Presentation by Kim Baker to Library and Information Studies Centre, UCT, Research Day 16 November 2012

 Began as a project to develop a model to teach information literacy and cultural heritage for one institution, locally (SA)  Expanded to consider application of the idea to three types of institutions locally (SA), namely museums, archives and libraries  Approached by overseas publisher to write a book on the subject for an international audience  Consolidated as the development of a generic model applicable internationally (for the book)  MPhil research focused on adapting the generic model to local conditions

 8 years of participation in IFLA  Meetings, conferences organised in several countries, leading to exposure to a variety of cultural heritage institutions, including museums, archives and libraries  Locations included Latin America, Europe, Asia, Australia

In the context of international digitization initiatives by libraries to provide access to cultural heritage: What is cultural heritage? What do we mean by “access”? What about the two thirds of the world’s population who do not yet have internet access? In the context of information literacy, which (if any) existing models would be applicable to teaching cultural heritage?

 Sought definitions for cultural heritage, found none in the library literature In seeking more understanding of cultural heritage, was led to explore the treatment of cultural heritage in:  Museum science  Archival Science  Digital information contexts and media studies In seeking to better understand “access”, information literacy models were explored, as were the developments in lifelong learning, and critical thinking skills training

 An extensive literature review was required, and was undertaken in four main categories:  Exploring cultural heritage in the context of museums, archives and libraries  Cultural heritage within digital information contexts  Overview of information literacy models in the library context  Exploration of the literature on critical thinking and lifelong learning

 Cultural heritage in the context of museums, archives and libraries:  Museums and Archives have engaged fully with their epistemological foundations and Postmodernism – context is thus essential to the treatment of cultural heritage, and advanced critiques of cultural heritage are available in the literature  Libraries have not engaged much with these issues, and view cultural heritage by shared assumption, rather than from critique and analysis

 Cultural heritage in the context of museums, archives and libraries (continued):  Museums and archives have critiqued the elements of memory and contested history extensively, and these are core to the presentation of cultural heritage (especially in selecting materials to digitize)  Libraries thus have much to learn from Museums and Archives in the field of cultural heritage

 Cultural heritage within digital information contexts: The most noteworthy findings in the context of the development of the model are: - the factor of digital content being able to be manipulated and changed, raising doubts on the integrity of information, - the instability of data in a continuum of information flux where important contextual narratives can disappear, - the role of communications media in representing reality, necessitating the development of media literacy skills, - issues surrounding the ethical use of information, moral rights to cultural heritage, intellectual property rights, the digital divide, and social behaviours in the digital domain.

Models of Information Literacy stages and processes  The Big6 ™  Stripling and Pitts research process model (REACTS)  Pathways to knowledge Information Skills model (Pappas and Tepe)  Digital Information Fluency model (21CIF)  Information search process model (Kuhlthau) Models of Information Literacy standards, competencies and performance indicators  SCONUL Information Skills model (Seven Pillars)  ACRL Information literacy competency standards for higher education  ANZIL Information Skills model  Digital Information Fluency model (21CIF)  UNESCO Information Literacy indicators

 Information Literacy (cont)  In general, the standards, competencies and performance indicators outlined were found to be too advanced for an informal environmental context of lifelong learning and are more applicable to formal learning environments, such as schools and universities. It was found to be preferable to rather delineate learning outcomes, as opposed to performance standards and measures.  One of the most crucial aspects of the information literacy skills package is that of critical evaluation of information, and in the context of cultural heritage, cultural predispositions are especially relevant.

 Critical thinking and lifelong learning: Drew from research in museums and archives, as well as from educational psychology, and writers on critical thinking skills. The key factors relevant to the development of the model included:  training in critical thinking skills, while at the same time ensuring that this training is culturally sensitive;  being aware of the different theories and styles of learning and deciding which is most suitable for use in terms of the learners; striving for specific outcomes in the context of free choice lifelong learning (as opposed to learning in formal educational institutions such as schools)  aiming to develop fluid intelligence as a complement to existing crystallised intelligence, and the development of worldview literacy.  The development of Personal Meaning Mapping was found to most applicable to a generic model as a preferred method of outcomes measurement

 The model has been developed for use by museums, archives and libraries (public and national) and other cultural heritage institutions to facilitate the teaching of information literacy and cultural heritage to the general public  The model leads to inevitable further convergence of museums, archives and libraries and other cultural heritage institutions  It is generic and contextually fluid, and can be applied in Western, Slavic (Russian), Asian, Islamic, Latin American and African countries

The five categories of the model are: Catalysts Components Core processes and tasks, Generic learning outcomes Contextual fluidity.

 Generic model developed  2013: application and adaption of the model to local context  Triangulated research (qualitative and quantitative)  Sampling a challenge, due to lack of accurate patron records in these institutions  Surveys of users in local museums, archives and libraries (questionnaires already developed)  Follow up interviews for qualitative enrichment  Collation and synthesis of data into final finding  Provision of a model of Information Literacy and Cultural Heritage for Lifelong Learning for the South African context

Thank you for your attention. Kim Baker Twitter: iKbaker