Scientific Working Group - NULK Bedrije Mekolli & Edona Munishi -Kokollari Prishtina – Kosova Mars 2013 Developing information literacy for lifelong learning and knowledge economy in Western Balkan Countries

NULK created project structures Established working group tried to participate in all meetings, arranged since the beginning of the project Creation of project structures The National and University Library of Kosova

Attendance of meetings The first meeting, in Limerick (Ireland) attended : - All working groups Second meeting: - PMC, DWG, ILTWG, ILMWG Third meeting: - DWG While Participants of SWG couldn’t be present in the meeting in Mostar, (visa issues) There were some changes/replacements in the course of implementation of the project. Management committee arranged several meetings between working groups to consult, about their work and gathered information and reports on the progress of the project

NULK created project structure, as set forth at the beginning of the project. Created groups are: Introductory meetings with students, professors library personnel and public to promote IL in Kosovo Higher Education System There have been issued press conference and presentations about content and the purposes of the project Also, there were published information, both in print and electronic media there were held short survey in order to examine the information literacy abilities, and the concept of IL (NULK users) Promotion, dissemination of information

Concept of IL at NULK Was conducted with ndergraduates’ students, at NULK The survey consisted in student’s skills about how they find information, for their needs Survey was designed to examine the information needs and seeking behaviors of students in NULK, as well the problems with information sources and services that they used Correspondingly what are they information literacy abilities. The study methods included interviews and informal observation, for data collection

Finding NULK students have generally no adequately levels of information literacy and most of them did not properly checked the right sources. They are not familiar with the content and organization of information Concept of IL at NULK Students usually arrive at the university without prior experience on research, since public libraries in Kosovo do not practice any training programmes or session with young students, to improve the students' information seeking behavior.

Development of programmes and courses (1)  NULK along with the University of Prishtina, have proposed an optional subject in the curriculum, with content similar to the objectives of the project  Translations of the documents are in process It is planed that:  IL course will be fully integrated in the existing university teaching curricula, or programs that are expected to be licensed by the relevant ministries  Planning IL programs will be adopted by international standards and practices for the IL  NULK along with the University of Prishtina, have proposed an optional subject in the curriculum, with content similar to the objectives of the project  Translations of the documents are in process It is planed that:  IL course will be fully integrated in the existing university teaching curricula, or programs that are expected to be licensed by the relevant ministries  Planning IL programs will be adopted by international standards and practices for the IL

Development of programmes and courses (2)  NULK & UP intend tight cooperation to design appropriate information literacy and training sessions in order to improve understanding of the concept of information literacy (IL), IL standards and guidelines, IL teaching processes and the role of librarian (information specialist) in these processes  The theoretical part of the courses (harmonization of curricula, syllabuses, scientific literature, credits etc, would be the responsibility of the University  While the practical part, in terms of information technology and trainings, the library  NULK & UP intend tight cooperation to design appropriate information literacy and training sessions in order to improve understanding of the concept of information literacy (IL), IL standards and guidelines, IL teaching processes and the role of librarian (information specialist) in these processes  The theoretical part of the courses (harmonization of curricula, syllabuses, scientific literature, credits etc, would be the responsibility of the University  While the practical part, in terms of information technology and trainings, the library

Development of programmes and courses (3) Considering all the difficulties of implementing such a curricular structure we think that it would be easier to summarize them in three integrated courses, which can be named: 1.Basic Concepts in Information Literacy: concept of IL, IL standards, guidelines, process, IL teaching programs 2. Accessing information: need of information, Research question, Strategies, Thesaurus, document, Bibliography, Indexing, references, locating and retrieving information, traditional information; Models of teaching IL 3. Information Management: Literacy as information or communication, citation methods, styles, citation "Anatomy", web pages, plagiarism, plagiarism detection, Legislation, the structure of scientific work etc

Conclusion  Libraries and universities, on state and regional level, must ensure close cooperation with each other and promote and offer assistance for the supervision of the process of IL development  Continue with the information literacy courses/trainings beyond the project implementation timeline  Libraries and universities, on state and regional level, must ensure close cooperation with each other and promote and offer assistance for the supervision of the process of IL development  Continue with the information literacy courses/trainings beyond the project implementation timeline

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