The Bologna Process and Information literacy at the University of Helsinki Hannele Niemi Vice-Rector

Branches in Finland HY-KALVOSARJA XI/03 STRATEGIA Campuses in Helsinki Helsinki

The Bologna process is seen more as a phase of a joint national analysis and evaluation of university degrees and curriculum than as a fundamental structural change. Many national networks and projects have worked together to develop and implement the new degrees programmes in Finland August 1, 2005 BA and MA Since 2006 Focus on Doctoral degrees

Two-cycle model for basic degrees The two-cycled basic degrees will consist of the Bachelor’s degree (180 credits / 3 years) and the Master’s degree (120 credits / 2 years) The third cycle will consist of postgraduate studies (leading to a doctoral degree/ 4 years) 1 year = 1600 working hours = 60 ETCS

Alternatives for the structure of university degrees Examples BA Dr MA Strong research component: MA includes Thesis, 40 ECTS

Internal cooperation in the reform of a degree system Faculties

Internal cooperation in the reform of a degree system Faculties Support group

Internal cooperation in the reform of degree structure Faculties Network of Vice-Deans responsible for Academic Affairs Support group National discpline-based coordination groups Network of faculties´Heads of Academic Affairs Academic Affairs Committees of faculties Degree Reform Network (40) Network of Deans I Libraries

Internal cooperation in the reform of degree structure Faculties Network of Vice-Deans responsible for Academic Affairs Support group National discpline-based coordination groups Rector´s Steering Comittee Library Committee Network of faculties´Heads of Academic Affairs Academic Affairs Committees of faculties Degree Reform Network (40) Network of Deans Virtual University Committee Academic Affairs Committee I Libraries

Internal cooperation in the reform of degree structure Faculties Network of Vice-Deans responsible for Academic Affairs Support group Faculty Councils Rector´s Steering Committee University Senate Library Committee Network of faculties´Heads of Academic Affairs Academic Affairs Committees of faculties Department Councils Degree Reform Network (40) Network of Deans Virtual University Committee Academic Affairs Committee

Internal cooperation in the reform of degree structure Faculties Network of Vice-Deans responsible for Academic Affairs Support group National discpline-based coordination groups Faculty Councils Rector´s Steering Committee University Senate Library Committee Network of faculties´Heads of Academic Affairs Contact Persons for Specialists in ICT -based Education Academic Affairs Committees of faculties Unofficial meetings and events Meetings betw. faculties & the support group Seminars, public events and traíning Department Councils Degree Reform Network (40) Network of Deans Network of Experts of Educational Development& Research Virtual University Committee Academic Affairs Committee National working groups meetings, seminars, infromation sharing I Libraries

Internal cooperation in the reform of degree structure Faculties Network of Vice-Deans responsible for Academic Affairs Support group National discpline-based coordination groups Faculty Councils Rector´s Steering Committee University Senate Library Committee Network of faculties´Heads of Academic Affairs Contact Persons for Specialists in ICT -based Education Academic Affairs Committees of faculties Unofficial meetings and events Meetings betw. faculties & the support group Seminars, public events and traíning Department Councils Degree Reform Network (40) Network of Deans Network of Experts of Educational Development& Research Virtual University Committee Academic Affairs Committee National working groups meetings, seminars, infromation sharing I Follow-up 2008 Auditing of Quality Assurance 2007 Libraries

Supporting students’ learning Personal study plans Follow-up of progress in completing of degrees ICT driving licence all available resources to students e-learning e-libraries information literacy Transparency in quality assurance Libraries as learning centres

The national project for the creation of an information literacy curriculum A joint project of the University libraries in Finland Coordinated by the University of Helsinki Funded by the Ministry of Education from 2004 to The central aim to integrate information literacy as part of academic studies. The integration of information skills as part of studies requires common standards and financial resources also for the instruction provided by libraries. The universities may decide on the practical implementation of the information literacy curriculum themselves.

I New students: Basics in information literacy Timing of courses: initial stage of studies. Scope: 1-2 credits (ECTS, European Credit Transfer System). Unit responsible for the provision of courses: depending on the university, the faculty or other equivalent unit. The courses will be part of compulsory general studies, e.g. part of ICT studies. Practical implementation: libraries. Previous studies: it is recommended that students have basic ICT skills.

The ICT Driving Licence (3 ECTS) a course designed in cooperation with all of the Faculties at the University of Helsinki, the IT-Department and the UH Libraries. The course goal is to make sure each new student will have the necessary ICT-knowledge (ICT, Information and Communication Technology) and skills The pilot version was opened for students in August 2005

In Spring 2006, the curriculum, the on-line learning material and the on-line exams have been scrutinized thoroughly according to the student and teacher feedback gathered during Fall In Fall 2006 the renewed curriculum, learning material and exams will be available for students in Finnish, Swedish and English.

ICT Driving Licence: Information Retrieval Skills Information Resources of the University of Helsinki Libraries Services of the U of H Libraries General Searching Skills Information Resources The U of H Library Catalog – Helka The Information Retrieval Portal – Nelli Searching in an Open Web Environment Copyright The information specialists have made several improvements to connect the course more closely to students search tasks and information processes. Contents in the Academic Year After the Feedback

Self-learning material Entry Level Test Final Exam (obligatory in all faculties) Components of the ICT Driving Licence Hands-on Session (1,5 h) & Library Tour

ICT Driving Licence: An Example of an Entry-level Test Question Your friend recommended you an article by Sture Allén ”Dubbelve dubbelve dubbelve”. The article is included in the publication called ”Boken om våra modersmål” which was published How do you check in Helka if the article is in the library? See the picture below and choose one alternative.

ICT Driving Licence – how did we succeed? Skills grow Self-assessment before the courseSelf-assessment after the course

II Bachelor’s level studies: Information literacy in intermediate level studies Timing of courses: proseminar/ Bachelor’s thesis seminar. Scope: 1-2 credits (ECTS). Unit responsible for the provision of courses: depending on the university, e.g. the student’s home department. Practical implementation: the module will be compulsory and integrated into the proseminar/ Bachelor’s thesis seminar; cooperation between the seminar supervisor and library will be of the utmost importance. Contents: systematic acquisition of information and making use of one’s information competencies in the writing of the thesis

III Master’s level studies: Information literacy in advanced level studies Timing of courses: Master’s thesis seminar or equivalent stage Scope: 1-2 credits (ECTS) Unit responsible for the provision of courses: depending on the university, e.g. the student’s home department. Practical implementation: the module will be compulsory and integrated into the Master’s thesis seminar; cooperation between the seminar supervisor and library will be of the utmost importance. Contents: systematic acquisition of information and making use of one’s information competencies in the writing of the thesis

The objective - an information literate individual is able to: determine the scope of information needed access the information needed effectively and efficiently evaluate information and its sources critically and incorporate the new information into his or her existing knowledge base use information effectively in his or her studies and work, understand the economic, legal and social issues pertaining to the use of information, and access and use information ethically and legally.