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12 - Development of information-related competencies in European open and distance learning institutions: selected findings
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- By Sirje Virkus, Tallinn University, Estonia
- Edited by Peter Brophy, Jenny Craven, Margaret Markland
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- Book:
- Libraries Without Walls 7
- Published by:
- Facet
- Published online:
- 09 June 2018
- Print publication:
- 15 May 2008, pp 115-124
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Summary
Introduction
While information-related competencies (IRCs) are generally perceived as an essential set of competencies of the knowledge society, understood in its broader sense, they have made little progress educationally (Correia and Teixeira, 2003). Several studies and reports have shown that many students lack IRCs and have highlighted the importance of and need to develop these competencies (e.g. Oberman, 1991; Ray and Day, 1998; Stern, 2003; UNESCO, 2006). Johnston and Webber (2003, 338) note that even in the USA, ‘while much attention has been paid to information literacy by American policy-makers, librarians and academics, the results are still relatively narrow, giving a potentially superficial guide to the nature of a curriculum for information literacy in higher education’. Bruce and Lampson (2002) also argue that despite some progress over the past decade, library and information professionals still report that universal information literacy (IL) is a distant, if not a receding, goal.
This paper gives an overview and reports some of the selected findings of a research project on the development of IRCs within open and distance learning (ODL) universities in Europe. This research project grew out of the author's curiosity about why progress in developing IRCs has been so modest. It was believed that a better understanding of what academics, senior managers, librarians and students are thinking and doing would help better to engage them in effective development of IRCs. The paper is divided into four parts. The first provides a working definition of the concept of IRCs. The second describes the methodology of the study. The third presents the findings of the survey and the fourth reports findings of the case studies. Because of the space limits of this publication only selected findings are presented in this paper.
A working definition of information-related Competencies
Focusing on her research on the higher education (HE) sector in Europe, the author prefers to use the term ‘information-related competencies’ instead of IL in this study. The reasons for using the former term is the conviction that the concept of IL is very elusive, its essence is hard to grasp, and its meaning is not always clear in a European HE environment. It was believed that the concept of competencies is more familiar and better understood among academic staff, students and senior managers in European HE settings.
10 - Information literacy and learning
- from THEME 2 - THE RELATIONSHIP BETWEEN USER NEEDS, INFORMATION SKILLS AND INFORMATION LITERACIES
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- By Sirje Virkus, Research Student, Department of Information and Communications, Manchester Metropolitan University, UK
- Edited by Peter Brophy, Shelagh Fisher, Jenny Craven
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- Book:
- Libraries Without Walls 5
- Published by:
- Facet
- Published online:
- 08 June 2018
- Print publication:
- 15 June 2004, pp 97-108
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Summary
Introduction
The emergence of the knowledge economy has caused a wide debate about what kinds of competencies young people and adults need. While there is a growing agreement on the importance of skills as a key engine for economic growth and the spread of the knowledge economy, there is far less agreement on which competencies and skills make the difference (OECD, 2000). The general move is clearly towards a stronger attention being paid to employment prospects and the acquisition of core or transversal skills. The new qualification frameworks adopted in the UK and Ireland are heavily outcome-based and qualifications are mostly defined in terms of skills and competencies acquired by graduates (CRE and the Confederation of EU Rectors, 2001). However, there is no general agreement what these transferable skills should include (NCIHE, 1997; Stasz and Brewer, 1999; Overtoom, 2000; OECD, 2001a). A number of researchers have identified certain high-level competencies that appear to transcend other competencies (Linstead, 1991; Hyland, 1992; Nordhaug, 1993). These competencies (creativity, analysis, problem solving, communication, self-development and related learning skills) may either enhance other competencies or be important to their acquisition. Linstead (1991), Hyland (1992) and Nordhaug (1993) use for them the term meta-competencies (Cheetham and Chivers, 1996; 1998). However, a number of recent and ongoing OECD works seek to develop better definitions as well as an overarching theoretical framework for the identification of relevant skills and competencies and measures of skills: the International Adult Literacy Survey (OECD and Statistics Canada, 2000), the Programme on Definition and Selection of Competencies: theoretical and conceptual foundations (Gilomen, 2002), the Adult Literacy and Life Skills (ALL) survey, and the Programme for International Student Assessment (PISA).
In this context, several reports have emphasized the importance of finding, evaluating and using information in the rapidly changing information and communication technology (ICT) environment (ERTI, 1995; 1997; OECD, 1996; 2000; 2001a; 2001b; 2001c; European Commission, 2000; O'Mahony, 2001; Coimbra Group of Universities, 2002; Virkus, 2003). Having the competence to use information effectively has been suggested also by management gurus as essential to organizational success (Drucker, 1993; 1994; Grainger, 1994; Senge, 1994). It seems that organizations are becoming increasingly aware of the value of information and its management for their competitiveness and success.