Dr. Monika Krakowska (PhD) Institute of Information and Library Science Jagiellonian University INFORMATION LITERACY DEVELOPMENT IN THE INTERNATIONAL ENVIRONMENT OF VIRTUAL MOBILITY EMPATIC project ‘s workshop 8th June 2011 Krakow, Poland

Virtual mobility concept and challenges for scholar sector – teacher’s and lifelong learning perspective Information literacy in Virtual mobility Case study Identification of information skills within multicultural, international group Presentation content

multitasking is important reality is not “real” – virtual reality is a stimulus doing is more important that knowing trial-and-error experimentation zero tolerance for delays communication and connection is essential (always and anywhere, staying connected) As our students enter the workforce, the ability to deal with complex and often ambiguous information will be more important than simply knowing a lot of facts or having an accumulation of knowledge. Jason L. Frand Lifelong Learning and new learners

Improve the set of individual choices and offers in the context of cultural, societal, personal, environmental matters Improve the quality and utility of education and training in formal, non-formal and informal sector Raising awareness of ICT, provoke reflection, critical thinking Raise awareness for continuing development and continuing professional training Information literacy and lifelong learning

The phenomenon related to the Bologna Process and the Erasmus program, as well as closely associated with the process of lifelong learning Could be implemented in all school sectors type of academic pilgrimage, is a common, interactive communication between stakeholders through the computer and new communications technologies, without barriers of time (Sylvia van de Bunt-Kokhuis, 1996) e-learning, computer assisted learning, technology enhanced learning, distance learning, flexible learning Virtual mobility

flexible learning approach to identify, understand and accept the needs of particular scholars (rather than the institution providing training along with staff) and the adaptation of cognitive and socio- cultural factors in the learning process cultural, social, economic aspect The use of information and communication technology (ICT) in order to obtain the same benefits obtained due to physical mobility, without having to travel (elearnigeuropa.info) Virtual mobility

New types of students and changing students expectations are driving the integration of core campus functions and deployment of students services and learning on the Web Lifelong Learning concept Learners’ attitudes IL, a repertoire of learning skills, interpersonal skills, group membership Cross-boarder collaboration from different culture backgrounds, community building, European citizenship, knowledge exchange models raising awareness of tools, resources, culture models, social impact, enrichment of learning activities, acquisition of ICT skills, flexibility – holistic view of IL Collaboration within curricula creation with clear concept of IL Information literacy in virtual mobility

Virtual Learning in Higher Education course within TeaCamp (Teachers virtual campus: research, practice, apply) project International and multicultural, academic environment (HE institutions from Jyvaskyla University, Finland, Vytautas Magnus University; Baltic Education Technology Institute, Lithuania, Jagiellonian University, Poland, University of Aveiro, Portugal and University of Oviedo, Spain) 14 teachers, 29 bachelor, master and doctoral students = only 13 successively finished the virtual mobility course – education and LIS students course lasted 12 weeks from 24 September 2010 to 10 December 2010 Research background

Methodology = qualitative and quantitative research (observation, surveys, narrative interviews, lecture, diary, sub-task evaluation) The analysis has been enriched by the personal involvement - was carried out sub – module Impact on future teachers, educators – IL awareness Virtual Learning in Higher Education

Cultural Models Collaborative Online Learning Training Strategies Information Literacy Learning Technology Learning Strategies E-assesment Strategies Culture models – summary, results of analysis, diaries VLHE sub-modules

Data analysis Source of dataData Virtual mobility platform: portfolio, diary Reflections on content, context, relationship, course realisation, challenges, information process (searching, organisation, sharing in VM environment); Stated motivations for participation Virtual mobility platform: forums, asignments, Videoconferencing, information grounds and small worlds indicators improvement (non-formal virtual ambience) interaction (reciprocation, individual information behaviour) Students: survey (start-end)Student declarations of affective factors (motivation, personal moods and emotions) concerning VM participation and information behaviour, relationships with others in the VLHE module: friend, acquaintance, barriers and problems within collaborative behaviour Participating observation, interviews (mid-point) tutorial group for the module, team membership, collaborative work for sub-module Information literacy for group course work for the module

The desire to create a special bond based on the abandoned stereotypes - the implication of conversation and correcting mental models of reality for the national team; Have little knowledge on Information literacy Little awareness on national level (no policy, no courses, connected with library sector – then only basic skills development or only information (presentations, lecutres without practice) Have some problems with IL skills Use of information – have used only those they knew, associate past experience, resisted the implementation of tasks - there affective associations Conclusions (1)

Need for new pedagogies of engagement that will turn out the kinds of resourceful, engaged workers and citizens – on each level of education, in every type Conclusions (2) Finding information about my country interests or awareness in Information literacy I found that in my country information amount about Information literacy is very small. I think that Learning to learn is at the core of information literacy I did not realised that the situation could be so different in other countries. We are used to IL, but there is no so typical issue for others EU

The problem is communication - linguistic, technical, time users often they avoid obstacles, or commence individual actions aimed at increasing the activity of self or others, to encourage information processes – expectations were high! Find IL skills and tasks difficult VLHE module has developed different IL skills (media, digital, library literacy, culture awareness, etc.) that was important for raising IL awareness of teachers, scholars, pedagogy students and LIS students IL modules should be implemented within VM syllabuses, courses, programmes Conclusions (3)

Impact on the teacher The role of the teacher challenges and changes: - from a source of knowledge, to a manager and facilitator of learning ; - from passing on knowledge to students, to creating a learning environment that is linked to real life situation - from face-to-face based teaching to advanced pedagogical concepts in VM It should be not one-time activity Conclusions (cont)