a synergism between the ability to manage information and the complex thinking processes involved in doing research

12. Applied Information Literacy (Lantz & Brage, 2006)

13. Lantz, A. & C. Brage (2006), Lantz, A. & C. Brage, (2006), Towards a Learning Society – Exploring the Challenge of Applied Information Literacy through Reality-Based Scenarios, ITALICS Journal(Innovation in Teaching and Learning Information and Computer Science),5,1,http://www.ics.heacademy.ac.uk/italics/paperindex.htm, http://www.ics.heacademy.ac.uk/italics/vol5-1/pdf/Lantz&Brage%20final.pdf.

14. Towards a Model of Applied Information Literacy