Information Literacy and Open Science: Before and After the New ACRL Framework
1ISPA – Instituto Universitário, Lisboa; 2Applied Psychology Research Center, Portugal; 3Escola Superior de Tecnologia da Saúde de Lisboa; 4Instituto Politécnico de Lisboa; 5Instituto de Educação; 6Universidade de Lisboa
In 2000, ACRL published the Information Literacy Competency Standards for Higher Education, clarifying and describing specific learning objectives for higher education students (ACRL, 2000). The document recognized the role of librarians who had long been informally developing these practices. Over the years, many disciplines have been inspired to formulate their specific objectives (Giarlo, 2005). But the Standards have evolved to be reviewed and re-evaluated in terms of their relevance and application. In 2016, the ACRL adopted the new Framework for Information Literacy for Higher Education (ACRL, 2016), which sustains a metamorphosis. Information literacy remains a pattern of integrated competencies that encompass the reflexive discovery of information, the understanding of how information is produced and valued, and the use of information in the ethical and legal creation of new knowledge. But the new Framework is based on a set of interconnected and flexible implementation concepts, whose frames are: Authority is constructed and contextual; Information Creation as a process; Information has Value; Research as inquiry; Scholarship as conversation; Searching as strategic exploration. The new Framework suggests a different approach to integrating information literacy into Open Science, emphasizing knowledge about skill acquisition. Based on a literature review, this study discusses the challenges and practical implications that the new Framework has in Open Science, its flexibility, the relevance for the privacy and rightful authorship of scientific data, and the new steps of the academic libraries to become involved as key players for Open Science contents. The conclusion is that this relationship opens the way for librarians, teachers and other institutional partners to reshape training, courses and even curricula (Foster, 2017); it associates information literacy with successful student initiatives (Corrall, 2014); it collaborates pedagogically in research and involves students in this process (Basili, 2017); and it broadens dialogue within and outside higher education about learning, assessment, and academic communication (Steinerová, 2016). Finally, academic libraries need to be involved more in advocacy, encouraging scientists and other stakeholders in the scientific research process, which gives them the confidence to embrace Open Science.
Association of College and Research Libraries. (2000). Information literacy competency standards for higher education. Chicago: American Library Association.
Association of College and Research Libraries. (2016). Framework for information literacy for higher education. Retrieved May 21, 2018 from www.ala.org/acrl/standards/ilframework
Basili, C. (2017). Information literacy requirements for open science. In D. Sales, & M. Pinto (Eds.), Pathways into Information Literacy and Communities of Practice (pp. 229–248). Amsterdam: Chandos.
Corrall, S. (2014). Designing library for research collaboration in a network world: An exploratory study. Liber Quarterly, 24(1), 17–48.
Facilitate Open Science Training for European Research. (2017). Definition: Open science. Retrieved May 21, 2018 from www.fosteropenscience.eu/foster-taxonomy/open-science-definition
Giarlo, M. J. (2005). The impact of open access on academic libraries. Retrieved May 21, 2018 from www.lackoftalent.org/michael/papers/532.pdf
Steinerová, J. (2016). Open science and the research information literacy framework. In S. Kurbanoğlu et al. (Eds.), Information Literacy: Key to an Inclusive Society, The Fourth European Conference on Information Literacy, ECIL 2016, Prague, Czech Republic, October 10-13, 2016: Revised Selected Papers (pp. 277–285). Cham: Springer International Publishing.
Academic Writing Centers as Tools for Information Literate Students
1University of Bergen Library, Norway; 2Academy of Economic Sciences, Chisinau, Republic of Moldova; 3Transilvania University of Brasov, Romania
Universities and their libraries utilize centers for academic writings as tools for enabling students to gain an education of higher quality (Denchuk, 2011; Milewicz, 2009). At the same time, academic writing centers come in many different forms and formats: They can be organized by the university library or an academic discipline, placed in the library or outside the library, and staffed by librarians, academics, Master students or a mix.
In this paper, the authors present a study of 35 academic writing centers from the USA and Europe based on information found on their institutional web sites and show how this has inspired the development of academic writing centers in Norway and in the Republic of Moldova. The method is information analysis to determine organizational and practical differences, and look for patterns, similarities and best practices.
Against this background, a survey of attitudes and practical concerns of the library leaders in academic libraries in the Republic of Moldova shows their confidence in several areas. They are certain that creating academic writing centers will maximize the libraries’ contribution to research and enhance the quality. This will strengthen the library’s role in the framework of the academic knowledge system. The instrument used for the survey is a self-administrated questionnaire provided online by SurveyMonkey.
Denchuk, A. (2011). The role of language and academic literacy in the success of generation 1.5 students at two Canadian universities (Thesis). Retrieved from ProQuest Dissertations & Theses Global. (1022335734)
Milewicz, E. J. (2009). „But is it a library?“ The contested meanings and changing culture of the academic library (Thesis). Retrieved from ProQuest Central; ProQuest Dissertations & Theses Global. (305092448)
Copyright Literacy among Students of Information Science at the University of Iceland
University of Iceland, Reykjavík, Iceland
As part of their work, librarians and information specialists often need to deal with copyright issues and act as intermediaries between the consumers and the authors or producers of material. It is therefore important that information science students receive education that allows them to become copyright literate. The aim of the study is to investigate knowledge of and attitudes about copyright issues as well as the opinion about education about copyright, among graduate information science students. This is the first time that this subject is being studied in the country involved and the findings will therefore fill a gap in the knowledge about the copyright literacy of the students. To do so, answers to the following main research question will be sought: 1) What ares the students’ opinions and knowledge about copyright issues? 2) What are the students’ opinions about the education that they receive and/or should receive about copyright?
This is an international online survey conducted among students at the Department of Information Science at the University of Iceland. The same questionnaire, which was translated from English to the students´ mother tongue, was used by all participating countries. The measurement instrument consisted of 13 questions in all. A total of nine questions emphasized knowledge about copyright, awareness of where information about it can be found, the students opinion about copyright issues, what they have learned about copyright, and what, in their opinion, they should learn about it. In addition, the questionnaire consisted of four background questions. The online system Lime Survey, an open source software, was used for data collection. Data collection started in January 2018 and lasted for three weeks, with two reminder e-mails sent out. The Information Science program is exclusively taught at a graduate level with an enrolment of 54 students. A total of 22 students replied to the survey, a 41 percent response rate. Data processing and analysis ares still ongoing.
Future librarians and information specialists need to be capable of interpreting copyright law as well as licensing agreements. It is important to recognize the students´ level of knowledge and attitudes towards the issue of copyright, as well as their opinion about how much education is needed about the topic. This may be of value for designing relevant educational material and in order to develop a curricula for their training. The study is particularly important because so far no knowledge has been available about the copyright literacy of students of Information Science in the country. It may therefore shed some light on the current situation and what improvements are needed in the students’ education.
The Social Dynamics of Innovation in French Public Libraries: Communities of Practice and Knowledge Production
University of Lille, France
Public libraries in France, as elsewhere, are currently undergoing important changes as a result of evolving digital technologies, regional territorial restructuring initiatives and changing modes of knowledge and information exchange and transfer. In this context, and in an attempt to reinvigorate the social and political role of the library today, French municipal libraries have begun experimenting with new collaborative and participatory devices and projects which tend to blur the boundaries between the roles of different actors as they co-construct library services. While recent publications have explored the phenomenon of the Fab Lab in various settings (urban centers, museums) as it fosters new forms of knowledge transfer (Ferchaud, Dumont, 2017; Lhoste, Barbier, 2016), and while a number of studies have evaluated the opportunities and limits posed by participatory culture through innovation in North American or UK libraries (Moulaison, 2015; Cavanagh, 2015; Castelnovo, 2016; Deodato, 2014), detailed analysis of municipal library maker spaces and participatory projects in France has yet to be undertaken. This paper will explore the ways in which new socio-technical forms of collaboration and participation in French municipal libraries contribute to the production, sharing and appropriation of knowledge and competencies at the intersection of information and science literacy. My primary research objective is to understand the modes of learning, exchange and sociability that are developed through creative workshops and maker initiatives, and in so doing, to identify the ways in which collaborative and participatory practices tend to promote information and science literacy. The main hypothesis of this study is that such participatory initiatives, which seek to integrate the societal, educational and informational missions of the library, emulate and adapt models and methods of entrepreneurial start-up culture, adapting them to specific local concerns and priorities. In order to analyze the ways in which innovative participatory projects are planned, conceived and carried out in relation to particular local goals and challenges, I have undertaken ethnographic case studies within three municipal libraries in the Lille area of Northern France, as well as within two libraries outside France, one in the UK (in Exeter) and one in the US (Philadelphia). In this paper I will present preliminary results of this project, as obtained through semi-structured interviews with library professionals, analysis of program statements and communication artifacts as well as through ethnographic observations of workshops and maker or collaborative spaces. Results suggest that recent initiatives in France, often exploratory and modest in nature, seek to modernize the image of the public library, with particular attention given to the needs of the young. These initiatives draw on methods of design thinking to foster flexible learning environments which address information literacy issues indirectly, as they emerge through experience and practice. While limited in scope and duration, such initiatives offer spaces of creation and creativity which contribute to refashioning the role of the French public library as a place of engagement and informal learning.
Castelnovo, W. (2016). Co-production makes cities smarter: Citizens’ participation in smart city initiatives. In M. Fugini, E. Bracci, & M. Sicilia (Eds.), Co-production in the Public Sector: Experiences and Challenges (pp. 97–117). Cham: Springer.
Cavanagh, M. F. (2016). Micro-blogging practices in Canadian public libraries: A national snapshot. Journal of Librarianship and Information Science, 48(3), 247–259.
Deodato, J. (2014). The patron as producer: Libraries, web 2.0, and participatory culture. Journal of Documentation, 70(5), 734–758.
Ferchaud, F., & Dumont, M. (2017). Les espaces de fabrication et d’expérimentation numérique sont-ils des tiers-lieux?. Territoire en mouvement Revue de géographie et aménagement, 34. doi: 10.4000/tem.4203
Lhoste, É., & Barbier, M. (2016). FabLabs: L’institutionnalisation de Tiers-Lieux du ‘soft hacking’. Revue d’anthropologie des connaissances, 10(1), 43–69.
Moulaison, H. L. (2015). L’autoédition au sein de la bibliothèque publique: Étude de cas d’une nouvelle génération de bibliothèque participative. Retrieved May 22, 2018 from http://codabox.org/150/1/MOULAISON-AIFBD2014_Actes.pdf