Literacy Online. An Erasmus+ Project to improve students’ competencies
November 2016, the EU project ILO was started with the aim to develop, evaluate
and disseminate a multilingual open access online course (MOOC) designed to
improve students’ abilities to cope with the demands of today’s information
Literacy (IL) is ‘the set of integrated
abilities encompassing the reflective discovery of information, the
understanding of how information is produced and valued, and the use of
information in creating new knowledge and participating ethically in
communities of learning‘ (American Library Association, 2016). IL as a
social key competence is particularly essential in post-secondary education and
research. ILO will follow an extended IL concept known as ‘metaliteracy’
(Mackey and Jacobson, 2011; Jacobson and Mackey, 2016) which includes the
collaborative production and sharing of information in digital environments.
The concept of metaliteracy is integrated into the
for Information Literacy for Higher Education (American Library Association, 2016). Since the
MOOC should address students with different knowledge levels, the SCONUL
approach (Bent and Stubbings, 2011) based on the same
assumption will be used.
to many studies (e.g. Maughan 2001; Katz 2007; Rubinić et al., 2013), student’s information literacy
levels are generally low. Most college curricula do not include content aiming
at the development of information literacy, and the efforts libraries invest in
teaching information literacy seem to be insufficient. However, since the
concept of information literacy is widely unknown outside the information
science community, an attractive tutorial is needed which can be developed on a
broad basis of available material. Accordingly, the main outcome of the ILO
project will be a Massive Open Online Course (MOOC) for developing information
literacy focusing on higher education students.
are online courses with no entry barriers aiming at unlimited participation. As
open source software solutions are available for MOOCs, the project can focus
on developing the content of the course and the accompanying research. Project
ILO will at first concentrate on information literacy elements which are
relevant for all subjects/disciplines. Examples for such general information
literacy elements are Boolean operators, basic principles in knowledge
organization, or basic knowledge of copyright law. IL also covers
subject-specific elements, so the project will demonstrate the applicability of
the ’generic’ information literacy MOOC to two exemplary disciplines: Business
Administration and Psychology.
major shortcoming of current IL courses is the lack of self-assessment
components. Therefore, a central innovative approach of our MOOC will be the
implementation of technology based assessment components which allow students
to get feedback on their learning success and hints on how to improve by taking
advantage of scaling.
special aspect of the project concerns offering this content to six European cultural
and language groups: English, German, Spanish, Catalan, Slovenian and Croatian.
By addressing three of the largest language groups in Europe, the MOOC will be
available to many citizens with different native languages. Moreover, it will
be one of the first MOOCs available in Slovenian and Croatian and as such
provide a new innovative model for MOOC development in these two language
areas. The multilingual approach will not only consider formal translation but
also cultural-specific differences in the various realizations. Research
findings stress the existence of different learning and teaching styles in
different cultural and linguistic environments.
Project ILO will strongly endeavour to evaluate the MOOC in several phases and with
different methods. The evaluation as well as the dissemination of the MOOC will
particularly be addressed in multiplier conferences with invited experts taking
place in Zadar and Frankfurt Main.
Data of the Erasmus+ project
Full title: Information
Literacy Online - Developing Multilingual Open Educational Resources Reflecting
Partners: 1. University of
Graz (Co-ordinator), Graz (A)
Universität Hildesheim, Hildesheim (D)
3. Univerza v Ljubljani, Ljubljana (SL)
4. University of
Zadar, Zadar (CR)
5. Universitat de Barcelona, Barcelona (ES)
University of London (GB)
Institut für Internationale Pädagogische Forschung, Frankfurt am Main (D)
Duration: November 1st, 2016 until August
- American Library
Association, ACRL Board (2016). Framework for information literacy for higher
education. Chicago, ALA. URL: http://www.ala.org/acrl/standards/ilframework
- Bent, M., &
Stubbings, R. (2011). The SCONUL Seven Pillars of Information Literacy. Core
model for higher education. SCONUL, London. URL: http://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf
- Jacobson, T. E. , &
Mackey, T. P. (2016). Metaliteracy in practice. Chicago, ALA Neal-Schuman
- Katz, I. R. (2007).
Testing information literacy in digital environments: ETS's iSkills assessment. Information technology and
Libraries, 26(3), 3.
- Mackey, T. P., & Jacobson,
T. E. (2011). Reframing information literacy as a metaliteracy. College & Research Libraries,
T., Jacobson, T., & Hecher, J. Metaliteracy MOOC. URL: http://metaliteracy.cdlprojects.com
P. D. (2001). Assessing information literacy among undergraduates: A discussion
of the literature and the University of California-Berkeley assessment
experience. College &
Research Libraries, 62(1),
71-85. URL: http://crl.acrl.org/content/62/1/71.full.pdf
D., Stričević, I. and Juric, M. (2013). Information Literacy
Course–The Perception of Students and Professors: University of Zadar Case.
Worldwide Commonalities and Challenges in Information Literacy Research and
Practice. Springer International Publishing. URL: http://goo.gl/oa4F1C
European Commission support for the production of this publication does not
constitute an endorsement of the contents which reflects the views only of the
authors, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.