INSTITUT ZA TEHNOLOGIJU LIMERIK (IRSKA)

ZBORNIK RADOVA MEĐUNARODNE NAUČNE KONFERENCIJE „INFORMACIJSKA PISMENOST NA ZAPADNOM BALKANU” -Informacijska pismenost u digitalnom svijetu-

8-11. juni 2016. godine

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LIMERICK INSTITUTE OF TECHNOLOGY (IRELAND)

PROCEEDINGS INTERNATIONAL SCIENTIFIC CONFERENCE “WESTERN BALKAN INFORMATION LITERACY” -Information Literacy in the Digital World-

8-11 June 2016

Bihać, 2016.

Izdavač/Published by: Limerick Institute of Technology, Ireland Za izdavača/For Publisher: Ratko Knežević M.A Urednici/Editors: Ratko Knežević, M.A. chief in editor Jerald Cavanagh, M.A Limerick Institute of Technology, Limerick, Ireland Padraig Kirby, M.A Limerick Institute of Technology, Limerick, Ireland Nikola Findrik PhD, The Law School at University of Bihac, Bosnia and Herzegovina Albin Muslić PhD, The Law School at University of Bihac, Bosnia and Herzegovina Recenzentski odbor/Reviewers Committee: Jerald Cavanagh, M.A Limerick Institute of Technology, Limerick, Ireland Ratko Knežević, M.A Nikola Findrik PhD, The Law School at University of Bihac, Bosnia and Herzegovina Organizacioni odbor/Organisation Committee: Ratko Knežević, M.A. President, Bihac, Bosnia and Herzegovina Nikola Findrik PhD, The Law School at University of Bihac, Bosnia and Herzegovina Jerald Cavanagh, M.A. Limerick Institute of Technology, Limerick, Ireland Padraig Kirby, M.A Limerick Institute of Technology, Limerick, Ireland Naučni odbor/Scientific Committee: Paul G. Zurkowski, USA, the originator of the term "information literacy" Tefko Saracevic, PhD, School of Communication & Information Rutgers University, USA Lyubov Kazachenkova, Editor-in-Chief of All Russian nonfiction magazine "The Modern Library Magazine", the member of Russian Journalist Union, the member of the International Journalist Union the member of Russian Library Association, Moscow, Russia Senada Dizdar, PhD Philosophy Faculty University of Sarajevo, Bosnia and Herzegovina Angela Repanovici, PhD University of Brasov, Romania Manolis Koukourakis, PhD University of Rethymnon – Crete, Greece Jerald Cavanagh, M.A. Limerick Institute of Technology, Limerick, Ireland Padraig Kirby, M.A Limerick Institute of Technology, Limerick, Ireland Pero Šobot, M.A. IZUM, Institute of Information Sciences in Maribor, Slovenia Radovan Pilipović, M.A.(PhD Candidate), Serb Orthodox Patriarchy Archive, Belgrade, Serbia Frida Bišćan, M.A. National and University Library, Zagreb, Croatia Demet Soylu, PhD Research Assistant Department of Information Management Yıldırım Beyazıt University, Ankara, Turkey Lektori/Lectors: Neda Klepić, profesor bosanskog jezika Jasmina Piralić,M.A. profesor engleskog jezika Tiraž/Edition Size: 150 Štampa/Print: “DMD“D.O.O, Bihać

SADRŽAJ/CONTENT

Introduction/Uvodna riječ uredništva ...... 5

Keynote speakers ...... 9

Paul G. Zurkowski THE NEW SPECIES OF MAN: NETWORKED INFORMATION MAN, A NEW HORIZON FOR INFORMATION LITERACY ...... 11

Tefko Saracevic, Ph.D. ARE ADVANCES IN INFORMATION TECHNOLOGY AND ADVANCES IN INFORMATION LITERACY IN LIBRARIES IN SYNC? OR OUT OF SYNC? ...... 17

Jerald Cavanagh, Padraig Kirby LIBRARY NETWORK SUPPORT SERVICES: MODERNISING AND DEVELOPING QUALITY LIBRARY SERVICES IN EUROPE ...... 21

Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges INFORMATION LITERACY AND METALITERACY AS KEY FACTORS IN ACADEMIC EXCELLENCE IN HIGHER EDUCATION ...... 35

Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges ALFABETIZACIÓN EN INFORMACIÓN Y METALITERACY COMO FACTORES CLAVE EN LA EXCELENCIA ACADÉMICA EN EDUCACIÓN SUPERIOR ...... 43

Lejla Hajdarpašić, Angela Repanovici, Manolis Koukourakis INFORMATION COMMONS CENTRE IMPACT ON STUDENTS ATTITUDE AND WISHES ...... 53

Beba Stankovic, Tatjana Jovanovic Negoicic LIFELONG LEARNING IN LIBRARIES – AN OPPORTUNITY FOR ALL AGES ...... 61

Huyen Ngo, Geoff Walton, Alison Pickard AN ASSESSMENT OF THE INFORMATION LITERACY CAPABILITY OF VIETNAMESE UPPER SECONDARY STUDENTS ...... 65

Brigitta Jávorka DEVELOP INFORMATION LITERACY ON A LIBRARY BUS!...... 71

Demet Soylu, Tunç Medeni, Ratko Knezevic MULTIPLE LITERACIES WITHIN THE CONTEXT OF EU MOBILITY PROJECTS: YOUTH GIVE HAND TO SYRIAN IMMIGRANT CHILDREN ...... 77

Mihai Bârsan, Angela Repanovici INFORMATION SECURITY RISK MANAGEMENT IN DIGITAL LIBRARIES ...... 85

Zhang Xiaojuan (Julia), Cheng Lu INFORMATION LITERACY RESEARCH IN CHINA - AN ANALYSIS BASED ON THE DATA OF CSSCI 2006-2015 ...... 89

Andra-Manuela Botez, Alexandru Bejinaru-Mihoc, Angela Repanovici LIBRARY SECURITY MANAGEMENT BASED ON BIOMETRIC METHODS...... 97

Senada Dizdar, Azra Hamulić INFORMACIJSKA PISMENOST I PROFESIONALNA ORIJENTACIJA ...... 103

Radostina Todorova, Plamen Miltenoff, Gergana Martinova "GREENING" INFORMATION LITERACY THROUGH GAMES ...... 109

Beba Ešrefa Rašidović, Ratko Knežević KNOWLEDGE MANAGEMENT SECI PROCESS, INFORMATION LITERACY AND LIBRARY-INFORMATION PROFESSIONALS ...... 117

Beba Ešrefa Rašidović, Ratko Knežević SECI PROCES UPRAVLJANJA ZNANJEM, INFORMACIJSKA PISMENOST I BIBLIOTEČKO-INFORMACIJSKI STRUČNJACI ...... 123

Aleksandra Rubelj, Janita Tacer Slana, Pero Šobot ONLINE LEARNING IN THE COBISS.SI COMMUNITY ...... 129

Aleksandra Rubelj, Janita Tacer Slana, Pero Šobot WEB UČENJE U COBISS.SI ZAJEDNICI ...... 139

Radovan Pilipovic RUSSIAN IMMIGRANT VLADISLAV ALJBINOVICH MAJEWSKI – LIBRARIAN AT THE PATRIARCHY COURT IN BELGRADE (1933-1937) ...... 149

Радован Пилиповић РУСКИ ЕМИГРАНТ ВЛАДИСЛАВ АЉБИНОВИЧ МАЈЕВСКИ – БИБЛИОТЕКАР ПАТРИЈАРШИЈСКОГ ДВОРА У БЕОГРАДУ (1933-1937) ...... 153

Radmila Rašović, Dubravka Odalović ELEKTRONSKI SERVISI U BIBLIOTEKAMA NA UNIVERZITETU CRNE GORE ...... 157

Tamara Tomić INFORMACIONA PISMENOST I E-MAIL DIGITALNI REFERENSNI SERVIS NA UNIVERZITETU DONJA GORICA ...... 163

Korina Udina INTEGRIRANJE INFORMACIJSKE PISMENOSTI U KURIKULUM ...... 167

Senada Dizdar, Džejla Khattab, Nadina Grebović-Lendo UNDERSTANDING THE ROLE OF LIBRARIES AND LIBRARIANS IN INFORMATION LITERACY IMPLEMENTATION: BASED ON THE EXAMPLE OF STUDENTS OF THE FACULTY OF PHILOSOPHY, UNIVERSITY OF SARAJEVO ...... 173

Zahra Haftadi THE AMOUNT OF MEDIA AND INFORMATION LITERACY AMONG TABRIZ UNIVERSITY CENTRAL LIBRARY’S USERS USING IRANIAN MEDIA AND INFORMATION LITERACY QUESTIONNAIRE (IMILQ) ...... 179

Marica Šapro-Ficović INFORMATION LITERACY AND PUBLIC LIBRARIES: APPLICATIONS, ISSUES, PROBLEMS ...... 185

Presentations: Jeffrey V. Kelly HOW I HAVE BEEN TEACHING INFORMATION & ACTION LITERACY TO K-12 STUDENTS FOR LIFELONG LEARNING ...... 191

Oxford University Press SUPPORTING USER JOURNEYS, DISCOVERABILITY, AND THE RESEARCH PROCESS ...... 201

Introduction The Western Balkan Information Literacy Conference is supported by, inspired by and dedicated to the work and achievements of European Union Capacity Building in the Field of Higher Education (CBHE) project 561987 Library Network Support Services (LNSS): modernizing libraries in Western Balkan countries through staff development and reforming library services. This is a unique, pioneering European Union funded project which aims to reinforce and modernise libraries and improve the level of competencies and skills of library staff in the Western Balkan countries by developing innovative libraries as a support to education and lifelong learning. CBHE is the European Union’s programme which aims to support the modernisation, accessibility and internationalisation of higher education in the Partner Countries in regions such as Eastern Europe, Central Asia, the Western Balkans and the Mediterranean region, mainly through university cooperation projects. The wider objective of the LNSS project is to reinforce and modernise libraries and improve the level of competencies and skills of library staff in the Higher Education Institutions (HEI’s) and in Society by developing innovative libraries as a support to education and lifelong learning. The specific objectives of the project are to implement English for Specific Purposes (Libraries & library terminology) training for all target groups; to undertake in depth training needs detection and assessment with competency mapping; to implement an innovative Train the Trainers programme as part of an LNSS Curriculum incorporating a suite of quality, relevant and modern library staff development modules addressing the most urgent training needs of 21st century librarians and library staff in the Information Age. The project will develop and implement Information Literacy & Research Skills training programmes in libraries and in HEI’s to help learners identify, locate, evaluate, and effectively and ethically use information in their daily lives for lifelong learning and the Knowledge Economy. Other key objectives are to hold Library Training Seminars and Workshops involving all Stakeholders for exchange of experience to improve the competencies and skills of Librarians. Strategic planning issues are also addressed such as the development of a Consortium Strategic Plan for the effective future development of libraries in both Regions and to implement this plan. The project will also develop initiatives to ensure access to and democratization of libraries for people with disabilities. Development of Frameworks for Library Collection Development Policy to meet the needs of academic staff and students in each Institute/University in the project are also a key goal. The Conference takes its inspiration also from previous European Union projects such as Tempus project517117 Developing information Literacy for lifelong learning and knowledge economy in Western Balkan countries. This was a unique, pioneering European Union funded project which developed information literacy for lifelong learning in the Western Balkans during the period 2011- 2015. The Western Balkan Information Literacy Conference is now listed among the most important Information Literacy Conferences of the World. Not only is there representation from the institutions and countries who are members of this CBHE project but also represented will be neighbouring countries such as Croatia, Serbia, Montenegro, Kosovo, Slovenia, Romania and Greece. An unexpected benefit has been that the Conference has attracted delegates from all over the world- apart from the representatives coming from Bosnia and Herzegovina there will be delegates for example from the United States, Canada, United Kingdom, United Arab Emirates, Mexico, China, Hungary, Bulgaria, Russia, Vietnam, Ireland, various countries in Africa, the Middle East among many others. The concept of Information Literacy which prior to WBIL was almost completely unknown in the Western Balkan region has firmly taken hold and is now embedded in many universities in the Region. This year’s WBIL is very significant owing to the presence of two eminent keynote speakers. WBIL is honored to have Paul G. Zurkowski the originator of the term “information literacy” as Keynote Speaker who advocates for a universal approach in Information Literacy delivery across all trades, occupations and professions- Action Literacy “to bridge the gap between Academic Information Literacy and the general public’s need to be able to navigate what is commonly considered our information overload” (NFIL 2015). WBIL are delighted also to welcome Tefko Saracevic Ph.D. Distinguished Professor Emeritus at the School of Communication and Information, Rutgers University and past President of the American Society for Information Science and who received the Society’s Award of Merit (the highest award given by the Society).

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This conference presents Conference papers in two sections. First presented are those papers by representatives from Universities who are partners in CBHE project 561987Library Network Support Services (LNSS): modernizing libraries in Western Balkan countries through staff development and reforming library services. Later in the proceedings are the papers of those representatives of universities who are not partners in the CBHE project but from many other parts of the world who recognise that the Western Balkans due largely to the work of this CBHE project and previous projects is now becoming an important centre and champion of information literacy globally- a region looking forward and striving for modern, accessible and quality library services.

Editorial Board

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Uvodna riječ Konferencija o informacijskoj podržana, inspirisana i posvećena radu i dostignućima Izgradnje kapaciteta Europske Unije na polju visokog obrazovanja (CBHE) i projektu 561987 Usluge podrške bibliotekarskoj mreži (LNSS): modernizacija biblioteka u zemljama zapadnog Balkana kroz razvoj osoblja i reformu bibliotekarskih usluga. To je jedinstven, pionirski projekt financiran od strane Europske Unije sa ciljem ojačavanja i moderniziracije biblioteka te poboljšavanja nivoa kompetencija i vještina bibliotečkog osoblja u zemljama zapadnog Balkana kroz razvoj inovativnih biblioteka kao podrške obrazovanju i cjeloživotnom učenju. CBHE je program Europske Unije koji za cilj ima da podrži modernizaciju, dostupnost i internacionalizaciju visokog obrazovanja u zemljama partnerima u područjima kao što su istočna Europa, središnja Azija, zapadni Balkan i Mediteran, uglavnom kroz projekte univerzitetske saradnje. Širi cilj LNSS projekta je ojačavanje i modernizacija biblioteka i poboljšavanje nivoa kompetencija i vještina bibliotečkog osoblja u institucijama visokog obrazovanja (IVO), te u društvu kroz razvoj inovativnih biblioteka kao podrška obrazovanju i cjeloživotnom učenju. Specifični ciljevi projekta su provođenje obuke iz engleskog jezika za posebne namjene (biblioteka i bibliotečka terminologija) za sve ciljne skupine; poduzimanje pravovaljane obuke zahtjeva otkrivanje i procjenu mapiranja sposobnosti; provođenje inovativnog programa osposobljavanja trenera u sklopu LNSS kurikuluma koji uključuje čitav niz kvalitetnih, relevantnih i savremenih modula razvoja bibliotekarskog osoblja, koji odgovaraju potrebama najhitnijeg osposobljavanja bibliotekara 21. stoljeća i bibliotekarskog osoblja u informacijskom dobu. Projekat će razviti i implementirati programe obuke informacijske pismenosti & istraživačkih vještina u bibliotekama i na IVO kako bi se pomoglo učenicima da identificiraju, lociraju, ocijene i učinkovito i etički koriste informacije u svakodnevnom životu za cjeloživotno učenje i ekonomiju znanja. Drugi ključni ciljevi su održavanje bibliotečkih seminara i radionica, koje uključuju sve aktere za razmjenu iskustava, a u cilju poboljšanja sposobnosti i vještina bibliotekara. Strateška pitanja planiranja također se rješavaju kao što je razvoj konzorcija Strateškog plana za učinkovit budući razvoj biblioteka u obje regije kao i za provedbu ovog plana. Projekat će također razviti inicijative kako bi osigurao pristup i demokratizaciju biblioteka za osobe s invaliditetom. Razvoj okvira za razvojnu politiku bibliotečke zbirke kako bi se zadovoljile potrebe akademskog osoblja i studenata u svakom institutu / univerzitetu u projektu je također jedan od ključnih ciljeva. Konferencija također uzima za inspiraciju prethodne projekte Europske unije, kao što su Tempus project 517117 Razvoj informacijske pismenosti za cjeloživotno učenje i ekonomija znanja u zemljama Zapadnog Balkana. To je bio jedinstven, pionirski projekt financiran od strane Europske unije koji je razvio informacijsku pismenost za cjeloživotno učenje na zapadnom Balkanu u razdoblju 2011-2015. Konferencija o informacijskoj pismenosti na zapadnom Balkanu je sada uvrštena među najvažnije konferencija o informacijskoj pismenosti na svijetu. Ne samo da su na njoj prisutni predstavnici iz institucija i zemalja, koji su članovi ovog CBHE projekta, nego će biti zastupljene i susjedne zemlje poput Hrvatske, Srbije, Crne Gore, Kosova, Slovenije, Rumunije i Grčke. Neočekivana korist je da je Konferencija privukla interes predstavnika iz svih krajeva svijeta-osim predstavnika koji dolaze iz Bosne i Hercegovine prisustni će biti, primjera radi, i učesnici iz Sjedinjenih Američkih Država, Kanade, Velike Britanije, Irana, Ujedinjenih Arapskih Emirata, Meksika, Kine, Mađarske, Bugarske, Turske, Vijetnama, Irske, i među mnogim drugima različite zemlje iz Afrike Bliskog istoka. Koncept informacijske pismenosti koji je prije Konferencije o informacijskoj pismenosti na zapadnom Balkanu bio skoro potpuno nepoznat u regiji zapadnog Balkana sada je čvrsto prihvaćen i ugrađen u mnoge univerzitete u regiji. Ovogodišnji WBIL je vrlo značajan zbog prisutnosti dva istaknuta govornika. Konferencija o informacijskoj pismenosti na zapadnom Balkanu je počastvovana da ima Paul G. Zurkowski, začetnika pojma "informacijske pismenosti", kao glavnog govornika koji zagovara za univerzalni pristup u informacijske pismenosti dostavljen u svim obrtima, zanimanjima i profesijama- Akcijska pismenost "da bi se premostio jaz između akademske informacijske pismenosti i potreba šire javnosti s ciljem prevazilaženja onog što se obično smatra našim informacijskim preopterećenjem "(NFIL 2015.). Konferencija o informacijskoj pismenosti oduševljeno pozdravlja Tefko Saračević Ph.D. Ugledni profesor emeritus na Fakultetu za komunikacije i informacije, Univerziteta Rutgers i prijašnjeg predsjednika Američkog društva za informacijsku znanost i koji je dobio nagradu Društva za zasluge (najviša nagrada koju Društvo dodjeljuje).

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Ova konferencija predstavlja radovi u zbornicima skupova u dva dijela. Prvi predstavljeni su oni radovi koji su predstavljeni od strane univerziteta koji su partneri u CBHE projektu 561987 Usluge podrške bibliotekarskoj mreži (LNSS): Usluge podrške bibliotekarskoj mreži (LNSS): modernizacija biblioteka u zemljama zapadnog Balkana kroz razvoj osoblja i reformu bibliotekarskih usluga. Zatim su u Zborniku su radovi predstavnika sveučilišta koji nisu partneri u projektu CBHE, ali iz mnogih drugih dijelova svijeta koji su prepoznali da zapadni Balkan u velikoj mjeri zbog rada ovog CBHE projekta i prethodnih projekata sada postaje važno središte i prvak u globalnoj informacijskoj pismenosti – regija koja se raduje i teži ka modernim, pristupačnim i kvalitetnim bibliotekarskim uslugama.

Uredništvo

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KEYNOTE SPEAKERS

Paul G. Zurkowski

Paul G. Zurkowski is the originator of the term “information literacy”. He first used this term in 1974 in a proposal to the US National Commission on Libraries and Information Science. At the time he coined the term he was president of the Information Industry Association. He held this position for 20 years, from 1969 to 1989. A lawyer by profession, graduated from University of Wisconsin Law School in 1957, with interests in intellectual property and copyright, Zurkowski observed at the time that only small portion of the U.S. population really understood the emerging new information access routes and how these new routes would have a definitive impact their economic and social lives. Zurkowski’s calls for the creation of a major national universal information literacy program by 1984 went unheeded. His vision for information literacy skill development was not library centric, but advocates for a universal approach in its delivery across all trades, occupations and professions. For Zurkowski, the essence of information literacy is the ability to know how to handle information so that it can be used effectively to solve problems. Zurkowski views information literacy skills as a critical stepping stone in the creation of wealth, a key element for national economic development.

Source: National Forum on Information Literacy Website

Tefko Saracevic, Ph.D.

Studied electrical engineering at the University of Zagreb, Croatia and completed his master (1962) and Ph.D. (1970) studies in information science at Case Western Reserve University, Cleveland, Ohio. Taught and conducted research at Case till 1985, when moved to Rutgers. Promoted to Professor II (highest academic rank at Rutgers University) in 1991. Associate Dean from 2003 to 2006.

Tefko Saracevic is Distinguished Professor Emeritus at the School of Communication and Information, Rutgers University since 2010. He was the president of the American Society for Information Science and received the Society’s Award of Merit (the highest award given by the Society). He also received the Gerard Salton Award for Excellence in Research, by the Special Interest Group on Information Retrieval, Association for Computing Machinery (also the highest award given by the Group). As of February 2016 he has received 3638 citations – excluding self- citations - in Scopus (the largest abstract and citation database of scientific journals, books, and conference proceedings). In Google Scholar (with broader coverage of all kinds of documents in addition to journals) he received 11,359 citations. From 1985 to 2008 he was the Editor-in-Chief of Information Processing & Management, an international journal. Although retired, he is still active – among others teaching online courses, writing, and participating at conferences.

For more information, please see: http://comminfo.rutgers.edu/~tefko/curriculum_vitae.htm

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THE NEW SPECIES OF MAN: NETWORKED INFORMATION MAN, A NEW HORIZON FOR INFORMATION LITERACY

Paul G. Zurkowski, Esquire 12218 Torrey Pines Terrace, Beltsville, MD 20705 USA [email protected]

ABSTRACT The author describes a two year Information Literacy outreach program effort by a team developed within a 19 public library system in the state of Maryland that inspired ideas for this presentation. He cites the forecasted imminent arrival of a new species of man suggesting Information Literature practitioners need to expand their reach beyond schools and libraries. He sites plans to organize a corporate structure to lead a global effort to expand the reach of information literacy to all of mankind and to provide advance-man support for the emerging Networked Information Man species. He gives 10 examples of how practitioners can begin.

Key words: Information Literacy, Action Literacy, Action Knowledge, Information Industry Association. Prince George’s County Memorial Library System, Network Information Man, Pere Tielhard de Chardin.

1. INTRODUCTION A team of a dozen key reference librarians and private sector professionals, co-chaired by Kathleen Tease, MS, CEO, Prince George’s County (Maryland) Library System, and myself, the founding President of the Information Industry Association (1969-1989), has met regularly over the past two years addressing new roles for information literacy in cultivating the public outreach efforts of the Prince George’s County Library System’s 19 public libraries. It considered the high risks to mankind from the state of flux on critical library and information-related issues and projects to the need to address these issues. This effort provided the inspiration for many of the ideas for today’s presentation. Learning that Pere Tielhard de Chardin, a French Jesuit father and a distinguished paleontologist who devoted his professional life to studying the evolution of man and participated in the discovery of Peking Man, had predicted in the early 1940s the imminent emergence of a new species of man. He called the new species Homo Colloquium or “Network Man.” This lends an urgency to understanding and setting in motion the utterly unprecedented “advance-man” functions that information literacy and its prototype-of-the-new–species practitioners, have to play in the evolution of the Networked Information Man. I am in the process of organizing a corporate structure to implement the process I will discuss below in my home state of Maryland for openers. It will be a prototype for similar operations in other states as well as globally.

2. INFORMATION LITERACY’S NEW HORIZON My 1974 paper to the U. S. National Commission on Libraries described a new industry we were calling together within the Information Industry Association. The purpose of the paper was to describe the new industry’s creation of a new Information Service Environment. It is a landmark Information Literacy statement in which I called for universal information Literacy training. It was a new idea then and by 1989, at the time of a advent of the World Wide Web, the Association numbered among its 950 members a community of for-profit and not-for-profit companies in all phases of the information service environment in the U.S. and worldwide. As the association gathered together, content companies, telephone companies, main frame computer companies distributing data bases, microfilm companies, book, magazine and Paul G. Zurkowski: THE NEW SPECIES OF MAN: NETWORKED INFORMATION MAN, A NEW HORIZON FOR INFORMATION LITERACY newspaper publishers, even a library systems company utilizing optical coincidence technologies (for DuPont and others) to access library holdings. For the 20 years I was President the IIA was a very successful community development project which developed some of the basic rules of the global information business. These rules of the game allowed the Internet launch on a sound basis. After I left in 1989 IIA narrowed its focus to that of a traditional trade association representing only Information Content and the Financial Information companies within today’s Information Industry and Software Publishers Association. This presentation provides insights into the new Networked Information Man species horizon facing mankind from one who has spent 20 years building the information industry and more than twenty more as a community developer. Today Information Literacy stands where the information business stood in 1969 at the founding of IIA. It is more readily recognizable as a community development project because it has not yet identified its global and universal applications nor has it recognized, developed or refined any role in the world’s workplaces. I am here to share my ideas about how to dig out of the morass we find ourselves and I will do so as a community developer, not as a representative of industrial age special interests. The time has come to address the creation of a sustainable human enterprise and ultimately the rules for a just information society to be built on the sound princples of Information Literacy. The corporate structure I am developing will house several activities. The core coalition of stake- holders will be run as a membership organization with committees of participating members drawn primarily from the eight categories listed on what I call the stake holders map. It will be up to this organization whether to create a Networked Information Man Foundation to (1) develop Networked Information Policies appropriate to a high performing advanced information Society and (2) a Networked Information Man Academy to advance the performance and standing of professionals engaged in the practice of Information Literacy.

3. ACTION COMMUNITY DEVELOPMENT STEPS YOU CAN TAKE The assumption is that information literacy is vital to the emergence of Networked Information man and that school and library information literacy faculty are the current prototypes of the new species and have a stake in promulgating the practice to all of humanity. The following ten steps illustrate how support for that process can be obtained from a wide array of organizations that have a stake in the outcome, whether they are now aware of that fact or not. My hope and belief is that you here at this conference will understand and bring these ideas into practice as a global process to serve all of mankind.

3.1 Teach Newspapers Information Literacy Story Writing Skills Newspapers can do the heavy lifting of applying information literacy research efforts supplemented with explicit footnotes enabling readers to re-visit the search strategy, to fact-check and be confident in the news. Such offerings add long term value to news reportage and expose their readers to Info Lit processes. Encourage newspaper development of a Search Strategy Encyclopedia, local, statewide, national, global. Newspapers could run competitions for Networked Information Man search strategies with the assistance of today’s Information Literacy practitioners.

3.2 Libraries can better promote subject area Information Mentors (i.e. Care Giver Information Mentors) than offering Reference Librarians. Words are magic. Encourage the use of language in library outreach programs descriptive of kitchen table problems, their solutions and their information needs. Develop language to sell Library services.

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Paul G. Zurkowski: THE NEW SPECIES OF MAN: NETWORKED INFORMATION MAN, A NEW HORIZON FOR INFORMATION LITERACY 3.3 Read “The Outliers” and recruit retired folks with 10,000 hours experience in their field to function as Wissdom Mentors. Retired people are quick to sense the loss of their “place to stand” when they retire and can no longer feel they can “move the earth.” People with 10,000 hours in their field have the building jobs as people are living longer. Create a personnel agency to find part- or full-time work for them as Wisdom Mentors in their fields possibly as a library service. Or, promote this idea to an existing personnel agencies. Target: a quarter million jobs. Enlist AARP or retired people’s organizations to provide support for Information Literacy training for retiree Wisdom Mentors.

3.4 Send your BUSINESS MENTORS to Chambers of Commerce and other Business Groups to educate business people about Information Literacy and resources (Networked Information) available free through libraries on their home and business computers. Consider your local business community a “profit center” (in outreach terms) to establish a business following and a supporting force for funding purposes. Don’t just let them sit there. Lobby them sweetly. Get their leaders and their connections to funding agencies educated about your funding needs. Create a “Businesses Support Libraries” program to involve business people. Be sure your Library Foundation is established to receive tax deductible funds. Offer Networked Information Man intern positions to businesses school age family members. Host local business group meetings in your library. Don’t let your funding agencies cut your funds when your foundation receives grants. Key your grant seeking tied to specific functions so that the money is applied as you get it.

3.5 Create a Local Legislative Reference Service to support citizen involvement in Democracy – an especially important Information Literacy benefit to society at the local library community level. What goes on at the national level of government gets better news coverage than what happens locally. That may be the desired results for some, but it undermines democracy. Open up access to these developments to local citizens. Offer to support elected officials in their legislative efforts. Share the information generated through such a Reference Service modeled on the Library of Congress Legislative reference service BUT make all products of that service available to all citizens. Networked Information Man will expect such access.

3.6 Connect all schools, public, private, religious, Charter, home schooling, to the local library and assign a librarian to manage each such relationship. This provides access to another support group comparable to and possibly larger than the business community. Combining business, legislative and educational groups behind the role of libraries in information literacy pursuits will alter the conditions faced by libraries today as you prepare for and serve the early adoptor Networked Information Men and Women.

3.7 Engage Non-profit organizations and their supporting associations in staff training in information literacy skills. Include consulting firms who train their staffs. That training creates in the staff recipients a special brand of knowledge called Action Knowledge, i.e. Knowledge created out of doing the work and training fellow workers. As non- profit organizations acquire information literacy skills and Action Knowledge they will be in position to offer training in those skills to their own members and customers. Transcripts of consultant-run training on-site need to be captured for use as published training materials, time-

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Paul G. Zurkowski: THE NEW SPECIES OF MAN: NETWORKED INFORMATION MAN, A NEW HORIZON FOR INFORMATION LITERACY tested and containing interventions from real time workers. Publishers of such training texts are obvious stake holders and supporters of such efforts. Publication doubles the value of the training effort reaching new markets.

3.8 Preparing for Networked Information Man Specie will engender a growing need for training materials of all kinds. The web and printers and publishers will be needed to assemble, design and produce a continuing flow of materials thru their customers’ preferred media. Some materials already exist, but larger markets will materialize and will require servicing. Let us know who emerges and we will solicit their membership to hone their support efforts.

3.9a The global Association of Independent Information Professionals, of former or retired librarians each serving their own niche market as a Wisdom Mentor who, like you, are stake holders in this process. Their extended work in the Library field and their entrepreneurial skills represent an asset pool for information literacy training around the world. Seek out similar such organizations and get them invested in these efforts to open new market opportunities for their businrsses.

3.9b Many youth organizations, such as Boy and Girl Scouts, reward young people for their achievements. Introduce such organizations to the idea of the evolution of the new species of man, Networked Information Man, and encourage and assist in the development of training in Iinformation literacy skills as part of their achievement recognition efforts. In a similar vein schools invite parents to make presentations about their work to inspire the young about what exciting things are possible to be found in local workplaces. Promote information literacy as a career opportunity in this way.

4. Stakeholders in the Evolution of Networked Information Man See the stylistic “map” listing eight groups of organizations in the world illustrating who has a stake in the evolution of Networked Information Man Species. As part of the concluding Question and Answer session we together can develop an Information Literacy approach to several of these stake holders to demonstrate what a large market exists for the application of the skills you work with every day. Some may be library work and others may call for the development of new organizational structures throughout the economy.

5. Conclusion: Know How Important You Are You have known in your heart all along that your work in information literacy was moving society to a new level. Tielhard de Chardin offers what he expects of Networked Informationn MAN, the new specie of man: • A shared consciousness; • Being drawn together by a deeper understanding and love for others in the same way that atoms are drawn together to create molecules and • Has a far greater social awareness and a deeper convergence of individual spirits until all begin to think as one. Know how important you are and especially for the impact your efforts can have on the new species of man and for moving mankind forward. Thank you for your efforts.

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Paul G. Zurkowski: THE NEW SPECIES OF MAN: NETWORKED INFORMATION MAN, A NEW HORIZON FOR INFORMATION LITERACY 6. Literature: Înformation Literacy Fueling Action Literacy, Paul G. Zurkowski and Jeffrey V. Kelly, 2013, Amazon.com Books (keyword search; Zurkowski) Outliers: The Story of Success, Malcolm Gladwell, Amazon.com Books Phenomenon of Man (The), Pere Tielhard de Chardin, English Translation, Introduction by Julian Huxley, © 1959 by Wm Collins Sons & Co. Shores of Knowledge, Joyce Appleby, Amazon.com Books Who Owns the Future? Jaron Lanier, www.nytimes.com/2013/05/06books-who-owns-the-future- by-jaron-lanier.html Zero Marginal Costs Society, The Internet of Things, The Collaborative Commons & the Eclipse of Capitalism, by Jeremy Rifkin, Playgrave-MacMillan, 2014

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ARE ADVANCES IN INFORMATION TECHNOLOGY AND ADVANCES IN INFORMATION LITERACY IN LIBRARIES IN SYNC? OR OUT OF SYNC?

Tefko Saracevic, Ph.D. Distinguished Professor Emeritus School of Communication and Information Rutgers University, New Brunswick, New Jersey, USA [email protected]

SUMMARY The aim of this article is to provide an overview of contemporary advances in information technology (IT) and ask the question whether they are working well (or badly) together with advances of information literacy in libraries. Are they in (or out of) agreement?Broad conclusion: they are both advancing but not together.

Keywords: Information technology; information literacy, advances, agreement.

1. INTRODUCTION Questions in the title reflect the purpose of this article. Namely, the aim is to compare and contrast contemporary advances in information technology, on the one hand, with contemporary advances in information literacy, on the other hand. The two – information technology and information literacy - are progressing at their own pace, however technology is the king. Everything in society, everything in sciences and professions, and everything in how we live … follows information technology (IT). Moreover, the technological landscape is changing enormously and rapidly. Modern libraries have become completely depended on modern information technology. They are also providing great many information literacy programs. It is not surprising then that we also ask how information literacy works with information technology. Are they working well together? Or badly? Are they synchronized (in sync) or not (out of sync)? Are they progressing harmoniously or not so? Most of the advances in information technology are global and so are many advances in information literacy. While this article concentrates mostly on information literacy developments in the United States, it is fully acknowledged that efforts in information literacy are a global phenomenon, involving many institutions all over the world, many national and international organizations, great many international conferences and meetings (of which this is but one), and many international declarations (Horton, 2007).

2. INFORMATION TECHNOLOGY In many ways, human history is closely connected with advances in technologies employed over time. The history of information technology (although not called by that name until sometimes in the late 1950s) goes way back, to the history of devices used for writing. Currently, we consider information technology as “the application of computers to store, retrieve, transmit and manipulate data” (Wikipedia, 2015). The Internet, the Web and everything that goes with them, including information ethics, are encompassed. Today, information technology (IT) is widely used in great many human activities for all kinds of reasons and purposes. It is used in many institutions, including libraries. Businesses cannot be imagined any more without information technology. Education in information technology is widely spread; the demand for qualified IT workers rose steadily. Need for information technology literacy is merging with information technology literacy (Ezziane, 2007). Individuals also use it to express themselves and communicate through social media. Social media exploded. These Web sites and applications focus on building online communities of Tefko Saracevic: ARE ADVANCES IN INFORMATION TECHNOLOGY AND ADVANCES IN INFORMATION LITERACY IN LIBRARIES IN SYNC? OR OUT OF SYNC? people who share content, explore interests and activities, collaborate and participate in networking. Many social media sites emerged, but few big ones dominate. Information technology (IT) truly diversified and exploded when it entered the realm of social media. Social media is a people thing - even though great many institutions, business, organizations, governments, and causes, try to participate. Social media is also a power, used for both good and bad. Freedom of expression is a hallmark of social media, thus often debated, assailed, and defended in various ways. Social media also enhance human connections and change cultures. Social media is not one thing – there are all kinds of very different social media, used for all kinds of activities: from science and health to music, pictures, videos and bookmarking; from commerce, marketing and selling to locating, identifying and mapping; from expressing opinions – commenting and blogging – to crowd-sourced wisdom; from niche-working to ... you name it. People utilize social media also to find, use and communicate relevant information. Libraries try to use it also. Millenials (generally considered as individuals born between 1982 and 2004) are avid users of social media and networking. Social media is fashioning their culture globally. Information technology is advancing by creation of a number of new and unique devices and great many applications. There are many institutions that do research related to information technology. In addition, there are many companies in many countries that are coming up with innovative products and applications. An example: Apple (an American but multinational company) leads in innovation with iPhone, iPad, Mac, Apple Watch, iOS, OS X, watchOS and more. Information technology is affecting every facet of contemporary society. It is also advancing constantly.

3. INFORMATION LITERACY The idea of information literacy, emerging with the advent of modern information technology in the early 1970s, has grown, taken shape and strengthened to become recognized as the critical literacy for the twenty-first century. It is a foundation for learning However, information literacy in the US has a long history and it had other names. It started with library instruction, also referred to as bibliographic instruction, at the end of 19th and beginning of 20th century. It transformed into information literacy by the end of 1980s (Behrens, 1994). With time, several definitions of information literacy were offered, some nationally others internationally, reflecting the evolution of activities. The National Forum on Information Literacy (NFIL, n.d.) defines information literacy as: "... the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand." The Alexandria Proclamation (2005) broadens the definition and provides a global perspective: “Information Literacy lies at the core of lifelong learning. It empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. It is a basic human right in a digital world and promotes social inclusion of all nations.” And in 2015, the newly revised Framework for Information Literacy (Association of College and Research Libraries, 2015) defines it as: “Information literacy 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.” This latest effort created a lively discussion, debate, both pro and con, and criticism, showing that information literacy can indeed be controversial (Beilin, 2015).

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Tefko Saracevic: ARE ADVANCES IN INFORMATION TECHNOLOGY AND ADVANCES IN INFORMATION LITERACY IN LIBRARIES IN SYNC? OR OUT OF SYNC?

The term “information literacy” became an umbrella term, encompassing many different activities and names, such as: computer literacy; digital literacy; network literacy; information resource literacy; research literacy; library skills; critical thinking skills; media literacy; information ethics, and so on ... Connotations, concentrations differ but the basic concept is still information literacy. At times, this involves showing users skills needed for using the Internet effectively and navigating the information jungle in general. In other words, the very pragmatic content of information literacy is in constant flux, as are these issues – a problem that must be reckoned with from the start. Practically, libraries have been involved with information literacy in a variety of ways, such as:  providing lectures, training and hand-on practices on use of computers and the Internet; raising self-directedness and computer self-efficiency of adult learners;  demonstrating and teaching critical evaluation of information resources;  being embedded in work that users do to provide assistance and demonstrations;  for children, reading and then interpreting stories; early age reading development;  designing, hosting, and providing for the public and users the library website, with information resources and tutorials, guides, and instructions on their use. All are subject to advances – all are fluid; all are being improved, as time goes by. However, the improvement is slow and erratic, as any examination of practices, including library websites, will show. A big problem is assessing and evaluating these activities. Metrics for advances in information literacy are hard to come. Actually, there is no agreement about metrics

4. CONCLUSIONS The aim of this article, as stated in the Introduction, is to compare and contrast contemporary advances in information technology, on the one hand, with contemporary advances in information literacy, on the other hand. Experiences with information technology show, so far, a bewildering array of innovation and advances. Libraries have changed drastically. There are libraries that are still only physical (so called Brick & Mortar libraries) – they have only a corporeal space. There are libraries that are only digital – they have only a virtual space. However, majority of libraries now have both, a physical and a digital space, so called hybrid libraries. In great many hybrid libraries, the digital space is growing rapidly & out of proportion, particularly economically. Hybrid libraries have many resources, e.g. current journals and databases, only in electronic form. For these resources, services to users are provided only through library websites. Under these circumstances, information literacy efforts are also provided through their websites. Experiences show that information literacy efforts in hybrid libraries are uneven. In the traditional Brick & Mortar part, the traditional lectures and the like are continuing; in the digital part, guides, tutorials, and how to ... entries are proliferating Users are on their own. Innovations and advances are not readily visible. Thus, to answer the question in the title: advances in information technology and advances in information literacy in libraries are out of sync. Broad conclusion: they are both advancing but not together.

5. LITERATURE The Alexandria Proclamation (2005). High Level Colloquium on Information Literacy and Lifelong Learning. Retrieved from http://www.ifla.org/publications/beacons-of-the-information- society-the-alexandria-proclamation-on-information-literacy

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Tefko Saracevic: ARE ADVANCES IN INFORMATION TECHNOLOGY AND ADVANCES IN INFORMATION LITERACY IN LIBRARIES IN SYNC? OR OUT OF SYNC?

Association of College and Research Libraries. American Library Association. (2015). Framework for Information Literacy for Higher Education. Retrieved from http://www.ala.org/acrl/standards/ilframework Behrens, S.J. (1994). A conceptual analysis and historical overview of information literacy. College & Research Libraries, 55(4), 309-322. Retrieved from http://crl.acrl.org/ content/55/4/309.full.pdf+html Beilin, I. (2015). Beyond the Threshold: Conformity, resistance, and the ACRL Information Literacy Framework for Higher Education. Retrieved from http://www.inthelibrary withtheleadpipe.org/2015/beyond-the-threshold-conformity-resistance-and-the-aclr-information- literacy-framework-for-higher-education/ Ezziane, Z. (2007). Information technology literacy: Implications on teaching and learning. Educational Technology & Society, 10 (3), 175-191. Retrieved from http://www.ifets. info/journals/10_3/12.pdf Horton, F.W. Jr. (2007). Understanding information literacy: A primer. Information Society Division, Communication and Information Sector, Paris: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0015/001570/157020e.pdf National Forum on Information Literacy (n.d.). What is the NFIL? Retrieved from http://infolit.org/about-the-nfil/what-is-the-nfil/ Wikipedia (2015). Information technology. Retrieved from https://en.wikipedia.org/ wiki/Information_technology

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LIBRARY NETWORK SUPPORT SERVICES: MODERNISING AND DEVELOPING QUALITY LIBRARY SERVICES IN EUROPE

Jerald Cavanagh, Limerick Institute of Technology, Moylish Park, Limerick, Ireland, [email protected]

Padraig Kirby, Limerick Institute of Technology, Moylish Park, Limerick, Ireland, [email protected]

ABSTRACT This paper explores the work of two, pioneering European Union funded projects which aim to modernize and develop quality library services in Europe under the European Union funded ERASMUS + Capacity Building in the Field of Higher Education Program (CBHE). This programme supports the modernization of higher education in the Partner Countries in Regions such as Eastern Europe, Central Asia, the Western Balkans and the Mediterranean region, mainly through university cooperation projects. The paper will depict the work of these projects, major themes and objectives in reinforcing and modernizing all aspects of libraries in both the Western Balkan Region and in Armenia, Moldova and Belarus - improving the level of competencies and skills of library staff in the region. The major functions of the project will be explored particularly in areas such as Project Management, motivation and rationale for undertaking the project, the composition of the Project Consortium including the rationale for setting up the Consortium. We will also highlight important European Union themes within the project with regard to issues such as European Added Value and Innovative Character. Following this, the aims and objectives of both projects will be explored including project activities and methodology, mechanisms for quality control and monitoring as well as dissemination and sustainability strategy. The importance of Information literacy in the project will also be highlighted. This study will conclude with a short reflection on the expected impact of the project.

Keywords: Libraries, Information Literacy, Western Balkans, Armenia, Moldova, Belarus.

1. INTRODUCTION Library Network Support Services (LNSS) consists of two major EU funding programmes focused on the modernization and development of quality library services across seven countries in Europe- Albania, Bosnia & Herzegovina, Kosovo under UNSC Resolution 1244/99 and Montenegro in the Western Balkans with a second Library Network Support Services project being implemented in the Eastern Partnership countries Armenia, Moldova and Belarus. While both projects have highly similar objectives, project management in the case of the Western Balkans is led by Limerick Institute of Technology (LIT) in the Republic of Ireland while in the Eastern Partnership Area this function is undertaken by the Public Administration Academy of the Republic of Armenia (PAARA). Both projects have almost identical wider and specific objectives however as we will see in later sections the motivation and rationale differ in both projects owing to various issues to do with historical, economic and political obstacles (Donabedian and Carry 2012 et al) and “instability both in economic and political terms”. The wider objective of both LNSS projects is to reinforce and modernise libraries and improve the level of competencies and skills of library staff in the HEI’s by developing innovative libraries as a support to education and lifelong learning. Both projects will develop a library staff development strategy focused on improving standards and quality of library performance in the Western Balkans and the Eastern Partnership Area so as to improve the quality of library services & higher education generally, enhancing their relevance for the labour market and society. In both projects there is great emphasis on enhancing the management, governance, innovation capacities & accessibility of Jerald Cavanagh, Padraig Kirby: LIBRARY NETWORK SUPPORT SERVICES: MODERNISING AND DEVELOPING QUALITY LIBRARY SERVICES IN EUROPE libraries in the Partner Countries through strategic planning and policy development. In Armenia, Moldova and Belarus an Eastern Partnership Library Network Support Services (LNSS) Network is envisaged for the future dissemination, sustainability & exploitation of project results both nationally and in the Eastern Partnership Region for the sharing of knowledge, experience, training and expertise in the Region. Similarly in the Western Balkans a Western Balkan Library Network Support Services (LNSS) Network is a key objective. The specific objectives of the projects are: to implement English for Specific Purposes (Libraries & library terminology) training for all target groups, to undertake in depth training needs detection and assessment with competency mapping; to implement an innovative Train the Trainers programme as part of an LNSS Curriculum incorporating a suite of quality, relevant & modern library staff development modules addressing the most urgent training needs of 21st century librarians and library staff in the Information Age. The project will develop and implement Information Literacy & Research Skills training programmes in libraries and in HEI’s to help learners identify, locate, evaluate, and effectively and ethically use information in their daily lives for lifelong learning and the Knowledge Economy. Other key objectives in both Regions is to hold Library Training Seminars & Workshops involving all Stakeholders for exchange of experience to improve the competencies & skills of Librarians. Strategic planning issues are also addressed in both projects such as the development of a Consortium Strategic Plan for the effective future development of libraries in both Regions and to implement this plan. The project will also develop initiatives to ensure access to & democratization of libraries for people with disabilities. Development of Frameworks for Library Collection Development Policy to meet the needs of academic staff and students in each Institute/University in the project are also a key goal in both projects.

2. MOTIVATION, NEEDS AND PROBLEMS In Armenia, Moldova and Belarus, LNSS will address critical problems and gaps that exist both in Library service provision and in Library Staff Development leading to modern, relevant & accessible library services for all learners. Problems which were identified by means of surveys conducted using electronic means as well as interviews highlighted issues such as the poor level of competencies and skills of librarians and library staff in Armenia (YSULS 2014); the need for more education and training to address the problem of Plagiarism in Belarus & Moldova (BSU 2014) and the need for modernisation & diversification of library services including the need to change library organisational structures. All of these issues will be addressed by the LNSS Curriculum- a comprehensive, modern suite of Library Staff Development courses covering all aspects of library services provision. In the Eastern Partnership Area it is envisaged that the LNSS Curriculum will lead to a change in the current situation because in breath, scale, quality & relevance it will be the first programme of its kind held in these countries to address the training and development needs of all Librarians & library Staff. In only very recent times Western Balkan (WB) countries experienced “a period of instability both in economic and political terms” (Vukasovic 2012 p. 10) including many economic crises. Many passed the 1990’s in what Vukasovic calls “international isolation” (p. 10) with minimal communication with academia internationally and with almost non-existent relationship with any European higher education structures and no involvement in European higher education or research programmes. Today national higher education policy development in WB is influenced by two major European Union initiatives in higher education – the Bologna Process and also the Lisbon Strategy – both related to the project of establishing a “Europe of Knowledge” (Elken, Gornitzka, Maassen, & Vukasovic, 2011 cited in Vukasovic 2013). Western Balkan HEI's however are still facing many challenges & Libraries are a "a peripheral rather than a central concern in WB higher education institutions” (Špiranec and Perjova 2014). Prior to the submission of the LNSS project application a survey conducted among staff at various Western Balkan universities revealed the following issues and problems: In Montenegro the level

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Jerald Cavanagh, Padraig Kirby: LIBRARY NETWORK SUPPORT SERVICES: MODERNISING AND DEVELOPING QUALITY LIBRARY SERVICES IN EUROPE of competencies and skills of Library staff is not of a high standard with a great need for "knowledgeable and well trained staff capable of dealing with a growing amount of information and user needs" (UOM 2014). In Bosnia & Herzegovina "most libraries …work in an old fashioned way that needs to be updated, without appropriate access to IL, digitized databases, lack of appropriate books and all kind of information sources" (UNSA 2014). "Levels of competencies about skills of librarians needs to be updated with regard to electronic resources, a significant number of staff does not have any knowledge of English… Accessibility is very poor (KBBI 2015). In Kosovo there is an "urgent need for information and research skills of staff and librarians to help them use information effectively, improve standards and quality of library performance…there is poor access which could be improved with investments on facilities and equipment, software accessories to ease the access (UP 2015). Albanian Libraries have some critical library needs taking the following as an example: “Our library has been an important and great library of its type, but in 1997 it is been destroyed from the fire… the basic scanners, e learning solutions for Information Literacy are required”. There is a need to "to stimulate interest & belief in the capability of libraries to provide useful and important new services for Albanian citizens, especially focusing on access to the Internet and ‘digital literacy’ training" (Vozga 2014).

3. RATIONALE FOR SETTING UP THE CONSORTIUM Prior to project application- the rationale for setting up the Consortium- a process led by LIT in Ireland and PAARA in Armenia focused on assembling partners with the most appropriate innovative and/or complimentary skills, expertise and competencies directly related to the planned project activities. As is compulsory in CBHE projects, the Consortium in both projects consists of a combination of both EU partner institutions together with Partner Countries from the Western Balkans or in the case of the other LNSS project- Partner Countries from the Eastern Partnership Area. An interesting aspect of both LNSS projects is that the EU partners in both are identical. Limerick Institute of Technology (Ireland), Transilvania University of Brasov (UTBV- Romania), University of Crete (UOC- Crete) were selected to be partners in the project owing to previous skills and experience of working in previous EU library projects (RINGIDEA 2011). Noteworthy also in the Consortium is the fact that the Project Leader (LIT) has previously led important national library and Information Literacy (IL) projects such as the original Library Network Support Services (LNSS) project which ran from 2008-2011 and which dealt with the roll out of vital library staff development and IL initiatives in Irish HEI’s (Cavanagh 2008). LIT as well as German partner The Pyramid Group and PAARA from Armenia were also members of the EU Tempus project ASPIRE (Access to Society for People with Individual Requirements) which aims to foster the rights of individuals with special needs to access education and enjoy the right of participation in everyday Society (ASPIRE 2012). Hence this expertise and previous experience within the Consortium is highly relevant for the LNSS project in helping to ensure democratization of libraries for people with disabilities. UTBV- also specialise in the field of Library and Information Science and they provide courses to Doctorate level in this field. UTBV has a Lifelong Learning Department which developed courses such as “Documentation teacher”, aimed at school librarians who graduate from Library Science Faculty. UTBV are also partners in an important and highly original project to develop Libraries and IL Skills of students and staff in the Western Balkans (RINGIDEA 2011) as are LIT and the partner from Greece- UOC who have specific library expertise in the area of library networking, cooperation and the development of electronic libraries as evidenced by the substantial contribution of the Library and its staff to the establishment of the HEAL-LINK Greek Academic Libraries Network (RINGIDEA 2011). UOC are also expert in the area of Library Staff Development and have undertaken key projects for development and further improvement of its quality standards and resources, staff training as well as the connection of Library services to

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Jerald Cavanagh, Padraig Kirby: LIBRARY NETWORK SUPPORT SERVICES: MODERNISING AND DEVELOPING QUALITY LIBRARY SERVICES IN EUROPE curricula and the local community. Owing to the fact that both LNSS projects involve a significant staff training element the partnership also consists of one non- academic partner- The Pyramid Group from Ulm, Germany who bring much expertise in the areas of Staff and teacher Training as well as ECTS (European Credit Transfer and Accumulation System) to LNSS and a range of quality specialist industry and academic training (TPG 2014). In the case of the Partner Countries from the Western Balkans and Eastern Partnership Area, in order to ensure maximum effect of the project and as is common in CBHE projects great focus was placed on not just involving Universities but other institutions and for example Public Administration Academy libraries from all three PC's in Armenia, Moldova and Belarus are partners in the project in order to ensure high impact of the LNSS project, its results and initiatives. Such projects always have to be mindful also of the Regional Dimension and in both LNSS projects we have involved partners not just from capital cities - Yerevan, Chisinau, Minsk in the case of the Eastern Partnership Area for example but we have involved also partners from the Regions as evidenced by the involvement of Goris State University (GSU-Armenia), Alecu Russo State University of Bălți (USARB-Moldova), Yanka Kupala State University of Grodno (YKSUG-Grodno, Belarus) and Brest State Technical University (BrsTU-Brest- Belarus). This commitment to Regional development is replicated in the Western Balkan project with the involvement of partners from not only the capital cities such as Tirana, Sarajevo, Podgorica but also from University FAN S Noli of Korce (Albania), the University of Bihać, (UNBI-Bosnia and Herzegovina), University of Mostar (SVE-Bosnia & Herzegovina) for example. Associate Partners- who are not members of the formal consortium and hence do not benefit from the Grant are also an important feature of CBHE and many other EU funded programmes. They can add much added value to CBHE projects and are often highly effective partners for aiding the the mainstreaming and multiplication of results in the sector of activity and it is envisaged that the involvement of such partners will generally promote take-up of the LNSS initiatives and Curriculum in other non-Consortium libraries to maximise exploitation of the project results. In the LNSS project in the Eastern Partnership Area for example the project involves the Electronic Library Consortium of Armenia as Associate Partner as well as the National Library of Belarus and the Electronic Resources for Moldova Consortium (REM). Similar types of Associate partners are also involved in the Western Balkans LNSS project including the National Libraries of both Albania and Montenegro

4. EUROPEAN ADDED VALUE AND INNOVATIVE CHARACTER At the time of project submission we were cognizant of the fact that as voiced by the European Parliament (European Commission 2011) that European added value is a key test to justify spending at EU level. We are also aware that the concept of European added value must not be limited to advanced cooperation between Members States but should also contain "a visionary aspect " (European Commission 2011). We believe that in its aim to develop an LNSS Curriculum for libraries- the first programme of its kind in these PC countries that the LNSS project has this visionary aspect. From our initial needs analysis and prior contact and involvement with both the Eastern Partnership Area and Western Balkan Regions, the LNSS project is much needed in order to upskill librarians and library staff- both their transferrable and pedagogical skills thereby developing library capacity and affecting all stakeholders- Library & Academic staff, Students, National and Public Libraries, Local Communities through improved, more relevant library services and better awareness and improvements in teaching and learning in critical areas such as Avoiding Plagiarism. It is envisaged that the LNSS project will be an effective initiative in PC countries and the project will have important European Added Value where EU action will get results by "creating missing links", avoiding "fragmentation" in library services in these PC countries. The LNSS project promises efficiencies- the EU offers better value for money, because externalities can be

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Jerald Cavanagh, Padraig Kirby: LIBRARY NETWORK SUPPORT SERVICES: MODERNISING AND DEVELOPING QUALITY LIBRARY SERVICES IN EUROPE addressed, resources or expertise can be pooled, and action can be better coordinated. The LNSS project is keen to exploit important synergies and EU expertise from previous projects- to help harmonise ideas and materials to complement, stimulate, and leverage action to reduce disparities, raise standards of teaching, education and libraries. In the the seven countries where the LNSS project will be implemented, we believe that both projects have distinct innovative character and are offering something new and innovative in this context. Such new and innovative elements include the creation of the LNSS Modular Curriculum featuring a complete range of modern library skills modules and courses to suit all library staff working in PC libraries- aimed at staff at all levels -both Library Managers and other Library staff. From our research in both Regions and our contact with the Partners, never before has such a Curriculum been designed and implemented in PC's. It is a new innovation in library staff development and delivery of library services for PC's with a highly original, relevant programme and module design. A suite of quality, relevant and modern Library Staff Development courses addressing the most urgent training needs of 21st century librarians in the Information Age will be implemented. New and innovative electronic resources will be designed and developed during the lifetime of the project. Information and Research Skills Training programmes will be designed and piloted to help learners find and use information effectively and ethically (Avoiding Plagiarism) and capitalize on the diverse and often overwhelming range of information choices which learners are being confronted with by the power of the Internet. Both projects have a strategic planning focus and a Consortium Strategic Plan will be developed for the effective future development of libraries in WB and EPA countries with the implementation of this plan during the lifetime of the project. Development of a Digital and Electronic Strategy for the libraries is another objective as well as a Consortium Library Collection Development Policy to meet the needs of academic staff and students in each Institute/university in the project. Both projects have innovative character in the context of the Regions also in its involvement of not just librarians but also academic staff, students and people from disadvantaged groups (people with special needs) in LNSS and the development of the libraries. The importance of special library services such as Subject Librarian services has been emphasized by various scholars. The project has a particular focus on ensuring collaboration between librarians and academic staff in the delivery of library services through the creation of specialised Subject Liaison librarians to ensure quality library support to Academic Departments and improved communication and collaboration between Libraries and Academic Departments. The creation of the Subject Librarian role in the libraries will help ensure: -greater emphasis on liaison with users; advocacy of the library collections; -library staff adopting new roles and dealing with user enquiries in new ways; -working closer with technical staff to deliver innovative online library services -selecting electronic library materials in collaboration with Academic staff; -Library staff carrying out more information literacy skills training aimed at students and other library users; -having a greater involvement in the implementation of Educational Technology, -Increased provision of one to one training for library users. (Trinity College Dublin 2014)

5. PROJECT PROGRESS, ACTIVITIES AND METHODOLOGY The LNSS project commenced with the Project Kick Off- Project Management Committee (PMC) meeting which was held in Brasov, Romania in March 2016 where criteria and procedures for communications between partners, management and decision making structures and the functions of the Working Groups, contact persons, Local Committees, Library Access Liaison Librarian & local project coordinators were agreed. This Kick Off Meeting was a unique event in that it marked the beginning of both projects with the Kick off Meeting for both projects happening in the same location with representatives from all seven countries Armenia, Moldova,

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Belarus, Albania, Bosnia & Herzegovina, Kosovo under UNSC Resolution 1244/99 and Montenegro in attendance. The Development phase of LNSS in both projects has also commenced with the running of English for Specific Purposes (ESP) Training (Libraries and library terminology) in Armenia, Moldova and Belarus with further ESP training occurring during Summer 2016 as part of the Western Balkan LNSS project. At present the ECTS Module Training Programme and Training materials using EU Tuning Method is being designed ahead of LNSS Curriculum Training + Piloting & Evaluation of Piloting of LNSS Curriculum in PC's, development of the Consortium Strategic Plan, Digital and Electronic Library Strategy. LNSS will see the development of training programmes supported by ECTS modules (both hard copy in script form and online on project website platform) and embedded in curricula in PC universities, public administration institutes and disseminated also through Public and National libraries to ensure maximum transfer effect to society at large. The training content and pedagogical approach, will see LNSS determine in each case the required methodological approaches needed with respect to how to teach, and meet the needs of librarians and library staff. Each partner will design bespoke training programmes to best meet their target market (i.e. University library staff, academic staff, students & student teachers, policy makers, public librarians) enabling flexible and responsive solutions that stem from an agreed set of principles and enabling all areas of libraries to be addressed. The pedagogical approach will stress communicative and skills teaching approach. Following our needs analysis of the library situation in PC countries- the following 8 modules were identified which will form the LNSS Curriculum (detailed breakdown and content of each module is available on request):

LNSS CURRICULUM MODULES:

Module 1: English for Specific purposes ( Libraries, library terminology and library access): this is targeted at all partners and will be integrated into official university structures and where feasible public and national libraries

Module 2: Marketing skills for librarians- Theory and practice- Creating Library Awareness Campaign Strategies for all learners and library users including people with disabilities

Module 3: Essential management and transferable skills for librarians and library staff

Module 4: Information Literacy & Research skills- to help learners find and use information effectively and ethically

Module 5: Innovative online library services for 21st Century Librarians:

Module 6: The Electronic Library

Module 7: Access to Libraries and Society for learners with special needs/disabilities:

Module 8: Library Collection Development Policies: for any library- the Collection Development Policy (CDP) is perhaps the most important library policy which supports the library’s primary task of selecting, maintaining and providing access to relevant and representative information resources for all learners. This module will cover essential CDP elements to develop quality, relevant library services and is important for sustainability in the project.

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6. THE IMPORTANCE OF INFORMATION LITERACY There are many definitions of information literacy and as many scholars have tried to trace the birth of this essential 21st century skill (Bruce 2002). Information Literacy the ability to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information” (ALA 2000 p. 2) has grown even more in importance in recent years (Bruce 1999). There are many definitions of information literacy and as many scholars have tried to trace the birth of this essential 21st century skill (Bruce 2002). Zurkowski is recognised as the first to mention the term information literacy in 1974 (Webber 2000 cited in Breen and Fallon 2005 p. 1) however, information literacy began to be discussed in the 1960’s as educators felt the phenomenal surge in knowledge and rapid technological change (Bruce 1997). Its emergence has propelled librarians from their traditional role as custodian, access and distributor (Carver 2008) into the world of teaching and training, a world where information literacy is now widely recognized as the “trademark pedagogy of librarianship.” (Kapitzke 2003 cited in Montiel-Overall 2007 p. 59). Traditional means of information literacy delivery such as induction, face to face group training, individual advice and consultation have blended with the emergence of web based information literacy tutorials and suites, their inception and proliferation owing to a new demand for educational opportunities and information services that are increasingly no longer place based and hence demand for online support has multiplied (Xiao & Pietraszewski, et al. 2004). IL is often linked with related literacies such as media literacy, internet literacy, digital literacy, computer literacy, technological literacy however as explained by Eisenberg (2010), information literacy is the “unifying” overarching literacy within which these other literacies fall under. While Sundin (2008 p. 27) states that “there is no consensus on how to define the concept…” Information Literacy- “the ability to recognise information needs and to identify, evaluate and use information effectively” has grown even more in importance in recent years (Bruce 1999). As librarians our visibility has increased dramatically as we increasingly work side by side with academic departments in the delivery of transferable IL skills to our students. We now perform the role of protector in warning our students of the dangers of misinformation and poor quality information as we live with the reality that “in many cases students rely solely on random internet searches rather than consulting quality information resources and make no judgments on the standard and authority of information gathered”. (University of Huddersfield 2004). Reviews of information literacy literature have shown that the field is large and continues to grow (Loeryscher and Woolls 2002; Rader 2002; Tuominen et al 2005; Virkus 2003 cited in Sundin 2008). Recent years have also seen the emergence of many Information literacy standards such as those of SCONUL (Society of College, National and University Libraries), ACRL (Association of College and Research Libraries) and others as scholars have grappled to find a way to “create an information society” (Snavely 2001 p. 1) to help them “deliver information literacy skills to their learners”. (SCONUL 2011 p. 2). Notable among these are the UK SCONUL standards popularly known as the Seven pillars of information literacy (2011) and also the Association of College and Research Libraries Information Literacy Competency Standards for Higher Education (American Library Association 2000). There has also been a focus on learning outcomes due to a concern for “when the students leave (this event session or course) what do I want them to know, or understand, or be able to do?” (SCONUL 2004 p. 5) as well as on embedding IL into curricula in organisational structures as solidly explained by Peacock (2004) and her three pronged, progressive approach to embedding information literacy into higher education institutions through extra-curricular (supplemental), inter-curricula (integrated) and intra curricular (embedded) means. The last ten years have seen the emergence of a flood of information literacy declarations, guidelines, reports, articles and books by influential authors dealing with such topics as the relationship between information literacy and lifelong learning, Media and information Literacy and also IL teaching. The Prague Declaration: Towards an information Literacy Society

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(UNESCO 2003) proposed six basic information literacy principles, firstly that “the creation of an Information Society is key to social, cultural and economic development of nations and communities, institutions and individuals in the 21st century and beyond” (UNESCO pg. 1); secondly “that IL is a prerequisite for participating effectively in the Information Society, and is part of the basic human right of life” (p.1). This declaration also emphasised the important role IL can play in reducing inequality “within and among countries and peoples” (p.1), the role of Governments in promoting IL for the creation of an “effective civil society and competitive workforce” as well as the importance of IL for society generally. It also emphasized the importance of IL to ensure Education for all in the context of the United Nations Millennium Development Goals, and the Universal Declaration of Human Rights. Next came Beacons of the Information Society: The Alexandria Proclamation on Information Literacy and Lifelong Learning (IFLA 2005) which urges governments and intergovernmental organizations to “pursue policies and programs to promote information literacy and lifelong learning” (p.1) in areas such as professional development and the inclusion of information literacy into initial and continuing education. Lau’s well known Guidelines on information literacy for lifelong learning (2006) have also been influential for its emphasis on promoting IL as a means to gain “full participation in a democratic society” (Lau 2006 cited in Corell 2007 p 1. ). Lau’s work emphasises the importance of “curriculum integrated” IL programs for information literacy and lifelong learning (Lau 2006 p. 4) Lau outlines the importance of information literacy for lifelong learning and stresses that both concepts “have a strategic, mutually reinforcing relationship with each other that is critical to the success of every individual, organization, institution, and nation-state in the global information society”. (pg. 12). Media and information literacy issues have also come to the fore with the publication of the Moscow Declaration on Media and Information Literacy (2012). This tried to address the “changing media landscape and the rapid growth in information” (IFLA 2012 p. 1) and how Media and information literacy (MIL) can help individuals and communities create new information and knowledge in different forms and how this literacy can improve quality of life. IFLA have published further documents in this area in recent years such as IFLA Media and Information Literacy Recommendations and its Information Literacy Section remains highly active in publishing various guidelines, Manifestos, State of the Art Reports and various other types of Information Literacy publications (Taken from Cavanagh & Kirby 2013). While both LNSS projects have only one module which mentions Information Literacy explicitly (Module 4), IL pervades many of the other modules such as Module 5- Innovative online library services for 21st Century Librarians and Module 6 -The Electronic Library. Information Literacy is also a key lifelong learning skill that influences access to Libraries and Society for learners with special needs/disabilities (O Connor 2009) (Module 7). We can say then that Information Literacy holds a special place within the LNSS Curriculum and in both projects as a whole as the key lifelong learning skill on offer to participants.

7 QUALITY CONTROL AND MONITORING Both LNSS Projects have similar Quality control and monitoring procedures and practices. Both projects have the objective to establish an internal operational framework, which allows maximum flexibility while maintaining a clear distinction of roles and responsibilities of all partners involved. To this aim, the project aims to establish appropriate mechanisms and procedures involving all partners. These procedures address the whole range of administrative, financial and technical issues, including issues such as internal reviews at the Project Workpackage (WP) level and standards for reporting, documentation, outputs and outcomes. The reviews will be carried out throughout the duration of the project, involving representation and commitment from all partners.

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The quality control and monitoring process will be guaranteed through the supervisory Project Management Committee (PMC) representing the EU partners, and in both projects there is a lead partner institution that is responsible for the execution of the Quality Assurance Workpackage. In addition to the project meetings involving all partners, the project board (Project Management Committee) hold regular monthly project management meetings covering progress towards objectives, coordination and financial control. The regular meetings, supplemented by further ad hoc contacts as necessary, help ensure timely tender procedures and purchasing and distribution of resources to all partner universities. Monitoring of the quality of the initial training is ensured via the regular visits of EU partner experts, also via both self-evaluation and external evaluation. Monitoring of the quality and of the implementation of the new LNSS curricula including the teaching processes at the partner institutions is ensured initially via the visits of EU experts and increasingly, for future sustainability, via both internal self-evaluation and external evaluation by partners and benchmarks and indicators foreseen in the Logical Framework Matrix (LFM) of the project-a concise project monitoring document that outlines the key features that lead to the project achieving its goals- a project monitoring tool which is common to many EU funding programmes. Indicators of progress include the number of quality Library Staff Development programmes implemented to best International library standards and internationally recognised, Bologna compliant standards run in PC universities will increase; improved teaching tools for the education of Library staff; increase in numbers of learners- library staff, Students, Academic staff, Administrative staff, local communities attending Information Literacy and Research Skills courses run by Library Staff e.g. on Avoiding Plagiarism. The presence of an active Library Access Liaison Librarian service in each PC institution; as well as the presence of active Subject Liaison Librarian in each institution are key indicators of the success of the project. Quality indicators are evaluated by EU partners and the lead university of each Partner Country. The lead institution in each Partner Country monitor project effectiveness across the partners in their country. Quality in the project will also be assisted by termly video conference and one monitoring visit per year as well as LNSS Quality Assurance Training. The monitoring visits will comprise of observations and inter-partner observations and interviews. Lead partners also create evaluation reports to be forwarded to the Grant Holder (LIT) after each termly monitoring video conference and after each monitoring visit. EU partners will conduct termly video conference and one monitoring visit per year to PC's comprising observations and interviews. Each EU partner will create evaluation reports to be forwarded to the Grant Holder after each termly monitoring video conference and after each monitoring visit. While the Quality Assurance framework for both projects is almost identical, there is one key difference between the projects- in the Western Balkan LNSS project an Evaluation Working Group (EWG) is established at the start of the project composed of 5 experts in quality control and monitoring (who will liaise with PC institution staff working on the quality workpackage) and who are not involved in any other activity of the project. Such experts may with permission of European Union (EACEA) be from other institutions in the partner's countries (from outside the project) with expertise in quality assurance and Library and Information Science to ensure impartiality or make for a more extensive peer review. This is a common quality assurance strategy in European projects and particularly CBHE projects and its predecessor Tempus- its aim being to help ensure objectivity and impartiality in quality monitoring and observations.

8. DISSEMINATION AND EXPLOITATION STRATEGY, SUSTAINABILITY The dissemination strategy is comprised of dissemination of the project process, the project results and promotion of LNSS programs which will be promoted before, during and post project. Key initiatives within project dissemination and exploitation include the creation of Library Access Liaison Librarians, Subject Liaison Librarians, the holding of Library National Awareness

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Days and LNSS Project Conferences. The strategy is aimed at stakeholders and beneficiaries such as universities, National and Public Libraries, Public administration institutes, government employees in education, Local communities and the General Public in the Partner Countries and in both projects the general public will be systematically informed about the new library reforms through a 10 year Library National Awareness Day. The National Awareness Day will be held twice within the lifetime of the project with a SWOT analysis after the first one. The strategic aim is to target society as a whole in three countries and make the national radio and television and appear in the national print media. The Dissemination/Exploitation Workpackage is the culmination of the Marketing Module of the LNSS curriculum- Marketing Theory and Practice - Creating Awareness Campaign Strategies and production of strategic marketing plan. As such, training development for this activity will have taken place in WP3 via a series of one training week visits in the Western Balkan project and via two week training event held in Limerick in August/September 2016. Each Partner Country institution will also appoint an LNSS Library Action Group who will create press-releases & arrange press-conferences for the local mass media consistently throughout the project. The Dissemination strategy will be supported by the website platform (information, downloadable modules, forum and to deliver all supporting documents e.g. reports, guidelines, guides) which will be available also as a link on all PC and EU websites. As is typical in CBHE projects, one Partner institution is given the responsibility to lead the Dissemination/Exploitation Workpackage. Often this partner designs or leads the design of the Web Platform for the project and works closely with the Associate partners in the project to mainstream and multiply the results of the LNSS project. Sustainability strategy, agreed with all parties, will be included in the final report on the implementation of the project to ensure that the LNSS modules developed by the project, new materials, website, 10 year Library National Awareness Days & Library Access Liaison Librarian, LNSS Library Action Group and the role of the Subject Liaison Librarian in each PC country will continue to develop and improve following completion of the project. The following will be sustainable beyond the project lifetime: -Implementation of 8 LNSS modules into state institutional curriculum -LNSS online platform with downloadable module materials -Specific Intent to lead to New National Library Policy in WB & ENP countries -10 Year Library National Awareness Day -Library Action Groups & Library Access Liaison Librarians -Subject Liaison Librarians -Collection Development Policy in each PC institution -Strategic Plan in each PC institution -Online Modules in each PC -A culture of best practice with regard to appropriate Referencing citation, Avoiding Plagiarism in each PC -Western Balkan LNSS Network, Eastern Neighbouring Partnership LNSS Network

A crucial element of a post-project sustainable nature will be the establishment of LNSS Library Action Groups in each PC institution that will outlive the project and consist of representation of University, Public Administration, Public and National Libraries to further identify, target constant improvement & innovation in the delivery of quality library services. Creation of a "Library National Awareness Day" involving participation of all stakeholders- Librarians, academics, students, local communities on an agreed day and running for 10 years. This involves active student participation of student unions, teacher unions with the support of national and public Libraries to facilitate dissemination and sustainability to Society at large. Ongoing media coverage of LNSS program objectives, outputs and outcomes will help raise awareness of the wider social impact and the importance of the Project. Post media PC coverage will be repeatedly

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Jerald Cavanagh, Padraig Kirby: LIBRARY NETWORK SUPPORT SERVICES: MODERNISING AND DEVELOPING QUALITY LIBRARY SERVICES IN EUROPE emphasised. Continued visibility through the project website will be guaranteed via commitment to maintain the website for 3 years post-project and to update all materials. Formal introduction of the LNSS training modules (hard copy scripts and online website) into university and the establishment of a Library Access Liaison Librarian and Subject Librarian Liaison role in each university as well as Library Strategic plan , Library Collection Development Policy. The results of the project will be mainstreamed and multiplied in the sector of activity and in participating institutions through ensuring the LNSS Curriculum becomes part of the State Curriculum and is embedded into PC institution programs/structures and through dissemination and exploitation of results to stakeholders outside the Consortium such as Public and National Libraries through the Associate Partners in the project- National Libraries and Electronic Library Consortia.

9. CONCLUSION While the main beneficiaries of the project outputs/products/results will be librarians and library staff- there will be different and broad levels of positive impact. The results of the LNSS project will result in reform of library services in Armenia, Belarus and Moldova, Albania, Bosnia & Herzegovina, Kosovo under UNSC Resolution 1244/99 and Montenegro which will involve target groups Librarians, Academic Staff, students, National & Public Librarians, Administrative and other non-teaching staff as well as people with Special needs and disabilities. At local level all Library users will benefit from the LNSS project- for example students and academic staff will benefit from the LNSS Curriculum and upskilling of librarians because as a result of the LNSS project, Library staff will be highly equipped to provide quality library training to all stakeholders on topics such as: Referencing citation and Avoiding Plagiarism, Using Online Information Literacy Modules for teaching IL, Introduction to the Literature Review, Using Electronic Databases, Web and Internet Search strategies; Mind the Information Gap! Knowing the critical information sources and resources, Bibliographic library software, Conducting a literature Review. At Local Level the LNSS project will result in increased marketing and promoting of libraries and increased involvement of all stakeholders collaborating to deliver quality, library services to learners. At local level the LNSS project will lead to new library policies and plans such as Collection Development Policies and enhanced Strategic Planning as well as a better awareness of Electronic libraries and new library services. At the Regional Level-owing to the fact that we have selected partners from different Regions in both WB and EPA Regions, the effect of the LNSS project will not just be confined to the local level and the Universities in each Region will ensure that the results of LNSS programs are felt at Regional level through involving Regional Stakeholders such as Public Librarians and NGO's in Dissemination events e.g. Public Presentation of the project, Dissemination Workshops. At National level the LNSS project will leave behind a comprehensive framework for the training of Library staff in PC countries which can be replicated across multiple universities and institutions including National and public libraries- indeed many of the staff who will be involved in the LNSS project are influential within the Library field in their own countries- Senior Library Management staff involved in institutions who hold important library positions in their country e.g. President of the Library Association, President of the Electronic Library Consortium. All of this should make for a highly effective and impactful project implementation. At the European and indeed World level the amount of international engagement of PC's (via presentations at conferences and submission to international journals) will increase leading to increased visibility of librarians from the Western Balkans and Eastern Partnership Area on the European and World stage.

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The Library of Trinity College Dublin (2015) The subject librarians role, Dublin: Trinity College Dublin, available: https://www.tcd.ie/Library/using-library/subject-librarians.php [accessed 14 February 2014]. The Pyramid Group (2014) The Pyramid Group: local presence & global competence, available: http://thepyramidgroup.biz/ [accessed 14 January 2016]. UNESCO (2003) The Prague Declaration: Towards an information Literacy Society, Paris, UNESCO, available: http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/PragueDeclaration.pdf [accessed 17 September 2013].

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Vozga, R (2014) New national strategy for Albanian public library development in information society, Journal of Documentation, Vol. 66 Iss: 5, available: http://www.emeraldinsight.com/doi/abs/10.1108/jd.2010.27866eaa.003?journalCode=jd [accessed 10 December 2014].

Vukasovic, M. (2012) European Integration in Higher Education in the Western Balkan Countries A review of literature, Working Paper, No. 1, October 2012 EIHER-WBC Working Paper Series, available: Working Paper, No. 1, October 2012 EIHER- WBC Working Paper Series, available: http://www.herdata.org/public/2012-1_Vukasovic.pdf [accessed 30 January 2013].

Webber, S. and McGuinness, C. Eds. (2007). Information literacy: an international state of the art report, IFLA; UNESCO p. 113-122, available: http://www.infolitglobal.info/docs/UNESCO_IL_state_of_the_art_report_-_Draft070803.doc

Xiao, D. Y., B. A. Pietraszewski, et al. (2004). Full stream ahead: database instruction through online videos. Library Hi Tech 22(4): pp. 366-374.

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INFORMATION LITERACY AND METALITERACY AS KEY FACTORS IN ACADEMIC EXCELLENCE IN HIGHER EDUCATION

Eduardo Ruvalcaba-Burgoa1 (a), Miguel Ángel Marzal García-Quismondo(a), Jussara Borges2 (b) (a) Universidad Carlos III de Madrid, Departamento de Biblioteconomía y Documentación, Calle Madrid 126, 28903, Getafe, Madrid, España, [email protected], [email protected] (b) Universidade Federal da Bahia, Instituto de Ciência da Informação, Rua Basílio da Gama, s/n, Campus Universitário do Canela, Canela, 40110060 - Salvador, BA - Brasil, [email protected]

ABSTRACT: Academic excellence in higher education is a permanent necessity around the world since several decades. This paper examines the information literacy, from the theoretical point of view, as a key factor to improve the performance of students and faculty in higher education institutions. Authors consider information literacy as an academic literacy that can contribute to reach the academic excellence. In the digital information age, students and faculty must be able to use, evaluate, create and share any kind of resources and formats. Whereby, authors do a review of the concepts of different literacies, which have direct relation with information literacy, as well as an analysis of the definition of metaliteracy. In addition, the document also addresses two approaches: 1) which should be the dimension of metaliteracy and its effects in higher education? and 2) which should be the role of the library and the librarians to improve academic performance through metaliteracy?

Keywords: Information literacy, Metaliteracy, Higher education, Academic Literacy; Academic Skills Centers

1. INTRODUCTION One of the features of the knowledge society is its focus on evaluation culture: all social phenomena need to be measurable and measured. Universities need to be judged in terms of a series of indicators that attest to the their academic excellence and ensure comparability in rankings. Information literacy is a key element for measuring academic excellence in higher education due to its impact on: graduate employability owing to adaptation to the ‘digital economy’; innovation; and the upgrading of professional and technical expertise through lifelong learning. Professional qualifications and employability are information literacy-related indicators used to determine a university’s success.

2. SUITABLE SPACE FOR ACADEMIC LITERACY Two developments altered the academic literacy scenario in the first ten years of this century. a. The first was the institution of e-science, associated with the growing importance of big data and what the British National e-Science Centre defines as large-scale science conducted through ‘distributed global collaborations ...that ... require access to very large data collections, very large-scale computing resources and high performance visualisation’ (Szigeti & Wheeler, 2011). In 2007 the Association of College and Research Libraries (ACRL), which in 2006 had published Information Literacy Standards for Science and Engineering/Technology in conjunction with the ALA/ACRL/STS Task Force on Information Literacy for Science and Technology, released its Agenda for Developing e-Science in Research Libraries (Berman, 2013).

1 PhD Scholar of Fundación Carolina (Spain) and El Colegio de México, A.C. 2 CNPq Scholarship (Brazil). Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges: INFORMATION LITERACY AND METALITERACY AS KEY FACTORS IN ACADEMIC EXCELLENCE IN HIGHER EDUCATION

That publication drove the development of specialities within the field of information literacy, including transliteracy, metaliteracy and dataliteracy, with the direct involvement of university libraries. b. The second was the appearance of Web 2.0, along with virtual educational resources and social media, and their powerful impact on the academic world. The need to transform images into knowledge, but especially to acquire all the communication competencies required in an interactive, collaborative environment with constantly renewed hyperdocuments, spurred progress in: visual literacy against a backdrop of iconic understanding; new media literacy, as a discipline for developing communication skills; and metaliteracy as a discipline encouraging critical thinking in collaborative web environments and sufficient evaluation know-how in the use of tools for web- and social network-based cooperation (Witek &Grettano, 2013).

These circumstances rendered the indicators of academic excellence more complex. With the advent of new educational environments, the issue of the nature of the space most suitable for acquiring such new skills was likewise posed. In 2006 Wenger proposed a community of practice as a web domain for members identified with a specific topic, while in 2007 Gee put forward the notion of affinity space, characterised not by the registration and identification of the members of a community, but by the definition and properties of a space for interaction (Gee, 2007). This notion was applied to higher education under Machín-Mastromatteo’s Doing Online Relearning through Information Skills (DORIS) project, which divides research skills in this space into content and interaction and acknowledges five levels of competence (Machin-Mastromatteo, 2012). Such ‘spaces’ require not only web tool infrastructure, however, but also human resources able to provide content and ensure interaction to convert big data and digital repositories into digital or virtual libraries. New teaching experiences attest to the role of the librarian as social medium professor and therefore of the library as an ideal space for learning new skills (Bridges, 2012). Ever since competence-based learning, and with it information literacy, were introduced in universities in the context of the European Higher Education Area and the Tuning Project, European university libraries have followed the British and US learning resource centre approach. The aim is to provide a suitable space, in the form of learning and research resource centres (Spanish initials, CRAIs), for an education model befitting the twenty-first century. Change began in British universities in 1992, when a distinction was first drawn between ‘universities’ and ‘technical schools’, in which the former prioritises research. The latter in turn, where the emphasis is on teaching, has constituted the driving force behind the creation of learning resource centres. The Libraries Review Group’s Follet report published in 1993 analysed the most pressing problems facing British universities: primarily the growing number of students, the development of new technologies and stagnant funding. By way of solutions, it recommended inter-organisational convergence in universities as well as a remodel of university buildings to adapt teaching to the new technological environment. Regarding information services as one of the pillars of a successful university (Hanson, 2005) led to the development of a new type of university library that served as the inspiration for learning and research resource centres (CRAIs) when the European Higher Education Area came into effect. In Spain, these centres were implemented by REBIUN (Spanish acronym for network of Spanish university libraries), which organised academic and scientific symposia (CRAI seminars), drew up a development plan (three triennial Strategic Plans since 2002) and designed a model to provide key convergence services, such as computer-based communication expertise, the online publication of teaching materials, languages, virtual classrooms, information and multiple literacy, and library (Marzal, 2008). Together with the two developments mentioned earlier and the profound change in the education model and the university model per se taking place in the first decade of this century, learning

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Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges: INFORMATION LITERACY AND METALITERACY AS KEY FACTORS IN ACADEMIC EXCELLENCE IN HIGHER EDUCATION resource centres were altered by what came to be known in the United Kingdom as superconvergence, an issue addressed in Spain at the Eleventh CRAI Seminar (2013). Further to López Hernández’s summary of the lectures delivered on the occasion, that conceit is based on: a) unification of structurally convergent student support activities, with institutional backing for the survival of the university; b) the absolute precedence of student learning, for students’ success constitutes the university’s success; c) a competency-based ‘business’ model to analyse what has been done and prove what has been attained, all of which necessitates marketing tools and business techniques. This is the context that favoured the appearance of the ‘label’ academic literacy as an umbrella term covering the impact of both academic excellence and information literacy with its subdivisions (visualiteracy, new media literacy, metaliteracy). Academic literacy is based on the need to remove the obstacles encountered by higher education students in the use of information sources and resources, particularly in the web, as an avenue for improving their learning performance and professional qualifications. Such difficulties were described in the 2012 Turnitin Report, which identified shortcomings not only in information search and retrieval, but more specifically in areas such as the assimilation of information as knowledge, planning in keeping with a method conducive to knowledge, and writing and publishing academic and scientific papers (MacMillan & MacKenzie, 2012). The scientific literature and the experience acquired in projects implemented have shown that such obstacles can be successfully eliminated, fulfilling the fundamental aim of academic literacy, through academic-librarian cooperation in education and training (Gunn, Hearne & Sibthorpe, 2011). The successful implementation of academic literacy as a tool for university excellence depends on two basic conditions, however. a. It must be mainstreamed into the academic curriculum. The design, programming and benefits of such integration have been widely discussed in the scientific literature, along with projects and a model for their implementation (Harris, 2013). An instructional design for a programme and curriculum to train librarians at the University of Auckland (Moselen & Wang, 2014) led to a method for integrating academic literacy as part of the university’s syllabi for mainstream courses on research methods (Adams et al., 2016). b. It calls for a suitable physical space which, in keeping with its mainstreaming into the curriculum, is clearly identified in the scientific literature and projects implemented as an adapted university library (Beard & Dale, 2010). The outcome in Anglo-Saxon countries adopts the form of academic skills centres (ASC). Whereas the CRAIs have evolved into optimal digital and virtual libraries, libraries in the United States (Dartmouth College), Australia (Australian National University), United Kingdom (University of Bath), Canada (Trent University) and New Zealand (Canterbury University) have evolved toward ASCs. The aim of these institutions is to aid students to successfully acquire sufficient information skills: the ability to communicate in any environment; reading; methodology and work planning; knowledge maps; languages; scientific method; personalised tutoring; critical thinking; ethical use of information in papers for publication; academic paper writing; and online publishing.

ASCs are consequently an effort on the part of university libraries to provide an ideal space for academic excellence subject to measureable indicators. Nonetheless, the true ‘borderline’ for educational excellence at universities necessarily involves including ever more polyhedral information competencies in the higher education curriculum. How should the transformation of information literacy into its new specialities be broached?

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Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges: INFORMATION LITERACY AND METALITERACY AS KEY FACTORS IN ACADEMIC EXCELLENCE IN HIGHER EDUCATION

3. ACADEMIC LITERACY IN THE MAINSTREAM CURRICULUM AND NEW SPECIALITIES One of the key aims of information literacy is to enhance individuals’ information competence and behaviour, primarily during their academic training. It indisputably forms part of the suite of academic skills needed by any higher education student, although it is not always so acknowledged. The following definition may help contextualise the notion of academic skills and its relationship to information literacy.

‘Academic skills are those generic and transferable skills which underpin the learning development of undergraduate and taught postgraduate students in HE, enabling them to be confident, independent critical thinkers and reflective learners’ (Howard, 2012) .

That definition can be delimited further, as noted by Gunn, Hearne & Sibthorpe (2011) to the effect that ‘while each discipline sets its own professional standards, academic skills such as critical thinking, reflective writing, reasoned analysis, problem solving and information literacy are common to all.’ This idea underlies the cross-curricular nature of academic skills. Kimmins & Stagg (2009), in turn, described academic learning skills as ‘those skills that a student needs to achieve success in a course of study. This includes the skills relating to information literacy.’ Despite the allusions to learning in these definitions, in essence they convey the same idea as Howard’s. In many universities information literacy is regarded as one of the academic skills that students must develop to attain academic excellence. Leeds University (Howard, 2012) in the United Kingdom is a case in point. There, cooperation between professors and librarians gave rise to the design of a strategy for mainstreaming information literacy as part of a broader suite of academic skills. The topics offered students include: ‘time management; reading; writing; finding and evaluating information; critical thinking; referencing; and plagiarism’ (Thornes, 2012). The strategy arose as an initiative to give university applicants an additional academic incentive to register. Further to the decline in the number of students in British universities with the rise in registration fees following on liberalisation, Leeds University and other institutions of higher education implemented a series of initiatives to attract the dwindling number of students able to defray the higher costs. The University of Southern Queensland constitutes another example of professor-librarian cooperation.

‘Mapping key areas of convergence in information literacy and academic skills has led to a model of integrated instruction and academic support based on the belief that creating a foundation of skills in these areas leads to a commensurate level of self- efficacy’ (Kimmins & Stagg, 2009).

In this case, the integrated instruction model seeks to help reduce the academic shortcomings that detract from university students’ performance. Australian universities are attaching special importance to social justice and economic imperatives in response to the government’s education policies. As explained by Black & Rechter (2013), the outcome has been a substantial increase in the number of higher education students in recent decades, although ‘the dramatic shift in the numbers and composition of our student population has resulted in students attending university with relatively low levels of cultural capital, including academic literacy’. That in turn has inspired initiatives such as put forward by these sociology professors (Black & Rechter, 2013), who prepared a programme aiming to help students in their area to enhance their academic skills in this regard. Small Australian universities such as the University of the Sunshine Coast also

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Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges: INFORMATION LITERACY AND METALITERACY AS KEY FACTORS IN ACADEMIC EXCELLENCE IN HIGHER EDUCATION have to work to heighten new students’ commitment and perseverance, while favouring existing students’ graduation. Consequently, Higgins, Reeh, Cahill & Duncan (2015) designed a profile for academic skills advisers at that university to furnish under- and post-graduate students with support in the form of a number of activities. One such activity consists in one-on-one information literacy (as an academic skill) counselling. Like Sunshine Coast, many universities have facilities geared to developing academic skills, whereas information skills are generally associated with library services. Both parties can benefit from the experience acquired in the development of student competence, as reported by Gunn, Hearne & Sibthorpe (2011). These authors suggest that the design of an online tutorial to mainstream information literacy into the curriculum for the first year of business school at the University of Auckland, New Zealand, could serve as a model for other types of academic skills. The acquisition of academic skills is not associated only with strategies to attract students to universities or improve their performance during their training, however. Knezović (2016) contends that academic knowledge and skills acquired by university students should be applicable and transferrable from the higher education context to future careers.

‘Soft skills and generic hard skills, such as knowledge of foreign languages, mathematical skills, communication skills, problem solving, creativity, planning and organizing, interpersonal skills, or team working skills, are skills with high transferability across sectors and occupations and can be identified as transversal skills. Having these skills, which can be transferred from one context to another, is a good basis for accumulation of specific skills required by a given job’ (Knezović, 2016).

Information literacy is being fully mainstreamed as an academic skill thanks to the cooperation among librarians, professors and staff responsible for competency development in universities. As explained by Rushton & Lahlafi (2013) based on their experience at Sheffield Hallam University, students are not the only ones to benefit from such cooperation: the designers of academic and library programmes also benefit from the exchange of experience and strengthening of their respective contributions to the programme. The foregoing illustrates some of the forms and contexts involved in such partnering. Libraries can contribute significantly to the academic improvement and excellence posed by higher education institutions for their students. Like skills, however, literacies can be cross-curricular and like information literacy may be an area where libraries further a university’s academic objectives.

4. NEW MEDIA LITERACY AND METALITERACY, MAINSTAYS OF ACADEMIC LITERACY The foregoing discussion of encouragement of cross-curricular literacy in the academic environment addresses the changes in information-related behaviour characteristic of post-modern society, such as interactivity and connectivity. For Primo (2007), the key social effects of Web 2.0 are the empowerment of collective work processes, emotional exchange, the production and circulation of information, and the social construction of knowledge. Lin et al. (2013) also note that Web 2.0 enables individuals to remix content, include their own values and ideologies in existing products and participate in the co-construction of ideas, including, broadening and criticising others’ people ideas. ‘The very weighty technological component of today’s society entails different ways of participating in, communicating through and cooperating on the world wide web, all of which calls for a substantial modification of so-called information skills (IL)’ (González Fernández-Villavicencio, 2012). The skills traditionally associated with information literacy (IL) (information searches, evaluation and management) are still valid. At the same time, however, the skills needed to interact with and

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Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges: INFORMATION LITERACY AND METALITERACY AS KEY FACTORS IN ACADEMIC EXCELLENCE IN HIGHER EDUCATION relate to others, which have been explored in new media literacy studies, must also be enhanced. As noted in a paper by Witek & Gretanno (2014), students no longer categorise information based on their evaluation of content or sources. Rather, their criteria revolve around who shares information with them, whereby reliability is built on social relationships. ‘Social media environments are socially constructed spaces that rely on the contribution of individuals to create meaning’ (T. P. Mackey y Jacobson, 2014). Consequently, new media literacy studies have evolved from a perspective that emphasised consumers’ critical reviews of media products to the acknowledgement that the consumer is himself a producer or ‘prosumer’. This raises other issues, along with the necessary critique of one’s own production: distribution (what is the target audience for this content?); participation (who would be a suitable partner?); and creation (what should be produced?). All these issues involve relationship-building and joint production resulting from the ability to capitalise on the potential of online social networks. This approach to the online production of cooperative knowledge is shared in metaliteracy. ‘While information literacy prepares individuals to access, evaluate, and analyse information, metaliteracy prepares individuals to actively produce and share content through social media and online communities’ (TP Mackey y Jacobson, 2011). Another fundamental aspect of metaliteracy is that it induces self-reflection about skills, the metacognitive capacity to understand the possible applications of skills in different contexts (professional, personal, civic) and develop or interconnect them with those of others in multiple and specific applications (Jacobson & Gibson, 2015). Metaliteracy broadens traditional information literacy conceits to embrace metacognition, i.e., the individual’s ability to develop skills and acquire knowledge from self-reflection on her literacies. Siemens (2010) related metacognition to the last stage of connectivism: individuals’ active engagement in the construction and adaptation of their own learning network, evaluating which elements of the network are useful and how they can be developed (tools, processes and elements) to meet their needs.

5. CONCLUSION Information skills are indisputably a factor of universities’ academic excellence, with visible effects on international rankings, redounding not only to universities’ progress, but to their survival. The evidence in this regard nonetheless calls for a method to optimise performance, to ensure that information competence training in universities is not confined to a suite of sound and brilliant actions lacking in continuity, planning or evaluation of the validity of the process. As the aim of this paper, that notion constitutes its conclusion. The effectiveness of information skills education depends upon three fundamental conditions. a) It must be integrated, in actual practice, in universities’ mainstream academic curricula, which is possible if academic literacy is acknowledged as a cross-curricular and universal discipline and as the way in which information literacy and its new specialities are visualised in universities’ strategic plans for formal and non- formal education. b) Information literacy, mainstreamed in universities as academic literacy, should broaden the study of information skills to acknowledge that communication skills are of equal importance. For that reason in academic literacy, information literacy should be associated with the specific and essential contributions made by metaliteracy and new media literacy. c) The nature of information literacy, expanded to embrace metaliteracy and new media literacy, needs a new educational space, for which libraries, converted into resource centres, appear to be particularly ideal. Their aim would be to train students and enhance their qualifications (an essential element in university academic excellence) in the skills characteristic of information literacy and metaliteracy: i.e., to serve as laboratory and skills ‘training’ centres advancing toward conversion into ASCs.

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6. REFERENCES Adams, C., Buetow, S., Edlin, R., Zdravkovic, N., & Heyligers, J. (2016). A collaborative approach to integrating information and academic literacy into the curricula of research methods courses. The Journal of Academic Librarianship, 42(3), 222-231. doi:10.1016/j.acalib.2016.02.010 Beard, J., & Dale, P. (2010). Library design, learning spaces and academic literacy. New library world, 111(11/12), 480-492. Berman, E. (2013). Transforming information literacy in the sciences through the lens of e- Science. Communications in Information Literacy, 7(2), 161-170. Black, M., & Rechter, S. (2013). A critical reflection on the use of an embedded academic literacy program for teaching sociology. Journal of Sociology, 49(4), 456-470. Bridges, L. M. (2012). Librarian as professor of social media literacy. Journal of Library Innovation, 3(1), 48-65. Gee, J.P. (2007). Good Video Games and Good Learning: Collected Essays on Video Games, Learning and Literacy. New York: Peter Lang González Fernández-Villavicencio, N. (2012). Alfabetización para una cultura social, digital, mediática y en red. Revista Española De Documentación Científica, 35(Monográfico), 17- 45. doi:10.3989/redc.2012.mono.976 Gunn, C., Hearne, S., & Sibthorpe, J. (2011). Right from the start: A rationale for embedding academic literacy skills in university courses. Journal of University Teaching & Learning Practice, 8(1), 1-11. Hanson, T. (2005). Managing academic support services in universities: The convergence experience. London: Facet. Harris, B. R. (2013). Subversive infusions: strategies for the integration of information literacy across the curriculum. The Journal of Academic Librarianship, 39(2), 175-180. Higgins, B., Reeh, M., Cahill, P., & Duncan, D. (2015). Supporting early and ongoing university student experiences through academic skills adviser services. Journal of the Australian & New Zealand Student Services Association, (46), 28-32. Howard, H. (2012). Looking to the future: Developing an academic skills strategy to ensure information literacy survives in a changing higher education world. Journal of Information Literacy, 6(1), 72-81. Jacobson, T. E., & Gibson, C. (2015). First Thoughts on Implementing the Framework for Information Literacy. Communications in Information Literacy, 9(2), 102-110. Knezović, A. (2016). Rethinking the languages for specific purposes syllabus in the 21st century: Topic-centered or skills-centered. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 10(1), 122-137. Kimmins, L., & Stagg, A. (2009). Creating confidence: Developing academic skills and information literacy behaviours to support the precepts of tertiary academic performance. Proceedings of the 4th Asia Pacific Conference on Educational Integrity (4APCEI), 1-9. Lin, T., Li, J., Deng, F., & Lee, L. (2013). Understanding new media literacy: An explorative theoretical framework. Journal of Educational Technology & Society, 16(4), 160-170. Machin-Mastromatteo, J. D. (2012). Participatory action research in the age of social media: Literacies, affinity spaces and learning. New Library World, 113(11/12), 571-585. Mackey, T. P., & Jacobson, T. E. (2011). Reframing information literacy as a metaliteracy. College & Research Libraries, 72(1), 62-78. Mackey, T. P., & Jacobson, T. E. (2014). Metaliteracy: Reinventing information literacy to empower learners. London: Facet.

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MacMillan, M., & MacKenzie, A. (2012). Strategies for integrating information literacy and academic literacy: Helping undergraduate students make the most of scholarly articles. Library Management, 33(8/9), 525-535. Marzal, M. A. (2008). La irresistible ascensión del CRAI en universidad. PontodeAcesso, 2(1), 72-97. Moselen, C., & Wang, L. (2014). Integrating information literacy into academic curricula: a professional development programme for librarians at the University of Auckland. The Journal of Academic Librarianship, 40(2), 116-123. Primo, A. (2008). O aspecto relacional das interações na web 2.0. In H. Antoun (Ed.), Web 2.0: Participação e vigilância na era da comunicação distribuída (pp. 101-122). Rio de Janeiro: Mauad X. Rushton, D., & Lahlafi, A. (2013). The value and impact of cross professional collaborations in developing student information and academic literacy skills at Sheffield Hallam University, UK. Nordic Journal of Information Literacy in Higher Education, 5(1), 38-43. Siemens, G., uintana, E., Santamaría, F., & Alonsom, N. (2010). Conociendo el conocimiento. México: Ediciones Nodos Ele. Szigeti, K., & Wheeler, K. (2011). Essential Readings in e-Science. Issues in Science and Technology Librarianship, (64), 9. doi: 10.5062/F400001J Thornes, S. L. (2012). Creating an online tutorial to develop academic and research skills. Journal of Information Literacy, 6(1), 82-95. Witek, D., & Grettano, T. (2014). Teaching metaliteracy: a new paradigm in action. Reference Services Review, 42(2), 188-208. doi:10.1108/RSR-07-2013-0035

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ALFABETIZACIÓN EN INFORMACIÓN Y METALITERACY COMO FACTORES CLAVE EN LA EXCELENCIA ACADÉMICA EN EDUCACIÓN SUPERIOR

Eduardo Ruvalcaba-Burgoa1 (a), Miguel Ángel Marzal García-Quismondo(a), Jussara Borges2 (b) (a) Universidad Carlos III de Madrid, Departamento de Biblioteconomía y Documentación, Calle Madrid 126, 28903, Getafe, Madrid, España, [email protected], [email protected] (b) Universidade Federal da Bahia, Instituto de Ciência da Informação, Rua Basílio da Gama, s/n, Campus Universitário do Canela, Canela, 40110060 - Salvador, BA - Brasil, [email protected]

ABSTRACT: La excelencia académica en educación es una necesidad permanente a nivel mundial desde hace varias décadas. Este documento examina la alfabetización en información, desde el punto de vista teórico, como un factor clave para mejorar el desempeño de los estudiantes y profesores en las instituciones de educación superior. Los autores consideran la alfabetización en información como una alfabetización académica que puede contribuir a lograr la excelencia académica. En la era de la información digital, estudiantes y profesores deben de ser capaces de usar, evaluar, crear y compartir cualquier tipo de recursos y formatos. Por lo cual, los autores hacen una revisión de los conceptos de diferentes alfabetizaciones, las cuales tienen relación directa con la alfabetización en información, así como un análisis de las definición de metaliteracy. Además, el documento también aborda dos enfoques: 1) ¿cuál debería de ser la dimensión de la metaliteracy y sus efectos en la educación superior? y 2) ¿cuál debería de ser el papel de la biblioteca y de los bibliotecarios para mejorar el desempeño académico a través de la metalitercy?

Keywords: Alfabetización en información, Metaliteracy, Educación superior, Alfabetización académica, Centros de Habilidades Académicas

1. INTRODUCTION Uno de los efectos en el desarrollo de la Sociedad del conocimiento es su inmersión en la cultura de la evaluación: todos los fenómenos sociales deben ser medibles y medidos. La excelencia académica en universidades debe tener un conjunto de indicadores que acrediten su nivel y unos rankings que permitan su comparabilidad. Dos factores convertían la information literacy en un considerable elemento medible para la excelencia académica para la Educación Superior: su impacto sobre la empleabilidad de los egresados por adaptación a la “economía digital”; su impacto sobre la innovación y actualización de conocimientos profesionales y técnicos por la obtención de “competencias” en el aprendizaje permanente. La cualificación profesional y el éxito en la incorporación al mercado laboral eran dos indicadores imputables a la information literacy que se proyectaban en el éxito de una universidad.

2. APPROPRIATE SPACE FOR ACADEMIC LITERACY Desde la mitad de la primera decena del actual siglo emergen dos fenómenos que alteran este marco: a. La e-Science, asociada a la creciente importancia de los big data y que el británico National e-Science Centre definía como aquella que se apoya sobre una colaboración global distribuida, en un escenario web de cooperación, visualizable y con acceso a una colección enorme de datos (Szigeti & Wheeler, 2011). En 2007 ACRL, que en 2006 había publicado las Information Literacy Standards for Science and Engineering/Technology, en colaboración con la Join Task Force on Library Support for e-Science, publicó la Agenda for Developing e-Science in Research Libraries Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges: ALFABETIZACIÓN EN INFORMACIÓN Y METALITERACY COMO FACTORES CLAVE EN LA EXCELENCIA ACADÉMICA EN EDUCACIÓN SUPERIOR

(Berman, 2013). Este fenómeno no sólo impulsaba el desarrollo de especialidades dentro de la information literacy, especialmente la transliteracy, metaliteracy y dataliteracy, sino que implicaba directamente a las bibliotecas universitarias. b. La Web 2.0, junto con el impacto de los recursos educativos virtuales y los social media, que se proyecta con fuerza en el mundo académico. Transformar la imagen en conocimiento, pero sobre todo adquirir competencias en comunicación en un entorno interactivo, colaborativo y con hiperdocumentos en constante innovación, impulsa definitivamente el progreso de la Visualiteracy para el conocimiento icónico, la New Media Literacy, como disciplina para desarrollar competencias comunicativas y la Metaliteracy, como disciplina para el desarrollo de un pensamiento crítico en ambientes colaborativos web y una capacidad evaluativa suficiente en el uso de los instrumentos de cooperación web y social media (Witek &Grettano, 2013).

Bajo este prisma, los indicadores de excelencia académica se alteraban y complicaban, pero, además, vistos los nuevos ambientes educativos, comenzaba a plantearse la naturaleza de los nuevos espacios idóneos para adquirir estas nuevas competencias. Si, en 2006, E. Wenger hablaba de la community of practice como un dominio de espacio web para miembros identificados por algún tópico, J.P. Gee, en 2007, apuntaba la noción de affinity space en la que el protagonismo no está en el registro e identificación de los miembros de la comunidad, sino en la definición y propiedades de un espacio para la interacción (Gee, 2007). Este interesante concepto ha sido aplicado en Educación Superior mediante el proyecto DORIS (Doing Online Relearning through Information Skills) de J.D. Machin-Mastromatteo que categoriza la competencia de investigación en este espacio en dos, contenidos e interacción, y reconoce cinco niveles competenciales (Machin-Mastromatteo, 2012). Sin embargo, estos “espacios” reclaman una infraestructura no sólo de herramientas web, sino de recursos humanos, capaces de soportar sus contenidos e interacción, convirtiendo big data y repositorios digitales en una biblioteca digital o virtual. La función del bibliotecario como profesor en social media y, por tanto, de la biblioteca como espacio idóneo para las nuevas competencias ha quedado acreditada por distintas experiencias docentes (Bridges, 2012). Desde que la Educación Competencial se introdujese en las universidades mediante el Espacio Europeo de Educación Superior y el Proyecto Tuning, y con ella la information literacy, las bibliotecas universitarias, siguiendo el modelo de los Learning Resources Centres británicos y estadounidenses, se transformaban en CRAI, ofreciéndose como un espacio idóneo para el modelo educativo del siglo XXI. El cambio de las universidades británicas se iniciaba en 1992 al diferenciarse las “universidades” y los “politécnicos”, las primeras debían priorizar la investigación, los segundos la enseñanza, y es aquí donde se impulsan los Learning Resources Centres. El informe Follet del Libraries Review Group, publicado en 1993, analizó los problemas más inmediatos en las universidades británicas, principalmente el aumento del número de estudiantes, el desarrollo de las nuevas tecnologías y el estancamiento de los recursos financieros de las instituciones, por lo que recomendaba las ventajas de la convergencia organizacional en las universidades y algunas recomendaciones para la remodelación de los edificios universitarios para la adaptación de la enseñanza al nuevo entorno tecnológico. Los servicios de información se consideraron un pilar para el éxito de la universidad (Hanson, 2005). Así se desarrollaba un nuevo “tipo” de biblioteca universitaria que, cuando comenzó a aplicarse el Espacio Europeo de Educación Superior sirvió de referencia para el Centro de Recursos para el Aprendizaje e Investigación (CRAI), que, en el caso español, se encargaría de implementar REBIUN, mediante encuentros académicos y científicos (Jornadas CRAI), un plan de desarrollo (los tres Planes Estratégicos trienales desde 2002) y un modelo destinado a proporcionar servicios clave, mediante su convergencia, como

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Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges: ALFABETIZACIÓN EN INFORMACIÓN Y METALITERACY COMO FACTORES CLAVE EN LA EXCELENCIA ACADÉMICA EN EDUCACIÓN SUPERIOR informático de comunicación, edición de materiales didácticos web, idiomas, docencia e investigación, aprendizaje, aulas virtuales, alfabetización en información y múltiple, biblioteca (Marzal, 2008). Junto con los dos factores de cambio, arriba apuntados, desde finales de la primera década del siglo XXI, el profundo cambio en el modelo educativo y en el propio modelo de la universidad, también alteraba este modelo LRC o CRAI, un cambio que en el Reino Unido se conoció como superconvergencia, que era abordado en España en las XI Jornadas CRAI (2013), glosado en el resumen de las ponencias por F. López Hernández, y que se basa en: a) la unificación de actividades de apoyo a los estudiantes que sean estructuralmente convergentes, con apoyo institucional para la supervivencia de la universidad; b) primacía absoluta de la optimización del aprendizaje del alumno, pues el éxito de los estudiantes es el éxito de la universidad; c) un modelo “empresarial”, basado en una competencia que analiza lo hecho y demuestra lo conseguido, por lo que se hacen necesarias herramientas de marketing y técnicas empresariales. Es todo este contexto el que ha propiciado la aparición de la academic literacy, como una “etiqueta” que “clusteriza” el impacto, como indicador de excelencia académica, de la information literacy y sus especialidades (visualiteracy, new media literacy, metaliteracy). La academic literacy se fundamenta, pues, en la necesidad de eliminar los obstáculos que tienen los estudiantes de Educación Superior en el uso de fuentes y recursos de información, aún más en web, para obtener mejores rendimientos en el aprendizaje y una mayor cualificación profesional, según se desprende del informe Turnitin de 2012, que muestra deficiencias no sólo en la búsqueda y recuperación de información, sino sobre todo en el método para asimilar esta información en conocimiento, planificar conforme un método hacia el conocimiento, generar y publicar trabajos académicos y científicos (MacMillan & MacKenzie, 2012). La literatura científica y la experiencia de proyectos aplicados han demostrado cómo la eliminación de estos obstáculos, fundamento de la academic literacy, se hace exitosa por la cooperación educativa y formativa entre el cuerpo académico y el bibliotecario (Gunn, Hearne & Sibthorpe, 2011). Sin embargo, esta aplicación exitosa y el desarrollo de la academic literacy como herramienta para la excelencia de una universidad necesita de dos condiciones básicas: a. Su integración en el currículo académico, sobre cuyo diseño, programación, beneficios e impacto ya existe una importante literatura científica, proyectos y modelo de integración (Harris, 2013) e incluso el diseño instruccional de un programa y currículo en la Universidad de Auckland (Moselen & Wang, 2014) para la cualificación educativa de los bibliotecarios, que luego ha dado como resultado un método para la integración de la academic literacy en esta misma universidad dentro del currículo de cursos de método para la investigación (Adams et al., 2016) b. Un espacio propio idóneo, que, atendiendo a la integración en el currículo, la literatura científica y los proyectos aplicados no dudan identificar en una biblioteca universitaria adaptada (Beard & Dale, 2010). Surgen así las Academic Skills Centres (ASC), un fenómeno netamente anglosajón. Si los CRAI han evolucionado a su conversión en óptimas bibliotecas digitales y virtuales, bibliotecas de Estados Unidos (Dartmouth College), Australia (Australian National University), Reino Unido (University of Bath), Canadá (Trent University) o Nueva Zelanda (Canterbury University), han evolucionado hacia los ASC. El objetivo de los ASC se inscriben en el éxito de los alumnos por adquisición suficiente de competencias en información: capacidad de comunicación en cualquier entorno, capacidades lectoras, metodología y planificación de trabajo, mapas de conocimiento, idiomas, método científico, personalización en tutorías, pensamiento crítico, ética en el uso de información y edición de trabajos, escritura para publicación académica, edición de trabajos web.

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Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges: ALFABETIZACIÓN EN INFORMACIÓN Y METALITERACY COMO FACTORES CLAVE EN LA EXCELENCIA ACADÉMICA EN EDUCACIÓN SUPERIOR

Los ASC, por tanto, son un esfuerzo de las “bibliotecas universitarias” por ser un espacio idóneo para la excelencia académica de la universidad, mediante indicadores medibles, sin embargo la verdadera “frontera” para la excelencia educativa de la universidad pasa necesariamente por la implicación de las competencias en información dentro del currículo en la Educación Superior, pero unas competencias cada vez más poliédricas. ¿Cómo abordar la transformación de la information literacy en sus nuevas especialidades?

3. ACADEMIC LITERACY: CURRICULUM INTEGRATION AND NEW SPECIALITIES. La alfabetización en información tiene entre sus objetivos principales incidir en las competencias y el comportamiento informacional de los individuos, principalmente durante su proceso de formación académica. Forma parte, sin lugar a dudas, del conjunto de habilidades académicas imprescindibles para la formación de cualquier estudiante de educación superior, aunque no siempre se le mira desde ese punto de vista. Recurrimos a la siguiente definición, en aras contextualizar el concepto de habilidades académicas, y poder relacionarlo, enseguida, con el de alfabetización en información:

Las habilidades académicas son aquellas competencias genéricas y transferibles que sustentan el desarrollo del aprendizaje de los estudiantes de postgrado y grado que se imparten en la educación superior, que les permiten ser independientes, pensadores críticos confiados y estudiantes reflexivos. (Howard, 2012)

Conviene hacer una acotación a esta definición, considerando lo que Gunn, Hearne, & Sibthorpe (2011) señalan en el sentido de que “si bien cada disciplina establece sus propias normas profesionales, las habilidades académicas, tales como el pensamiento crítico, la escritura reflexiva, el análisis razonado, la resolución de problemas y la habilidades informativas son comunes a todos.” Esta idea es justamente el sustento de la transversalidad de las habilidades académicas. Por su parte, Kimmins & Stagg (2009) describen el concepto de habilidades de aprendizaje académico “como aquellas habilidades que un estudiante necesita para lograr el éxito durante sus estudios. Esto incluye las habilidades relacionadas con la alfabetización informacional.” A pesar de que a este concepto le incorporan el término aprendizaje, en la definición podemos apreciar que en esencia se refieren a lo mismo que Howard. En muchas universidades se valora a la alfabetización en información como una de las habilidades académicas que los estudiantes deben de desarrollar para conseguir la excelencia académica. Entre los casos documentados se encuentra el de Leeds University (Howard, 2012), en el Reino Unido. En esta universidad el trabajo colaborativo entre profesores y bibliotecarios dio como resultado el diseño de una estrategia que permitió la integración de la alfabetización de información dentro de un amplio conjunto de habilidades académicas. Entre los temas que se consideraron para ofrecer a los estudiantes se encuentran: “gestión del tiempo; lectura; escritura; búsqueda y evaluación de la información; pensamiento crítico; elaboración de referencias; y plagio.” (Thornes, 2012) La estrategia surgió como una iniciativa para ofertar a los aspirantes de esta universidad un elemento adicional relacionado con la formación académica, que sea atractivo y que contribuya a su interés por matricularse en la universidad. Considerando el descenso de estudiantes en las universidades británicas como resultado de la liberación de los topes en las tasas de las matrículas, que ha derivado en un incremento de las mismas, Leeds University y otras instituciones de educación superior han implementado diversas iniciativas para atraer a los estudiantes que pueden pagar dichas tasas, y que cada vez son menos.

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Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges: ALFABETIZACIÓN EN INFORMACIÓN Y METALITERACY COMO FACTORES CLAVE EN LA EXCELENCIA ACADÉMICA EN EDUCACIÓN SUPERIOR

Otro caso de colaboración entre profesores y bibliotecarios se encuentra en University of Southern Queensland, donde el

“mapeo de las áreas clave de la convergencia entre la alfabetización de la información y las habilidades académicas ha dado lugar a un modelo de instrucción integrada y apoyo académico basado en la creencia de que la creación de una base de conocimientos en estas áreas conduce a un nivel proporcional de la propia eficacia.” (Kimmins & Stagg, 2009)

En este caso, el modelo instrucción integrada busca ayudar a reducir las deficiencias académicas que inciden en el desempeño de los estudiantes universitarios. Es pertinente mencionar que las universidades australianas están poniendo especial énfasis en la justicia social y en los imperativos económicos, en respuesta a las políticas educativas del gobierno. Esto conlleva, como lo explican Black & Rechter (2013), a un incremento sustantivo en el número de estudiantes de educación superior en las últimas décadas, pero “el cambio dramático en el número y la composición de la población estudiantil ha dado lugar a estudiantes que asisten a la universidad con niveles relativamente bajos de capital cultural, incluida la alfabetización académica.” Por ello, han surgido iniciativas como la de estas profesoras de sociología (Black & Rechter, 2013), quienes han preparado un programa en línea con el objetivo de ayudar a los estudiantes del área a aumentar sus habilidades académicas en la materia. Las universidades australianas pequeñas, como University of the Sunshine Coast, también tienen que trabajar para mejorar el compromiso y la retención de los nuevos alumnos, así como favorecer la eficiencia terminal de los que están en proceso. Para ello, como lo describen Higgins, Reeh, Cahill, & Duncan (2015), en esta universidad diseñaron un modelo de Asesor de Habilidades Académicas, que a través de diversas actividades ofrecen apoyo a los estudiantes de grado y postgrado. Una de estas actividades considera la asesoría en cuestiones de alfabetización en información (como una habilidad académica) a través de sesiones individuales. Como en el caso previamente descrito, en muchas universidades existen dependencias enfocadas a desarrollar habilidades académicas, en tanto que las competencias en información están habitualmente asociadas con los servicios bibliotecarios. Ambas partes pueden beneficiarse de la experiencia adquirida en el desarrollo de habilidades de los alumnos, como lo documentan Gunn, Hearne, & Sibthorpe (2011) en The University of Auckland, en Nueva Zelanda. En este caso, el diseño de un tutorial en línea para integrar la alfabetización en información a los cursos de primer año de la escuela de negocios, es sugerido por los autores como un modelo para otras áreas de habilidades académicas. Pero el desarrollo de las habilidades académicas no solo está asociado a estrategias para atraer estudiantes a las universidades o para mejorar su desempeño durante la etapa de formación. Knezović (2016) expone que los conocimientos y las habilidades académicas que los estudiantes adquieren en las universidades deberían de ser aplicables y transferibles desde el contexto de la educación superior al desempeño profesional futuro. Y explica que:

Las habilidades sociales (soft skills) y las habilidades técnicas genéricas (generic hard skills), como el conocimiento de las lenguas extranjeras, habilidades matemáticas, habilidades de comunicación, resolución de problemas, creatividad, planificación y organización, habilidades interpersonales, o habilidades de trabajo en equipo, son habilidades con alta transmisibilidad entre sectores y ocupaciones, y pueden ser identificadas como habilidades transversales. Tener estas habilidades, que pueden transferirse de un contexto a otro, es una buena base para la acumulación de habilidades específicas requeridas por un trabajo dado. (Knezović, 2016) WBILC 2016 47

Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges: ALFABETIZACIÓN EN INFORMACIÓN Y METALITERACY COMO FACTORES CLAVE EN LA EXCELENCIA ACADÉMICA EN EDUCACIÓN SUPERIOR

La integración plena de la alfabetización en información como una de las habilidades académicas está siendo posible gracias a la colaboración entre bibliotecarios, profesores y responsables del desarrollo de las habilidades en las universidades. Como lo exponen Rushton & Lahlafi (2013), con base en la experiencia en Sheffield Hallam University, los beneficios de esta colaboración no son únicamente para los estudiantes; los participantes en el diseño de los programas -académicos y bibliotecarios- también se ven beneficiados al compartir su experiencia y fortalecer sus respectivas aportaciones al programa. Los casos que hemos mencionado previamente ilustran algunas de las formas y los contextos en que se ha dado esta colaboración. La biblioteca puede contribuir significativamente desde este ámbito para alcanzar los objetivos de mejora y excelencia académica que las instituciones de educación superior se plantean para sus estudiantes. Pero, del mismo modo que hablamos de habilidades transversales, nos referiremos a las alfabetizaciones transversales, que al igual que la alfabetización en información pueden ser un aporte de la biblioteca al logro de los objetivos académicos en la universidad.

4. NEW MEDIA LITERACY AND METALITERACY AS BASE OF ACADEMIC LITERACY El contexto previamente delineado de promoción de alfabetizaciones transversales en el ámbito académico está considerando cambios en el comportamiento informacional, característicos en una sociedad post-moderna, como la interactividad y conectividad. Para Primo (2007), los principales efectos sociales de la Web 2.0 están en la potenciación de los procesos colectivos de trabajo, los intercambios emocionales, la producción y circulación de la información, y la construcción social del conocimiento. Lin y sus colegas (2013) también indican que la web 2.0 permite a los individuos remezclar el contenido e incluir sus propios valores e ideologías en los productos existentes, así como participar en la co-construcción de ideas, incluyendo, ampliando y criticando las ideas de los demás. “Esta sociedad actual cuenta efectivamente con un componente tecnológico muy fuerte, pero además exige unas formas diferentes de participar, comunicarse y colaborar en la red, características que por otro lado, modifican sustancialmente las llamadas competencias informacionales (ALFIN).” (González Fernández-Villavicencio, 2012, p. 19) Las clásicas competencias relacionadas con la alfabetización informacional (Alfin) - saber buscar, evaluar y gestionar la información- siguen siendo importantes y relevantes. Pero es también es importante incrementar las competencias para interactuar y para relacionarse con los demás, competencias que han sido exploradas por los estudios de la alfabetización en nuevos medios. Como se ha señalado en la investigación de Witek y Gretanno (2014), los estudiantes ya no categorizan la información basados en criterios para evaluar el contenido o las fuentes, ahora se basan en quién comparte la información con ellos, lo que conduce a la fiabilidad construida por las relaciones sociales. “Los entornos de los medios sociales son espacios socialmente construidos que se basan en la contribución de los individuos para crear significado.” (T. P. Mackey y Jacobson, 2014, p. 4). Por lo tanto, los estudios de alfabetización en nuevos medios han evolucionado desde una perspectiva que enfatiza el sentido crítico de los consumidores de los productos mediáticos hasta el reconocimiento de que este consumidor se está convirtiendo en un productor (prosumer). Así que además de la crítica necesaria sobre su propia producción, surgen aspectos de distribución (¿quién será público para ese contenido?), de participación (¿con quién asociarse?), de creación (¿qué producir?). Todos estos aspectos requieren la capacidad de relacionarse entre sí y producir juntos, aprovechando las posibilidades de las redes sociales en línea. Este enfoque en la producción de conocimiento colaborativo en comunidades en línea es compartida por la metaliteracy: “Mientras que la alfabetización informacional prepara a los individuos para acceder, evaluar y analizar la información, metaliteracy prepara a los individuos para producir

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Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges: ALFABETIZACIÓN EN INFORMACIÓN Y METALITERACY COMO FACTORES CLAVE EN LA EXCELENCIA ACADÉMICA EN EDUCACIÓN SUPERIOR activamente y compartir contenido a través de los medios sociales y comunidades en línea.” (TP Mackey y Jacobson, 2011, p. 29). Otro aspecto fundamental en el concepto metaliteracy es la posibilidad de auto-reflexión sobre las competencias, la capacidad metacognitiva para comprender las posibles aplicaciones de las competencias en diferentes contextos (profesional, personal, ciudadanos, etc.) y desarrollarlas o conectarlas con las de otras personas en aplicaciones múltiples y específicas (Jacobson y Gibson, 2015). Metaliteracy amplía los conceptos tradicionales de la alfabetización en información para entrar en la metacognición, es decir, la capacidad del individuo para desarrollar habilidades y adquirir conocimiento a partir de su propia reflexión sobre sus alfabetizaciones. Siemens (2010), relaciona la metacognición con la última etapa del conectivismo, es decir, cuando los individuos participan activamente en la construcción y adaptación de su propia red de aprendizaje, evaluando que los elementos de la red sean útiles y la forma en cómo pueden desarrollarlos (herramientas, procesos y elementos) de acuerdo a sus necesidades.

5. CONCLUSION Sin duda las competencias en información son ya un factor evidente para la excelencia académica de las universidades, con efectos visibles en los rankings internacionales, lo que redunda en el progreso, cuando no la supervivencia de las universidades. Esta evidencia necesita, sin embargo, de un método para optimizar su rendimiento, de modo que la formación en competencias en información en las universidades no sea un conjunto de acciones sólidas y brillantes, pero sin continuidad, sin planificación, sin evaluación de la validez del proceso competencial. Éstos han sido los objetivos de este trabajo y constituyen, por tanto, su conclusión. La efectividad de la educación competencial en información reclama tres condiciones fundamentales: a) una verdadera inclusión en el currículo académico de las universidades, algo posible si se reconoce la academic literacy como una disciplina, trasversal y universal y como el modo en que la information literacy, y sus nuevas especialidades, se visualice en los planes estratégicos de las universidades como educación formal y no formal; b) la information literacy, integrada en las universidades como academic literacy, debe ampliar la naturaleza de su objeto de estudios, las competencias en información, entendiéndolas como un nuevo objeto en el que las competencias en comunicación son igualmente fundamentales, razón por la que en la academic literacy, la information literacy debe asociarse a las aportaciones específicas y fundamentales que hacen la metaliteracy y la new media literacy; c) la naturaleza de una information literacy, enriquecida con la new media literacy y la metaliteracy, necesita un nuevo espacio formativo, para el que parece idóneo una biblioteca, ya evolucionada a centro de recursos, cuyo objetivo sea formar y cualificar a los estudiantes (elemento esencial en la excelencia académica de las universidades) en aquellos objetivos competenciales que son propios de la information literacy y la metaliteracy, esto es, un laboratorio y centro de “entrenamiento” competencial y que se van desarrollando como ASC.

6. LITERATURE Adams, C., Buetow, S., Edlin, R., Zdravkovic, N., & Heyligers, J. (2016). A collaborative approach to integrating information and academic literacy into the curricula of research methods courses. The Journal of Academic Librarianship, 42(3), 222-231. doi:10.1016/j.acalib.2016.02.010 Beard, J., & Dale, P. (2010). Library design, learning spaces and academic literacy. New library world, 111(11/12), 480-492. Berman, E. (2013). Transforming information literacy in the sciences through the lens of e- Science. Communications in Information Literacy, 7(2), 161-170.

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Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges: ALFABETIZACIÓN EN INFORMACIÓN Y METALITERACY COMO FACTORES CLAVE EN LA EXCELENCIA ACADÉMICA EN EDUCACIÓN SUPERIOR

Black, M., & Rechter, S. (2013). A critical reflection on the use of an embedded academic literacy program for teaching sociology. Journal of Sociology, 49(4), 456-470. Bridges, L. M. (2012). Librarian as professor of social media literacy. Journal of Library Innovation, 3(1), 48-65. Gee, J.P. (2007). Good Video Games and Good Learning: Collected Essays on Video Games, Learning and Literacy. New York: Peter Lang González Fernández-Villavicencio, N. (2012). Alfabetización para una cultura social, digital, mediática y en red. Revista Española De Documentación Científica, 35(Monográfico), 17- 45. doi:10.3989/redc.2012.mono.976 Gunn, C., Hearne, S., & Sibthorpe, J. (2011). Right from the start: A rationale for embedding academic literacy skills in university courses. Journal of University Teaching & Learning Practice, 8(1), 1-11. Hanson, T. (2005). Managing academic support services in universities: The convergence experience. London: Facet. Harris, B. R. (2013). Subversive infusions: strategies for the integration of information literacy across the curriculum. The Journal of Academic Librarianship, 39(2), 175-180. Higgins, B., Reeh, M., Cahill, P., & Duncan, D. (2015). Supporting early and ongoing university student experiences through academic skills adviser services. Journal of the Australian & New Zealand Student Services Association, (46), 28-32. Howard, H. (2012). Looking to the future: Developing an academic skills strategy to ensure information literacy survives in a changing higher education world. Journal of Information Literacy, 6(1), 72-81. Jacobson, T. E., & Gibson, C. (2015). First Thoughts on Implementing the Framework for Information Literacy. Communications in Information Literacy, 9(2), 102-110. Knezović, A. (2016). Rethinking the languages for specific purposes syllabus in the 21st century: Topic-centered or skills-centered. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 10(1), 122-137. Kimmins, L., & Stagg, A. (2009). Creating confidence: Developing academic skills and information literacy behaviours to support the precepts of tertiary academic performance. Proceedings of the 4th Asia Pacific Conference on Educational Integrity (4APCEI), 1-9. Lin, T., Li, J., Deng, F., & Lee, L. (2013). Understanding new media literacy: An explorative theoretical framework. Journal of Educational Technology & Society, 16(4), 160-170. Machin-Mastromatteo, J. D. (2012). Participatory action research in the age of social media: Literacies, affinity spaces and learning. New Library World, 113(11/12), 571-585. Mackey, T. P., & Jacobson, T. E. (2011). Reframing information literacy as a metaliteracy. College & Research Libraries, 72(1), 62-78. Mackey, T. P., & Jacobson, T. E. (2014). Metaliteracy: Reinventing information literacy to empower learners. London: Facet. MacMillan, M., & MacKenzie, A. (2012). Strategies for integrating information literacy and academic literacy: Helping undergraduate students make the most of scholarly articles. Library Management, 33(8/9), 525-535. Marzal, M. A. (2008). La irresistible ascensión del CRAI en universidad. PontodeAcesso, 2(1), 72-97. Moselen, C., & Wang, L. (2014). Integrating information literacy into academic curricula: a professional development programme for librarians at the University of Auckland. The Journal of Academic Librarianship, 40(2), 116-123. Primo, A. (2008). O aspecto relacional das interações na web 2.0. In H. Antoun (Ed.), Web 2.0: Participação e vigilância na era da comunicação distribuída (pp. 101-122). Rio de Janeiro: Mauad X. WBILC 2016 50

Eduardo Ruvalcaba-Burgoa, Miguel Ángel Marzal García-Quismondo, Jussara Borges: ALFABETIZACIÓN EN INFORMACIÓN Y METALITERACY COMO FACTORES CLAVE EN LA EXCELENCIA ACADÉMICA EN EDUCACIÓN SUPERIOR

Rushton, D., & Lahlafi, A. (2013). The value and impact of cross professional collaborations in developing student information and academic literacy skills at Sheffield Hallam University, UK. Nordic Journal of Information Literacy in Higher Education, 5(1), 38-43. Siemens, G., Quintana, E., Santamaría, F., & Alonsom, N. (2010). Conociendo el conocimiento. México: Ediciones Nodos Ele. Szigeti, K., & Wheeler, K. (2011). Essential Readings in e-Science. Issues in Science and Technology Librarianship, (64), 9. doi: 10.5062/F400001J Thornes, S. L. (2012). Creating an online tutorial to develop academic and research skills. Journal of Information Literacy, 6(1), 82-95. Witek, D., & Grettano, T. (2014). Teaching metaliteracy: a new paradigm in action. Reference Services Review, 42(2), 188-208. doi:10.1108/RSR-07-2013-0035

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INFORMATION COMMONS CENTRE IMPACT ON STUDENTS ATTITUDE AND WISHES

Lejla Hajdarpašić University of Sarajevo, Bosnia and Herzegovina [email protected]

Angela Repanovici Transilvania University of Brasov, Romania [email protected]

Manolis Koukourakis University of Crete, Greece [email protected]

ABSTRACT: The concept of "information commons" refers to the common knowledge base and the processes that facilitate or prevent their usage. It also refers to a physical space, usually an academic library, in which case any and all can participate to the information research process, the scientific collection and production. The faculties, the administrative departments and the academic and research staff should reconfigure the physical space for individual learning and study, both in the university campus and the research institutions and faculties. The Learning Centre, the Technological Education Centre and the Information Technology Centre should be created within a unified common centre, the Common Information Centre, a group which should consolidate web applications, the benefits of reducing duplicated efforts and the optimization of resource usage by extending the virtual common centres. This centre may be representative by demonstrating the fact that collaboration and creative common use of resources by means of information technology can meet the students’ expectations. This paper shows the outcomes of a study on the students’ attitudes and wishes regarding the creation of this centre.

Key words: Information Commons, Education Centre, Technological Transfer Centre

1. INTRODUCTION Academic libraries of the 21st century must on continuing basis modify, strengthen and improve their library services so they could properly and completely meet the diverse information needs of their users and complex current trends in higher education as well. Contemporary users of academic library are expecting continuous support for collaborative learning, access to wide range of information resources, tools and technologies etc. These widespread user requirements prompted the academic libraries to foster new modes of learning and researching by providing a new environments were resources, technologies, services, instructions, discussions, etc. are combined together in unique way. These environments that academic library are urged to develop in order to fulfill abovementioned demands of higher education are commonly defined as information commons. D. Beagle (1999) defines information commons as “a new type of physical facility specifically designed to organize workspace and service delivery around integrated digital environment”. But the concept of information commons is more than just a physical space with a wide range of integrated services. As stated in The American Library Association’s Office of Information Technology Policy (2003), information commons “ensure open access to ideas and the opportunity to use them. These commons are characterized by values and laws, organizations, Lejla Hajdarpasic, Angela Repanovici, Manolis Koukourakis: INFORMATION COMMONS CENTRE IMPACT ON STUDENTS ATTITUDE AND WISHES physical and communication infrastructures, resources, and social practices that promote sharing, community, and freedom of information. They encourage people to learn, think, and participate in democratic discourse, fundamental to ensuring an informed and active citizenry. In short, information commons are essential to democracy.” The benefits of transforming library services through previously defined information commons are numerous. Information commons in terms of collaborative learning process facilitate and motivate interaction, discussion and knowledge construction that according to G. Siemens (2005) the founder of the learning theory of connectivism can only be gained by “connecting with others”. They provide library users, quickly and easily, with the relevant resources, technologies and tools from one location, etc. However, applying information commons to specific needs and academic traditions of the academic library may be quite challenging in terms of the availability of appropriate physical spaces, necessary costs of implementation of information commons centre, education about information commons, etc. Therefore, in designing the most suitable information common centre for specific academic library context, it is crucial to have a detailed strategy of information commons centre implementation which, among other things, includes user surveys (and cost and other relevant surveys) and which thoroughly examines current information commons practices. Considering all abovementioned, with this study, we wanted to collect and detect students’ attitudes and wishes regarding the creation of this kind of centres at Transilvania University of Brasov and Faculty of Philosophy, University of Sarajevo. Expectedly, outcomes of a study indicate a strong need for such a centre among students of both Universities and great but realistic student expectations in terms of diverse contents of such centres.

2. RESEARCH METHOD International survey on student attitudes and wishes regarding the creation of Information Commons Centre at Transilvania University of Brasov (TUB) and Faculty of Philosophy, University of Sarajevo (FFUNSA), was realized by online questionnaire that was created at the online software platform Survey Monkey (https://www.surveymonkey.com/r/MLYK2VV). The online questionnaire consisting of 9 questions was written in Romanian, English and Bosnian languages and was available for respondents from 5 April till 10 May. A total of 263 respondents participated in the survey, 124 from TUB and 139 respondents from FFUNSA.

2.1 RESEARCH FINDINGS The research was performed with the main goal to discover student expectations regarding the creation of Information Commons Centres at TUB and FFUNSA, accordingly the questionnaire included students of all years of studies (including PhD students). Comparative analysis of respondents’ distribution according to their year of study reveals that most of the respondents from TUB are students of the fourth year of study followed by students of the first year of study and from FFUNSA most of the respondents are the students of the first year of study, followed by students of the second year of study (Table 1, were RA is Rating Average, RC – Response Count). Respondents distribution according to student gender is 75.61% feminine (93 respondents) and 24.39% masculine (20 respondents) at TUB and 84.78% feminine (117 respondents) and 15.22% masculine (21 respondents) at FFUNSA.

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Table 1: Respondents distribution by year of study Year of study

FFUNSA TUB Answer Options RA RC RA RC I 51,4% 71 38,7% 48 II 20,3% 28 4,0% 5 III 13,0% 18 3,2% 4 IV 3,6% 5 46,0% 57 Master 10,1% 14 4,8% 6 PhD 1,4% 2 3,2% 4

Analysis of the questionnaire consisting of predefined answers (on scale from 1 to 5) and fields for respondents comments as well, reveals interesting structural repeatability in terms of student expectations regarding the facilities that should be provided by the Learning Centre, Centre for documentation and access to informational resources and Centre for Technological Transfer on both universities. Concerning the Learning Centre facilities, most of the student from both universities consider that connection to electricity and internet connection are quite important contents of such center, followed by boards, video projectors connected to laptops for presentations, boards, smart boards and later by furniture - tables and chairs - which can be moved (Table 2).

Table 2: Learning Centre facilities

Which of the following facilities should be provided by the Learning Centre, on a scale from 1-5, where 1 - least, 5 – most important?

FFUNSA TUB

Answer Options 1 2 3 4 5 RA RC 1 2 3 4 5 RA RC

Furniture - tables 8 13 34 31 47 3.72 133 1 8 32 39 43 3.93 123 and chairs - which can be moved Mobile walls to 2 19 36 34 42 3.71 133 11 18 38 29 27 3.35 123 create various private spaces for individual or team study Boards, video 2 5 27 40 64 4.15 138 3 1 10 21 89 4.55 124 projectors connected to laptops for presentations, boards, smart boards Connection to 1 4 9 17 106 4.63 137 1 0 4 9 109 4.83 123 electricity, internet connection

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As the most important contents of Centre for documentation and access to informational resources for student of both universities is access to the databases to which the university has a subscription, followed by online tutorials on accessing information in FFUNSA case, and access to software for automatically generating a bibliography in TUB case.

Table 3: Centre for documentation and access to informational resources facilities The Centre for documentation and access to informational resources should be online, accessible via a website, such as www.unitbv.ro/CCAR// Which of the following facilities should be provided by this centre on a scale from 1 to 5, where 1 - least, 5 – most important?

FFUNSA TUB

Answer Options 1 2 3 4 5 RA RC 1 2 3 4 5 RA RC

Access to the 1 3 24 30 81 4.35 139 0 1 6 31 85 4.63 123 databases to which the university has a subscription Online tutorials on 1 3 15 59 57 4.24 135 1 1 20 37 63 4.31 122 accessing information Access to 2 2 45 48 41 3.90 138 0 5 17 32 68 4.34 122 software for automatically generating a bibliography

Finally, regarding the Centre for Technological Transfer facilities, most of the students from both universities pointed out that copy, printing devices, and scanners are mainly very important contents of such centers, followed by laptops and mass-media technology for borrow (photo and film cameras), workshops on various topics of interest and training courses for using the various technologies (Table 3).

Table 4: Centre for Technological Transfer facilities Which of the following facilities should be provided by the Centre for Technological Transfer on a scale from 1 to 5, where 1 - least important, 5 - most important?

Answer Options FFUNSA TUB

1 2 3 4 5 RA RC 1 2 3 4 5 RA RC

An area with 3D 7 5 27 50 49 3.93 138 2 2 28 37 54 4.13 123 printers, supplies and related software used for stimulating creativity Gaming space - 11 29 35 37 27 3.29 139 7 21 41 33 20 3.31 122 Lego, chess for stimulating creativity WBILC 2016 56

Lejla Hajdarpasic, Angela Repanovici, Manolis Koukourakis: INFORMATION COMMONS CENTRE IMPACT ON STUDENTS ATTITUDE AND WISHES

Copy and printing 2 5 9 46 75 4.36 137 0 3 9 33 79 4.52 124 devices, scanners Laptops and mass- 1 6 21 36 74 4.28 138 0 8 14 32 70 4.32 124 media technology for borrow (photo and film cameras) Online 2 5 25 58 48 4.05 138 0 5 34 41 42 3.98 122 documentation regarding the use of the equipments for borrow Online 2 9 24 62 39 3.93 136 1 4 19 33 65 4.29 122 documentation for downloading and using the available licenses and software Online 2 9 23 40 64 4.12 138 1 8 15 44 54 4.16 122 communication with a specialized support IT centre for any technological issues that may arise Training courses 2 5 20 49 63 4.19 139 0 5 16 42 59 4.27 122 for using the various technologies Exhibitions of new 3 10 40 43 42 3.80 138 2 9 25 34 53 4.03 123 products by different companies acting in the industry of our specialization Workshops on 1 2 21 38 75 4.34 137 0 4 18 30 71 4.37 123 various topics of interest

For the future Information Common Center that would integrate Learning Centre, Centre for documentation and access to informational resources and Centre for Technological Transfer, most of the student of the FFUNSA stressed out that Learning centre is the most important part of such Center, followed by Centre for documentation and use of informational resources. Most of the TUB students are mainly interested for Centre for documentation and use of informational resources, followed by Learning Centre (Table 5).

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Lejla Hajdarpasic, Angela Repanovici, Manolis Koukourakis: INFORMATION COMMONS CENTRE IMPACT ON STUDENTS ATTITUDE AND WISHES

Table 5: Importance of Information Common Center INFORMATION COMMONS will include three centers: learning, documentation and use of informational resources, and technological transfer by software and equipments. On a scale from 1 to 5, where 1 - least important, 5 - most important, how important are such centers for your faculty department?

FFUNSA TUB

Answer Options 1 2 3 4 5 RA RC 1 2 3 4 5 RA RC

Learning centre 1 2 7 37 87 4.54 134 1 4 15 38 65 4.32 123 Centre for 1 1 10 42 85 4.50 139 0 0 7 31 84 4.63 122 documentation and use of informational resources Centre for 1 8 25 44 60 4.12 138 1 1 16 54 51 4.24 123 technological transfer

2.2 RESEARCH ANALYSIS AND DISCUSSION Outcomes of the survey indicate that there is a strong need among students of both universities for creation of the Information Commons Centers that would integrate Learning Centre, Centre for documentation and access to informational resources and Centre for Technological Transfer. Student wishes regarding the contents, facilities of such centers are primary depended on their year of study, field of study, but also on their awareness of the importance of such centers for the overall educational process (Table 2, 3, 4). Student expectations are somewhere slightly different in terms of student comprehension of specific aspects of future Information Commons Centers (Table 5), but in general, student of both universities have a great interest for its creation. Student expectations that they additionally express in their comments indicate that most student imagine Information Commons Centers as the centre that provides quick and easy access to information, tools, technologies, but also as a centre that allows communication, discussion, encourages creativity and exchange of ideas. It is significant in this regard that the highest structural repeatability in student comments are those related to collaborative learning processes.

3. CONCLUSION Information Commons Centres are unquestionably a constructive response to complex higher education trends and consequently current student information and other needs that this survey expectedly confirmed. The outcomes of this international survey therefore could be recognize as a solid starting point for transforming existing library services throw Information Commons Centres at respectable higher education institutions and could additionally encourage existing efforts of respectable institutions that are oriented towards strengthening and enriching the educational and scientific research process.

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LITERATURE Beagle, D. (1999). “Conceptualizing the Information Commons”, The Journal of Academic Librarianship, 25(2), pp. 82-89.

Kranich, N. (2003). “Libraries and the information commons: A discussion paper prepared for the ALA Office of Information Technology Policy”. Available at: http://www.ala.org/offices/sites/ala.org.offices/files/content/oitp/publications/booksstud ies/ic%20principles%20docume.pdf (24.04.2016.)

Siemens, G. (2005). „Connectivism: A Learning Theory for the Digital Age“, International Journal of Instructional Technology and Distance Learning, 2(1). Available at: http://www.itdl.org/journal/jan_05/article01.htm (12.02.2015.)

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LIFELONG LEARNING IN LIBRARIES – AN OPPORTUNITY FOR ALL AGES

Beba Stankovic Tatjana Jovanovic Negoicic

Public Library Ilija M. Petrovic Pozarevac Drinska2, 12 000 Požarevac [email protected]

ABSTRACT: Ageism is one of the most widely spread forms of discrimination in the modern world and it implies discrimination of female and male individuals just because they belong to the third age group. Nowadays, the third age means the period of life which starts with retirement and ending of working career, i.e. from the second half of the sixties and after. Public Library “Ilija M. Petrovic” in Pozarevac started putting into practice a project called “ Get familiar with the virtual world of computers – become computer literate. “ It is a free training for retired and elderly unemployed people. The training is adjusted to absolute beginners who want to learn the basics of computer operating so that to enable themselves for basic usage of information technology – surfing the Internet, finding and saving information both on computers and flash memories , sending emails and using basic free services which can be found on the Internet such as various social networks (Facebook, Twitter…) downloading music and films, watching films, uploading photographs from cameras to computers, using Skype… At the very beginning, during the promotion of the project, a connection was made with Retired People Organization. It is evident this is one of more significant projects of our library because it represents an effective model of fighting against social marginalization of a complete social group.

Key words: Library, lifelong learning, ageism, innovations, information needs, information technology, social services, diversity, practise, library paradigm

What are we talking when we talk about libraries today? Libraries collection are considered to be measurement of development and key places to of spreading culture. Diversity of library materials and different information carriers, which rival the book, do not necessarily and should not endanger traditional work of libraries, but they represent a new possibility for more diverse services where all technological innovations meet traditional methods of studying. The point of view and tendency of main library goals during the 20 and 21 century has been turned to organizing human knowledge, owing to increasingly fast flow of information and ideas, as well as the need of modern (wo)men for long life learning, keeping in mind a very complex relation between a patron (users) and an information provider. With ways of communication being changed, library paradigm is also changing compared to the one in old times – these are institutions where time passes most slowly! On the contrary, thanks to their collections, computerized systems, digitalized texts and using multimedia e- publications, libraries can be, and they are leading information institutions. Well – structured time and carefully selected and offered information imminently destroy bureaucratic work structure. Permanent education of employees, systematical planning of services and programmes, co-operation with other cultural and educational institutions, NGOs impose a more modern trend of managing, particularly oriented to a patron, and more active role in society. “Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers.” – Article 19 of the United Nations Universal Declaration of Human Rights. Right to information is one of basic human rights. It refers to all kinds of Beba Stanković, Tatjana Jovanović Negoičić: LIFELONG LEARNING IN LIBRARIES – AN OPPORTUNITY FOR ALL AGES information resources: oral, printed and digital. The classroom and the traditional textbook must therefore be supplemented by archives, museums, libraries…institutions offering a broad choice of different media. But mostly, I shall say – libraries! Hence, libraries are central to our knowledge economy. In a society of lifelong learning – whether of a formal or informal nature – public libraries (even the smallest ones) offer guidance to access to the world and quality rating of information sources. Among libraries we can find diversity and difference but technological innovations and electronic communications are a special challenge of our time, which every modern library practise is an integral part of. Managing cultural institutions has always been a more sensitive and specific area compared to managing other areas. If it is an institution of this type situated in a developing or a transitional country, it makes this process even more complicated. This statement is based on a very understanding of the role and work of cultural institutions (libraries) which are reasonably defined as necessary at all times (no matter how changeable and different it was in the past) with all the specificities of its work, needs and necessary support in all levels in their surroundings, where they work and which they often depend on, although sometimes too much. Library practise is not easily defined since constant development of its essential and accompanying elements blurs the outlines of different definitions. However, if we try to explain increasingly complex work of library practise, we can say it is an area of organizing and systematizing human knowledge, and in the process of doing it a whole framework of relations between a patrons and information is made, having a clearly defined object, methodology and vocabulary. And how does it look like in our, Serbian librarianship? During it’s, it can be said, very long tradition, libraries in Serbia were thriving especially after the World War II, when they were reestablished and, above all, new libraries of all tipe were founded, most of them being public libraries. Besides school and academic libraries, they were also founded within ministries, institutions, institutes, museums, archives.. There are about 4000 libraries in Serbia nowadays, linked together into unique library-information system. Public Library in Pozarevac, Ilija M. Petrovic has a long tradition, since it started working as Pozarevac Reading Room on 27th January 1847, only a year after the first Reading Room was founded in Belgrade. Our library has been a regional county library comprising seven municipalities of Branicevo County since 1995 and it has been contributing considerably to the development of library science, both in the region and in the Republic of Serbia. In addition to regular library work, careful attention is devoted to organizing cultural and educational activities, gaining excellent reputation even outside the close surroundings. It has regularly been participating in IFLA (International Federation of Library Federation) world library congresses displaying poster presentations for six years. Among them are: Transparency, Good Governance and Freedom from Corruption (IFLA , SLA and six more libraries, 2010) It’s Your Right to Know – promotion of human and minority rights through more intensive contact of The Protector of Citizens (Ombudsman) – one of the ways our library becomes a bridge which allows citizens to be adequately informed and provided with specialised support in solving their problems and exercising their rights (started 2011) and the one I would like to talk about little more is Get Familiar With the Virtual World of Computers, Poster Presentation Library as a Place of Integration Public library Ilija M. Petrovic in Pozarevac started to educate its users in the field of information technology in 2013. At the very beginning, during the promotion of the project, a connection was made with Retired People Organization. It is evident this is one of more significant projects of our library because it represents an effective model of fighting against social marginalization of a complete social group. The whole project was designed as a course under the name Get familiar with the virtual world of computers – become computer literate course. The beginners’ course was held in the

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Beba Stanković, Tatjana Jovanović Negoičić: LIFELONG LEARNING IN LIBRARIES – AN OPPORTUNITY FOR ALL AGES period from 2013 to 2015. After its completion a need for a follow-up course arose so the Library organised the next course in 2015, i.e. IT training for computer users named Get familiar with the virtual world of computers – become computer literate -advanced course. Both courses were primarily aimed at retired and elderly unemployed people. They lasted two weeks each, comprising 6 classes. Work was organised in small groups and each group had two teachers and five attendants. The syllabus of the beginners’ course, which lasted 6 classes, consisted of following topics: 1) Getting to know with basic terms of Information Technology (IT) and Windows surroundings 2) Creating files and folders 3) Microsoft Word – creating new documents, saving and printing 4) Internet basics – information search, downloading files from the Internet 5) Opening e-mail accounts and e-mailing 6) Social Networks, using Skype programme Beginners’ training, aimed at absolute beginners, was attended by 152 trainees. The training started on 30 September 2013 and ended on 21 March 2014. It was the first group and it consisted of 72 trainees. The second round of the beginners’ course started on 15 September 2014 and ended on 22 May, 2015. There were 60 trainees on the course. The third round started on 20 October 2015 and ended on 13 November 2015, which was successfully completed by 20 trainees. Due to interests and requests of attendants who completed the first course and their need to gain new knowledge, the Library organised an advanced course, which started on 30 November 2015 and lasted until 25 December 2015 and was successfully completed by 20 attendants who previously finished the beginners’ course. The syllabus of the advanced course, which also lasted 6 classes, consisted of following topics: 1-2) MS Word-advanced text editing (inserting pictures and tables into the text) 3) Advanced Internet search, finding educational websites 4) Websites for editing/improving photos 5) Online shopping 6) Saving files to memory sticks, transferring photos from digital cameras

In a period of time which lasted a little longer than two years, 172 citizens attended the course of computer literacy. As a result 152 citizens attended the beginners’ and 20 of them completed the advanced course, too. After finishing the course all the attendants filled in questionnaires which showed that their reactions were very positive about both the content and the teachers at courses. They also expressed their further interest for new courses in the Library, which is, also, one of very important aspects of our work. Thus we can see one example of how libraries could be a one stop shop for community development, better say - a place that align people, place which create services that prioritize and support local community goals. Digital economy, as a combination of economy, information technology and digital electronics, is a reality which culture and education are based on, as well as modern, contemporary library practice. Services created in this way are more flexible and precise and are more specific about the receiver location, personalization and long-lasting relation with an individual with a specific name and surname, according to so – called “Martini Principle” – meaning anytime, anywhere and anyhow. At the same time, it is an area where further possibilities should be looked into, such as cultural empowerment and inserting differences in creating cultural pattern, i.e. avoiding cultural standardization. Opportunity for cultural and educational pluralism is being looked for and can be found in the production and circulation of the most diverse cultural and IT goods, libraries being the most convenient due to their various services.

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Library practice is not easily defined since constant development of its essential and accompanying elements blurs the outlines of different definitions. Also, understanding our work as hybrid one implies a new usage of collections and resources, systematic planning of services in the widest possible range, focusing, above all, on users’ needs at a larger scale and adapting the very premises and method of work to all categories of the society. The definitions of libraries and of librarians change accordingly. The enormous increase in internet-based communication serves to shift attention to the virtual, as well as the physical library. Digital reference services, free access to large-scale data banks and secure retrieval become vital areas of professional development, and there is certainly more to come in this decisive domain of innovation. To conclude, working in a cultural institution, such as library, an institution which in its methodology, comprises the widest possible culture production in the society, means putting into practice all cultural activities and events, giving it easily recognizable place and role in the local community. Wherever social community gives a priority to educational and information needs of its member we may find highly developed and respected profession of a librarian and library practice as an important stronghold of empowering strategic cultural and social interests of the society.

References 1. Brophy, P., 2001. „Performance Measures for 21st Century Libraries“, Proceedings of the 4th Northumbria International Conference on Performance Measurement in Libraries ans Information Services, Pitsburgh, USA 2. Hartly, J., (editor), 2005. „Creative Industries“, Wiley 3. Nuut, A., The Role of Libraries In a Knowledge-Based Society: Estonian and European Experience http://www.academia.edu/970948/The_Role_of_Libraries_In_a_Knowledge- Based_Society_Estonian_and_European_Experience 4. Gorman, G.J., Klejton, P., 2014. “Upravljanje izvorima informacija u bibliotekama”, Clio, Beograd

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AN ASSESSMENT OF THE INFORMATION LITERACY CAPABILITY OF VIETNAMESE UPPER SECONDARY STUDENTS

Huyen Ngo Northumbria University, Newcastle, United Kingdom, [email protected] Geoff Walton Northumbria University, Newcastle, United Kingdom, [email protected] Alison Pickard Northumbria University, Newcastle, United Kingdom, [email protected]

ABSTRACT: Information literacy (IL) has received much attention from researchers and practitioners since its inception to date (Folk, 2014). To this end, the Ministry of Education and Training - Vietnam has funded this project which occluded the research gap by examining the IL capability of students in upper secondary schools in Vietnam, a country well known to the world through war, but still little understood when it comes to information science in general and IL in particular. An expanded version of the Standards for the 21st-Century Learner model (AASL, 2007) that includes four original standards and one additional standard was used to assess IL capability of pupils. IL was measured in two upper secondary schools in the country using a self-completion questionnaire to gather data on how students searched for information, evaluated information sources, used information ethically, and used English to engage with information effectively as well as their IL self-assessment. Students in those schools were randomly selected to participate in the survey. The IL assessment results show that improving IL capability of Vietnamese upper secondary students in the two schools is necessary.

Key words: information literacy, information literacy assessment, information literacy self-assessment, secondary schools, Vietnam

1. INTRODUCTION Besides delivering information literacy (IL) programmes, evaluating the effectiveness of existing IL training and users’ capability has attracted much attention from educators, practitioners, and researchers. As a result, a considerable amount of literature has been published on IL assessment (Walsh, 2009). Measuring students’ IL in the country is essential in understanding how information literate they are as well as informing suggestions/programmes to improve or enhance pupils’ IL. Therefore, students in two upper secondary schools in Vietnam were invited to participate in a questionnaire survey that aims to explore pupils’ IL capability and their self- assessment.

2. BACKGROUND OF THE STUDY In Vietnam, schools are divided into two groups including public and private schools. Pupils enroll in schools based on their academic abilities. Students who perform higher in academic level have more chance to enroll in public schools and vice versa. In terms of educational objectives, one of the capabilities that students need to achieve is using language (native and foreign languages) (MOET, 2013). It is believed that language skills, especially foreign languages, help students gain new knowledge that is presented in popular languages. Regarding the conceptual framework, the research uses AASL Standards for the 21st-Century Learner (AASL, 2007) as a guideline to measure students’ IL in the country. However, an additional standard that is “using foreign language to engage with information effectively” was added to the original model based on the practice of the Vietnamese educational system as explained above (Figure 1). Huyen Ngo, Geoff Walton, Alison Pickard: AN ASSESSMENT OF THE INFORMATION LITERACY CAPABILITY OF VIETNAMESE UPPER SECONDARY STUDENTS

Figure 1: Expanded AASL’s information literacy model

3. METHODOLOGY 3.1. Questionnaire design The entire survey was split into three sections as follows: Section A - About you: obtained demographic data of the study sample. Section B – Your information literacy: investigated students’ IL level in terms of the ability to develop search strategies, evaluate information sources, use information ethically, and use foreign language to engage with information effectively. Students sought 1 point for each correct answer. Section C – Self-rating: identified students’ IL self-assessment.

3.2. Procedure Questionnaires were completed by a whole class under the supervision of the investigator and class teachers in order to avoid non-response and missing data. The test was also conducted in exam-like condition with no talking and no discussion to ensure that the measure reflects the actual IL of pupils.

3.3. Sampling Two upper secondary schools located in Ho Chi Minh City in Southeast region, including one public school and one private school (labelled School B and School C), were selected to participate in the project as representative sample. In each school, simple random sample was applied to students. Finally, 183 students in six classes at level 10, 11, and 12 in the two schools took part in the survey.

3.4. Data analysis Descriptive statistics and inferential analysis techniques such as frequency, Chi-square, Spearman of SPSS were used to analyse participants’ responses.

4. RESULTS 4.1. Information literacy test scores The raw scores were converted into percentages. Percentage scores were divided into three groups, including less than or equal to 30% (≤ 30), more than 30% and less than 70%, and more than or equal to 70% (≥ 70). These groups were then recoded into low, average, and high level correspondingly. The students’ mean IL test score was 46.43/100 (Figure 2). It was found that, only 4.4% of them had high score performance. The results indicate that students’ IL skills had not been developed comprehensively.

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Figure 2: Overall information literacy scores

As for the IL scores of two schools, the proportion of the participants achieving high scores in School B was 6.52% higher than School C with 2.2%. Conversely, School C had the number of students reaching low scores higher than School B (21.98% vs. 5.43%). Overall, students of School B had better IL performance than School C. Therefore, this may suggest that students who have better academic performance also have better IL level. Out of the four IL testing areas, the best-scored aspect was using information ethically (mean score: 60.11) (Table 1). Meanwhile, the least-scored side was evaluating information sources (mean score: 38.36). The results show that pupils were better in using and finding information than evaluating sources.

Table 1: Scores for four information literacy testing areas

Testing areas Mean Minimum Maximum Evaluating information sources 38.36 0 100 Developing search strategies 43.28 0 100 Using foreign language to engage with 49.40 0 100 information effectively Using information ethically 60.11 0 100

4.2. Self-assessment of information literacy level Students were asked to rate their IL level after completing the survey based on what they did on the assessment using the Likert scale (5 for highest rating and 1 for lowest rating). This scale, specifically 1 to 2, 3, and 4 to 5 were then recoded into low, average and high level in that order. It can be said that a large number of participants thought positively of their IL level (26.78%).

4.3. Comparison of information literacy between female and male students Female students were found to score slightly higher than males did (mean score: 47.92 vs. 44.67). However, boys tended to think more positively of their IL level than girls did. Specifically, 29.76% of male students rated their IL at high level. This proportion is higher than females’ rate with 24.24%.

4.4. Relationship between demographic variables and information literacy Chi-square test was conducted to explore the relationship between IL demographic variables and IL scores as well as students’ self-assessment. It was found that schools made the difference in overall IL scores and in most testing areas (p<0.05). Furthermore, overall IL scores were also

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Huyen Ngo, Geoff Walton, Alison Pickard: AN ASSESSMENT OF THE INFORMATION LITERACY CAPABILITY OF VIETNAMESE UPPER SECONDARY STUDENTS affected by level of study, with p<0.05. However, it can be assumed that there was no statistical significant difference in IL scores between girls and boys, with p>0.05. Additionally, it can be concluded that gender did not affect self-assessment of students (p>0.05). However, self-belief of students of different schools also was affected by type of school and level of study, with p<0.05.

4.5. Correlation of information literacy scores and self-assessment Spearman Correlation Coefficient was used to examine whether there is a relationship that exists between self-rating and IL scores. It was found that there was a positive linear relationship between overall IL scores and self-assessment. However, it roughly appears that there was just a weak correlation (r<0.2).

5. DISCUSSION The findings reveal that IL scores of the sample were not high. In the study, the mean IL score was below expectation of 50%. However, with an overwhelming number of students achieving average scores, it can be said that students still have basic knowledge about IL, not ignorant of this area. Furthermore, the results indicate that students who have higher academic performance also have better IL capability. The present finding also support Chang et al.’s (2012) study which concluded that streams affect IL performance of secondary students. This may suggest that private schools should pay more attention in developing IL for students to shorten the distance between their students and public schools’ pupils. In addition, the results also show that pupils were better in using and finding information than evaluating sources. The finding is consistent with results of past studies by Chang et al. (2012) and Mohammad (2014). Specifically, a study conducted by Chang et al. (2012) shows that Singapore secondary students need more improvement in higher-level skills such as information evaluation, information synthesis and information use in comparison with other skills. Furthermore, Mohammad (2014) found that there is a significant positive relationship between IL and students' academic performance. The result suggests that the schools need to pay more attention in improving information evaluation skills of students. Besides, the findings provide evidence that female students were found to score slightly higher than males. This result strengthens the outcomes of studies conducted by Chu (2012) and Liu and Sun (2012), and Chang et al. (2014). These projects were conducted to explore the difference between males and females, ranged from primary schools to higher education, in their IL skills. This suggests that breaking the imbalance between genders in their IL level is needed in order to enhance their learning. Additionally, IL level was self-rated higher than students’ actual IL test scores. This finding reflects the results of studies conducted by Gross and Latham (2007) and Price et al. (2011). These researchers also found students overestimate their IL capability.

6. CONCLUSION It can be said that the current findings add substantially to our understanding of IL level of Vietnamese students. Generally, improving IL capability of Vietnamese upper secondary students in the two schools is necessary, especially information evaluation skill. Furthermore, it can be still assumed that girls tend to have better IL performance in IL than boys based on descriptive statistic. Additionally, pupils also overestimate their IL. At the same time, it was found that, level of study and schools make the difference in IL scores of students.

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Huyen Ngo, Geoff Walton, Alison Pickard: AN ASSESSMENT OF THE INFORMATION LITERACY CAPABILITY OF VIETNAMESE UPPER SECONDARY STUDENTS

7. LITERATURE 7.1. Information literacy scope According to Hepworth and Walton (2009), the term “Information literacy” can be understood in different ways. Arguably the most influential definition to date is from the American Library Association (ALA) who defines IL as a set of abilities demanding individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information” (ALA., 1989, p1). Eisenberg et al. (2004) asserts that the ALA’s IL definition can be seen as the groundwork for the later IL definitions. On the other hand, Christine Bruce provides a different perspective to researching and defining IL. She supposes that IL should be based on the understanding of the users through their information experiences (Bruce, 1997). Having the same point of view with Bruce, Coonan strongly argues that it is necessary to reconsider the perception of IL as it is “not merely a set of skills and competences, but a continuum that starts with skills and competences and ascends towards high-level intellectual and metacognitive behaviours and approaches” (Coonan, 2011, p20).

7.2. Information literacy assessment Assessing IL is necessary to explore how information literate individuals are as well as identify what current programmes need to be improved (Chang et al., 2012). Therefore, IL assessment has received much attention in recent years. There is a great body of research that focus on measuring IL (Warmkessel, 2007). At the same time, there are plenty of tools that are developed to assess IL at the organisational, national and international levels (Rozzi-Ochs et al., 2012). Depending on specific conditions and context, investigators can choose appropriate assessment methods. Examples of using multiple- choice test can be found in works conducted by Chang et al. (2012) and Mohammad (2014). At the same time, many researchers are also paying attention to the self-assessment of IL (Walsh, 2009). According to Gross and Latham (2007), the relationship between students’ actual IL skill level and self-assessment is noticeably revealed in the domain of IL. However, there is no final conclusion about the relationship between self-assessment and actual IL skills. Some authors found that there is a positive relationship between self-assessment and actual skills (Ivanitskaya et al., 2006). On the contrary, Geffert and Christensen (1998) indicate that there is no correlation between self-assessment and IL test scores while Maughan (2001) found that students overestimated their actual performance.

REFERENCE AASL 2007. AASL Standards for the 21st Century Learner, Chicago, American Library Association. ALA. 1989. American Library Association Presidential Committee on Information Literacy. Final Report. Available: http://www.ala.org/acrl/publications/whitepapers/presidential. BRUCE, C. 1997. The Seven Faces of Information Literacy, Adelaide, Auslib Press. CHANG, Y.-K., FOO, S. & MAJID, S. 2014. Assessing IL skills of primary - 5 students in Singapore. In: KURBANOGLU, S., SPIRANEC, S., GRASSIAN, E., MIZRACHI, D. & CATTS, R. (eds.) Information literacy: Lifelong learning and digital citizenship in the 21st century. London: Springer. CHANG, Y.-K., ZHANG, X., MOKHTAR, I. A., FOO, S., MAJID, S., LUYT, B. & THENG, Y.-L. 2012. Assessing Students' Information Literacy Skills in Two Secondary Schools in Singapore. Journal of Information Literacy, 6, 19-34. CHU, S. K. W. 2012. Assessing information literacy: A case study of primary 5 students in Hong kong. School Library Media Research, 15, 1-24.

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COONAN, E. 2011. A new curriculum for information literacy: Transitional - transferable - transformational. Theoretical background: Teaching learning: Perceptions of information literacy. EISENBERG, M., SPITZER, K. & LOWE, C. 2004. Information literacy: essential skills for the information age, Westport, Conn, Libraries Unlimited. FOLK, A. L. 2014. How Well Are We Preparing Them?: An Assessment of First-Year Library Student Assistants' Information Literacy Skills. College and Undergraduate Libraries, 21, 177-192. GEFFERT, B. & CHRISTENSEN, B. 1998. Things they carry: Attitudes toward, opinions about, and knowledge of libraries and research among incoming college students. Reference and User Services Quarterly, 37, 279-285. GROSS, M. & LATHAM, D. 2007. Attaining information literacy: An investigation of the relationship between skill level, self-estimates of skill, and library anxiety. Library and Information Science Research, 29, 332-353. HEPWORTH, M. & WALTON, G. 2009. Teaching information literacy for inquiry-based learning, Oxford, Chandos. IVANITSKAYA, L., O'BOYLE, I., CASEY, A. M. & IVANITSKAYA, L. 2006. Health information literacy and competencies of information age students: Results from the interactive online Research Readiness Self-Assessment (RRSA). Journal of Medical Internet Research, 8, e6. LIU, T.-T. & SUN, H.-B. 2012. Gender differences on information literacy of science and engineering undergraduates. I.J.Modern Education and Computer Science, 2, 23-30. MAUGHAN, P. 2001. Assessing Information Literacy among Undergraduates A Discussion of the Literature and the University of California-Berkley Assessment Experience. College and Research Libraries, 62, 71-85. MOET 2013. Action plan of the Ministry of Education and Training to implement the Educational Development Strategy in the period 2011-2020, Conclusion No. 51-KL/TW dated 29/10/2012 of the 6th Plenum of the Central Party Committee and Directive No. 02 / CT-TTg dated 22/01/2013 of the Prime Minister. MOHAMMAD, R. S. 2014. Investigating the relationship between information literacy and academic performance among students. J Educ Health Promot, 3, 95. PRICE, R., BECKER, K., CLARK, L. & COLLINS, S. 2011. Embedding information literacy in a first-year business undergraduate course. Studies in Higher Education, 36, 705-718. ROZZI-OCHS, J. A., EGELHOFF, C. J., JACKSON, H. V. & ZELMANOWITZ, S. Work in progress: Building information literacy assessment. 2012 2012. IEEE, 1-3. WALSH, A. 2009. Information literacy assessment: Where do we start? Journal of Librarianship and Information Science, 41, 19-28. WARMKESSEL, M. 2007. Information Literacy Assessment. Public Services Quarterly, 3, 243- 250.

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DEVELOP INFORMATION LITERACY ON A LIBRARY BUS!

Brigitta Jávorka National Széchényi Library, Budapest, Hungary, [email protected]

ABSTRACT: In Hungary from 2012 the development of the information literacy is officially one of the libraries tasks. Simultaneously this research area has become a hot point of library science. My research was focused on disadvantaged children because I thought they are already at a disadvantage in the race for taking their place in the labor market, and this makes them a particularly important target group of this area of development. In Hungary this is the first research which specifically deals with the information literacy of this group either in theory or in practice. The objective of the research was to create a program that can effectively develop the information competencies of children. The project with weekly blocks helps kids in getting to know foreign cultures. The primary objective of the task of the program is the development of the information literacy, but also making them open for unusual things and increase their adapting ability. The second phase of the research was to test the prepared program plan in practice. The program is designed for kids between the ages 12-17 from children's home, but in my research I wanted to show that the proposal is effectively used in other contexts. For this I tested the program on a library bus and the priority task involved villagers of Baranya County. Before the start of the research the following hypotheses were formulated to myself: 1. The disadvantaged children struggling with serious lag in the field of information literacy, which is not necessarily coupled with the lack of knowledge of computer use. 2. The elaborated program is able to effectively develop these competencies on any terrain. With minimal attention the children can go through a huge development in a short period of time. 3. Non-formal learning environment provides an ideal framework for the development of information literacy, so the opportunities of the libraries are considered almost infinite. The research showed that the developed program is working effectively in practice, in a non- formal learning environment too. The kids did not have problems with switching laptops, using Internet search engines and playing games, but they had difficulties with reading, interpretation of the tasks and finding the correct information. So school education should pay more attention to these aspects also within the information technology classes.

Key words: information literacy, library bus, development, disadvantage

1. Introduction “To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” [1] In Hungary from 2012 the development of the information literacy is officially one of the libraries tasks. Simultaneously this research area has become a hot point of library science. My research was focused on disadvantaged children because I thought they are already at a disadvantage in the race for taking their place in the labor market, and this makes them a particularly important target group of this area of development. In Hungary this is the first research which specifically deals with the information literacy of this group either in theory or in practice. The objective of the research was to create a project that can effectively develop the information competencies of children. The exercises in weekly blocks and full of online and offline searching tasks helps kids in getting to know foreign cultures. The primary objective of the task of the project is the development of the information literacy, but also making them open for unusual things and increase their adapting ability. The second phase of the research was to test the prepared project plan in practice.

Brigitta Jávorka: DEVELOP INFORMATION LITERACY ON A LIBRARY BUS!

Before the start of the research the following hypotheses were formulated to myself: 1. The disadvantaged children struggling with serious lag in the field of information literacy, which is not necessarily coupled with the lack of knowledge of computer use. 2. The elaborated project is able to effectively develop these competencies on any terrain. With minimal attention the children can go through a huge development in a short period of time. 3. Non-formal learning environment provides an ideal framework for the development of information literacy, so the opportunities of the libraries are considered almost infinite.

2. Methods As the first step of the research I created the project named ‘Weeks of cultures’ along the lines of the Tudásdepo Mintaprogramok. [2] It was designed for a 12 weeks period (94 hours), when the participants deal with the exercises two-three hours a day, five days a week. All of the weeks have a topic, a country to which the exercises connect. The weeks were built up with the same thematics. Table 1. Countries of the weeks Number of the week Country Hours per week 1 Elements 6,5

2 Egypt 8,5 3 Greece 8 4 Italy 8,5 5 France 8 6 Germany 8 7 England 7,5 8 United States 7,5 9 Finland 8 10 India 7,5 11 Japan 8 12 Brazil 7,5

I selected the countries regarding these aspects: on the list there had to be different cultures - those the children will be learning about at school and those they won't be learning about -, non- European countries and cultures similar to and different from the Hungarian. The first week deal with elements like knowledge of internet and library usage, books and informations.

Table 2. Thematics of the weeks Day Topic Monday Attunement Tuesday Geography, history Wednesday Language Thursday Specialty Friday Gastronomy

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As we can see the project affects many themes and there are varied tasks in it. The children need to take part in group exercises and also need to work alone. They use online and offline sources too, and the teacher who guide them can also use mixed tools. The objective of the project is that the children after the participation will... • be proficient in the use of printed and electronic documents, • be able to independently and efficiently search, • be well-informed about the library, • use the internet for learning too, • be able to distinguish the false information from the trustworthy ones, • form their own opinion and assume it before the others, • be able to speak and perform in front of the community, • work efficiently both individually and in groups, • be open to the opinion of others, • be interested in other cultures, • recognize the differences and similarities between different cultures. To be able to check these competences, the teacher needs to make entry and exit surveys. The project is designed for kids between the ages 12-17 from children's home, but in my research I wanted to show that the proposal is also effectively used in other contexts. For this I tested the project on a library bus where the priority task involved villagers of Baranya County. The mobile library service has a growing practice in Hungary. [3] This bus operates since 2010 and visits 27 villages, every single one in every second week. I worked with 28 kids who were between age 7 and 19. They solved tasks from the project, but in the bus we didn’t have time to work together in a bigger exercise block. So they received tests with emphasized questions with which they worked for 20-60 minutes. The children did online and offline searching tasks and they worked alone.

2. Results First I emphasized a whole day from the project. It deals with the English language. The children after a little conversation of the theme needed to use the Duolingo website (https://www.duolingo.com/) and online dictionaries. On this day the bus visited four villages (Szőkéd, Egerág, Szemely, Birján) that are near to Pécs, the center of Baranya county. Because of this there were just a few kids on the bus, the others used the library of their school which is in Pécs. The other important thing is that these villages have big Swabian minorities, and in the local schools the children learn only German language. So they weren’t familiar with English language, had a little fear of it and did not want to take a part in the work. At last on the first day I worked only with one child who was very shy. She did not want to talk about her earlier experiences with the English language, but she liked to play with the Duolingo website. She said she also learns only German language in the school but she was open, learned fast and found some similarity between the two languages. The edification is that the teacher can only use the project or its parts in the right way if they know the important things about the children and the environment. The kids will take a part in the work only if they are motivated and it is the teacher’s responsibility to make that happen. Learning from the first lesson, for the second time I made a test with seven questions. All of them were emphasized from the exercises of the project’s different weeks. The children received seven books in which they could find the answer to the questions: one question, one answer, one book. So first they needed to choose the right book and just after this could they find the answer in it. They were allowed to use internet resources but only one kid tried it and she gave up early. I offered chocolate for the correct respondents, and with this I successfully motivated the kids to participate. I used the second test during two bus tours in eight villages (Siklósbodony, Ózdfalu, Páprád, Kórós, Cún, Szaporca, Tésenfa, Drávapiski). Some of these settlements are located in the

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Brigitta Jávorka: DEVELOP INFORMATION LITERACY ON A LIBRARY BUS!

Ormánság that is one of the poorest areas of Hungary. Here the rate of unemployment is very high and the children go to the local school, so because of these the library bus is more important to the community than in other areas. All in all, I could work with sixteen children on the first day and with seven on the second one. The youngest kid was seven years old and the oldest was seventeen. Although the experiences show that sometimes age doesn’t mean anything. The oldest girl had great difficulties in doing her test and could only manage with help. She had literacy problems and most of the time could not interpret the exercises, so she was in the same level like most of the 10-12 years old participants. I tried to help her along with the librarian, but she will need more care to develop. The 10-12-year-old kids showed the biggest develop. They found out during the exercises that they need to use the table of contents and also how they can use it. It took only half an hour and they became faster and more precise and found all of the correct answers. But on field works there can always be some difficulties. In one of the poorest villages a small group of 10-12-year-old boys came into the bus. I got them to work with me with giving them chocolate. But one of them was a little bit slow. At first he did not want to show me his test paper, and when he did it I saw none of the answers were correct. At one question he circled the number of it. I tried to help him but he did not want to speak with me about the exercises, and finally he went out to the bathroom and did not come back to the lesson. The other kids said he cannot read but he did not say it not even once. It was a big mistake because the child was full of fear and did not dare to say his lag, so the teacher need to notice things like this and take care of the kids based on their knowledge. The other difficult situation was with the kid who came into the bus with his little sister and his mother. I gave him a test but he did it slower than his sister and could not concentrate. Half an hour later his mother told me about her operation that really scared the boy. He wore the mother’s jacket and just wanted to play and forget. In a situation like that the teacher cannot force the work. When the participants have a bad feeling about the exercises, the lector or anything else, they can simply stop the work and go if they want. Because the children did not want to use internet sources with the second test, I made the third one full of online searching tasks. I took the test with me in one day to four villages (Pécsudvard, Szőke, Regenye, Tengeri), but the last two were too small and the kids did not come and use the bus. So this day I could only work with three participants. The most interesting case was a 19 year old girls’, who uses the internet daily but possibly just the social websites because she could not find information effectively. She used Google and thought every hit is perfect. For example, when she tried to find pictures about Tutankhamun's death mask, she choose Akhenaten’s statue too. She could not search in a page with the explorer’s integrated search tool, but during a lesson she learned some practice. In total we can say that the kids with whom I worked were on a very different level in this competence. All of them developed, but the time was very bounded and most of them would need more lessons with more help.

4. CONCLUSION The objective of the research was to create a project that can effectively develop the information competencies of children. Because of the lack of time and financial resources the full project could not be tested yet, but after the success of this research I think it would worth it. After a bigger test we could have more results, because we would have possibilities to make entry and exit surveys about the competences of the participants. That could clearly show the measure of their development. The research showed that the developed project is working effectively in practice, in a non-formal learning environment too. The kids did not have problems with switching laptops, using Internet search engines and playing games, but they had difficulties with reading, interpretation of the

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5. LITERATURE 1. American Library Assiciation Presidential Committeeon Information Literacy (1989). Final Report. Chicago, American Library Assiciation. 2. Tudásdepo Mintaprogramok, Retrieved March 1, 2016 from http://olvasas.opkm.hu/portal/menu/hirek/nevelesi_tudasdepo_mintaprogramok 3. Tóth, Máté (2012). Könyvtárbusz-szolgáltatások Magyarországon. In: Könyvtárellátási szolgáltató rendszer (KSZR): Tájékoztató a kistelepülések könyvtári ellátásáról, Könyvtári Intézet, 2006. pp 48-57. http://ki.oszk.hu/sites/ki. oszk.hu/files/dokumentumok/83_oszk_kszr.pdf

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MULTIPLE LITERACIES WITHIN THE CONTEXT OF EU MOBILITY PROJECTS: YOUTH GIVE HAND TO SYRIAN IMMIGRANT CHILDREN

Demet Soylu Staff of Department of Information Management, Yıldırım Beyazıt University and member of Digit-al Magic Youth Group, Ankara, Turkey [email protected]

Tunç Medeni Staff of Department of Management Information Systems, Yıldırım Beyazıt University, member of Digit-al Magic Youth Group, Ankara, Turkey [email protected]

Ratko Knezevic Member of Bosnian Heart Group, Bihac, Bosnia Herzegovina [email protected]

SUMMARY The aim of this study is to deal with the concept of linguistic literacy, project management and project literacy, information literacy, technology literacy and computer literacy, Lego literacy within the context of EU Youth Mobility project called “ Youth give hand to Syrian Immigrant Children” and carried out by Digit-al Magic Youth Group of Yıldırım Beyazıt University and with the partnership of Rinascita Association in Italy, Bosnian Heart Youth Group in Bosnia, HELP organization in Croatia and Zespol Szkol Zawodowych Towarzystwa Salezjanskiego Oswiecimiu (ZSZTSO) high school in Poland. “Youth Give Hand to Syrian Immigrant Children” project is the first information and linguistic literacy youth mobility project held out with Syrian Immigrant Children in Ankara, Turkey. In that way, collected data and observations in the project are of great significance in terms of providing knowledge about the observed and game-based tested skills of children and proposing further projects based upon the current one. It is an umbrella project embracing miscellaneous literacies for both target groups- youth and Syrian Immigrant Children”. Therefore, multiple literacies will be handled for both sides within the context of the project, which might be considered as the practical implementation of the accumulated knowledge in information literacy field.

Keywords: Information literacy, linguistic literacy, project management literacy, technology literacy and computer literacy, Lego literacy

1. INTRODUCTION The aim of this study is to analyze the youth workers mobility project of Digit-al Magic Youth Group of Yıldırım Beyazıt University, called “Youth give hand to Syrian Immigrant” in the category of Erasmus Plus Projects and Programmes, in terms of information literacy, computer literacy, digital literacy, project management and project literacy and linguistic literacy concepts. It is an international, a multi-cultural, multi-national, multi-religious, multi-national, multi- flag, multi- faith, multi-vision and multi- country EU based project that was submitted to and accepted by Turkish National Agency and implemented by Digit-al Magic Youth Group of Yildirim Beyazit University in Ankara, Turkey between 1st-14th March, 2016. The project has international partners. These are Italy, Poland, Bosnia and Herzegovina and Croatia. The project has two target Demet Soylu, Tunç Medeni, Ratko Knezevic: MULTIPLE LITERACIES WITHIN THE CONTEXT OF EU MOBILITY PROJECTS: YOUTH GIVE HAND TO SYRIAN IMMIGRANT CHILDREN groups. The first is the youth workers studying and working in universities, non-government organizations, social and cultural migration and refugee associations. The latter is the disadvantaged Syrian immigrant children living in Ankara who are excluded from social and cultural life and who have the fresh memories of the Syrian war scene and zone. Project aims to promote both target groups to meet on the melting point of the cultures, ideas, perspectives and learn mutually from each other. It was designed as a training course, one for children and the other one for youth workers. In the preliminary phase of the project, youth workers were given a training course about Erasmus Plus Programs, how to design a training and they were instructed to design the Immigrant Children Training Course which would be held out within the scope of the project. In this phase of the project, previously prepared and collected children training materials, educational tools and gamification methods were simulated and voted for their inclusion in the Immigrant Children Training Program. Selected games, materials and tools shaped the final version of this training program. This phase aimed to foster the youth workers to gain professional skills in designing a training course, children educational methods, non-formal methods, Salto-youth and informatics tools. Second phase of the project was the Children Training Program which aimed to enable the children to gain and improve information literacy, digital literacy computer literacy and linguistic literacy skills. This training was provided by the youth workers for the disadvantageous immigrant children. It presented a unique unification platform, reflective and refractive learning atmosphere (Medeni and Medeni, 2012) for both target groups. Our project is based upon multi-literacies.

Concept of Information Literacy The first significant topic handled in our project is information literacy. This relevant field is quite large and there are vast amount of studies in this field (Rader, 2002). In today’s evolving world, it is of great significance to gain and improve information literacy skills in terms of retrieving information and using it efficiently, which enables the easy running of the usual life, school or business life. As for the definition of this concept, information literacy is the skill of retrieving and using information (AASL/AECT, 1998) and information problem solving skill (ALA, 2000). IL is a prerequisite for participating effectively in the Information Society, and is part of the basic human right of life, as emphasized in Prague Declaration (UNESCO, 2003). Within the scope of the project, relevant to this field, immigrant children were given a training course, they were taught how to access, retrieve information and internalize this information. They were given linguistic tasks through gamification methods, rendering them to gain and develop information literacy skills.

Computer and Digital Literacy In the literature, information literacy concept has started to be merged with the computer and digital literacy with the new emerging developments. In our project, these mentioned concepts were also interwoven with the concept of linguistic literacy, project management literacy and Lego literacy. If we are to define these concepts; computer literacy, which is defined by Encyclopedia of Communication and Information, as the dynamic mixture of skills that are required to access and manipulate digitally encoded information; while, digital literacy can be considered as the competency to do digital tasks in a digital environment. As can be seen in the Figure 1, digital literacy is the skill to access and critically analyse online information , engage in

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Demet Soylu, Tunç Medeni, Ratko Knezevic: MULTIPLE LITERACIES WITHIN THE CONTEXT OF EU MOBILITY PROJECTS: YOUTH GIVE HAND TO SYRIAN IMMIGRANT CHILDREN safe and constructive social networking, know how to create and share knowledge (Macoun, 2014).

Figure 1: Model of Digital Literacy (Macoun, 2014).

• Digital literacy and computer literacy are inter-related terms and it is quite hard to separate them from each other. In the project, both target groups, children and youth were taught about how to use a digital tool, the unique aim of which was to stimulate them to gain and improve digital literacy and computer literacy. This tool is called as “ Twine”. It is an open source tool for telling interactive and non-linear stories (Twinery, 2016). One create and publish openly his non-linear stories with Twine. In Twine story owners can adapt their stories according to their otherwise, vice-versa, what-if, in- condition-that and in-case-of situations. In accordance with these, flow and content of the stories may change; therefore, the end of the story. Several possible scenarios might lead to the creation of various possible ends for the story. (Schematic structure of Twine can be seen in Figure 2). In the project, in youth training, young people learnt the use of Twine and they wrote about the story of their participation process in the project and they grasped the use of Twine while creating digital stories in the computer. In the Children Training Course, youth taught the use of Twine to Syrian Immigrant Children and they wrote their stories about their typical life in Turkey and their wish for the on- going war in Syria to end. At the end of the course, children were able to use Twine tool and write their stories successfully. The project achieved its purpose of in terms of developing the computer and digital literacy skill of the children. As a further study, Station Technique for Collaborative Story-Creation with Twine (Participants visit others’ desktops to contribute to each other’s development flow) can be proposed.

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Figure 2: Twine Story-creating System

Linguistic Literacy Another concept is the linguistic literacy. It is the language competency required for a successful communication and socialization in multi-cultural atmosphere. It has been included within the scope of our project as knowledge of other language is increasingly seen as something positive, which should be nurtured (Cummins, 2001). The project aimed to increase the linguistic literacy skills of international project participants coming from different social backgrounds, countries, socio-economic profiles. During the project implementation phase, participants gained multi- lingual and English proficiency awareness. also, children witnessed the use of different European languages and their perception of European languages was observed to be changed as a result of the project. In addition to European languages, they also gained English language linguistic awareness in the linguistic sessions of the project with the courses provided through gamification and games used for testing their linguistic literacy skills.

Lego Literacy Another skill that youth and children gained is the Lego literacy skills. Use of Legos is getting prevalent in the modern education as a tool leading to permanent and creative learning process. Lego is a tool inspiring students to collaborate while creating and communicating their stories. It is an innovative way of teaching a wide range of essential skills such as literacy skills, improving writing, language and reading abilities, communication skills, including speaking, listening and presentation capabilities, collaboration skills and pupils ‘ability to work in teams, comprehension skills and enabling pupils to compose new stories and analyze existing ones, integrating the use of digital tools (Lego Education, 2016). The simple LEGO® brick inspires creativity, communication and fun; and is helping to break down barriers in Literacy by approaching

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Demet Soylu, Tunç Medeni, Ratko Knezevic: MULTIPLE LITERACIES WITHIN THE CONTEXT OF EU MOBILITY PROJECTS: YOUTH GIVE HAND TO SYRIAN IMMIGRANT CHILDREN learning in this subject using this fun and familiar tool (Lego Education, 2015). Lego can be considered as a non-formal educational tool. Brome Public Library has launched the “Build Up Lego Club” to encourage children to improve their literacy and comprehension. In our project, Children Training Course was carried out in Cebeci Public Library in Ankara, Turkey and with the contribution of this public library, use of Professional Legos were promoted. Children were requested to design their imaginary world and real world. But the direct question was formulated in an attitude complying with their age, sociological and psychological status. Use of Legos provided us with the metaphorical analysis of as-is and as-if world perception of children within the project.

Project management and project literacy For a successful running of the project, project management and project literacy are significant. During the project, youth workers got practical and theoretical knowledge about project management and improved their project literacy skills. As part of this process, youth, youth workers were given the chance to take part in Youthpass Certificate Session. They got knowledge about the scope and use of Youthpass Certificate, Youthpass is the recognition instrument for projects supported by Erasmus+: Youth in Action. The Youthpass certificate helps to document the development of competences, as well as to confirm participation and describe the respective project. An essential part of the initiative is attention to the planning of the learning process and reflection upon the participants' personal learning outcomes. As a strategy, it aims at fostering the recognition of non-formal learning and youth work.

Figure 3: Youthpass Certificate General Overview

Eight competencies of Youthpass Certificate are given below. Participants were given instruction and knowledge about Youthpass certificate and OTLAS partner finding tool. As for Otlas, it is a

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Demet Soylu, Tunç Medeni, Ratko Knezevic: MULTIPLE LITERACIES WITHIN THE CONTEXT OF EU MOBILITY PROJECTS: YOUTH GIVE HAND TO SYRIAN IMMIGRANT CHILDREN free resource, open to anyone who is searching for contacts or project partners within the youth field. It is run by the SALTO Information Resource Centre and is the official partner-finding tool for Youth in Action, two factors which guarantee both the quality and the longevity of the resource. Otlas represents an optimized and novel tool for organizations and groups in the youth field (EU Commission, 2016). Within the frame of our project, it was used as a project literacy tool which facilitates the active running of the projects. What is more, young participants gained knowledge about Salto-youth tools like “ Shaun the Sheep. Off the Baa” and tool of “Frankenstein Reflection on Learning”. They also developed a non-formal Energizer called “Crazy Car Dance”. It aims to energize participants and target groups in the projects and it was offered to Salto-youth energizer tool. Participants got practical and theoretical knowledge about Q Type Dwelling Learning Circle which is a reflective and refractive (Medeni and Medeni, 012) learning atmosphere (Soylu ve Medeni, 2015). In addition to the project literacy, participants got practical experience about project management. They were given tasks and they were requested to solve out project crisis, which contributed them to gain crisis-management solving skills and competencies.

Figure 4: Eight Competencies of Youthpass Certificate

RESULTS AND RECOMMENDATIONS Within the frame of youth workers mobility project “ Youth give hand to Syrian Immigrant Children”, both children and youth gained various type of literacies. Therefore, the project is associated with “ Multiple Literacies”. Both Syrian Immigrant Children and youth gained information literacy, digital literacy, computer literacy and linguistic literacy skills. Youth also gained project literacy and project management/crisis management skills. As a result of the project Tool of Twine was observed to be useful for creating stories individually and gaining computer literacy and digital literacy skills while creating stories with this tool.. Legos were also used as the metaphorical analysis of the as-is and as-ifs of children. In the further studies, Station Technique might be used for Collaborative Story Telling Activity in Twine tool.

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REFERENCES UNESCO (2003). The Prague Declaration: Towards an Information Society, Paris, UNESCO accessed from http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/Prague Declaration.pdf address in 22.05.2016 www. Salto-youth.net. in 23. 05.2006 http://www.youth.org.cy/default.asp?id=355 Education Lego . Accessed from https://education.lego.com/en-gb/lesi/elementary/storystarter adress in 22.05.2016 Education Lego. Accessed from https://legoeducationuk.wordpress.com/tag/literacy/ http://www.betterreading.com.au/kids-ya/the-library-using-lego-for-literacy/ address in 24.05.2016 Computer literacy. Acessed from http://www.encyclopedia.com/article-1G2- 3402900057/computer-literacy.html address in 24.05.2016 Digital literacy. Accessed from https://openmatt.org/2014/08/14/web_literacy_school/ address in 24.05.2016 Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society (2nd ed.). Los Angeles: California Association for Bilingual Education. https://twinery.org/ https://www.ideals.illinois.edu/bitstream/handle/2142/8464/librarytrendsv51i2i_opt.pdf address in 23.0.2016. OTLAS. Accessed from https://www.salto-youth.net/tools/otlas-partner-finding/ address in 23.05.2016 Medeni and Medeni (2012). Reflection and Refraction for Knowledge Management Systems. International Journal of eBusiness and eGovernment Studies, 4 (1).

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INFORMATION SECURITY RISK MANAGEMENT IN DIGITAL LIBRARIES

Mihai Bârsan, Angela Repanovici Transilvania University of Brașov, Romania

ABSTRACT: The security risk analysis in digital libraries involves three components: assets, threats and vulnerabilities. The ISO 27000 standard was best for managing information security risks for digital libraries. The principles set out in ISO 27000 are independent of specific valuation methods, which is why ISO 27000 does not expressly provide valuation methods that must be applied in any given situation. Appendix E of ISO 27005 provides three methods of valuation (value risk matrix method, threats grading method and the method of risk with two values) with examples. There has been generated a dynamic risk assessment model for digital libraries information systems using Fuzzy reasoning method taking into consideration the variables of language and linguistic values. A linguistic variable is identified by the three components of information security risk. It used a trapezoidal function representing an uncertainty pooled over a range. Using Fuzzy subroutine in Matlab, there have been assigned some linguistic values resulting from a research based the experience of managers of digital archives institutions in Romania. This research focuses on the application of mathematical methods of quantitative risk assessment.

Key words: digital library, risk management, information security, Fuzzy method

1. INTRODUCTION The process of risk assessment of information security concerns means and methods of analysis used for this purpose, and will impact each stage of evaluation and the final result. Research on information security risk assessment for digital libraries remains at an early stage and can be classified into three types. The first type relates to security evaluation model for computer systems used in the library. Based on evaluation of systems of information security proposed by Hagen, Albrechtsen and Hovden (2008), Ismail and Zainab (2013) generated a scale for assessing the degree of security through the use survey questionnaire and interrogation of staff working with the computer system of libraries. Rating scale is based on five elements: the technologies used, information security policy, programs, management and innovation capacity. The research results showed that libraries have given high importance of technology, but ignored other elements such as staff training or management. Therefore, there will be deficiencies in terms of user training. But research concentrated on library security systems. Therefore, the information security risk assessment for digital libraries involves a variety of factors and a large number of questions for the survey. Thus, it is very difficult to use the method to gather data for assessing information security risks for digital libraries.

2. THE FUZZY LOGIC "Fuzzy" is an adjective, which means fluffy, cloth. The French term is devoted to "logique Flou" ("Flou" is translated as vague, unclear, indistinguishably). Romanian specialized literature expressions "Fuzzy Logic" and "nuanced logic". Fuzzy logic is based on all the theory that relates to the relative importance of precision. In 1965, Professor Lotfi Zadeh from Berkeley University presented his theory of the "Fuzzy" and in 1968 presented the algorithm and the Fuzzy logic in a detailed manner. In 1974 prof. H. Ebrahim Mamdani develops, at the University of London, the first experimental application, consisting of ordering a steam machines. Given the ability of the method to generate a viable decision-making system, in 1985 took place the first implementations of Fuzzy logic for consumer products: - Adjust the suction power vacuum, depending on the state floor; Mihai Bârsan, Angela Repanovici: INFORMATION SECURITY RISK MANAGEMENT IN DIGITAL LIBRARIES

- Washing machines detergent dosage, depending on the degree of soiling of laundry; - Electronic image stabilization in video recorders; - The correction signal to the TV; - Adjusting the anti-lock system (ABS) etc. In 1991, Fuzzy method is developed as a tool for industrial automation: - VLSI architectures for synthesis systems; - Technical diagnostics systems; - In medical diagnostic systems (for example, for the identification of brain tumors);

2.1. Linguistic Variables, Linguistic Values, Membership Functions One advantage is the possibility of Fuzzy reasoning to generate a qualitative characterization of elements using the variables of language and linguistic values. A linguistic variable is identified by a name, age, speed, distance, temperature, pressure, etc., and can take different linguistic values. Each linguistic value is characterized by a function of belonging. In the algorithm, there are being used different types of membership functions. In practice, the choice of membership functions does not have a decisive role in a Fuzzy application, but few relevant considerations may serve to proper selection.

2.2. Fuzzy Logic Operators Fuzzy logic uses the same logic as Boolean operators (AND, OR, NOT), since this method is only an extension of classical logic, with extreme values 1 (completely true) and zero (completely false).

3. INFORMATION SECURITY STANDARDS Governing information security standard is ISO / IEC 27000, part of the widening range of the global systems of ISO standards. ISO / IEC 27000 is an international standard called: Information technology - Security techniques - Information security management systems - Overview and vocabulary. The standard was developed by the Sub-committee 27 (SC27) of the first Joint Technical Committee (JTC1) of the International Organization for Standardization and the International Electro technical Commission. ISO / IEC 27000 is an overview of information security management systems (ISMS) and a glossary of terms and definitions used in the field. Standard features an Information Security Management System (ISMS), similar to those recommended by other ISO standards, such as ISO 9000 or ISO 14000, used to manage risks and controls within an organization. ISO 27005 provides the basic requirements for information security risk management (ISRM) in an organization and is based on the characteristics of a safety management system, as defined by ISO 27001. ISO 27005 applies to all types organizations, and does not provide or recommend a specific methodology. ISO 27000 resulted in BS (British Standard) 7799, originally published in 1995. BS 7799, it consisted of three parts, essential being the second, entitled "Information security management systems - Specification with Guidance for Use" which became ISO 27001. The six components of ISO 27000 deal each with a different area of an Information Security Management System (ISMS), as follows: - ISO 27001 - ISMS Requirements - detail the real requirements for organizations - ISO 27002 - ISMS controls - provide a description of the different control methods that can be used to meet the requirements of ISO 27001 - ISO 27003 - ISMS Implementation guidelines - describe the implementation of the standard, including licensing, scope, analysis, risk assessment and SMSI design - ISO 27004 - ISMS Measurements - describes how an organization can monitor and measure the level of security in relation to specific standards ISO 27000. WBILC 2016 86

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- ISO 27005 - Risk Management - defines the methods and means of risk management at high level - ISO 27006 - Guidelines for ISO 27000 accreditation Bodies describes the minimum requirements for organizations seeking ISO 27000 certification.

Based on ISO 27000 libraries can establish, implement, operate, monitor and maintain an information security management system. Using standards, the managers of libraries can determine: - The risks to organizational assets. The level of risk is based on the impact and likelihood of the asset. - Security Policy - Policy on asset management through inventory and classification of information assets. - Physical security of personnel within the organization, or for the security guards. - Design security infrastructure - Management of technical security controls in systems and networks. - Access control - regulating the rights of access to networks, systems, applications, functions and data - Information security incident management - planning and to respond appropriately to information security breaches.

Compliance with ISO 27000 accreditation provides libraries which demonstrates in accordance with the requirements of this standard.

4. FUZZY LOGIC FOR INFORMATION SECURITY Based on the ITBM standard, Zeng (2012) generated a model called "Asset-Threat-Security Measure" to assess and analyze the risks of information security for libraries. Through systematic analysis of the literature, Anday and Francese (2012) concluded that ISO 27000 is the best standard for information security risk management for digital libraries. ISO 27000 set variables are independent, which is why ISO 27000 does not expressly provide assessment procedures that must be applied in a given situation. Annex E of ISO 27005 - Risk Management - provides three methods of valuation: value risk matrix method, the method of gradual threats and risk method with two values. Appendix A- methods for calculating risk - lists two ways for risk assessment: matrix method and multiplicative method. Huang (2014) analyzed the applicability of evaluation methods (value risk matrix method, practical method of risk matrix, and the multiplicative method) specified by ISO 27005, regarding the risk assessment of information security for digital libraries. The study showed that the multiplicative method generated better outcomes for information security risk assessment for digital libraries. This research focuses on methods of calculating values of information security risk assessment. Risk assessment involves a variety of factors, and therefore is an important issue in identifying and calculating various factors.

4. CONCLUSION Li, Zhang and Lan (2015) built a dynamic risk assessment model for digital library information systems and applied multi-agent technology for dynamic information security risk assessment in digital libraries. This model will be implemented at Transilvania University of Brasov, focused on digital libraries in Romania. The model is based on generating a decision support applications, which is based on fuzzy method. Linguistic variables are to be identified following an investigation based on the questionnaire that will be applied to the staff of 20 public libraries. Through this survey, we consider identifying the main issues that librarians faced and possible threats to the security systems used.

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The application aims to determine the level of risk that the digital library is exposed to, and indicate the vulnerabilities identified during the analysis. The level of risk will be indicated by a value from 1 to 5, where 1 represents the lowest risk and 5 the highest. In developing the questionnaire we will use parameters given in ISO 27000, which is why the application itself can be a useful tool for meeting the specific requirements contained in ISO 27002

5. LITERATURE ISO/IEC 27000 Information technology — Security techniques — Information security management systems — Overview and vocabulary. Zhou, James (March 2011). "ISO 27001 Information Security Management". Nanyang Technological University. Retrieved 27 January 2015. Ismail R and Zainab A (2013) Assessing the status of library information systems security. Journal of Librarianship and Information Science 45(3):232-247. Hagen J M, Albrechtsen E and Hovden J (2008) Implementation and effectiveness of organizational information security measures. Information Management & Computer Security 16(4): 377–397. Huang S (2011) Information security management of digital library. Nanjing University Press, Nanjing, China. Huang S, and Ren N. (2014) Study on risk assessment method and model of digital libraries’ information security. Library and Information Service 58(2):14-20. Anday A, Francese E and Huurdeman H C et al (2012) Information security issues in a digital library environment: A literature review. BĐLGĐ DÜNY13 (1):117-137. Li C,Zhang W and Lan Y(2015) Dynamic risk assessment model of information system security in digital library. Information Science 33(5): 76-80

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INFORMATION LITERACY RESEARCH IN CHINA - AN ANALYSIS BASED ON THE DATA OF CSSCI 2006-2015

Zhang Xiaojuan (Julia) & Cheng Lu School of Information Management, Wuhan University, China [email protected]

Abstract: The authors analyzed 1,222 research papers on information literacy which were published in the core journals listed in the Chinese Social Sciences Citation Index (CSSCI) from 2006 to 2015. With informatics methods, this paper first showed the distributions of the research papers in different journals, and then identified those papers acting as key nodes which actually set up the knowledge base for IL research, followed by the location of the research hotspots, the definition of its evolutionary route , and the description of the research fronts as well as the development trends in IL field in China. Key words: Information literacy; Library literacy; Media literacy; Internet literacy; Computer literacy; Bibliometrics; Visualization analysis

1. INTRODUCTION The phrase Information Literacy (IL) first appeared in print in a 1974 report written by Paul Zurkowski, President of the Information Industry Association (IIA). Zurkowski used the phrase to describe the “techniques and skills” learned by the information literate “for utilizing the wide range of information tools as well as primary sources in molding information solutions to their problems”[1]. The Presidential Committee on Information Literacy: Final Report released in 1989 by the American Library Association (ALA) defines information literacy as a set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information”[2]. This is a widely recognized and accepted definition. In the 21st century, information literacy is developing amid rapid technological advancement and a changing information ecosystem. The SCONUL Seven Pillars of Information Literacy: Research Lens released in 2011 describes Information Literacy as an “umbrella term” which encompasses concepts such as digital, visual and media literacies, academic literacy, information handling, information skills, data curation and data management. [3]. The Framework for Information Literacy for Higher Education approved in February of 2015 by Association of College and Research Libraries (ACRL) holds that information literacy is the disposition and set of abilities and knowledge practices with which people engage the information ecosystem”. The Framework further explains in its appendix that “information literacy 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”[4]. Along with the evolution and expansion of the IL concept , its research focus has been shifting and/or changing over years worldwide. Information Literacy in Education[5], translated and compiled from Education USA Forum, is the first article introducing IL and its theory in China. China’s first article regarding information

[1] Zurkowski, P. G. (1974). The information service environment relationships and priorities. Washington D. C.: National Commission on Libraries and Information Science, related paper no. 5. [2] American Library Association. (1989). Presidential Committee on Information Literacy: final report. Washington D. C. [3] Bent, M., Stubbings, R., & SCONUL. (2011). The sconul seven pillars of information literacy: research lens. [4] ACRL. (2015). Framework for Information Literacy for Higher Education. http://www.ala.org/acrl/ standards/Ilframework.[Accessed: 2016-04-16] [5] Tong, X. translator. (1994). Information Literacy in the Process of Education. Social Sciences Abroad (2), 50-51. Zhang Xiaojuan (Julia), Cheng Lu: INFORMATION LITERACY RESEARCH IN CHINA - AN ANALYSIS BASED ON THE DATA OF CSSCI 2006-2015 literacy education that is titled On Information Literacy Education in Information Society [6] was officially published in 1995, heralding the start of study on information literacy in China. Despite varied translation of information literacy in China, the understanding of its core ideas remains the same in general. Since the 21st century, especially with the development of Web 2.0 and the advent of the social media era, the concept of information literacy has been widening and enriched, and studies on a set of literacy such as media literacy, computer literacy, network literacy, digital literacy, visual literacy, and information fluency have been emerging. Some scholars indicated that information literacy was derived from library literacy and represented developed library literacy in the new era; computer literacy, providing technical support for information literacy, is a part of information literacy[7]. Some literates pointed out that information literacy laid a foundation for media literacy and other relevant literacy, serving as metaliteracy for relevant literacy[8]. The author of this paper holds that information literacy is a dynamic development concept, as technological advancement and changes in information ecosystem tend to widen the concept of information literacy. Therefore, study on information literacy should not only focus on its development, such as the information literacy concept, education, and standard, but it should also focus on other literacy related to information literacy in order to study information literacy in a broader context. By using CiteSpaceIII and bibliometrics, the author of this paper attempts to conduct quantitative analysis on the study of information literacy in China over the past decade in order to illustrate the present situation and future development of information literacy.

2. DATA SOURCES AND RESEARCH METHODS The authors have built a suitable search pattern to search (between 2006 and 2015, search on January 10th of 2016) through the China Academic Journal Network Publishing Database (CAJD), China Master’s Theses Full-text Database (CMFD), and China Doctoral Dissertations Full-text Database (CDFD) on www.cnki.net for articles that exclude both “remarks by hosts” and repeated information. A total of 8,346 documents have come out of the research. Of these documents, 1,222 are published in the journals included in the Chinese Social Sciences Citation Index (CSSCI), 425 are outstanding Master’s theses, 4 are doctoral dissertations, and 314 are funded papers (funded by National Social Science Foundation, National Natural Science Foundation, National Educational Science Planning Project, and various foundations at the local level). By using the Duxiu Academic Search, Online Public Access Catalogue System of National Library of China, and www.dangdang.com, the author has found 91 monographs published between 2006 and 2015 that focus on the study of information literacy. By using CiteSpaceIII and the 1,222 documents included in the CSSCI as data sources (every datum includes a title, author, year, key words, and references), the author has created a knowledge graph of the study on information literacy in China over the past decade and analyzed the graph in this paper.

3. ANALYSIS ON THE RESEARCH RESULTS OF INFORMATION LITERACY 3.1 Analysis on journals containing articles regarding information literacy By determining the statistics of journals containing articles regarding the study on information literacy, we may identify the core/key journals in which a relatively large number of articles regarding information literacy are published so that literates can collect information for their research more efficiently in the future. According to statistics, a total of 172 journals containing

[6] Jin, G.Q. (1995). On Information Literacy Education in Information Society. Library & Information Service(6), 52-55. [7] Liu, X.W. (2008). On Information Literacy and Relevant Concepts. Library Journal, 27(4), 12-13. [8] Wang, C. S. (2013). Metaliteracy: the New Positioning of Information Literacy. Researches in Library Science (21), 17-21. WBILC 2016 90

Zhang Xiaojuan (Julia), Cheng Lu: INFORMATION LITERACY RESEARCH IN CHINA - AN ANALYSIS BASED ON THE DATA OF CSSCI 2006-2015 articles regarding information literacy have been identified. See table 1 for a list of journals, each containing 20 or more articles regarding information literacy. With regard to the categories of journals, 14 journals fall in the category of Library and Information Science and the others are categorized as journals of education and media. It shows that study on information literacy falls under the category of library and information science. Education and media sectors also attach importance to the study on information literacy. With regard to the number and percentage of articles concerning information literacy that are published in journals, the 21 journals listed in Table 1 contain a total of 805 articles regarding information literacy, accounting for 65.88% of all articles published in those journals, whereas the articles regarding information literacy that are published in other 151 journals account for only 34.12% of all articles published in these journals. It shows that articles regarding information literacy are published increasingly in journals of Library and Information Science.

Table 1. The Distribution of IL Papers in Journals

3.2 Analysis of key documents By using CiteSpaceIII, one can determine the statistics of the websites that cite articles regarding information literacy. Frequently cited articles indicate higher reference value and greater influence in their field and more likely serve as the basis of knowledge in this field[9]. Furthermore, relatively stable basis of knowledge can not only mirror the frontier of a field, but it can also help predict the future development of the field. We import data into the software for data processing. See Figure 1 for the processed data.

[9] Chen, C. (2005). The centrality of pivotal points in the evolution of scientific networks. Paper presented at the Proceedings of the 10th international conference on Intelligent user interfaces. WBILC 2016 91

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Figure 1 Information literacy papers with high co-citations Based on the data, we further identify ten key papers, the centrality of each reaches 0.1 or above.

Table 2. The Key-node Papers in IL Research Field

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Zhang Xiaojuan (Julia), Cheng Lu: INFORMATION LITERACY RESEARCH IN CHINA - AN ANALYSIS BASED ON THE DATA OF CSSCI 2006-2015

4. ANALYSIS OF PIVOTAL POINTS OF THE STUDY ON INFORMATION LITERACY By following the pivotal points of a study, a researcher can not only identify the objectives of the current study he/she conducts, but he/she can also gain a general understanding of the future development of the field studied. Methods of identifying pivotal points of a study abound. Key words that appear frequently are commonly used to identify the pivotal points. Key words represent the gist and core ideas of a paper[15]. By looking at frequently used words in the selected documents, the authors have included in table 3 the key words with a frequency of ≥10. Table 3. High Frequency Key Words in IL Research Field

[15] Chen, C., Hu, Z., Liu, S., & Tseng, H. (2012). Emerging trends in regenerative medicine: a scientometric analysis in Citespace. Expert opinion on biological therapy, 12(5), 593-608. WBILC 2016 93

Zhang Xiaojuan (Julia), Cheng Lu: INFORMATION LITERACY RESEARCH IN CHINA - AN ANALYSIS BASED ON THE DATA OF CSSCI 2006-2015

Based on table 3, and relevant papers, we may generalize the pivotal points in the study of information literacy as follows: (1) Popular research topics from 2006 through 2009: the first topic is information literacy education; the second is information literacy and library service. In the mid-1980s, MOE (Ministry of Education) stressed that college students’ capability of literature retrieval and utilization should be improved. Since then, information literacy education has been catching on. As web2.0 is widely available, online information literacy education has brought new research topics for information literacy. Libraries, particularly academic libraries, have been serving as headquarters for information literacy education. In addition, academic libraries have creatively used the “librarians-teachers” collaboration model to advance information literacy education. (2) From 2010 through 2012, academia had been following college students’ information literacy (particularly postgraduates’ information literacy), subject-oriented service provided by libraries, and development of literacy (media literacy, computer literacy, and information fluency) related to information literacy. Empirical study had been used in a larger number of articles and the information literacy of students at a college or in a region had been surveyed. Relevant advice and measures had been made based on the articles and surveys. Some literates even proposed that media literacy education should be introduced to information literacy education in an attempt to improve information literacy education[16]. (3) From 2013 through 2015, research had been focused on diversified development. Information literacy education models had been discussed and explored during this period. Some literates proposed curriculum reform, such as using embedded teaching methods to provide information literacy education. China’s academia had been following the introduction of MOOC to China and its development, as well as the US experience in MOOC. In addition, study on farmers’ information literacy and metaliteracy had been increasing.

5. ANALYSIS OF INFORMATION LITERACY FRONTIER The tracking of cutting-edge research in a certain field will provide a clear understanding of the research level and development trend. Dr. Chen Chao believes that compared with the high- frequency keywords, the burst terms can provide a more clear and accurate prediction of the forefront and development trend in a certain field [17]. We use the word frequency detection technology provided by CiteSpaceIII to detect words with a relative high frequency-change rate. The words with burst intensity ≥3 (19 in total) are sorted out, as shown in Table 4. Table 4. Burst Words(≥3) in IL Research Field (Year: 2006-2015)

[16] Ruan, H. H. (2010). Media Literacy and Information Literacy Education from the Perspective of Library and Information Science. Journal of Academic Libraries, 28(4), 102-105. [17] Chen,C. M.(2006) .CitespaceII: detecting and visualizing emerging trends and transient patterns in scientific literature. Journal of the American Society for Information Science and Technology, 57(3), 359-377. WBILC 2016 94

Zhang Xiaojuan (Julia), Cheng Lu: INFORMATION LITERACY RESEARCH IN CHINA - AN ANALYSIS BASED ON THE DATA OF CSSCI 2006-2015

Combining with Table 4 and relevant literatures, we can generalize the research fronts in information literacy as follows: In 2006-2010, quality education, education informationization, education model and web2.0 is the research fronts in this field. In China, the information literacy education has been an important theme in the research field of information literacy. Meanwhile, the development of information literacy also depends on the information literacy education. During this period, the academic studies on information literacy education are mainly focused on contents and modes. However, the advent of web2.0 has brought online information literacy teaching as the focus. Ni Li and Zeng Qun (2011) [18]has summarized the characteristics and problems of online information literacy teaching platform from three aspects, namely: settings, contents and modes. Meanwhile, they have also put forward their solutions. For instance, in order to provide a personalized education, they suggest building a resource-based online information sharing platform. Sun Jianjun and Li Junjun (2006)[19] advocate the construction of a Librarian-teacher collaboration model. In this model, the setting of teaching goals, instructional design, instructional operation and evaluation of teaching effectiveness are a collaborative effort by both the librarians and teachers. From 2011 to 2015, the research is mainly focused on aspects such as MOOC, university libraries, embedded subject services, and embedded information literacy education. During this period, the domestic research on MOOC is mainly focused on the relationship between MOOC and university libraries and the introduction of successful overseas MOOC experiences. Fu Tianzhen and Zheng Jiangping (2014) [20]believe that: in the MOOC environment, university libraries need to enhance service innovation, information co-construction and sharing to raise their influence and status. Xiao Yongying and Zhang Miao (2013)[21]has summarized the overseas experiences which can be learned in China from the three online practices of the embedded librarian services provided by libraries of University of Florida, Capella University and Baylor University. Zhang Ling and Chu Jingli (2011)[22] has put forward the information literacy teaching scheme embedded in paper writing, namely, the drawing of information literacy navigational charts. This initiative realized the unification of embedded information literacy education and embedded subject service.

6. CONCLUSION We have collected the literatures of ten years (2006-2015) on the field of information literacy published in CSSCI database. Then, we carried out information visualization analysis provided by CiteSpaceIII to sort out the distribution of journals, key- node literatures, research focuses and frontiers. We draw the following conclusions: First, in term of journal distribution, the literatures in the field of information literacy are mainly published on journals in the fields of library information, education and news communication. Meanwhile, the field of library and information is the major front in research of information

[18] Li, N. & Zeng, Q. (2011). Research on the Status Quo and Trend of University Online Information Literacy Instructions at Home and Abroad. Information Studies Theory & Application, 34(3), 18-21. [19] Sun, J.J. & Li, J.J. (2006). Instruction Model of Information Literacy Based on the Collaboration between Librarian and Faculty. Library Journal, 25(10), 64-68. [20] Fu, T. Z. & Zheng, J.P. (2014). Strategies of University Libraries Responding to the MOOC Challenges. Journal of Academic Libraries, 32(1), 20-24. [21] Xiao, Y. Y. & Zhang, M. (2013). The Embedded Librarian Service for Online Courses in American Universities. Library Journal (9), 88-93. [22] Zhang, L. & Chu, J.L. (2011). Information Literacy Education Embedded in Thesis Writing Process. Library and Information Service, 55(13), 16-19.

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Zhang Xiaojuan (Julia), Cheng Lu: INFORMATION LITERACY RESEARCH IN CHINA - AN ANALYSIS BASED ON THE DATA OF CSSCI 2006-2015 literacy. Secondly, after summarizing the literatures with relatively high citation frequency and centrality, we got 10 key-note literatures in the field of information literacy. These literatures have formed a solid knowledge base in the field. By sorting out the high-frequency burst terms and key words in the information literacy field, we recognized the research fronts and frontier topics at each stage of the 10 year period. We found out that with the introduction of new technologies and new concepts, research topics in the field of information literacy are unceasingly enriching. The research lens, research contents, and research results also flourishes. Meanwhile, the sprung up of interdisciplinary and multidisciplinary research has also facilitated the research on crossover study of related literacy. Whether it is traditional information literacy education, or network-based online information literacy education, or the emerging embedded information literacy education, the domestic research on information literacy has always been closely related to the development of information literacy education.

REFERENCES Zurkowski, P. G. (1974). The information service environment relationships and priorities. Washington D. C.: National Commission on Libraries and Information Science, related paper no. 5. American Library Association. (1989). Presidential Committee on Information Literacy: final report. Washington D. C. Bent, M., Stubbings, R., & SCONUL. (2011). The sconul seven pillars of information literacy: research lens. ACRL. (2015). Framework for Information Literacy for Higher Education. http://www.ala.org/acrl/ standards/Ilframework.[Accessed: 2016-04-16] Tong, X（translator. (1994). Information Literacy in the Process of Education. Social Sciences Abroad (2), 50-51. Jin, G.Q. (1995). On Information Literacy Education in Information Society. Library & Information Service(6), 52-55. Liu, X.W. (2008). On Information Literacy and Relevant Concepts. Library Journal, 27(4), 12-13. Wang, C. S. (2013). Metaliteracy: the New Positioning of Information Literacy. Researches in Library Science (21), 17-21. Chen, C. (2005). The centrality of pivotal points in the evolution of scientific networks. Paper presented at the Proceedings of the 10th international conference on Intelligent user interfaces. Chen, C., Hu, Z., Liu, S., & Tseng, H. (2012). Emerging trends in regenerative medicine: a scientometric analysis in Citespace. Expert opinion on biological therapy, 12(5), 593-608. Ruan, H. H. (2010). Media Literacy and Information Literacy Education from the Perspective of Library and Information Science. Journal of Academic Libraries, 28(4), 102-105. Chen,C. M.(2006) .CitespaceII: detecting and visualizing emerging trends and transient patterns in scientific literature. Journal of the American Society for Information Science and Technology, 57(3), 359-377. Li, N. & Zeng, Q. (2011). Research on the Status Quo and Trend of University Online Information Literacy Instructions at Home and Abroad. Information Studies Theory & Application, 34(3), 18-21. Sun, J.J. & Li, J.J. (2006). Instruction Model of Information Literacy Based on the Collaboration between Librarian and Faculty. Library Journal, 25(10), 64-68. Fu, T. Z. & Zheng, J.P. (2014). Strategies of University Libraries Responding to the MOOC Challenges. Journal of Academic Libraries, 32(1), 20-24. Xiao, Y. Y. & Zhang, M. (2013). The Embedded Librarian Service for Online Courses in American Universities. Library Journal (9), 88-93. Zhang, L. & Chu, J.L. (2011). Information Literacy Education Embedded in Thesis Writing Process. Library and Information Service, 55(13), 16-19.

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LIBRARY SECURITY MANAGEMENT BASED ON BIOMETRIC METHODS

Drd. Andra-Manuela Botez, Drd. Alexandru Bejinaru-Mihoc, Prof.dr. Angela Repanovici Transilvania University of Brașov, Romania, [email protected]

ABSTRACT: Library security management is based on RFID technology most often. Another method that can be implemented in this area is the facial recognition technique that uses unique facial features to identify an individual. The automated face recognition system is a challenging problem and it has recently received significant attention, especially during the past several years. What sets apart facial recognition from other biometrics is that it can be used for surveillance purposes. This paper follows the advantages and disadvantages of implementing a security system based on facial identification in a university library.

Keywords: biometrics, face identification, surveillance, security system, university library.

1. INTRODUCTION The security of library collections has always been a problem for librarians and with the technological development in recent years, thieves create ingenious ways to violate the security systems implemented at present, in large, but also small libraries. The best known security system in libraries is RFID (Radio Frequency Identification), which has a dual label use, namely: the ability to combine the functions of a bar code (as a unique identifier of the document), with those of a device security (which warns us if a document is removed from the library in an unauthorized manner). Malicious people have created new methods of fraud called "electronic pick pocketing". The method involves the use of devices based on radio frequency, remotely reading the information from the cards, and other RFID documents. Such crimes are quite frequently mentioned in the press. [17] To avoid such problems, we propose in this article, replacing or supplementing such security systems with those based on biometrics. Biometrics is a process used to identify and authenticate an individual's identity using any of a number of physical and behavioural characteristics.[5] These characteristics may include fingerprint, palm print, hand geometry, retinal or iris scanning, facial mapping, the signature or writing style, and more recently DNA configuration. The term "biometric" comes from the Greek words "bios" (life) and "metron" (measure). Physiological biometric characteristics are related to the shape of the body and are generally more stable than behavioural biometric characteristics, which are related to the behaviour of a person. [16]

2. FACIAL IDENTIFICATION The human facial region is an interesting topic for researchers because the human face is the most naturally used biometric feature in order to acknowledge our peers for centuries. [6] Facial recognition is a problem matching 'one-to-n' ' where the goal is to identify a person's face, from an image. The system operates as a database, and the captured face must be compared with 'n' samples in the database. In order to establish a person’s identity, a search algorithm is used which measures nodal points, such as: the distance between the eyes, the bones of the face, the width of the nose, the jaw line, the depth of the orbits, the chin. [11]; [1] Face recognition has a wide range of applications, such as: surveillance, access control, human-computer interfaces, information security, electronic marketing and advertising etc.[4] Andra-Manuela Botez, Alexandru Bejinaru-Mihoc, Angela Repanovici: LIBRARY SECURITY MANAGEMENT BASED ON BIOMETRIC METHODS

Picture 1: Five steps to facial recognition [19]

According to the literature, facial recognition is performed in a process that comprises five stages:

2.1. Image capturing The first step of this process is to obtain the material for analysis, namely an image of the face. Facial recognition systems are divided into two general types: those that use static facial images and those that analyse the dynamic images of the face, from video. Since the video footage is a rapid succession of individual still images, it can be used as a source of facial images.[19];[6]

2.2. Facial detection Facial detection is the second stage and using special software the location all the faces from the captured image is detected. Facial detection may be regarded as a specific case of object detection called 'object-class detection'. In '' object-class detection 'the task is to find the locations and sizes of all objects in an image belonging to a particular class. This task is difficult and often generalized models are used on how a face should look (two eyes and a mouth in an oval) for identifying it from an image. [18]; [19]

2.3. Feature extraction Once the facial recognition software targeted a face, it can be analysed. As mentioned above, facial recognition analyses the spatial geometry of the distinct characteristics of the face.[19] In pattern recognition and image processing, feature extraction is a special form of dimensionality reduction. When the input data for the algorithm is too large to be processed, it will be transformed into a reduced representation of a set of features. [18] The result of feature extraction is generating a template. A template is a reduced set of data that represents unique characteristics of a person's face from a recorded image. [19]

2.4. Comparing templates Step four is to compare the generated template in the previous step with a database of registered faces. In a special application used for identification, this process produces scores that indicate how well the generated template fits with those recorded in the database. In an application used for verification, the generated template is compared only with a template from the database, which is that of the alleged identity. [19]

2.5. Declare matches The final step is to determine if the scores obtained in step four are large enough to declare a match between the generated template and the recorded one. The rules governing the level at WBILC 2016 98

Andra-Manuela Botez, Alexandru Bejinaru-Mihoc, Angela Repanovici: LIBRARY SECURITY MANAGEMENT BASED ON BIOMETRIC METHODS which it can declare a match between the two templates are often configurable by the end user such that he can determine the security level at which the system must operate.[19]

3. FACIAL RECOGNITION ALGORITHMS 3.1. PCA (Principal Component Analysis) Principal Component Analysis (PCA) is the most used tool in multivariate analysis. PCA is a statistical technique that converts a set of multivariate data of interrelated variables in a new data set, formed from uncorrelated linear combinations of the original variable. PCA calculates uncorrelated axes, making the maximum amount of variation in a given image. [8] This type of algorithm is derived from the Karhunen-Loeve transformation technique. If the image elements are considered as random variables, PCA basis vectors are defined as matrix dispersion eigenvectors.[18]

3.2. ICA (Independent Component Analysis) In a task, such as face recognition, the important information may be contained in the relationship of high order of pixels, it seems reasonable to expect that better basic images, can be found through sensitive methods of these high order statistics. Independent Component Analysis (ICA), a generalization of PCA, is one such method.[3] Independent Component Analysis (ICA) is a statistical technique that reveals hidden factors that underlie sets of random variables or signals. Information describing a face can be included in both dependencies, whether of linear order, or high order dependencies among image pixels. These dependencies of high order can be captured effectively by ICA representation in space. Independent component analysis (ICA) minimizes both second order dependencies and higher order input data and tries to find base along which data (when they are projected on them) are statistically independent.[14]

3.3. The Haar classifier A feature of Haar consists of two or more rectangular regions which are, vertical or horizontal adjacent, and its value is the difference between the amounts of pixels in these rectangular regions. [10] Contrast variations between groups of pixels are used to determine the relative dark and light areas. Two or three adjacent groups, with a relative contrast variation of a Haar feature are used to detect an image. Haar functions can be easily scaled by increasing or reducing the size of the group of pixels examined. This allows the use of various functions to detect objects of various sizes. [18]

3.4. LDA (Linear Discriminant Analysis) Linear discriminant analysis (LDA) is a well known method of reducing the size in model recognition. It projects the original data of large dimensions on a low dimensional space, where all classes are well separated by maximizing the Raleigh coefficient. LDA creates a linear combination of independent features that produces the greatest difference between the desired grades. The basic idea in the case of LDA is to find a linear transformation, so that groups of features can be separated after processing, which can be accomplished by an analysis of the dispersion matrix. In other words, the LDA objective is to maximize the measure between the dispersion class, while minimizing the extent of dispersion inside the class. However, applied in a practical environment, in general, the number of training samples is less than the number of the spatial dimension characteristic , therefore, the content hash class is singular (LDA).[20]

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Andra-Manuela Botez, Alexandru Bejinaru-Mihoc, Angela Repanovici: LIBRARY SECURITY MANAGEMENT BASED ON BIOMETRIC METHODS

4. CONCLUSIONS Implementing a security system in libraries based on facial recognition is the logical next step that society should adopt with the development of technology. Such a security system has many advantages, namely: the system captures images in public spaces, helping in catching villains; the image is taken from a distance, so there's no physical contact; it uses legal databases (can cooperate with the police or other public authorities that use such databases); it can be added to existing security systems. In some aspects, facial recognition may be considered a accessible and easy to implement technology, since most solutions use built-in cameras (or a relatively cheap webcam) to operate. Most laptops and other portable devices are capable with the right software, to capture an acceptable facial image and the dedicated cameras are cheap. Current models can have trouble identifying people in poor lighting conditions and the detection of the individual's life status, which is a necessary condition in order to ensure a competitive level of security.[13];[2] Variation in lighting conditions is one of the biggest challenges in the remote facial recognition . In particular, when images are captured from great distances, you have no control over lighting conditions. As a result, captured images often suffer from extreme light (due to sun) or low light (due to shade, bad weather, night, etc.).[15] The performance of most existing FR algorithms are influenced by the smallest light variations. Various methods have been introduced to deal with this problem. These are based on light cones (Georghiades et al, 2001b;. Belhumeur and Kriegman, 1996), spherical harmonics (Basri and Jacobs, 2003; Ramamoorthi and Hanrahan, 2001; Zhang and Samaras, 2003), images Quotient (Shashi and Riklin -Raviv, 2001. Wang et al, 2004), faces gradient (Zhang et al., 2009), the total change log (Chen et al., 2006), estimating albedou (Biswas et al., 2009), photometric (Zhou et al., 2007), and dictionaries (Patel et al, 2011; Lee et al., 2005a). [15]

BIBLIOGRAFIE 1. Aron I.(2014) Biometria. Metodă de investigare criminalistică, Editura Sitech, ISBN 978-606-11-4035-0, Craiova. 2. Ashbourn J. (2014), Biometrics in the New World. The Cloud, Mobile Technology and Pervasive Identity”, London, ISBN 978-3-319-04159-9. 3. Bartlett M.S. , Movellan J.R. , Sejnowski T.J. (2002) Face recognition by independent component analysis, IEEE Transactions on Neural Networks, USA, ISSN: 1045-9227, 13(6), 1450 – 1464. 4. Cament L. A., Castillo L. E., Perez J.P., Galdames F.J., Perez C.A. (2014) Fusion of local normalization and Gabor entropy weighted features for face identification, Image Processing Laboratory, Department of Electrical Engineering and Advanced Mining Technology Center, Universidad de Chile, Av. Tupper 2007, Santiago, Chile, Pattern Recognition , 47, 568–577. 5. Clodfelter R. (2010) Biometric technology in retailing: Will consumers accept fingerprint authentication?, Elsevier Ltd., Journal of Retailing and Consumer Services 17, 181–188. 6. Gates K.A. (2011) Our Biometric Future. Facial Recognition Technology and the Culture of Surveillance, New York University Press, ISBN 978-0-8147-3209-0, 18. 7. Jain A., Kumar A. (2012) Biometric recognition: an overview, in: E.Mordini, D. Tzovaras (Eds.), Second Generation Biometrics: The Ethical, Legaland Social Context, Springer, Netherlands, 11, 49–79. 8. Kusuma G.P., Chua C.S., (2011) PCA-based image recombination for multimodal 2D+3D face recognition , Image and Vision Computing, 29, 306–316. 9. Martinez A.M., Kak A.C. PCA versus LDA (Article) , USA, Robot Vision Lab, School of Electrical and Computer Engineering, Purdue University, IN 47907-1285.

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10. Park K.Y, Hwang S.Y., (2014) An improved Haar-like feature for efficient object detection, Department of Electronic Engineering, Sogang University, C.P.O. Box 1142, Seoul 100-611, Republic of Korea, Pattern Recognition Letters, 42, 148–153. 11. Pereira J.C., Azevedo J.C.R., Knapik H.G., Burrows H.D. (2016) Unsupervised component analysis: PCA, POA and ICA data exploring- connecting the dots. Spectrochimica Acta Part A: Molecular and Biomolecular Spectroscopy, 165, 69–84. 12. Phillips P.J., Moon H., Rizvi S.A., Rauss P.J. (2000) The FERET evaluation methodology for face-recognition algorithms, IEEE Transactionson Pattern Analysisand Machine Intelligence, 22(10), 1090–1104. 13. Piccolotto P., Maller P. (2014) Biometrics from the User Point of View: Deriving Design Principles from User Perceptions and Concerns about Biometric Systems, Technology Journal, 18(4). 14. Rajgarhia A. (2007) Face Detection using Independent Component Analysis, CS 229 Final Project Report. 15. Rama C., Jie N., Vishal M.P. (2012) Remote identification of faces: Problems, prospects, and progress, Center for Automation Research, University of Maryland, College Park, MD 20742, United States, Pattern Recognition Letters, 33, 1849–1859. 16. Sahoo S.K., Choubisa T., Prasanna S. R.M. (2012) Multimodal Biometric Person Authentication: A Review, Department of Electronics and Electrical Engineering, Indian Institute of Technology Guwahati, Guwahati, Assam, India, Iete Technical Review , 29(1). 17. Stuparu C., Repanovici A. (2014) Soluţii integrate privind managementul colecţiilor în biblioteci, prin implementarea tehnologiei RFID, Universitatea Transilvania, Brașov. 18. Subrat K.R., Siddharth S.R. (2014) A Survey on Face Detection and Recognition Techniques in Different Application Domain, I.J. Modern Education and Computer Science, 8, 34-44. 19. Woodward J.D., Horn C., Gatune J., Thomas A. (2003) Biometrics.A Look at Facial Recognition, Prepared for the Virginia State Crime Commission, RAND Public Safety and Justice, ISBN: 0-8330-3302-6. 20. Zhou C., Wang L., Zhang Q., Wei X., (2013) Face recognition based on PCA image reconstruction and LDA, Laboratory of Advanced Design and Intelligent Computing, Dalian University, Ministry of Education, Dalian 116622, Chinaa, Optik 124 5599– 5603.

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INFORMACIJSKA PISMENOST I PROFESIONALNA ORIJENTACIJA

INFORMATION LITERACY AND PROFESSIONAL ORIENTATION

Prof. dr. Senada Dizdar Filozofski fakultet Univerziteta u Sarajevu Odsjek za komparativnu književnost i bibliotekarstvo E-mail: [email protected]

Azra Hamulić, M. A. pedagogije i bibliotekarstva [email protected]

Abstract Professional orientation is much more than the science about occupations. Professional orientation implies action and involvement in the development and strengthening of the personality. It also implies the individual monitoring and support from the school. In previous research conducted in and around Bosnia and Herzegovina there was no direct link between professional orientation and information literacy In order to present the elements that connect professional orientation and information literacy, and present the importance of information literacy for ones orientation, we have createda table titled: Ishodi nastave informacijske pismenosti i profesionalne orijentacije, based upon the following publication Model prožimanja komponenti (Rašidović, 2011), the book Školski knjižničar (Kovačević, Lovrinčević, 2012) and handbook Profesionalna orijentacija: Pet koraka do odluke o školi i zanimanju (GTZ – Deutsche Gesellschaft für Technische Zusammenarbeit GmbH, 2010). The table supports Bloom's taxonomy, by acting on the cognitive, affective and psycho-motor development of the child. The table can serve as the basis and stimulus for school librarians and professors / teachers in the development of activities that will enable students to better understand materials by helping them to recognize their own potential, willingness and ability to acquire new knowledge through differently designed education. Activities deriving from the table refer to learning experience, which is directly related to the active way of adopting information and knowledge. Keywords: Information Literacy, Professional Orientation, School Library, Model of Permeation Components, Bloom's Taxonomy

UVOD Informacijska pismenost uključuje sposobnost djelotvornijeg traženja i vrednovanja informacija, svijest o problemu pouzdanosti i vjerodostojnosti, te učinkovitost prenošenja informacija. Informacijska pismenost je sve zastupljenija u akademskom okruženju u Bosni i Hercegovini. Ali ipak i pored svoje dokazane vrijednosti, ona još uvijek nije zaživjela u nastavnim planovima i programima na bosanskoherecgovačkim univerzitetima, osim u iznimnim slučajevima (Dizdar, Hajdarpašić, 2014; Rašidović, 2015). Sličan problem je i sa profesionalnom orijentacijom koja još uvijek nije postala dio strategija u bosanskohercegovačkom obrazovnom sistemu. Na bosanskohercegovačkim prostorima o vezi informacijske pismenosti i profesionalne orijentaciji nije bilo radova te je ovo istraživanje jedan od pionirskih pokušaja da se iz ugla informacijskih znanosti bavi profesionalnom orijentacijom, odnosno da se informacijska pismenost razmatra u kontekstu profesionalne orijentacije. U cilju vizualizacije afirmativnih vrijednosti informacijske pismenosti i profesionalne orijentacije, kao i njihovog boljeg razumijevanja, urađena je tabela Ishodi nastave informacijske pismenosti i profesionalne orijentacije, za čiju izradu su kao polazišta poslužili: Model prožimanja komponenti (Rašidović, 2011), knjiga Školski knjižničar (Kovačević, Lovrinčević, 2012) i priručnik Profesionalna Senada Dizdar, Azra Hamulić: INFORMACIJSKA PISMENOST I PROFESIONALNA ORIJENTACIJA orijentacija: Pet koraka do odluke o školi i zanimanju (GTZ – Deutsche Gesellschaft für Technische Zusammenarbeit GmbH, 2010). Tabela podržava dobro poznati model Bloomove taksonomije, djelujući na kognitivni, afektivni i psihomotorički razvoj djeteta. Tabela može poslužiti kao podloga i poticaj školskim bibliotekarima i profesorima/nastavnicima za razvoj aktivnosti koje će učenicima omogućiti bolje razumijevanje gradiva, prepoznavanje sopstvenih potencijala, spremnost za postignuća i sklonosti njihovom ostvarenju preko odgovarajuće osmišljene nastave.

INFORMACIJSKA PISMENOST I PROFESIONALNA ORIJENTACIJA Profesionalna orijentacija strateški je zadatak potpore individualnom, stručnom, organizacijskom i društvenom uspjehu.1 Kompleksna i sistematska djelatnost kakva je profesionalna orijentacija, na osnovu pružanja pomoći pojedincu u rješavanju izbora zanimanja i/ili profesionalnom razvoju podupire projekte vođenja ka održivom razvoju koji se realizuju po principu učenje putem djelovanja. Važnost profesionalne orijentacije za sve životne dobi rezultirala je i razvojem adekvatne terminologije kojom se definiraju njeni stupnjevi. Izmjenom paradigme o profesionalnoj orijentaciji u zemljama Evropske unije je u upotrebi širi termin karijerna orijentacija u kojoj se Rezolucijom o cjeloživotnoj karijernoj orijentaciji iz 2004. godine navodi: „Karijerna orijentacija se u kontekstu cjeloživotnog učenja odnosi na niz aktivnosti koje omogućavaju individuama u bilo kojoj tački života identifikaciju vlastitih sposobnosti, kompetencija i interesa za donošenje odluka na području obrazovnog, stručnog osposobljavanja i izbora zanimanja.“2 Pod pojmom profesionalna orijentacija podrazumijeva se velika paleta koraka koja seže od informacija o obrazovanju i zanimanju do individualnog savjetovanja. Tu, također, ubrajamo intrinzično3 shvatanje profesionalne orijentacije u nastavi, tj. pogled u sopstvenu ličnost, kao i eksterno shvatanje koje se odnosi na pogled u realni svijet i svijet zanimanja. Profesionalna orijentacija shvaćena kao proces učenja, proces klasifikacije u dinamičkom smislu okrenutom ka budućnosti i kao kompetencija odlučivanja4 doprinosi povezivanju s informacijskom pismenošću na osnovu dijeljenja temeljnih vrijednosti, poput:  osposobljavanje jedinke da adekvatno i samostalno donosi odluke,  aktivna uloga učenika koji istražuje i otkriva svijet rada i svijet u kojem živi,  razvoj učenikovih sposobnosti, potencijala, motiva, interesovanja i formiranje stavova,  aktivna uloga učenika, interiorizacija znanja, konstrukcija znanja na osnovu koje učenik formira sliku o sebi i stvaranje autentičnog doživljaja sebe u životu i radu,  razvijanje samostalnosti i odgovornosti učenika za vlastite odluke i izbore,  složen dinamički model saradnje roditelja, nastavnika, stručne službe i niza različitih institucija iz lokalne zajednice i

1 Bogdanović, Mario. Prilog profesionalnoj orijentaciji: kako do bolje povezanosti sa stvarnim životom? // Napredak, 150, 2, 2009. str. 225. URL: https://www.mysciencework.com/ publication/read/8062852/prilog- primarnoj-profesionalnoj-orijentaciji-kako-do-bolje-povezanosti-sa-stvarnim-zivotom#page-null (10.4.2016.). 2 Profesionalna orijentacija: Pet koraka do odluke o školi i zanimanju – Priručnik za trenere. Sarajevo: Axel Sachs Deutsche Gesellschaft für Technische Zusammenarbeit GmbH (GTZ). str. 29. URL: http://www.fzzz.ba/publikacije1/Prirucnik%20za%20trenereweb.pdf (10.4.2016.) 3 Pojam intrinzičan označava unutarnje stanje. U pedagoško-psihološkom smislu se najčešće koristi kada se govori o motivaciji učenika. Ekstrinzična ili vanjska motivacija je kontrast intrinzičnoj motivaciji. Na ekstrinzičnu motivaciju utiču vanjski faktori koji najčešće dolaze u obliku nagrade. Uloga motivacije pri kreiranju tečajeva poslovnog e-učenja. // Portal za poslovno e-učenje. URL: http://eucenje.efst.hr/ tag/intrinzicni/ (10.4.2016.) 4 Profesionalna orijentacija: Pet koraka do odluke o školi i zanimanju – Priručnik za trenere. Sarajevo: Axel Sachs Deutsche Gesellschaft für Technische Zusammenarbeit GmbH (GTZ). str. 12. URL: http://www.fzzz.ba/publikacije1/Prirucnik%20za%20trenereweb.pdf (10.4.2015.) WBILC 2016 104

Senada Dizdar, Azra Hamulić: INFORMACIJSKA PISMENOST I PROFESIONALNA ORIJENTACIJA

 partnerski odnos učenika, nastavnog i stručnog osoblja.5

Aktivnom saradnjom bibliotečko-informacijskog i odgojno-obrazovnog sistema ostvarujemo postavljene ishode učenja koji u osnovi imaju Bloomovu taksonomiju sačinjenu od kategorija:  kognitivna (ciljevi vezani za razvoj intelektualnih vještina potrebnih za primjenu znanja),  afektivna (ciljevi vezani uz vrijednosti, stavove i procjenjivanje) i  psihomotorička (ciljevi vezani uz motoričke osobine).6

Djelovanje na principu Bloomove taksonomije sa svrhom ličnog razvoja je primjenjivo i na osnovu Modela prožimanja komponenti, koji, podrazumijeva da se svi elementi modela uzajamno prožimaju i povezuju, zavise jedan od drugog i usvajaju se u uzajamnoj povezanosti, na način da se opća znanja usvajaju kroz posebna i obratno, vještine se stječu u odnosu na opća i posebna znanja, a paralelno se odvija i proces vrednovanja i upotrebe informacija na etičan način i po pravnim propisima. Ovom modelu je imanentan proces i horizontalne i vertikalne povezanosti elemenata, koji su neodvojivi jedni od drugih. Model prožimanja komponenti, prvi (kontekstualni) model informacijske pismenosti osmišljen u BiH, se sastoji od četiri komponente:  komponenta sadržaja – obuhvata opća znanja i znanja iz kurikuluma koja se granaju na svijet informacija, informacijsku pismenost i znanja iz disciplina,  komponenta vještina – sposobnost definisanja opsega i prirode informacijske potrebe, definisanje strategije pretraživanja i revidiranje istraživačkog procesa,  komponenta vrednovanja – kognitivni proces izlučivanja, analize, procjene, organizacije i sinteze informacija i  komponenta odgoja – znanja o upotrebi i predstavljanju pronađenih i izlučenih informacija, razvijanje etičkih i pravnih principa kroz znanja o stilovima, načinima i elementima citiranja i navođenja.7

Tabela 1: Ishodi nastave informacijske pismenosti i profesionalne orijentacije INFORMACIJSKA PISMENOST I PROFESIONALNA ORIJENTACIJA U NASTAVI Ciljevi učenja Model Aktivnosti učenika Oblici Aktivnosti profesionalne prožimanja nastavnog bibliotekara, orijentacije komponenti rada nastavnika, pedagoga i psihologa Pomoć mladima u Komponenta Usvajanje informacija o Individualni i Bibliotekari, pedagozi spoznaji i sadržaja zanimanjima. Ishod učenja: grupni i psiholozi razumijevanju izražavanje vlastitih organiziraju i sebe i svoje interesovanja. koordiniraju karijere. motivirajuće aktivnosti. Razvoj ključnih Komponenta Samostalno otkrivanje Individualni i Diskusija i kompetencija vrednovanja zanimanja i tržište rada. grupni pravovremena (razvoj kritičkog Ishod učenja: stvaranje povratna informacija. mišljenja i kritičkog mišljenja cjeloživotnog učenja)

5 Korač, Isidora. Profesionalna orijentacija učenika – između teorije i prakse. // Beograd: Pedagogija LXVI, 3, 2011. str. 400-401. 6 Kovačević, Dinka ; Lovrinčević, Jasmina. Školski knjižničar. Zagreb: Zavod za informacijske studije, 2012.str. 30. 7 Rašidović, Beba Ešrefa. Informacijska pismenost i visokoškolske biblioteke – edukacija korisnika. Model Univerziteta u Sarajevu. Sarajevo: Filozofski fakultet, 2011. (Magistarska radnja u rukopisu). str. 239. WBILC 2016 105

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Usmjeravanje i Komponenta Iznošenje stavova i njihova Frontalni, Upoznavanje sa formiranje ličnosti odgoja evaluacija individualni i etičkim i pravnim kod učenika. (pedagoško- Ishod učenja: etičko grupni propisima upotrebe andragoška korištenje informacija. informacija. komponenta) Otkriti, istražiti i Komponenta Ispitivanje i traganje za Individualni Organiziranje preispitati vrednovanja novim informacijama. susreta sa sopstvene želje, Ishod učenja: razvoj profesionalcima i interesovanja i kognitivnog mišljenja. istraživanje sklonosti. informacija o konkretnom zanimanju. Uočiti talente i Komponenta Definisati istraživačku Individualni i Ukazati na sposobnosti – vještina, potrebu, analiza, sinteza i grupni horizontalnu i samoaktualizacija komponenta diseminacija informacija. vertikalnu povezanost vrednovanja i Ishod učenja: povezivanje između elemenata i pedagoško- sadržaja. komponenti unutar andragoška modela. komponenta Upoznati se sa Komponenta Prikupljati informacije o Individualni i Povezati učenike sa profilima zahtjeva vještina zanimanja od grupni profesionalcima. za stručne poslove profesionalaca. Ishod i školovanje. učenja: definisanje opsega i prirode konkretnih zanimanja. Sticanje uvida u Komponenta Organizirati i evaluirati Individualni Koordinirati saradnju istraživačko vrednovanja informacije o stručnim s pitanje i/ili željeno poslovima i školovanje. roditeljima/starateljim zanimanje. Ishod učenja: odluka o a. željenom zanimanju. Reflektovati rad u Pedagoško- Simulirati radne zadatke. Individualni i Organizirati i njegovom značaju andragoška Ishod učenja: razvoj grupni koordinirati i formi kao komponenta odgovornosti učenika. simulacije radnih elementarni faktor zadataka. za ljude. Prepoznati Komponenta Pratiti socio-ekonomske i Frontalni, Upućivanje učenika promjene u sadržaja društvene promjene Ishod individualni i na povezivanje okruženju i na učenja: uočiti i opisati grupni razvoja zanimanja i polju rada i promjene u okruženju. društvenih promjena. zanimanja. Prepoznati dejstva Komponenta Ovladavati skupom Frontalni, Organizirati i i uticaj IKT u vještina pismenosti 21.st. Ishod individualni i koordinirati različitim životnim učenja: promišljanje o grupni simulacijske segmentima vlastitim postupcima i aktivnosti fokusirane odnosu prema IKT. na IKT. Razmotriti Komponenta Istražiti i razmotriti Frontalni, Ukazati na prisustvo i zdravstvene vrednovanja zdravstvenu komponentu individualni i značaj zdravstvene dimenzije kao zanimanja. Ishod učenja: grupni pismenosti8 faktor u radu i procijeniti njenu važnost. zanimanju Pomoću realnih Komponenta Učestvovati u konkretnim Individualni i Organizirati realne

8 Nutbeam je godine definirao zdravstvenu pismenost kao osobno, kognitivno i društveno umijeće koje određuje sposobnost pojedinaca da dođe do informacija te razumiju i koristi informacije kako bi unaprijedili i održavali zdravlje. Pavleković, Gordana. Zdravstvena pismenost. Zagreb: MICC, 2013. URL: http://ark.mef.hr/MICC/micc9_Pavlekovic.pdf (18.4.2016.) WBILC 2016 106

Senada Dizdar, Azra Hamulić: INFORMACIJSKA PISMENOST I PROFESIONALNA ORIJENTACIJA susreta steći uvid u sadržaja zadacima u realnom grupni susrete po uzoru na svijet rada i poslovnom okruženju. dualni sistem zanimanja Ishod učenja: iskusiti rad. obrazovanja9.

Međusobno prožimanje i sinergija svih faktora uključenih u proces učenja i poučavanja, insistiranje na aktivnostima promišljanja, analiziranja, evaluiranja, stvaranja postignuća i učenja vještina, te njihovo propitivanje i razvijanje kritičke misli doprinose ispunjenju važnih faktora obrazovanja, među kojima se ističu:  razvojna orijentacija  interdisciplinarnost u nastavi,  razvoj kreativnosti,  razvoj i poticanje radnih navika i preduzetničkog duha,  razvoj ekološke svijesti i  odgoj slobodnih ljudi, cjelovite i humane ličnosti.10 Promocija informacijske pismenosti i profesionalne orijentacije, njihova sinergija i primjena, poticanje djelovanja na sve komponente Bloomove taksonomije i nastava osmišljena prema Modelu prožimanja komponenti podrazumijevaju promjenu strategije nastave od onih usmjerenih na sadržaj ka onim usmjerenim na učenika, odnosno njegovo iskustvo i ishode učenja.

ZAKLJUČAK Informacijska pismenost važno je sredstvo u olakšanom snalaženju čovjeka u svijetu rada. Razumijevanje poslovne ponude i potražnje, pravljenje izbora, jasno obraćanje poslodavcu i prijava na natječaje – sve je to povezano s kritičkim mišljenjem koje se razvija informacijskim opismenjavanjem, a o kojemu govori Tabela. Na tim zadacima opismenjavanja združuju se snage bibliotekara, pedagoga, psihologa i nastavnika te kroz njihovo uzajamno djelovanje informacijska pismenost dobiva na svojoj punoj vrijednosti jer pomaže u rješavanju raznovrsnih životnih problema. Tako informacijska pismenost u kombinaciji s profesionalnom orijentacijom povećava konkurentnost osobe na tržištu rada. Interdisciplinarno djelovanje ovih područja ne samo da je primjenjivo u formalnom obrazovanju, već i u neformalnom i informalnom obliku cjeloživotnog učenja. Osim razvijanja i unapređenja modela informacijskog opismenjavanja na radnom mjestu, informacijska pismenost i profesionalna orijentacija u sklopu neformalnog obrazovanja pospješuju kvalitet rada unutar određenog kolektiva koji uključuje motiviranost, međuljudske odnose, kreativnost, razvoj novih strategija poslovanja i saradnje, rad na poboljšanju usluga i odnosa s klijentima

LITERATURA 1. Bogdanović, Mario. Prilog profesionalnoj orijentaciji: kako do bolje povezanosti sa stvarnim životom? // Napredak, 150, 2, 2009. str. 224-249. URL: https://www.my sciencework.com/publication/read/8062852/prilog-primarnoj-profesionalnoj- orijentaciji-kako-do-bolje-povezanosti-sa-stvarnim-zivotom#page-null (10.4.2016.). 2. Dizdar, Senada; Hajdarpašić, Lejla. Razvoj informacijske pismenosti na Univerzitetu u Sarajevu. // Čitalište: naučni časopis za teoriju i praksu bibliotekarstva. 24 (2014.) URL: http://citaliste.rs/casopis/br24/dizdar_senada.pdf (14.5.2016.)

9Dualni sistem obrazovanja podrazumijeva usku povezanost obrazovanja sa privredom, odnosno povezanost teorije i prakse. Schneider, Hilmar. Dualni sustav obrazovanja kao prevencija nezaposlenosti mladih. // Federalni zavod za zapošljavanje. URL: http://www.fzzz.ba/vijesti/ dualni-sustav-obrazovanja-kao- prevencija-nezaposlenosti-mladih (18.4.2016.) 10 Kovačević, Dinka; Lovrinčević, Jasmina. Mjerila kvalitete rada u hrvatskim školskom knjižničarstvu. Osijek: Sveučilište, Odjel za kulturologiju, 2014. str. 201. WBILC 2016 107

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3. Kovačević, Dinka; Lovrinčević, Jasmina. Mjerila kvalitete rada u hrvatskim školskom knjižničarstvu. Osijek: Sveučilište, Odjel za kulturologiju, 2014. 4. Kovačević, Dinka ; Lovrinčević, Jasmina. Školski knjižničar. Zagreb: Zavod za informacijske studije, 2012. 5. Pavleković, Gordana. Zdravstvena pismenost. Zagreb: MICC, 2013. URL: http://ark.mef.hr/MICC/micc9_Pavlekovic.pdf (18.4.2015.) 6. Profesionalna orijentacija: Pet koraka do odluke o školi i zanimanju – Priručnik za trenere. Sarajevo: Axel Sachs Deutsche Gesellschaft für Technische Zusammenarbeit GmbH (GTZ). URL: http://www.fzzz.ba/publikacije1/Prirucnik%20za%20trenereweb.pdf (10.4.2016.) 7. Rašidović, Beba Ešrefa Upravljanje znanjem i informacijska pismenost – metakompetencije za nove načine učenja i izgradnju znanja. Sarajevo : Filozofski fakultet, 2015(doktorska disertacija) 8. Rašidović, Beba Ešrefa. Informacijska pismenost i visokoškolske biblioteke – edukacija korisnika. Model Univerziteta u Sarajevu. Sarajevo: Filozofski fakultet 2011. (Magistarska radnja u rukopisu). 9. Schneider, Hilmar. Dualni sustav obrazovanja kao prevencija nezaposlenosti mladih. // Federalni zavod za zapošljavanje. URL: http://www.fzzz.ba/vijesti/dualni-sustav- obrazovanja-kao-prevencija-nezaposlenosti-mladih (18.4.2016.) Uloga motivacije pri kreiranju tečajeva poslovnog e-učenja. // Portal za poslovno e- učenje. URL: http://eucenje.efst.hr/tag/intrinzicni/ (10.4.2016.)

WBILC 2016 108

"GREENING" INFORMATION LITERACY THROUGH GAMES

Radostina Todorova1, Plamen Miltenoff2, Gergana Martinova1

1 New Bulgarian University, Sofia, Bulgaria [email protected], [email protected] 2 St. Cloud State University, St. Cloud, USA [email protected]

ABSTRACT: New Bulgarian University Library gradually shifts its focus toward adopting green technologies and resources for information literacy. Two new technological trends in education: BYOD (bring your own device) and games and gamification are steadily being recognized and adopted by librarians. A jQuery-generated site for mobile devices is used to gamify students' introduction to information literacy. We seek to achieve: 1. a paperless environment; 2. a dynamic and mobile access to information and feedback; 3. switching from a lecture-based teaching style to a more constructivist approach, and encourage students to build knowledge on their own while pursuing a game-like activity; 4. better interaction with lecturers in subject-based teaching. The test instruction was adopted from a library project at St. Cloud State University. The process of collaboration with campus faculty, during the test instruction presented viable opportunity to introduce paperless pedagogy and gaming, as a legitimate pedagogical practice across disciplines on campus.

Keywords: information literacy, m-learning, gamification, green library

1. INTRODUCTION New Bulgarian University (NBU) has made the strategic choice to become a "Green University" and the NBU Library is working to assert university image as a green institution. The objective is to re-design and deliver library workflow in a paperless format. One of the successfully accomplished initiatives was the environment-friendly "Green Office" that contributed to win "The Best Library 2012" award from the Bulgarian Library and Information Association. Currently, NBU Library shifts gradually its focus toward adopting new technologies and resources for information literacy. NBU Library pursues arresting training and instruction programs, adhering to our "green line" approach. Academic libraries are often on the forefront of testing and applying new technologies. Two new technological trends in education: BYOD (bring your own device) and games and gamification are steadily being recognized and adopted by Higher Education practitioners and, respectively, are promoted by academic librarians. The growing affordability and access to the Internet, as well as the global penetration of mobile devices across all ages, have transformed e-learning into m-learning (mobile learning). Pedagogy and methodology are in a corresponding process of change. Gaming in education is recognized with the potential to promote student motivation and problem-solving skills (Ifenthaler, D., Eseryel, D., & Ge, X. (2012). Game-based learning (GBL) is attractive to Millennials (current students) and Generation Z (incoming students) with the opportunity to bring fun to learning. The shift toward online activities on mobile devices results in print reduction.

2. GREEN LIBRARY New Bulgarian University (NBU) Library is engaged in green initiatives. The objective is the re- design of library processes and services to achieve the implementation of environment-friendly means of communication (Todorova, R., G. Martionova, D. Mladenova, & M. Lyubenova, 2012). The strategy to turn into a “Green University” is reflected in the Library activities toward accomplishing its strategic goals. The focus is a re-design of library services and offering online reference and e-materials. Radostina Todorova, Plamen Miltenoff, Gergana Martinova: "GREENING" INFORMATION LITERACY THROUGH GAMES

2.1. Greening library collections In pursuit of this goal, the Library started to enlarge e-book and e-journal collections, where the objective is long-term development and maintenance of digital collections. The Library also developed and maintained institutional digital collections. The establishment of own digital collections aims long-term preservation of paper collections – most popular titles, course materials and rare titles from our collections are digitized and accessible on- and off-campus. Digital copies are easy to use and manipulate, transferable and compatible and thus a sustainable re-use of library materials is secured. An increase of e-document delivery has been recognized. E- document based services showed rapid requests increase and online requesting functionality gained popularity. Relocation of finances devoted to acquisition of paper materials allowed investment in new technological solutions and enrichment of the electronic collections. This has an impact and effect on next level of automation at the Library.

2.2. Greening Library Processes The NBU Library introduced library users to the electronic personal data is scanned, automatically processed and transferred to the integrated online library automation system, where it stored as a digital record that allows comprehensive reference to book records. Library users sign electronically their declaration with Library rules excerpt. Renewing of a Library card is also automated. Library plastic cards are recyclable. Library users can easily loan, renew and hold library materials online, by incorporating RFID technology and integrating it with the library automated system. Self-check machine allows users to perform loan and renew actions. The process of notifying library users is also automated. E-mail messages are scheduled to library users through the automated information system. Library users access “My account” space in Library catalogue, where they can check stored Library notices, alerts, etc. sent to them. Alerting and messaging are performed via e-mail or Ask- a-Librarian chat in real time. The mobile version of the Library web site encourages navigation on different mobile devices. A credit payment system, where the library cards are charged with credits, allows users to pay Library services.

2.3. Greening Library Services A request management platform was launched–locally designed software product with Cyrillic interface. Since 2013, the Library upgraded and transferred to an increasingly sophisticated information system for service request management, entirely designed and administered upon an University student project. The promotion and adoption of online information services led to decrease of library visits and growth of library users. Online support and online services requests resulted in reduced amount of used office paper and re-usable print consumptives – toners for copy machines are recycled and re-used. Waste office paper is collected on regular base and taken away as recyclables. The increased interest in Library collections, both paper and digital was another subsequence. Eco packing of print library materials and personal belongings with eco-bags from natural materials for multi-use made Library users conscious of reducing their environment-harming attitude and developing new understanding of the digital age. The Library and New Bulgarian University started to collaborate on environment-protecting activities and thus the “Green Office” Initiative emerged. Each University unit is collecting wasted office paper for recycling, where the Library is the leader of the activities under the Initiative. Each year the “Green Office” Initiative helps to collect thousands of kilograms of paper. The New Bulgarian University Library is on the track of establishing itself as an eco-institution. Most of the library processes, services, workflow and collections are steadily turning paperless and are maintained online. The next task is to seek turning information literacy green.

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3. GAME-BASED LEARNING AND LIBRARIES 3.1. Game and Gamification Ralph Koster defines a game as a system of rules that, taken together, creates a simplified model of some aspect of reality (Koster, 2013). Game based learning (GBL) is a type of game play that has defined learning outcomes. Generally, GBL is designed to balance subject matter with gameplay and the ability of the player to retain and apply subject matter to the real world. GBL describes an approach to teaching, where students explore relevant aspect of games in a learning context designed by teachers. Teachers and students collaborate in order to add depth and perspective to the experience of playing the game. Gamification takes game elements (such as points, badges, leaderboards, competition, achievements) and applies them to a non-game setting. It has the potential to turn routine, mundane tasks into refreshing, motivating experiences. Gamification is defined as the process of applying game mechanics and game thinking to the real world to solve problems and engage users (Phetteplace & Felker, 2014, p. 19; Becker, 2013, p. 199; Kapp, 2012). Gamification requires three sets of principles: 1. Empowered Learners, 2. Problem Solving, 3. Understanding (Gee, 2005). Some authors, e.g. Malykhina (2014), fail to make the distinction between games and gamification in the educational process and attribute gamification to the influx of games in the curricula, rather than to the application of game elements as defined above.

3.2. Gaming in the Library The academic library has an important role in establishing gaming and gamification as a legitimate learning approach. The following factors determine the library as the developmental hub for game-based activities in education. 1. The academic library serves the entire campus. 2. Academic librarians teach mostly short (credit-wise) sessions, which is an advantage to start and complete the implementation of game-based activities in the curriculum process. 3. The development of sound pedagogical gaming by librarians can enable them to service and consult departments across campus in replicating the pedagogical success of applying gaming and gamification in the curriculum process. The support to develop elaborate educational games is incomparably small to the funding for gaming entertainment industry. The lack of finances makes it only logical for academic institutions to combine their resources across campus in an effort to enable gaming and gamification as a recognized approach to learning and teaching. Within the campus setting, the library can prove to be the preferable sandbox for possible testing and implementation of game- like activities and projects. Academic libraries are well-known as early adopters of new practices across campus. Using games for fostering information literacy skills among students has been underway for a long while (Smith, 2007; Walker, 2008; Markey, Swanson, Jenkins, Jennings, Jean, Rosenberg, & Frost, 2009; Buchanan, & Elzen, 2012; Porter, 2012; Becker, 2013; Brown & Kaspar, 2013; Margino, 2013; Phetteplace & Felker, 2014; Walsh, 2014). Regrettably, information literacy skills remain the focus of most academic libraries in 21st century. Skills taught through digital literacy elude academic librarians. Considering the importance of gaming in education, Alan Gerschenfield, a publisher of computer games, underlines the connection between games in education and the importance of teaching digital literacy (Fletcher, 2014); a literacy, which academic libraries often neglect on account of information literacy. Not surprisingly, such discrepancy regarding the importance of digital literacy determines the attitude toward the leadership role of the academic library in the game-based learning practices on campus. Buchanan & Elzen (2012) are on the opinion that librarians do not have to be experts in the “gaming” area, but to only understand the place video games could have in libraries and adjust their services accordingly. In the same fashion, Phetteplace & Felker (2014) fail to see the grand

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Radostina Todorova, Plamen Miltenoff, Gergana Martinova: "GREENING" INFORMATION LITERACY THROUGH GAMES responsibility of the academic library on campus as early adopters and in terms of video games, they advocate only for engagement of patrons and expanding outreach programs. On the other hand, Becker’s (2013) study of gaming in libraries takes him to Shapiro’s (2014) conclusion, namely, level up students to the learning challenges by creating their own games and/or co- designing and manipulating games.

4. GREEN CROSS-CULTURAL LIBRARY PROJECT This Library project streamlines the application of recent technologies and the “green” strategy. The Library aims to achieve: 1. a paperless environment; 2. a dynamic and mobile access to information and feedback; 3. switching from a lecture-based teaching style to a more constructivist approach, and encourage students to build knowledge on their own while pursuing a game-like activity; 4. better interaction with lecturers in subject-based teaching.

4.1. Technology Recent report by McGraw-Hill Education Research claims that over 80 percent of students use mobile technology to study (Belardi, 2015). A St. Cloud State University campus technology survey yields similar results. While numbers can be argued, the tendency of students to use mobile devices, being those their own (BYOD) or school-issued is on the rise. Mobile devices are in the heart of the recent wave of gamification in “many industries, including business, marketing, and education,” as well as the “evidence that game elements, if used properly, can increase engagement and motivation (Spina, 2013, p. 7). A jQuery-generated site for mobile devices is available to gamify students' introduction to information literacy. Students are using their mobile devices (smart phones, tablets, etc.) to access information through a mobile Web site and are expected to accomplish set of tasks, which reflect their knowledge of literature and research procedures in the library.

4.2. Preparation After a presentation at the 2014 Library Technology Conference at Macalester College in Minneapolis, Minnesota, Sarah Thorngale of the Brandel Library in Chicago shared the template for the library orientation using mobile devices. In the fall of 2015, first-year students from the COLL 150 classes at St. Cloud State University (SCSU) tested the site, as adapted for the use of the SCSU Library. Different versions of the site are available at http://web.stcloudstate. edu/pmiltenoff/bi/. NBU library adopted the test instruction as used at SCSU, and respectively, at Brandel Library. The consequent discussions lead to the idea to compare projects and results and seek cross- cultural similarities and differences, thus bringing opportunities to test, improve the idea and apply it in regular classes across campus. The site was translated from English to Bulgarian, keeping the idea intact and adjusting the content where necessary. In collaboration with an instructor from the Law Department, the site was modelled after the content and requirements of Financial and Tax Law course at NBU. The test at NBU was conducted with second-year students in the Law Program. Two months in advance, the students were introduced to the experiment and instructed accordingly. The experiment to use the site at other NBU courses was promoted by the librarians through printouts with QR codes containing login information and requesting a week to complete the assignments listed on the site.

4.3. Results The authors of this study decided to compare the first thirty responses by students, respectively from NBU and SCSU. Test training is based on a range of 19 assignments. These were divided to 13 open-ended questions, 5 multiple choice question and 1 single choice question. Assignments

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Radostina Todorova, Plamen Miltenoff, Gergana Martinova: "GREENING" INFORMATION LITERACY THROUGH GAMES are accompanied with instructions and part of them has a corresponding image. Through a Help Button students contact a librarian for a live assistance. Students from the two universities have showed equal competences in using the software. The NBU group completed 82,1% of the assignments against the 82,1% from the SCSU group. Equal percentage (100%) of students from the cited universities answered to the questions „What did the librarian help you with?“, „What hours are reference librarians available?“, „Say you have a question for a librarian who is clearly busy with other work. How will the librarian feel about being interrupted?“. Around 80%-90% of the respondents gave their feedback to the questions „Name three library resources available to you for research projects“, „What are the two most valuable things you learned from this session?“. The received answers were between 70%-80% on „The librarian was knowledgeable and prepared for this session.“, „What book did you find?“, „What's the call number?“ Students from the two universities found it difficult to complete „Find an Article“ assignment, where the SCSU result was 76,6%, and 60% for NBU. Depending on the degree of implementation the assignment was positioned on 15th place among 19. Despite the derived similarities in responding, some deviations are also observed. SCSU students have answered to a group of questions on how to locate information within an encyclopedia (100%), while the NBU group returned a result of 56,7%. The respondents from SCSU have not completed the optional „How many college libraries own a copy of „Title of book“?“, „Wander around the first floor to find five other things you can check out from the library“ , where 90% NBU representatives have shared their opinion. uantity analysis reveals that the query „What is one question you still have about using the library?“ have gained less interest - 66,7% for SCSU and 53,3 for NBU. This shows that students in USA and Bulgaria should be urged at the beginning of their study to formulate library- orientated queries. The quality analysis of the groups of assignments shows main similarities and differences in the responses of the two target groups. The answers to the basic questions „What book did you find?“ and „What's the call number?“ in the two groups is comparatively equal (SCSU -92,3% , NBU - 92,8%). Game instructions are fairly precise and helped the achievement of a higher rate in results. The group of multiple choice questions and open-ended questions also introduces similar responses. The multiple choice question „What did the librarian help you with“ progresses for SCSU with the average score of 4,5 responses, where NBU received 3,6 answers. Where the most important issue for both groups of respondents is „Find items“ (fig. 1).

Figure 1: uestion „What did the librarian help you with?“

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To the open-ended question „Name three library resources available to you for research projects“ the average number of answers is 2,7. Most valued are „Books“. It is interesting that the query about electronic resources have received only 2 answers in each of the groups of respondents. The result confirms the consistency of adopting m-learning. In the course of the game, students become aware of and learn how to use the diverse library resources. Again the multiple choice question „Say you have a question for a librarian who is clearly busy with other work. How will the librarian feel about being interrupted?“ results are almost the same (fig. 2).

Figure 2: uestion „Say you have a question for a librarian who is clearly busy with other work“

To a lesser extent, students were able to define three true keywords in response to the question „Identify Keywords for Your Topic“, 71,3% on the SCSU score against 74,4 - NBU. The SCSU students has realized 100% true answers to the „Find an Article in a data base“ question, while in NBU the success is 43,3%. The complexity of the topic in the law field and the necessity to search in multi-language databases has provoked that particular outcome. About 83,3% of NBU students were successful on „What hours are reference librarians available?“, while the SCSU students show only 53,3%. The difference is probably due to the extended working time of the reference desk at NBU and the habit of the students to ask assistance from librarians.

5. CONCLUSION The idea to apply gamification methods in an academic library proves to be a challenge. The results from the experiment proved that gamification can be considered as an alternative on the way to green technologies; the use of BYOD and the mobile site ruled out the use of any additional resources (Antonelli, 2008). Application of such methods in education falls into the understanding of the Millennials and Gen Z how education must be conducted. In the spirit of constructivism, learners preside over knowledge acquisition by determined the time and pace of the learning process. Employing the combination of jQuery and Google Forms solution allows real-time online assessment, without the necessity to print any data at any moment of the assessment process. The ability to collect live data during the learning process is of paramount importance, since it brings identification of the different parts of the learning process for each individual student and allows the instructor/librarian to adjust live the learning outcomes for each student. The process of collaboration with campus faculty, during the test instruction presented viable opportunity to introduce paperless pedagogy and gaming, as a legitimate pedagogical practice across disciplines on campus. Adopting such methods of instruction is a challenge for academic librarians, since it requires strong technological skills and solid digital literacy. The cross-cultural analysis of the compared groups of students reveals strong similarities on thinking and actions among Millennials from different cultural and linguistic background. The authors of this study underline the initial phase of the research and invite further interested parties to join in adopting the mobile site, collect data and participate in a wider and deeper cross-cultural analysis. The comparative analysis among the groups reveals that young people from the different parts of the WBILC 2016 114

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LITERATURE 1. Antonelli, M. (2008). The green library movement: an overview and beyond. Electronic Green Journal, 1(27). Retrieved July 9, 2012 from https://escholarship.org/uc/item/ 39d3v236. 2. Becker, B. W. (2013). Gamification of Library Instruction. Behavioral & Social Sciences Librarian, 32(3), 199-202. doi:10.1080/01639269.2013.821372 3. Belardi, B. (2015, March 9). Report: New McGraw-Hill Education Research Finds More than 80 Percent of Students Use Mobile Technology to Study. Retrieved March 11, 2015, from http://www.prnewswire.com/news-releases/report-new-mcgraw-hill- education-research-finds-more-than-80-percent-of-students-use-mobile-technology-to- study-300047130.html 4. Brown, R. T., & Kasper, T. (2013). The Fusion of Literacy and Games: A Case Study in Assessing the Goals of a Library Video Game Program. Library Trends, 61(4), 755- 778. 5. Buchanan, K., & Elzen, A. V. (2012). Beyond a Fad: Why Video Games Should Be Part of 21st Century Libraries. Education Libraries, 35(1-2), 15-33. 6. Fletcher, S. (2014). The New Rule of Educational Video Games: Don’t Be Boring [Video]. Scientific American, 310(2). Retrieved from http://www.scientificamerican. com/article/games-the-new-rule-of-education-video-games/. 7. Gee, J. P. 2005. Learning by design: Good video games as learning machines. ELearning, 2(1): 5–16. 8. Ifenthaler, D., Eseryel, D., & Ge, X. (2012). Assessment for game-based learning. In D. Ifenthaler, D. Eseryel, X. Ge, D. Ifenthaler, D. Eseryel, X. Ge (Eds.), Assessment in game-based learning: Foundations, innovations, and perspectives (pp. 1-8). New York, NY, US: Springer Science + Business Media. doi:10.1007/978-1-4614-3546-4_1 9. Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education (1 edition). San Francisco, CA: Pfeiffer. 10. Koster, R (2013). A Theory of Fun for Game Design. New York: O’Reilly Media. 11. Malykhina, E. (2014, September 12). Fact or Fiction?: Video Games Are the Future of Education. Retrieved March 11, 2015, from http://www.scientificamerican.com/ article/fact-or-fiction-video-games-are-the-future-of-education/ 12. Margino, M. (2013). Revitalizing Traditional Information Literacy Instruction: Exploring Games in Academic Libraries. Public Services Quarterly, 9(4), 333-34. 13. Markey, K., Swanson, F., Jenkins, A., Jennings, B., Jean, B. S., Rosenberg, V., & ... Frost, R. (2009). Will Undergraduate Students Play Games to Learn How to Conduct Library Research? Journal Of Academic Librarianship, 35(4), 303-313. 14. Phetteplace, E., & Felker, K. (2014). Gamification in Libraries. Reference & User Services Quarterly, 54(2), 19-23. Retrieved from http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com %2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d100188427%26site%3deds -live%26scope%3dsite 15. Porter, T. D. (2012). Games and Activities: An Alternative Foundation for Library Instructional Learning. Codex (2150-086X), 2(2), 61-77. 16. Shapiro, J. (2014, June 6). Making Games: The Ultimate Project-Based Learning. Retrieved March 16, 2015, from http://blogs.kqed.org/mindshift/2014/06/making- games-the-ultimate-project-based-learning/.

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17. Smith, F. A. (2007). Games for teaching information literacy skills. Library Philosophy & Practice, 9(2), 1–12. 18. Spina, C. (2013). Gamification: Is it Right for Your Library? The rewards, risks, and implications of gamification. AALL Spectrum. Retrieved from http://www.aallnet.org/ mm/Publications/spectrum/Archives/vol-17/No-6/gamification.pdf 19. Todorova, R., G. Martionova, D. Mladenova, & M. Lyubenova. (2012). Patyat kam zelenata biblioteka. In Bibliotekite dnes – inovativni politiki i praktiki: dokladi ot XXII Natzionalna konferentzia na BBIA, Sofia, 7-8 yuni 2012 (pp. 47-53). Sofia: BBIA, 2012. (Original in Bulgarian). 20. Walker, B. E. (2008). This is jeopardy! An exciting approach to learning in library instruction. Reference Services Review, 36(4), 381-388. 21. Walsh, A. (2014). SEEK!: creating and crowdfunding a game-based open educational resource to improve information literacy. Insights: The UKSG Journal, 27(1), 63-67. doi:10.1629/2048-7754.113.

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KNOWLEDGE MANAGEMENT SECI PROCESS, INFORMATION LITERACY AND LIBRARY-INFORMATION PROFESSIONALS

Beba Ešrefa Rašidović, PhD Faculty for Criminal Justice, Criminology and Security Studies University of Sarajevo, Zmaja od Bosne bb Sarajevo [email protected]

Ratko Knežević, M.A. free scholar [email protected]

Abstract Knowledge management in modern times has become necessary in an effort to master the daily production of vast amounts of information and rapid obsolescence of knowledge based on them as a product of the increasing advancement of technology and the opportunities that it provides. Knowledge management and information literacy are concepts arising in various disciplines of the past few decades. Between them there is a strong connection because information literacy and knowledge management pursue the same objective: the development and improvement of the practice of acquiring and sharing knowledge. Library and information professionals have relevant theoretical and practical knowledge to be on equal with other members of the organization participate in knowledge management. With their knowledge of the organization, storage and retrieval of information, library and information specialists are an important link in knowledge management through information systems and systems for the organization of knowledge, selective dissemination of information and information literacy programs. As in knowledge management knowledge created through the synthesis of human activity, interaction and conversion of tacit to explicit knowledge, SECI process of knowledge conversion Japanese scientists is applicable at the interaction of library and information professionals and students in the communication that takes place in the library or in the course of the program teaching information literacy in the classroom as part of the formal curriculum. Keywords: knowledge management, SECI process, information literacy, library and information professionals, information literacy programs

1. INTRODUCTION Generally accepted is an opinion that efficient knowledge management represents the key of success for organization, innovation and development, and since knowledge management is not connected with just one certain area, but it is the result of the cooperation more then one different areas of expertises, for library and information professionals knowledge management is an opportunity to reaffirm their own role through their contribution of making new values for an organization as partners in creating, sharing and using the knowledge (Choo, 2000:11). Necessities for information modern organizations dedicated to knowledge management are not confined on information contained in familiar external sources of information, although they are important component in knowledge management. For the grow and development of organizations it is very important the tacit knowledge stored in the employee’s minds, as well as internal explicit knowledge incurred as a product of sharing knowledge inside of the organization, so library and information professionals are engaged in so called “cartography of knowledge” which implies continuous monitoring and mapping of the information sources (Campbell according Sapp and Gilmour, 2003). In that way their role becomes proactive and mediatory by comprising coordination available information, its analysing, valuing, evaluating, organising and making strategy which provides connection of people, ideas, knowledge and innovations. Beside that they are alleviate and educate users or clients approach to the information and informational processes which considers educational discourse in users services.

Beba Ešrefa Rašidović, Ratko Knežević: KNOWLEDGE MANAGEMENT SECI PROCESS, INFORMATION LITERACY AND LIBRARY-INFORMATION PROFESSIONALS

2. KNOWLEDGE MANAGEMENT AND LIBRARY AND INFORMATION PROFESSIONALS Library and Information professionals posses tacit knowledge extremely important for organization (Choo, 2000:4). It is not that they only posses skills for searching and finding sources of information but know-how knowledge for analyse and articulation of information need, for evaluation of the quality of given information and summarising important information as well as their sorting (packing) for a certain project or a problem. These knowledge are part of a daily practice of the Library and Information professionals, but for organisation, they can be transparent or invisible, so Library and Information professionals must put their effort so all values of their expertise are acknowledged and that they could adequately involved as members of project’s teams who are getting and analysing information needed for the team in resolving problems and making decisions. In that way Library and Information professionals more and more are providing help and advise which and how the information sources are used. Regarding explicit knowledge Library and Information professionals are traditionally specialised for managing, organizing, saving and searching for important knowledge from external sources, but these knowledge are also spread on management with explicit knowledge of organization through identification and codification of valuable knowledge produced by organization employees, presentation of these knowledge through the context where they can make sense and codification and presentation of valuable knowledge of organization not just to be available but also to make easier sharing, reusing, advising and further studying. Making of new knowledge upgrading of existing one, its gathering, systematization, transferring and sharing are important components of entire life and work experience in a modern world and Library and Information professionals can be used as agents for transfer and help to the other areas of society as experts and consultants. Human factor is the key so Library and Information professionals manage knowledge through information system and systems for organization of knowledge, selective dissemination of information and programmes of Information Literacy and these segments are closely connected and an not function one without other. Library and Information professionals, besides work on improving approach toward information, must focus on proactive strategies which can help enhancement connections of people with knowledge and innovations that consider pedagogical/andragogical approach in corporations as well as all levels education, especially higher education institutions.

3. KNOWLEDGE MANAGEMENT AND INFORMATION LITERACY Information Literacy and tending of information literate working force are basic components in any kind of initiative for knowledge management. The aim of knowledge management is maximum usage and creation of the knowledge in organisations, so Information Literacy becomes, besides knowledge organising and selective dissemination of information, important strategic component of knowledge management where Library and Information professionals are in charge. Information Literacy contributes knowledge management and represents part of the area for knowledge management, so pedagogical role of Library and Information professionals in all segments of society will increase together with accession of technological abilities of production and information approach, since final users can see and feel more fragmented and because of its abundance will lose ability of valiant connection and critical judgement. People are often able to find certain information by themselves but they do not know what to do with them next, or whether they are good enough for solving problem situation, so skills and habits of Information Literacy are of the same importance for pupils, students, workers and citizens. Although libraries are not any more the only places where knowledge is stored, they are still not separable from the education process because they are qualitative sources of knowledge important for successful education and studying. Library and Information services have got irreplaceable role in organization of a knowledge approach closely connected with continuous grow and

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Beba Ešrefa Rašidović, Ratko Knežević: KNOWLEDGE MANAGEMENT SECI PROCESS, INFORMATION LITERACY AND LIBRARY-INFORMATION PROFESSIONALS multiplying of medias for its intersession and are becoming process in the context of information intersession and its usage. As a consequence of complex organization, storage and search of enormous amount of data, information and knowledge, together with complexity awareness, diversity and richness of information and human need for them, knowledge of technology together with its abilities and shortcuts, emphasise is on library like moderator between information and user, educational and consultancy through Information Literacy programmes and help with getting systematic view of information inside of scientific discipline, on that way libraries are becoming some kind of information laboratory (Schallier, 2007). As in knowledge management knowledge is created through synthesis of human work, interaction and conversion of tacit into explicit knowledge, SECI process knowledge conversion of Nonaka and associates (Nonaka and Toyama, 2003) is applicable on interaction of Library and Information professionals and students in communication held in the library or through Information Literacy educational programme in class like a part of formal curriculum.

4. SECI PROCESS Educational processes aimed on student and Bologna educational process imply daily active involvement in teaching and self-contained knowledge construction through information gathering, selection and organization of experiences and exploration of new information, their evaluation, interpretation and presentation, as well as writing of numerous essays and seminar papers as the way for finish exam. Communication between Library and Information professionals and students in academic libraries usually starts with students sentence“I need literature on the subject…” which opens a dialogue whose aim is reconsideration of integral part for information question and figures information interview where Library and Information professional tries to discover nature, purpose and extent of users information need, actually what is exactly what he need and how to help congruentlyhim.Through the questioning process Library and Information professional by asking aimed and constructive questions interprets user’s demand and for himself and for the user conducts it in real need. That need can be deconstructed through several steps so student or other user will be able to perform itin some future research for relevant knowledge sources. This is not about transferring information skills in research for relevant information, but first of all it is about cognitive abilities of meaning defining in the context and helping the student to understand himself what his information need is consisted of and where to start so he can undertake variety of activities to achieve goal. What student is looking for and what he need does not have to be congruously, so Finer (according to Sečić, 2006:52) says: “If we assume that every user demand can be solved if he gets exact information, we must provide that fined information can solve his problem. That is why questions cannot be taken for granted, how it is said”. To resolve many details, with information interview and simplifying information needs, it might be necessary (and usually it is) to articulate and explain difference between monographs and magazines, between popular and academic magazines, explain what is the periodical, review processes, paper publication, elements of bibliography description important for quotations,making bibliography and avoiding plagiarism. Information interview mostly considers help in defining main research question and its interpretation into navigable and efficient concepts, help in identification key concepts and terms, in setting strategies of research and filtering information and way of their selection. These activities are process of Socialization (from tacit to tacit knowledge) where Library and Information professional exchanges tacit knowledge with student (user) trying to understand and came to conclusion of the meaning through conversation. Hesitation, confusion and uncertainty of user at the early stage of building knowledge complex process, not just gathering information (Kuhlthau, 1991, 1999) gradually should decrease, because in process of Externalization (from tacit to explicit) new tacit knowledge of a student is articulated with cognition concept and question definition and key words for information systems research (electronic catalogues, data

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Beba Ešrefa Rašidović, Ratko Knežević: KNOWLEDGE MANAGEMENT SECI PROCESS, INFORMATION LITERACY AND LIBRARY-INFORMATION PROFESSIONALS basis, repositories) in search for relevant information sources and defining research strategy and question redefining if initial did not give satisfying results. Student now has precise vision and is focused on a choice of relevant information sources, its reading, writing ideas, making notes, organizing of minds, writing of presentation, essays or seminar papers or making the decision. These activities present Combination process (from explicit to explicit knowledge). Gaining knowledge applicable for future information needs as well as knowledge appliance achieved through realization and materialization of information need through writing paper on a certain topic, presentation or making final decision represents process of Internalization (from explicit to tacit) where new knowledge are becoming tacit knowledge of students. Described processes are not straight-line and are held in the knowledge spiral until they do not give satisfying results, and can be repeated if student still has problems with satisfaction of his information need. It is clear that information interview, actually, considers a kind of teaching through active engagement of both participants in this specific dialogue, where Library and Information professional need to have highly developed professional components, skills and abilities to communicate with each user on the right way. In defining user’s information need, its expansion, constriction, direction and its review, role of Library and Information professional is crucial, because information interview helps user to be focused on a subject, so that they together are coming to wishful results. Conversation helps person who is learning and Library and Information professional, so sharing knowledge and information, searching of relevant information sources becomes directed, concentrated and specified. Mutual usage of these cooperation is for students and librarians: pearson who is learning is gaining knowledge and experience applicable in the following task and information need, and Library and Information professional is deepens his knowledge from the discipline, testing his systems for storing and searching information, as well as reachable and available information sources. Library and Information professional on this way contributes to creating, conversion, sharing, transferring and using of knowledge but these activities are time limited and are held on voluntary base when student comes in a Library and asks for help. More efficient contribution of knowledge management in knowledge building is through Information Literacy programme involved in formal curriculum, because it can be better planed; its performance has continuation, considers group work and interaction more persons and brings certain number of credits so it is obligatory. Implementation of the Information Literacy programme as knowledge, skills, abilities and habits as a part of formal curriculum acquires second dimension of knowledge management process Nonaka and its associates, and that is place of creating or it is Ba. In interaction with students in mutual knowledge context information are getting meaning through interpretation and knowledge is shared, exchanged, created and used. Information Literacy programmes which support modules from other disciplines in curriculum or are incorporated in them, are making such place for knowledge creation because students and performers of these programmes can through mutual work on certain tasks accept new knowledge, exchange and use them.

5. CONCLUSION Library and Information professionals have relevant theoretical and practical knowledge so they can equally with other organization members participate in knowledge management, but not as servant for information systems who are directing and transmitting information but as participants in crucial dealings of the organization. Role of the Library and Information professionals in gathering, storing and organizing information and knowledge gained through it is out of a question, as before, nowadays with changes and adjustment using adequate tools and abilities for knowledge distribution, so Library and Information professional mission and in future society improvement through facilitation knowledge production in community where they work (Lankes according to Calzada Prado and Marzal, (2013:1). In mentioned “Knowledge cartography” and information sources mapping in numerous information placed every which compound

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Beba Ešrefa Rašidović, Ratko Knežević: KNOWLEDGE MANAGEMENT SECI PROCESS, INFORMATION LITERACY AND LIBRARY-INFORMATION PROFESSIONALS information universe, it will be possible to use the right ones just professionals whose cognitive abilities are not limited on technological usage only. Abilities for analyzing, critical thinking, synthesis, curiousness, creativity and updating of knowledge are still in domain of human brain so Castells says: „Elites are learning through work, with that they are modifying technological appliance, while most of the people is learning through usage staying inside technology packaging“ (2000:71).

6. REFERENCES Calzada Prado, J., Marzal, M.A. (2013). Library and information professionals as knowledge engagement specialists. Theories, competencies and current educational possibilities in accredited graduate programmes. Information Research. 18 (3), 1-6 Available at: www.informationr.net/ ir/18-3/colis/paperC12.html (done on 08 Jan 2015) Castells, M. (2000). Uspon umreženog društva. Zagreb : Golden marketing Choo, C.W. (2000). Working with knowledge : how information professionals help organizations manage what they know. Library Management. 21 (8), 1-12 Kuhlthau, C.C. (1991). Inside the search process : information seeking from the user/s perspective. Journal of the American Society for Information Science. 42 (5), 361-371 Kuhlthau, C.C. (1999). Accommodating the user/ s information search process: challenges for information retrieval system designers. Bulletin of the American Society of Information Science. 25 (3) Available at: http://www.asis.org/Bulletin/Feb-99/kuhlthau.html (Done on 22 Dec 2008) Nonaka, I., Toyama, R. (2003). The knowledge-creating theory revisited : knowledge creation as a synthesing process. Knowledge Management Research and Practice. 1, 2-10DOI 10.1057/palgrave.kmrp.850000 Sapp, G., Gilmore, R. (2003). A brief history of the future of academic libraries : Predictions and speculations from the literature of the professions, 1975 to 2000 – part two – 1990 to 2000. portal: Libraries and the Academy. 3 (1), 13-34 Schallier, W. (2007). Information literacy in academic curricula : a case study of integration at the biomedical faculties of K.U. Lueven University Available at: http://hdl.handle.net/ 10150/105449(Pristup 10.01.2011.) Sečić, D. (2006). Informacijska služba u knjižnici. 2. dopunjeno i prerađeno izd. Lokve : Benja

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SECI PROCES UPRAVLJANJA ZNANJEM, INFORMACIJSKA PISMENOST I BIBLIOTEČKO-INFORMACIJSKI STRUČNJACI

Dr. Beba Ešrefa Rašidović Fakultet za kriminalistiku, kriminologiju i sigurnosne studije Univerziteta u Sarajevu, Zmaja od Bosne bb Sarajevo [email protected]

mr. sc. Ratko Knežević Sažetak Upravljanje znanjem je u modernim vremenima postalo neophodno u nastojanju da se ovlada svakodnevnom proizvodnjom ogromne količine informacija i brzim zastarijevanjem na njima zasnovanog znanja kao produkata sve većeg napredovanja tehnologije i mogućnosti koje ona pruža. Upravljanje znanjem i informacijska pismenost su koncepti nastali u različitim disciplinama unazad nekoliko decenija i između njih postoji snažna veza, jer informacijska pismenost i upravljanje znanjem slijede iste ciljeve razvoja i unapređenja praksi stjecanja i dijeljenja znanja. Bibliotečko-informacijski stručnjaci posjeduju relevantna teorijska i praktična znanja da mogu ravnopravno sa drugim pripadnicima organizacije učestvovati u upravljanju znanjem. Sa svojim znanjima iz organizacije, pohranjivanja i pronalaženja informacija, bibliotečko-informacijski stručnjaci su značajna karika u upravljanju znanjem kroz informacijski sistem i sisteme za organizaciju znanja, selektivnu diseminaciju informacija i programe informacijske pismenosti. Kako se u upravljanju znanjem, znanje stvara kroz sintezu ljudskog djelovanja, interakciju i konverziju tacitnog u eksplicitno znanje, SECI proces konverzije znanja japanskih znanstvenika primjenjiv je i na interakciju bibliotečko-informacijskih stručnjaka i studenata u komunikaciji koja se odvija u samoj biblioteci ili tokom programa poučavanja informacijske pismenosti u razredu u okviru formalnog kurikuluma.

Ključne riječi: upravljanje znanjem, SECI proces, informacijska pismenost, bibliotečko- informacijski stručnjaci, programi informacijske pismenosti

1. UVOD Općeprihvaćeno je mišljenje da efikasno upravljanje znanjem predstavlja ključ uspjeha organizacija, inovacija i razvoja, a s obzirom da upravljanje znanjem ne pripada samo jednom području znanja, nego je rezultat saradnje više različitih domena stručnosti, za bibliotečko- informacijske stručnjake upravljanje znanjem je prilika da reafirmiraju svoju ulogu kroz doprinos stvaranju nove vrijednosti za organizaciju kao partneri u kreiranju, dijeljenju i upotrebi znanja (Choo, 2000:11). Potrebe za informacijama savremenih, upravljanju znanjem posvećenih organizacija nisu ograničene samo na informacije sadržane u poznatim vanjskim izvorima informacija, iako su oni značajna komponenta upravljanja znanjem. Za rast i razvoj organizacija od posebne je važnosti tacitno znanje pohranjeno u umu zaposlenih, te interno eksplicitno znanje nastalo kao proizvod dijeljenja znanja unutar organizacije, pa su bibliotečko-informacijski stručnjaci zapravo angažirani u tzv. „kartografiji znanja“ koja podrazumijeva kontinuirano praćenje i mapiranje informacijskih izvora (Campbell prema Sapp i Gilmour, 2003). Njihova uloga tako postaje proaktivna i medijatorska i obuhvata koordiniranje dostupnih informacija, njihovo analiziranje, vrednovanje i organiziranje i stvaranje strategija koje omogućuju povezivanje ljudi, ideja, znanja i inovacija, a uz to olakšavaju i podučavaju svoje korisnike ili klijente pristupu informacijama i informacijskim procesima što podrazumijeva obrazovni diskurs u korisničkim uslugama.

Beba Ešrefa Rašidović, Ratko Knežević: SECI PROCES UPRAVLJANJA ZNANJEM, INFORMACIJSKA PISMENOST I BIBLIOTEČKO-INFORMACIJSKI STRUČNJACI

2. UPRAVLJANJE ZNANJEM I BIBLIOTEČKO-INFORMACIJSKI STRUČNJACI Bibliotečko-informacijski stručnjaci posjeduju tacitno znanje izuzetno važno za organizaciju (Choo, 2000:4), jer ne samo da posjeduju vještine pronalaženja i pretraživanja izvora informacija, nego know-how znanja za analizu i artikulaciju informacijske potrebe, za procjenu kvalitete izlučenih informacija i sažimanje važnih informacija i njihovo slaganje (pakiranje) za određeni projekat ili problem. Ova su znanja dio svakodnevnih praksi bibliotečko-informacijskih stručnjaka, ali za organizaciju, ona mogu biti transparentana ili nevidljiva, te bibliotečko- informacijski stručnjaci moraju učiniti sve da vrijednosti njihove stručnosti budu priznate i da aktivno sudjeluju kao članovi projektnih timova, koji pribavljaju i analiziraju informacije potrebne timu, u rješavanju problema i u donošenju odluka. Tako bibliotečko-informacijski stručnjaci sve više preuzimaju ulogu savjetnika i instruktora koji pružaju pomoć i savjetuju kod odabira i korištenja izvora informacija. Kad je eksplicitno znanje u pitanju, bibliotečko-informacijski stručnjaci su tradicionalno specijalizirani za upravljanje, organiziranje, pohranjivanje i pronalaženje važnih znanja iz vanjskih izvora, ali se ova znanja protežu i na upravljanje eksplicitnim znanjem organizacije kroz identificiranje i kodificiranje vrijednih znanja koja su stvorili uposlenici organizacije, predstavljanje ovih znanja kroz sadržaj i kontekst u kojem ona imaju smisla, te kodificiranje i prezentacija vrijednih znanja organizacije ne samo da budu dostupna, nego da bi se olakšalo dijeljenje, ponovna upotreba, promišljanje i dalje učenje. Stvaranje novog znanja i nadogradnja postojećeg, njegovo prikupljanje, sistematiziranje, prenošenje i dijeljenje važne su komponente cjelokupnog života i rada u savremenom svijetu, a bibliotečko-informacijski eksperti mogu služiti kao agenti prijenosa i pomoći ostalim domenima društva kao stručnjaci i konsultanti. Ljudski faktor je ključna karika, pa bibliotečko-informacijski stručnjaci upravljaju znanjem kroz informacijski sistem i sisteme za organizaciju znanja, selektivnu diseminaciju informacija i programe informacijske pismenosti, a ovi su segmenti čvrsto povezani i jedni bez drugih nefunkcionalni. Bibliotečko-informacijski stručnjaci se uz rad na poboljšanju pristupa informacijama, moraju usredotočiti i na proaktivne strategije koje mogu pomoći unapređenju veza ljudi sa znanjem i inovacijama, što podrazumijeva pedagoško/andragoški pristup kako u korporacijama, tako i u obrazovnim institucijama, osobito visokoškolskim.

3. UPRAVLJANJE ZNANJEM I INFORMACIJSKA PISMENOST Informacijska pismenost i njegovanje informacijski pismene radne snage ključne su komponente u bilo kojoj inicijativi upravljanja znanjem. Cilj upravljanja znanjem je maksimalno korištenje i stvaranje znanja u organizacijama, pa informacijska pismenost postaje, pored organizacije znanja i selektivne diseminacije informacija, važna strateška komponenta upravljanja znanjem za koju su zaduženi bibliotečko-informacijski stručnjaci. Informacijska pismenost pridonosi upravljanju znanjem i predstavlja dio domene upravljanja znanjem, pa će pedagoška uloga bibliotečko- informacijskih stručnjaka u svim segmentima društva jačati sa povećanjem tehnoloških mogućnosti proizvodnje i pristupa informacijama, jer će ih krajnji korisnici vidjeti i doživljavati sve više fragmentarno i zbog njihovog obilja će izgubiti mogućnost njihovog valjanog povezivanja i kritičkog procjenjivanja. Ljudi su često u stanju sami pronaći određene informacije, ali ne znaju šta dalje s njima, niti da li su dovoljno dobre za rješavanje problemske situacije koja je pred njima i zato su znanja, sposobnosti, vještine i navike informacijske pismenosti jednako važne za učenike, studente, radnike i građane. Iako biblioteke nisu više jedina mjesta na kojima je pohranjeno znanje, one su i dalje neodvojive od procesa učenja, jer su kvalitetni izvori znanja važni za uspješno obrazovanje i učenje, pa bibliotečko-informacijski servisi imaju nezamjenjivu ulogu u organiziranju pristupa znanju usko povezanu sa stalnim rastom i umnožavanjem medija za njegovo posredovanje i postaju proces u

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Beba Ešrefa Rašidović, Ratko Knežević: SECI PROCES UPRAVLJANJA ZNANJEM, INFORMACIJSKA PISMENOST I BIBLIOTEČKO-INFORMACIJSKI STRUČNJACI kontekstu posredovanja informacija i njihovog korištenja. Kao posljedica složenosti organiziranja, pohranjivanja i pretraživanja goleme količine podataka, informacija i znanja, uz svijest o kompleksnosti, raznovrsnosti i bogatstvu informacija i ljudskih potreba za njima, i poznavanje tehnologije i posjedovanje znanja o njenim mogućnostima, ali i nedostacima, naglasak je usmjeren ka posredničkoj ulozi biblioteka između informacija i korisnika, obrazovnoj i konsultantskoj kroz programe informacijske pismenosti i pomoći kod stjecanja sistematskog pogleda na informacije unutar znanstvene discipline, te tako biblioteke postaju neka vrsta informacijske laboratorije (Schallier, 2007). Kako se u upravljanju znanjem, znanje stvara kroz sintezu ljudskog djelovanja, interakciju i konverziju tacitnog u eksplicitno znanje, SECI proces konverzije znanja Nonake i saradnika (Nonaka i Toyama, 2003) primjenjiv je i na interakciju bibliotečko-informacijskih stručnjaka i studenata u komunikaciji koja se odvija u samoj biblioteci ili tokom programa poučavanja informacijske pismenosti u razredu u okviru formalnog kurikuluma.

4. SECI PROCES Obrazovni procesi usmjereni na studenta i Bolonjski način studiranja podrazumijevaju svakodnevno aktivno učešće u nastavi i samostalnu konstrukciju znanja kroz prikupljanje podataka, razvrstavanje i organiziranje iskustava i istraživanje novih informacija, njihovu evaluaciju, interpretaciju i predstavljanje, te pisanje brojnih eseja i seminarskih radova kao načina polaganja ispita. Komunikacija između bibliotečko-informacijskih stručnjaka i studenata u visokoškolskim bibliotekama obično započinje izjavom studenta riječima „meni treba literatura na temu...“ što otvara dijalog čiji je cilj razmatranje sastavnih dijelova samoga informacijskog upita, a predstavlja informacijski intervju u kojem bibliotečko-informacijski stručnjak pokušava otkriti prirodu, svrhu i opseg informacijske potrebe svoga korisnika, odnosno šta je to što mu zapravo treba i kako mu se može svrsishodno pomoći. Putem procesa ispitivanja bibliotečko- informacijski stručnjak postavljanjem ciljanih i konstruktivnih pitanja tumači korisnikov zahtjev i sebi i samom korisniku i prevodi ga u realnu potrebu, a zatim se ta potreba dekonstruira u nizu koraka koje će student ili neki drugi korisnik biti u stanju sam izvršiti u nekoj budućoj potrazi za relevantnim izvorima znanja. Ovdje se ne radi o prijenosu informacijskih vještina u potrazi za relevantnim informacijama, nego ponajprije o kognitivnim sposobnostima definiranja značenja u kontekstu i pomoći da student sam shvati iz čega se sastoji njegova informacijska potreba i od čega da krene kako bi mogao poduzeti niz aktivnosti u cilju njenog zadovoljavanja. Ono što student treba i ono što traži ne mora biti podudarno, te Finer (prema Sečić, 2006:52) kaže: „Ako pretpostavimo da svaki korisnik koji nam se obrati sa zahtjevom svoj problem može riješiti ako pronađe pravu informaciju, moramo nastojati osigurati da informacija koju je pronašao doista i može riješiti njegov problem. Zbog toga njegov upit često ne smijemo uzeti zdravo za gotovo tj. onako kako je izrečen“. Kako bi mnoge pojedinosti bile razjašnjene, uz informacijski intervju i raščlanjivanje korisnikove informacijske potrebe, možda će biti potrebno (najčešće jeste) artikulirati i objasniti razliku između monografija i časopisa, između popularnih i akademskih časopisa, objasniti šta je časopis, periodičnost, procesi recenziranja i objavljivanja radova, elementi bibliografskog opisa važni za citiranje i popis korištene literature, te izbjegavanje plagijarizma. Informacijski intervju najčešće podrazumijeva i pomoć u definiranju glavnog istraživačkog pitanja i njegovo prevođenje u upravljive i efikasne pojmove, pomoć u identificiranju ključnih koncepata i termina, u postavljanju strategija pretraživanja i filtriranja informacija i načinima njihovog selektiranja. Ove su aktivnosti proces Socijalizacije (od tacitnog do tacitnog znanja) u kojem bibliotečko- informacijski stručnjak razmjenjuje tacitno znanje sa studentom (korisnikom) pokušavajući da se kroz razgovor razumiju i usaglase značenja. Oklijevanje, zbunjenost i nesigurnost korisnika u ovoj ranoj fazi složenog procesa izgradnje znanja, a ne samo prikupljanja informacija (Kuhlthau, 1991, 1999) postepeno bi trebala da se smanjuje, jer u procesu Eksternalizacije (od tacitnog ka

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Beba Ešrefa Rašidović, Ratko Knežević: SECI PROCES UPRAVLJANJA ZNANJEM, INFORMACIJSKA PISMENOST I BIBLIOTEČKO-INFORMACIJSKI STRUČNJACI eksplicitnom) novo tacitno znanje studenta se artikulira spoznavanjem koncepata i definiranjem upita i ključnih riječi za pretraživanje informacijskih sistema (elektronskih kataloga, baza podataka, repozitorija) u potrazi za relevantnim izvorima informacija, te određivanjem strategije pretraživanja i redefiniranjem upita ako početni nisu dali zadovoljavajuće rezultate. Student sada ima jasniju predstavu i fokusiran je na izbor relevantnih izvora informacija, njihovo iščitavanje, zapisivanje ideja i bilježenje i organiziranje misli, pisanje prezentacije, eseja ili seminarskog rada ili na donošenje neke odluke. Ove aktivnosti predstavljaju proces Kombinacije (od eksplicitnog ka eksplicitnom znanju). Usvajanje znanja primjenjivih u zadovoljavanju neke buduće informacijske potrebe kao i primjena znanja stečenih realizacijom i materijalizacijom informacijske potrebe pisanjem rada na neku temu, prezentacije ili konačnim donošenjem odluke predstavlja proces Internalizacije (od eksplicitnog ka tacitnom) u kojem nova znanja postaju tacitna znanja studenta. Opisani procesi nisu pravolinijski i odvijaju se u spirali znanja dok god ne poluče zadovoljavajuće rezultate, a mogu se ponoviti ukoliko student i dalje ima problema sa zadovoljavanjem svoje informacijske potrebe. Jasno je da informacijski intervju, zapravo, podrazumijeva svojevrsno poučavanje kroz aktivni angažman oba učesnika u ovom specifičnom dijalogu, pri čemu bibliotečko-informacijski stručnjak mora imati visoko razvijene profesionalne kompetencije, vještine i sposobnosti kako bi mogao komunicirati sa svakim korisnikom na odgovarajući način. U definiranju korisnikove informacijske potrebe, njenom proširivanju, sužavanju, usmjeravanju i revidiranju, uloga bibliotečko-informacijskog stručnjaka je ključna, jer informacijski intervju pomaže korisniku da se fokusira na temu, te se zajednički dolazi do željenih rezultata, a razgovor pomaže i osobi koja uči i bibliotečko-informacijskom stručnjaku, pa kroz dijeljenje informacija i znanja, traženje relevantnih izvora informacija postaje usmjereno, skoncentrirano i specificirano. Uzajamne koristi od ove saradnje imaju i studenti i bibliotekari: osoba koja uči stječe znanje i iskustvo primjenjivo u svakom sljedećem zadatku i informacijskoj potrebi, a bibliotečko-informacijski stručnjak produbljuje svoja znanja iz discipline, testira svoje sisteme za pohranjivanje i pretraživanje informacija, kao i dostupne izvore informacija. Bibliotečko-informacijski stručnjak tako doprinosi stvaranju, konverziji, dijeljenju, prijenosu i upotrebi znanja, ali su ove aktivnosti vremenski ograničene i odvijaju se na dobrovoljnoj bazi kada student dođe u biblioteku i traži pomoć. Učinkovitiji je doprinos upravljanja znanjem u izgradnji znanja kroz programe informacijske pismenosti uključene u formalni kurikulum, jer se može bolje osmisliti, njegovo izvođenje ima kontinuum, pretpostavlja grupni rad i interakciju između više osoba, a donosi i određeni broj kredita, pa je obavezujući. Implementacija programa informacijske pismenosti kao znanja, sposobnosti, vještina i navika u okviru formalnog kurikuluma ostvaruje drugu dimenziju upravljanja znanjem Nonake i saradnika, a to je mjesto kreiranja znanja ili Ba. U interakciji sa studentima u zajedničkom kontekstu informacije dobijaju značenje kroz interpretaciju, a znanje se dijeli, razmjenjuje, kreira i koristi. Programi informacijske pismenosti koji podržavaju module iz drugih disciplina u kurukulumu ili su u njih ugrađeni, stvaraju takvo mjesto za kreiranje znanja jer studenti i izvođači ovih programa mogu zajedničkim radom na konkretnim zadacima usvojiti nova znanja, razmijeniti ih i upotrijebiti.

5. ZAKLJUČAK Bibliotečko-informacijski stručnjaci posjeduju relevantna teorijska i praktična znanja da mogu ravnopravno sa drugim pripadnicima organizacije učestvovati u upravljanju znanjem, ali ne kao opslužitelji informacijskih sistema koji usmjeravaju i isporučuju informacije, nego kao učesnici u ključnim organizacijskim djelatnostima. Uloga bibliotečko-informacijskih stručnjaka u prikupljanju, pohranjivanju i organizaciji informacija i na njima zasnovanom znanju je neupitna, kako u ranijim vremenima, tako i danas uz promjene i prilagođavanja uvjetovana korištenjem savremenih alata i mogućnosti za distribuciju znanja, te je tako misija bibliotečko-informacijskih profesionalaca i u budućnosti poboljšanje društva kroz olakšavanje stvaranja znanja u zajednicama u kojima djeluju (Lankes prema Calzada Prado i Marzal, (2013:1). U spomenutoj

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„kartografiji znanja“ i mapiranju informacijskih izvora u bujici informacija koje se svakim danom plasiraju i sve više usložnjavaju informacijski prostor, moći će se kretati na pravi način samo odabrani, samo znalci čije kognitivne sposobnosti nisu ograničene na upotrebu tehnoloških pomagala. Sposobnosti analize, promišljanja, sinteze, radoznalost, kreativnost i nadogradnja znanja i dalje su u domenu ljudskoga mozga, pa Castells kaže: „Elite uče radeći, time modificirajući primjene tehnologije, dok većina ljudi uči kroz upotrebu ostajući unutar ambalaže tehnologije“ (2000:71).

6. LITERATURA Calzada Prado, J., Marzal, M.A. (2013). Library and information professionals as knowledge engagement specialists. Theories, competencies and current educational possibilities in accredited graduate programmes. Information Research. 18 (3), 1-6 Dostupno na: www.informationr.net/ir/18-3/colis/paperC12.html (Pristup 08.01.2015.) Castells, M. (2000). Uspon umreženog društva. Zagreb : Golden marketing Choo, C.W. (2000). Working with knowledge : how information professionals help organizations manage what they know. Library Management. 21 (8), 1-12 Kuhlthau, C.C. (1991). Inside the search process : information seeking from the user/s perspective. Journal of the American Society for Information Science. 42 ( 5), 361-371 Kuhlthau, C.C. (1999). Accomodating the user/ s information search process : challenges for information retrieval system designers. Bulletin of the American Society of Information Science. 25 (3) Dostupno na: http://www.asis.org/Bulletin/Feb-99/kuhlthau.html (Pristup 22.12.2008.) Nonaka, I., Toyama, R. (2003). The knowledge-creating theory revisited : knowledge creation as a synthesing process. Knowledge Management Research and Practice. 1, 2-10 DOI 10.1057/palgrave.kmrp.850000 Sapp, G., Gilmore, R. (2003). A brief history of the future of academic libraries : Predictions and speculations from the literature of the professions, 1975 to 2000 – part two – 1990 to 2000. portal: Libraries and the Academy. 3 (1), 13-34 Schallier, W. (2007). Information literacy in academic curricula : a case study of integration at the biomedical faculties of K.U. Lueven University Dostupno na: http://hdl.handle.net/10150/105449 (Pristup 10.01.2011.) Sečić, D. (2006). Informacijska služba u knjižnici. 2. dopunjeno i prerađeno izd. Lokve : Benja

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ONLINE LEARNING IN THE COBISS.SI COMMUNITY

Aleksandra Rubelj, Janita Tacer Slana, Pero Šobot, MSc Institut informacijskih znanosti, Prešernova 17, 2000 Maribor, [email protected], [email protected], [email protected]

ABSTRACT: As part of its mission in the Slovenian librarianship sphere, IZUM puts great emphasis on education and training. Today's way of life is very information- and technology-oriented, and e- learning with its online access to contents can additionally improve information literacy and also the quality of lifelong learning as a basic human right. Both IZUM and libraries provide their users with access to various information services. For the use of these services, IZUM has been offering free online courses for librarians, lecturers, researchers, students, high-school students, library users and employees of various institutions as part of its regular training programme. The paper discusses online learning at IZUM, the structure and content of online courses, the tools used for online learning and the advantages of this way of learning, and also presents an analysis of online courses held from the introduction of online learning at IZUM in 2005 to the end of 2015.

Key words: lifelong learning, information literacy, e-training, e-education, online learning, information technologies, information systems and services, COBISS.SI, IZUM, libraries

1. INTRODUCTION With the development of the Internet and information and communication technologies (ICT), online learning makes information literacy easier to achieve and more adapted to individual needs and is already becoming an all-purpose mechanism for individual training. This particularly applies to universities, research and academia. In these areas, libraries play a key role (Rahanu, et. al., 2015), as they provide access to various information resources and services. Librarians have very specific skills for accessing various information resources, creating search queries and developing search requests for searching academic papers, organising, sharing and evaluating search results, taking into account copyright and recognising and respecting the importance of citations, bibliometry, data protection, etc. This is why libraries should focus on information literacy by enabling, organising and carrying out online learning for their users. Only a few libraries decide to organise this form of training in Slovenia for various reasons. At IZUM, training and learning is of great importance. Due to IZUM's role as an information service for Slovenian research, culture and education (COBISS.SI: Kooperativni online bibliografski sistem in servisi, 1997-2016; SICRIS, s. a.),we carry out very specific training activities, mostly for the use of COBISS software for librarians. We understand the impact of e- training on one's personal growth and student and researcher success as well as the success of other COBISS users and are also the provider, organiser and coordinator of access to foreign databases and services (based on consortia agreements). Because of this, in 2005, IZUM took over the important role in this with our online courses that we will continue to perform and update in the future. By doing so, we work towards information literacy and also act as a bibliographic service to a wider population in Slovenia. We have been organising and holding online courses for information services and COBISS/OPAC for several years. The online courses are free of charge and intended for all users.

2. ONLINE LEARNING AT IZUM The beginnings of online learning at IZUM go back to 2005, when two different online courses for the use of COBISS and other services were offered to our users for the first time: COBISS/OPAC Online publicly accessible catalogues (thereinafter: COBISS/OPAC) and Use of full-text databases (thereinafter: FTB). Through the second one, the users got acquainted with the contents and use of full-text services, such as ProQuest, OCLC FirstSearch ECO, EBSCOhost Aleksandra Rubelj, Janita Tacer Slana, Pero Šobot: ONLINE LEARNING IN THE COBISS.SI COMMUNITY

(EIFL Direct) and Science Direct. In January 2006, we also started carrying out the online course Use of Web of Science service (thereinafter: WoS) (databases with citation indexes). Throughout time, based on the changes in the services themselves, consortia agreements with providers, and also user needs, these online courses were transformed and upgraded; some were cancelled, new courses were designed. In September 2012, we started carrying out the new online course Use of ProQuest databases (thereinafter: ProQuest), while in January 2013, we offered another online course to our users: Use of EBSCOhost service databases (EIFL Direct) (thereinafter: EBSCO). The abovementioned new courses replaced the original FTB course, which was cancelled in January 2013. In January 2015, our users also got access to another course, Use of Scopus (thereinafter: Scopus). In the beginning of 2016, due to lack of finances we were forced to cancel the agreement for the access to the multi-disciplinary database ProQuest Central and, consequently, also stopped carrying out the online course for the use of the ProQuest service. The free online courses, organised and carried out by IZUM, are intended for and accessible to a wide range of users: librarians, lecturers, researchers, students, high-school students, employees of various institutions and everybody else who would like to learn how to use the COBISS/OPAC services and other foreign information services. The online courses are very practical; the course participants get to know the basic terminology, learn how to use the databases, are introduced to the search forms and learn how to form search queries and various other useful contents. For the duration of the course, each course is available 24 hours/day (accessible anytime and from any location) so the course participants can tailor the learning process to their needs and divide their work into manageable portions so that they can complete the course any time throughout the duration of the course. The course instructor monitors and guides the learning, helps the course participants during the learning process and answers their questions. To receive a certificate on course attendance, the final test must be completed with a score of at least 50% of points.

2.1. Online learning tool Initially, the online courses were created and carried out using the WebCT (Web Course Tools) commercial learning environment. Later we switched to the Moodle e-learning system in 2009. Moodle stands for Modular Object-Oriented Dynamic Learning Environment. The tool is a free- of-charge, open source learning environment and one of the most frequently used systems for e- learning management and support to other forms of work cooperation worldwide. Moodle enables the organisers of e-training to build e-learning contents, monitor the course participants' activities, manage e-learning contents and evaluate carried out online courses, but also includes a wide range of additional e-learning tools (e.g. calendar, forums, etc.). It also provides various communication tools (forums, chat, messaging) that are available to the course participants for the exchange of information, discussion with other participants of the online learning process and getting to know each other and work together.

2.2. Online course structure and contents Each online course is divided into individual sections or learning units in terms of content. The course structure is based on the concept of modularity, which means that the individual learning units of the course can be used independently and individually based on the course participant’s individual needs, existing knowledge and requirements. Each online course is structured by chapters and subchapters; in addition to text, many media and visual elements are added, such as pictures, recordings, diagrams and tables. Each course contains many practical exercises and examples, quizzes to check one's knowledge as you go along and for studying, links to other similar contents and additional explanations available online, etc. (Figures 1 and 2).

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Figure 1: COBISS/OPAC online course in Figure 2: Example of COBISS/OPAC online the Moodle web environment (Source: IZUM, course contents (Source: IZUM, 2013) 2013)

The advantages of our online courses are:  modular concept and good overview of contents,  easy-to-understand explanations with graphic displays,  quizzes for studying and checking newly acquired knowledge as you go along,  interesting examples, equipped with visual displays or videos,  adaptability to individual needs; while the course takes place, it is available 24 hours/day,  course book with entire content and exercises in pdf-format; each course participant can print it out or save it to their computer or another device,  final exam,  course instructor monitors and guides the learning process, helps course participants and answers all their questions,  several communication options for communication among course participants or with the course instructor,  availability to all interested users,  free-of-charge participation, etc.

2.3. Some indicators of online course use In the entire time period (2005–2015) while the online courses were carried out, we recorded a large number of participants with a varied educational background. At the same time, participants also come from different age groups. Below you will find diagrams for different online courses that display the number of participants by months in the abovementioned time period, by number of acquired attendance certificates and activity and structure of participants as well as sex. The COBISS/OPAC online course has been carried out without any interruptions from the launch of online courses; until the end of 2015, 932 participants took part, 533 successfully completed the course and acquired an attendance certificate (Figure 3). Most participants attended the COBISS/OPAC online course in spring, in March, followed by April in May. The least attendance was recorded in the summer months when the course is held only once a month. During the rest of the year, two courses per month are organised (Figure 4).

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Figure 3: COBISS/OPAC online course Figure 4: Number of COBISS/OPAC online between 2005 and 2015 course participants and issued attendance certificates by month between 2005 and 2015

With regards to participation structure by sex, the majority of online course participants are female, 75% on average (Figure 5). The largest percentage of female participants was recorded in 2013, when 90% of all online course participants were female, while in 2006 the percentage of female course participants was lowest with only 69% female participants.

Figure 5: Structure of COBISS/OPAC online course participants by sex between 2005 and 2015

Between 2005 and the course cancellation in 2012, the FTB online course was attended by 564 participants. The ratio between the number of participants and the number of issued attendance certificates is 2:1 or a little less than 50% of issued attendance certificates, which is the lowest out of all online courses (Figure 6). The reason is that some course participants only visited the course but did not complete the final exam, which is the precondition for issuing the attendance certificate for online courses. The participants of the FTB online course attended the course most frequently in November, as many as 105 out of 564 in total, followed by February, April and September (Figure 7).

Figure 6: FTB online course between Figure 7: Number of FTB online course 2005 and 2012 participants and issued attendance certificates by month between 2005 and 2012

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Among all participants of the FTB online course there were 74% women and only 26% men. Throughout the years this structure did not change much, with the exception of 2011 when 88% of all course participants were women (Figure 8).

Figure 8: Structure of FTB online course participants by sex between 2005 and 2012

We started carrying out the WoS online course in 2006. In the first year, an average of 9 participants attended the course each time. This was followed by a decline in attendance until 2011 when it was on the up again. In 2012 there was another decline, followed by 2013 with the largest number of participants (Figure 9). Until the end of 2015, a total of 89 WoS online courses were carried out, with the largest attendance recorded in March, November and September (Figure 10); the course is not carried out in July and August.

Figure 9: WoS online course between Figure 10: Number of WoS online course 2006 and 2015 participants and issued attendance certificates

by month between 2006 and 2015

With regards to the WoS online course participant structure by sex, 80% of participants of this course are women. The percentage of women was even higher in 2014, and in 2011, went up to 94% (Figure 11).

Figure 11: Structure of WoS online course participants by gender between 2006 and 2015

Until recently, the EBSCO online course was the newest one as we started to carry it out in 2013. Just like for all previously described online courses, in the first year of carrying out the EBSCO online course, the attendance was at its highest, which was followed by a decline and a new rise

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Aleksandra Rubelj, Janita Tacer Slana, Pero Šobot: ONLINE LEARNING IN THE COBISS.SI COMMUNITY last year (Figure 12). In the three years of conducting the course, most participants attended it in March, April and May. The smallest attendance was recorded in February and at the end of the year, i.e. in November and December (Figure 13). During the summer, i.e. in July and August, the course is not carried out.

Figure 12: EBSCO online course between Figure 13: Number of EBSCO online course 2013 and 2015 participants and issued attendance certificates by month between 2013 and 2015

With regards to the total number of EBSCO online course participants, 81% were women and only 19% men. It is interesting that the participant structure changes throughout the years and a total of 38% male participants of this course were observed last year (Figure 14).

Figure 14: Structure of EBSCO online course participants by gender between 2013 and 2015

We began to carry out the ProQuest online course in September 2012. The number of participants per course remains more or less the same every year. A larger number of participants was recorded in 2013 when the most ProQuest online courses were carried out. In 2013, a little over 8 participants per course were recorded (Figure 15). In the time period when the ProQuest course was carried out, the month with the highest attendance was May, followed by March and December (Figure 16). This online course is not organised in July and August.

Figure 15: ProQuest online course between Figure 16: Number of ProQuest online course 2012 and 2015 participants and issued attendance certificates by month between 2012 and 2015

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By sex, the participant structure does not differ from the average of other online courses. The highest percentage of male participants attended the course in 2012 (29%), followed by 2014 (25%) and 2015 (27%), whereas the highest female attendance was recorded in 2013 with 85% (Figure 17).

Figure 17: Structure of ProQuest online course participants by gender between 2012 and 2015

The Scopus online course was launched in June 2015. The most course participants attended in the first available dates, which was followed by a decline in attendance (Figure 18). In 2015, 74% of the Scopus online course participants were women and only 26% men (Figure 19).

Figure 18: Number of Scopus online course Figure 19: Scopus online course participant participants and issued attendance certificates structure by gender in 2015

by month in 2015

Between 2005 and 2015, 408 online courses were held with a total of 2336 participants. 1913 participants were active and 1317 attendance certificates were issued per online course. The COBISS/OPAC online course was held the most times and had the largest attendance. The details about the number of courses held, number of participants, number of active participants and number of issued attendance certificates are shown in Figure 20. With regards to the number of participants per course, the FTB and ProQuest courses are in the lead with an average attendance of 7 participants for each course held. This is followed by the WoS and COBISS/OPAC courses with an average of just over 5 participants per course held, and EBSCO and Scopus with an average of 4.7 participants per course. The most attendance certificates on average are issued for the ProQuest online course with 4.6 per course, followed by Scopus and EBSCO with 3.8 and 3.7 participants respectively, and COBISS/OPAC and WoS with an average of 3 participants per course. Out of all online course participants, 82% were active and 56% received an attendance certificate.

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Figure 20: Online course attendance by years

With regard to sex, the participant structure is similar in the individual online course. All online courses were attended by 76% of women and 24% of men (Figure 21).

Figure 21: Participant structure by sex between 2005 and 2015

The educational background of the online course participants is very different; participants with a university degree prevail, followed by participants with a high school diploma and participants with a professional higher education degree. We can deduct that this result reflects the greater interest and applicability for online courses for the use of foreign databases and services in students, researchers, university staff, etc. who require these skills for their work and further education.

Figure 22: Educational background of online course participants between 2005 and 2015

Most online course participants are employed (42%) or students (22%), while a large percentage of participants (26%) did not provide this information (Figure 23).

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Figure 23: Course participant employment status

3. CONCLUSION The modern learning society requires individuals that will permanently learn, improve and train in all areas of life. Only by doing so will they be able to stay up-to-date with quickly evolving technologies and achieve information literacy at a degree, required for successful and high quality performance in education, work organisations or everyday private life. IZUM as a bibliographic and information service for Slovenian science, culture and education offers online training for a wide population as part of their offer of training programmes, in addition to COBISS software courses. Within an 11-year time period, 408 online courses were carried out with over 2300 participants from different age groups and with different educational backgrounds. It is interesting to observe that three quarters of all participants were women. Out of everyone who signed up for our online courses, 82% actively participated; attendance certificates were issued to over half of the participants (56%). Through the online courses that we create and organise we strive to reach the goals of lifelong and multidimensional learning, to promote and improve information literacy of a wide range of individuals, and, at the same time, actively take part in the promotion of lifelong learning. For the fifth time in a row, IZUM actively participates in the Slovenian project Teden vseživljenjskega učenja (Lifelong Learning Week) – TVU 2016 with its range of online course.

4. LITERATURE COBISS.SI: Kooperativni online bibliografski sistem in servisi, 1997–2016. [online] Available at: http://www.cobiss.si/ [13. 5. 2016]. IZUM, 2013. Spletno učenje: COBISS/OPAC Online javno dostopni katalogi. [online course] Available at: http://etecaji.izum.si/ (Access with username and password) [12. 5. 2016]. Rahanu, H., Georgiadou, E., Khan, N., Colson, R. Hill, V. and Adam, E., 2015. The Development of Student Learning and Information Literacy: Case Study. In: Knežević, R. i Findrik, N. eds. Zbornik radova XII Međunarodne naučne konferencije “Informacijska pismenost na zapadnom Balkanu”, Juni na Uni, 18–20.juni 2015 godine. Bihać: Kantonalna i univerzitetska biblioteka Bihać. pp. 25–35. SICRIS, s. a. [online] Available at: http://www.sicris.si/ [13. 5. 2016].

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WEB UČENJE U COBISS.SI ZAJEDNICI

Aleksandra Rubelj, Janita Tacer Slana, mr Pero Šobot Institut informacijskih znanosti, Prešernova ulica 17, 2000 Maribor, Slovenija [email protected], [email protected], [email protected]

SAŽETAK: IZUM u svom poslanstvu u slovenskom bibliotečkom prostoru daje obrazovanju veliki značaj. U današnjem informaciono-tehnološkom načinu života e-obrazovanje dodatno poboljšava i usavršava informacionu pismenost zahvaljujući web pristupu sadržajima i tako suštinski doprinosi podizanju kvalitete cjeloživotnog učenja kao osnovnog ljudskog prava. IZUM i biblioteke svojim korisnicima nude pristup različitim informacionim servisima. Zato IZUM u okviru svog programa obrazovanja već duži niz godina izvodi besplatne web kurseve za upotrebu informacionih servisa za bibliotekare, profesore, istraživače, studente, đake, korisnike biblioteka i zaposlene u različitim institucijama. U članku su predstavljeni web učenje u IZUM-u, struktura i sadržaj web kurseva, alat koji koristimo za web učenje, prednosti ovakvog načina učenja i analiza izvedenih web kurseva u periodu od uvođenja web učenja u IZUM-u 2005. godine do kraja 2015. godine.

Ključne riječi: cjeloživotno učenje, informaciona pismenost, e-obrazovanje, web učenje, informaciona tehnologija, informacioni sistemi i servisi, COBISS.SI, IZUM, biblioteke

1. UVOD Zahvaljujući razvoju interneta i informaciono-komunikacionih tehnologija (IKT) web učenje je pojednostavilo i približilo informaciono opismenjavanje potrebama pojedinca i postalo svestrani mehanizam za individualno obrazovanje. To naročito važi za studentsku i naučnu, odnosno akademsku zajednicu. Biblioteke imaju tu ključnu ulogu (Rahanu, et. al., 2015), budući da omogućavaju pristup različitim informacionim izvorima i servisima. Bibliotekari imaju specifična znanja o tome kako se pristupa pojedinim informacionim izvorima, kako se formulišu zahtjevi za pretraživanje i razvijaju zahtjevi za pretraživanje naučnih radova, kako se organiziraju, dijele i vrednuju rezultati pretraživanja, kako se uvažavaju autorska prava i kako se prepoznaje i na koji način se uzima u obzir važnost citiranja, bibliometrije, zaštite podataka itd. Zato bi se biblioteke morale usredsrediti na informatičko opismenjavanje tako što bi omogućile, organizirale i izvodile web učenje za svoje korisnike. U Sloveniji se iz različitih razloga samo retke biblioteke odlučuju za organizaciju ove vrste obrazovanja. IZUM daje veliki značaj obrazovanju i učenju. Zbog uloge koju imamo kao informacioni servis slovenske nauke, kulture i obrazovanja (COBISS.SI: Kooperativni online bibliografski sistem in servisi, 1997-2016; SICRIS, s. a.) izvodimo specifičnu obrazovnu djelatnost, prije svega za upotrebu programske opreme COBISS za potrebe bibliotekara. Budući da razumijemo uticaj e- obrazovanja na osobni rast i uspješnost studenata, istraživača i ostalih korisnika COBISS-a i budući da nastupamo i kao ponuđač, organizator i koordinator pristupa stranim bazama podataka i servisima (na osnovu konzorcionih ugovora), preuzeli smo važnu ulogu u ovoj oblasti još 2005. godine kada smo ponudili svoje web kurseve koje ćemo ubuduće dopunjavati. Time obezbjeđujemo informaciono opismenjavanje i kao bibliografski servis široj populaciji u Sloveniji. Već duži niz godina organiziramo i izvodimo web kurseve za upotrebu informacionih servisa i COBISS/OPAC-a. Web kursevi su besplatni i namijenjeni baš svim korisnicima.

2. WEB UČENJE U IZUM-u Počeci web učenja u IZUM-u datiraju još od 2005. godine kada smo korisnicima prvi put ponudili dva različita web kursa za upotrebu COBISS-a i drugih servisa, i to kurs COBISS/OPAC online javno dostupni katalozi (u nastavku COBISS/OPAC) i kurs Upotreba baza podataka s Aleksandra Rubelj, Janita Tacer Slana, Pero Šobot: ONLINE LEARNING IN THE COBISS.SI COMMUNITY kompletnim tekstovima (u nastavku FTB). U okviru ovog kursa korisnici su se upoznali sa sadržajem i upotrebom servisa sa kompletnim tekstovima, kao što su Pro uest, OCLC First Search ECO, EBSCOhost (EIFL Direct) i Science Direct. Od januara 2006. godine počeli smo i sa izvođenjem web kursa Upotreba servisa Web of Science (u nastavku WoS) (baze podataka sa indeksima citiranosti). Vremenom su se, s obzirom na promjene samih servisa, konzorcione ugovore sa ponuđačima i potrebe korisnika, pojedinačni web kursevi preoblikovali i nadogradili, neki su ukinuti, a napravljeni su i novi web kursevi. Septembra 2012. godine počeli smo s izvođenjem novog web kursa Upotreba baza podataka servisa ProQuest (u nastavku ProQuest), a januara 2013. godine korisnicima smo ponudili još jedan novi web kurs Upotreba baza podataka servisa EBSCOhost (EIFL Direct) (u nastavku EBSCO). Ovi novi kursevi su zamijenili prvobitni kurs FTB koji je od januara 2013. godine ukinut. Juna 2015. godine korisnicima smo ponudili kurs Upotreba servisa Scopus (u nastavku Scopus), dok smo na početku 2016. godine, usljed nedostatka finansijskih sredstava, otkazali ugovor za pristup multidisciplinarnoj zbirci ProQuest Central i tako prestali s izvođenjem web kursa za upotrebu servisa Pro uest. Besplatni web kursevi koje IZUM organizira i izvodi namijenjeni su i dostupni širem krugu korisnika: bibliotekarima, profesorima, istraživačima, studentima, đacima, zaposlenim u različitim institucijama i svima koji žele naučiti kako se koriste usluge COBISS/OPAC-a i stranih informacionih servisa. Web kursevi su praktično usmjereni, tako da učesnici upoznaju osnovne pojmove, načine upotrebe baza podataka, obrasce za pretraživanje i formulisanje izraza za pretraživanje, kao i različite druge korisne sadržaje. Pojedinačni web kurs je tokom trajanja kursa dostupan 24 časa na dan (pristup sa bilo koje lokacije i bilo kada), zato polaznici mogu prilagoditi učenje i raspodijeliti rad po sopstvenom nahođenju i mogućnostima, a kurs završavaju bilo kada tokom trajanja kursa. Instruktor kursa prati i usmjerava učenje, pomaže polaznicima tokom procesa učenja i odgovara na njihova pitanja. Da bi dobili potvrdu o učešću na kursu moraju položiti završni test s barem 50- procentnom uspješnošću.

2.1. Alat za izvođenje web učenja Web kurseve smo najprije pripremali i izvodili u okviru komercijalnog okruženja za učenje WebCT – (Web Course Tools), a potom smo septembra 2009. godine prešli na sistem za upravljanje e-obrazovanja Moodle. Moodle (Modular Object-Oriented Dynamic Learning Environment) je skraćenica za modularno objektno orijentirano dinamičko okruženje za učenje. Alat je besplatan, riječ je o okruženju za učenje otvorenog koda koje je u svetu jedno od najčešće korišćenih sistema za upravljanje e-obrazovanja, kao i za podršku drugim oblicima saradnje u radu.

Moodle izvođačima e-obrazovanja omogućava stvaranje sadržaja za e-učenje, praćenje aktivnosti polaznika kursa, upravljanje sadržajima za e-učenje, evaluaciju izvedenih web kurseva, a uključuje i čitav niz dodatnih alata za e-učenje (npr. kalendar, forumi...). Nudi i različite alate za komunikaciju (forumi, ćaskanje, poruke) koji su korisnicima na raspolaganju za razmjenu informacija, diskusije sa drugim učesnicima tokom procesa web učenja, kao i za međusobno upoznavanje i saradnju.

2.2. Struktura i sadržaj web kurseva Svaki web kurs je podijeljen na pojedinačne sadržinske sklopove, odnosno jedinice za učenje. Struktura kursa zasniva se na modularnom konceptu, što znači da se pojedinačne jedinice kursa za učenje mogu koristiti nezavisno, odnosno samostalno, i to s obzirom na individualne potrebe, predznanje i želje polaznika. Pojedinačni web kurs je strukturiran u poglavlja i potpoglavlja u koja su, pored teksta, uključeni i brojni medijski, odnosno vizuelni elementi, kao što su slike, snimci, dijagrami i tabele. Kurs sadrži puno praktičnih vježbi i primjera, kvizove za usputno provjeravanje i utvrđivanje znanja, linkove na druge slične sadržaje i dodatna pojašnjenja koja su dostupna na internetu i dr. (slike 1 i 2).

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Slika 1: Web kurs COBISS/OPAC u web Slika 2: Primjer sadržaja web kursa okruženju Moodle (Izvor: IZUM, 2013) COBISS/OPAC (Izvor: IZUM, 2013)

Web kurseve odlikuju:  modularni koncept i preglednost sadržaja,  razumljiva pojašnjenja sa slikovnim prikazima,  kvizovi za utvrđivanje i usputno provjeravanje stečenog znanja,  zanimljivi primjeri sa vizuelnim prikazima, odnosno snimcima,  mogućnost prilagođavanja individualnim potrebama, jer je kurs tokom trajanja dostupan 24 časa na dan,  udžbenik za kurs s kompletnim sadržajem u .pdf formatu koji korisnik može odštampati ili sačuvati na svom računaru, odnosno uređaju,  završni test,  praćenje i usmjeravanje koje izvodi instruktor kursa tako što pruža pomoć polaznicima i odgovara na njihova pitanja,  različite mogućnosti za međusobno komuniciranje učesnika na kursu i za komunikaciju sa instruktorom kursa,  dostupnost svim zainteresiranim korisnicima,  besplatno učešće na kursu i dr.

2.3. Neki pokazatelji upotrebe web kurseva U cijelom periodu (2005-2015) izvođenja web kurseva možemo se pohvaliti velikim brojem učesnika s vrlo raznolikom strukturom obrazovanja. Naši učesnici pripadaju i različitim starosnim uzrastima. U nastavku su grafički predstavljeni pojedinačni web kursevi s prikazom broja učesnika po mjesecima u navedenom periodu izvođenja, broja dobijenih potvrda o učešću na web kursu, kao i s prikazom aktivnosti i strukture učesnika po polu. Web kurs koji bez prekida izvodimo od samog početka je COBISS/OPAC. Do kraja 2015. godine pohađalo ga je 932 učesnika, od toga ih je 533 uspješno završilo kurs i dobilo potvrdu o učešću (slika 3). Najviše učesnika učestvovalo je na kursu COBISS/OPAC tokom proljećnih mjeseci, a preovlađuje mjesec mart, nakon čega dolaze april i maj. Najmanje učešće primjećujemo tokom ljetnjih mjeseci kada izvodimo samo jedan kurs mjesečno. U ostalim mjesecima tokom godine za izvođenje su raspisana dva termina na mjesec (slika 4).

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Slika 3: Web kurs COBISS/OPAC Slika 4: Broj učesnika i izdatih potvrda u periodu od 2005. do 2015. godine web kursa COBISS/OPAC po mjesecima u periodu od 2005. do 2015. godine

S obzirom na strukturu učesnika po polu veliku većinu učesnika web kursa čine žene, i to prosječno čak 75% (slika 5). Najveći udio učesnica bio je tokom 2013. godine kada je na web kursevima učestvovalo čak 90% žena, dok je 2006. godine udio bio najmanji, jer je među učesnicima bilo samo 69% žena.

Slika 5: Struktura učesnika web kursa COBISS/OPAC po polu u periodu od 2005. do 2015. godine

Web kurs FTB je od 2005. godine do završetka njegovog izvođenja pohađalo 564 učesnika. Razmjera između broja učesnika i broja izdatih potvrda kod ovog web kursa iznosi 2:1, odnosno nešto manje od 50% izdatih potvrda, što je najmanje od svih web kurseva (slika 6). Razlog za to je što su neki učesnici samo pratili kurs, a nisu polagali završni test koji je uslov za dobijanje potvrde o učešću na web kursu. Učesnici web kursa FTB najčešće su pohađali kurs tokom mjeseca novembra, čak 105 učesnika od ukupno 564, a nakon toga dolaze mjesec februar, april i septembar (slika 7).

Slika 6: Web kurs FTB u periodu Slika 7: Broj učesnika i izdatih od 2005. do 2012. potvrda za web kurs FTB po mjesecima u periodu od 2005. do 2012. godine

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Od svih učesnika web kursa FTB 74% čine žene, a samo 26% muškarci. Tokom godina izvođenja kursa ova struktura se nije mnogo promijenila, izuzetak predstavlja 2011. godina kada su 88% učesnika činile žene.

Slika 8: Struktura učesnika web kursa FTB po polu u periodu od 2005. do 2012. godine

Sa izvođenjem web kursa WoS počeli smo 2006. godine. Tokom prve godine izvođenja web kursa na pojedinačnom kursu učestvovalo je u prosjeku 9 učesnika po kursu. Zatim je došlo do pada učešća i ponovnog uspona tokom 2011. godine, a onda nakon manjeg pada tokom 2012. godine dolazi 2013. godina sa najviše učesnika (slika 9). U periodu do kraja 2015. godine izvedeno je ukupno 89 kurseva WoS koje su najčešće pohađali tokom mjeseca marta, novembra i septembra (slika 10), dok jula i avgusta kurs ne izvodimo.

Slika 9: Web kurs WoS u periodu Slika 10: Broj učesnika i izdatih potvrda od 2006. do 2015. godine web kursa WoS po mjesecima u periodu od 2006. do 2015. godine

S obzirom na strukturu učesnika web kursa WoS po polu od 2006. do 2015. godine kod ovog web kursa 80% učesnika predstavljaju žene. Prije svega tokom 2014. i 2011. godine ova tendencija je preovlađivala, čak do 94% (slika 11).

Slika 11: Struktura učesnika web kursa WoS po polu u periodu od 2006. do 2015. godine

Web kurs EBSCO je do skoro bio najmlađi kurs, jer smo sa njegovim izvođenjem počeli 2013. godine. Kao i na svim do sada predstavljenim web kursevima, učešće tokom prve godine izvođenja web kursa EBSCO bilo je najveće, potom je došlo do većeg pada, a tokom posljednje

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Aleksandra Rubelj, Janita Tacer Slana, Pero Šobot: ONLINE LEARNING IN THE COBISS.SI COMMUNITY godine učešće se ponovo povećalo (slika 12). Tokom tri godine izvođenja najviše polaznika učestvovalo je na kursu tokom mjeseca marta, aprila i maja. Najmanje učešće je bilo februara i krajem godine, tj. novembra i decembra (slika 13). Tokom ljetnih mjeseci, jula i avgusta, nemamo raspisan termin za izvođenje kursa.

Slika 12: Web kurs EBSCO u periodu Slika 13: Broj učesnika i izdatih potvrda od 2013. do 2015. godine web kursa EBSCO po mjesecima u periodu od 2013. do 2015. godine

Imajući u vidu ukupan broj učesnika kursa EBSCO, čak 81% učesnika čine žene, a samo 19% muškarci. Zanimljivo je da se struktura učesnika s godinama mijenja, tako da su tokom prošle godine na ovom web kursu čak 38% učesnika bili muškarci (slika 14).

Slika 14: Struktura učesnika web kursa EBSCO po polu u periodu od 2013. do 2015. godine

S izvođenjem web kursa ProQuest počeli smo septembra 2012. godine. Broj učesnika pojedinačnog kursa je tokom svih godina približno isti. Veći broj učesnika opaža se tokom 2013. godine kada smo uveli i najviše kurseva za upotrebu servisa Pro uest. Te godine pojedinačni kurs prosječno je pohađalo nešto više od 8 učesnika po kursu (slika 15). Tokom izvođenja kursa ProQuest, a imajući u vidu pojedinačne mjesece, najposjećeniji je bio mjesec maj, a potom mjesec mart i decembar (slika 16). Web kurs ne izvodimo jula i avgusta.

Slika 15: Web kurs ProQuest u periodu Slika 16: Broj učesnika i izdatih potvrda od 2012. do 2015. godine web kursa ProQuest po mjesecima u periodu od 2012. do 2015. godine

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Struktura učesnika po polu ne odstupa od prosjeka ostalih web kurseva. Najviše učesnika muškog pola učestvovalo je na web kursu tokom 2012. godine (29%), nakon toga dolazi 2014. godina (25%) i 2015. godina (27%), dok tokom 2013. godine u učešću znatno prevlađuju žene, i to s čak 85% (slika 17).

Slika 17: Struktura učesnika web kursa Pro uest po polu u periodu od 2012. do 2015. godine

Web kurs koji smo počeli da izvodimo tek juna 2015. godine je Scopus. Najviše učesnika pohađalo je kurs u prvim raspisanim terminima, a onda je došlo do pada učešća na kursu (slika 18). Web kurs Scopus tokom 2015. godine pohađalo je 74% žena i samo 26% muškaraca (slika 19).

Slika 18: Broj učesnika i izdatih Slika 19: Struktura učesnika web kursa potvrda za web kurs Scopus po mjesecima Scopus po polu tokom 2015. godine tokom 2015. godine

U periodu od 2005. godine do uključujući 2015. godine izveli smo 408 svih web kurseva koje je pohađalo 2.336 učesnika. Od toga je bilo 1.913 aktivnih učesnika i 1.317 izdatih potvrda o učešću na pojedinačnom web kursu. Naravno, pritom prednjači broj izvedenih kurseva i učešće na web kursu COBISS/OPAC za koji je bilo najviše raspisanih termina. Podaci o broju izvedenih kurseva, broju učesnika, broju aktivnih učesnika i broju izdatih potvrda prikazani su na slici 20. Imajući u vidu broj učesnika pojedinačnog kursa prevlađuju kursevi FTB i ProQuest, s prosječnim učešćem 7 učesnika po pojedinačnom izvedenom kursu. Nakon toga dolaze WoS i COBISS/OPAC s prosječno više od 5 učesnika po pojedinačnom izvedenom kursu, a nakon toga EBSCO i Scopus s prosječno 4,7 učesnika po kursu. S prosječno najviše izdatih potvrda po kursu preovladava kurs ProQuest sa 4,6 učesnika po pojedinačnom kursu, a nakon toga dolaze kursevi Scopus i EBSCO s proječno 3,8, odnosno 3,7 učesnika. Web kursevi COBISS/OPAC i WoS imaju prosječno 3 izdatih potvrda po kursu. Od svih učesnika web kurseva aktivnih je bilo 82%, a potvrdu o učešću dobilo je 56%.

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Slika 20: Učešće na web kursevima po godinama

Imajući u vidu pol, struktura učesnika na pojedinačnim web kursevima je slična. Na svim web kursevima učestvovalo je 76% predstavnica ženskog pola i 24% predstavnika muškog pola (slika 21).

Slika 21: Struktura učesnika web kurseva po polu u periodu od 2005. do 2015. godine

Struktura obrazovanja učesnika web kurseva je veoma različita, a prevlađuju učesnici s visokim obrazovanjem, nakon toga dolaze učesnici s gimnazijskim obrazovanjem i učesnici sa visokim stručnim obrazovanjem. Možemo zaključiti da je ova struktura posljedica većeg zanimanja za web kurseve za upotrebu stranih baza podataka i servisa koji su zanimljivi i korisni prije svega studentima, istraživačima, zaposlenim na fakultetima i slično, kojima su ta znanja potrebna pri radu i daljem obrazovanju.

Slika 22: Struktura obrazovanja učesnika web kurseva u periodu od 2005. do 2015. godine

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Među učesnicima web kurseva većina je zaposlenih (42%), potom dolaze studenti (22%), veliki dio učesnika (26%) ovaj podatak nije navelo (slika 23).

Slika 23: Status zaposlenja učesnika

3. ZAKLJUČAK Savremenom društvu učenja neophodan je pojedinac koji će neprestano učiti, usavršavati se i obrazovati baš u svim oblastima života. Samo tako će ići u korak s tehnologijom koja se brzo mijenja i dostići informacionu pismenost na nivou koji je potreban za uspješan i kvalitetan rad u okviru školovanja, radnih organizacija, kao i u svakodnevnom privatnom životu. IZUM kao bibliografski i informacioni servis slovenske nauke, kulture i obrazovanja u svojoj ponudi obrazovanja, pored kurseva za korišćenje programske opreme COBISS, nudi i web učenje za širu populaciju. U periodu od 11 godina izveli smo 408 kurseva s više od 2.300 učesnika različite starosne i obrazovne strukture, pri čemu je zanimljivo da su tri četvrtine učesnika naših web kurseva žene. Od ukupnog broja prijavljenih, u procesu web učenja aktivno je učestvovalo 82% polaznika, a potvrde o učešću izdate su dobroj polovini polaznika (56%). Web kursevima koje pripremamo i izvodimo doprinosimo dostizanju ciljeva cjeloživotnog i multidimenzionalnog učenja, promociji i podizanju informacione pismenosti što šireg kruga ljudi, a istovremeno i aktivno učestvujemo u promociji cjeloživotnog učenja. Tako ove godine, već petu godinu zaredom, IZUM sa svojom ponudom web kurseva aktivno učestvuje u Tjednu cjeloživotnog učenja 2016 (Teden vseživljenjskega učenja – TVU).

4. LITERATURA COBISS.SI: Kooperativni online bibliografski sistem in servisi, 1997–2016. [online] Dostupno na: http://www.cobiss.si/ [13. 5. 2016].

IZUM, 2013. Spletno učenje: COBISS/OPAC Online javno dostopni katalogi. [web kurs] Dostupno na: http://etecaji.izum.si/ (Pristup sa korisničkim imenom i šifrom) [12. 5. 2016].

Rahanu, H., Georgiadou, E., Khan, N., Colson, R. Hill, V. i Adam, E., 2015. The Development of Student Learning and Information Literacy: Case Study. U: Knežević, R. i Findrik, N. ur. Zbornik radova XII Međunarodne naučne konferencije “Informacijska pismenost na zapadnom Balkanu”, Juni na Uni, 18–20.juni 2015 godine. Bihać: Kantonalna i univerzitetska biblioteka Bihać. pp. 25–35.

SICRIS, s. a. [online] Dostupno na: http://www.sicris.si/ [13. 5. 2016].

WBILC 2016 147

RUSSIAN IMMIGRANT VLADISLAV ALJBINOVICH MAJEWSKI - LIBRARIAN AT THE PATRIARCHY COURT IN BELGRADE (1933-1937)

Radovan Pilipovic Archives of Serbian Orthodox Church (Belgrade)

Abstract: The paper gives a short biography and explains the merits of the Russian immigrant Vladislav Aljbinovich Majewski in the field of librarianship with among the Serbs, especially in the Serbian Orthodox Church. As a personal friend and a trusted associate of Patriarch Varnava, a true patron of the Russian emigration in the Kingdom of Yugoslavia, Majewski had built a career in the Serbian Patriarchy in Belgrade. He greatly contributed by his literary work in the field of affirmation of modern church-historical topics and the cataloguing of the Patriarch personal library. Key words: Serbian Orthodox Church, Patriarchy court, Patriarchy library, Patriarch Varnava, Russian emigration, Vladislav Aljbinovich Majewski

Russian emigrants’ wave, caused by the October Revolution and the victory of communist forces, has brought with it a distinctive cultural influence, particularly in the related Slovenian countries which have become a haven for refugees, supporters of the old monarchical (Tsarist) regime. In the term of education, vocation and knowledge, one part of them was above the level of the people who provided them with hospitality. In the field of humanities and librarianship, what we shall show in this paper, the "Russian emigrant factor" played a significant role in the development of the mentioned human spirit branches with the Serbs. This famous name of Vladislav Aljbinovich Majewski, a Russian immigrant, has its own distinctive place in the history of Serbian church administration and librarianship at the Patriarchal Residence. Always sensitive to the life fate of the needy from the large state where he was educated and spiritually edified, Serbian Patriarch Varnava Rosic (1930-1937) has appointed Majewski as his personal secretary. On top of this service which included arranging personal correspondence, updating of submitted items for administrative processing, then registering (recording) official and private correspondence, Patriarch Varnava added to V. A. Majewski the duty of the Patriarchy librarian. Actually, when the former "temporary librarian" Archimandrite Vikentije Vujic got elected as the Vicar Bishop and "stopped the possibility" of doing that job in the future, the Serbian Patriarch handed over "the duty of librarian to Mr. Vladimir Majewski," to carry on with that job that he was "indicated for".1 Vladislav Aljbinovich Majewski (Владислав Альбинович Маевский) was born in a noble family in Kremenchug, the region of Poltavska and close to the river of Dnieper, on 04 April 1893, and died on 16 January 1975 in Roslyn, Abington (Pennsylvania). He had the ambition to build a military career, but not enough disciplined for a military school, he decided to devote himself to literature. Following its own restless spirit he came to Serbia in 1912, where he was a volunteer in the Serbian army during the Balkan wars (1912-1913). Related to the Serbs he also published his first works, such as "Passenger Records" (1913), and then the "United Russia and heroic Serbia" (1914). In the First World War, and then the civil war in Russia tied him strongly to Ukrainian soil, from where he originated. The life in Ukraine being divided by the war and ideology he described in the "Ukrainian rebels 1918-1919". He permanently left the Russian Empire on 25 January 1920, when he sailed on the ship from the port of Odessa. 2 Majewski’s knowledge of Serbian language has been his further recommendation to Patriarch Varnava, whose secretary he became from April 1930. By staying in the nearest vicinity of

1Archives of Serbian Orthodox Church, Patriarchy, ser. 4, 20 December 1932 / 02 January 1933. 2Александр Николаевич Стрижев, В. А. Маевский, у: Русская литература XX века. Прозаики, поэты, драматурги. Биобиблиографический словарь. Том 2. З - О. с. 494-496. Radovan Pilipovic: RUSSIAN IMMIGRANT VLADISLAV ALJBINOVICH MAJEWSKI - LIBRARIAN AT THE PATRIARCHY COURT IN BELGRADE (1933-1937)

Serbian Patriarch for a year, Majewski published a work - a monograph publication in Russian of the Patriarch Varnava. 3 Due to almost seven-year long collaboration with the Serbian church leader this book has grown in two volumes of a gentle panegyric biography dedicated to the man who led the Serbian Orthodox Church. 4 A kind of appendix to this topic is the work published in the United States, under the title "Patriarch Varnava and concordat struggle", outlining data on all the controversies that surrounded the time of the patriarch mysterious disappearance from the stage of history.5 In the midst of a Serbian opposition to the concordat concluded between the Kingdom of Yugoslavia and the Vatican, while the National Assembly of the Kingdom of Yugoslavia voted for the ratification of the agreement, Patriarch died. The rumors of his mysterious and forcibly induced death began to circulate very short time after. 6 Vladislav Aljbinovich Majewski, is the first historian of Russian emigration in Yugoslavia, the first historian of Serbian-Russian church relations of the 20th century. As personal secretary and librarian of the Patriarch Varnava Rosic, patron of Russian refugees and church life of Russian emigrants, Majewski had a good position to deal with the work of historiography. In addition to the biography of the Patriarch, the articles on the Russians in the Kingdom of Yugoslavia, Majewski also left a number of significant ephemeris in the Serbian church press. 7 Its popular biography of Patriarch Varnava is significant because of chronological reconstruction, but much of it remains in the unpublished sources. 8 Hard, revolutionary and immediate post-revolutionary situation of Russian Orthodoxy, according to V. Majewski, had to be understood not only as a crisis of the Russian people and the Church, but also as a crisis of the entire Slovene nation. Mediation and protective position Serbian Church, the nation and the priesthood was all the more expected and required. 9 Majewski also personally stood behind the advertisement of the Patriarchy library to send books, magazines and newspapers. The testimony remains noted of the same advertisement being responded by the "Russian emigrants sending books and journals for free from around the world,

3 Вл. Маевскiй, Сербскiй Патрiархъ Варнава и его время, Новый Садъ 1931. 4 В. А. Мајевски, Народни патријарх – Његова Светост Варнава, I-II, Сремски Карловци 1937. 5 Вл. Маевскiй, Патриарх Варнава и конкордатская борьба,s. l. 1958. 6 Бојан Драшковић, Смрт патријарха Варнаве у публицистици и литератури, у: И живот за Православље – зборник радова поводом 75-годишњице упокојења патријарха Варнаве, Belgrade- Pljevlja-Podgorica, 2012, p. 27-46. 7 Detailed bibliographic instructions can be found in books: Бранко А. Цисарж, Један век периодичне штампе Српске православне цркве (Библиографски опис часописа и листова са прегледом-садржајем свих радова објављених у њима од 1868 – 1970), А-М, Belgrade 1986; Idem, Један век периодичне штампе Српске православне цркве (Библиографски опис часописа и листова са прегледом-садржајем свих радова објављених у њима од 1868 – 1970), Н-Ш, Belgrade 1991. 8 She had flattering reviews from contemporaries, maybe too flattering: „The books should be read by... even the ennemies of the Patriarch, if any“. (Никола Дориомедов, Вл. А. Маевскiй, Сербскiй Патрiархъ Варнава и его время, Белградъ 1931, Гласник СПП (1931), ser. 20, р. 318; „The book, with the exception of some inaccuracies written, is well filled up, with beautiful illustrations ... It would be useful if translated into Serbian“. (Вл. А. Маевскiй, Сербскiй Патрiархъ Варнава и его время, Белградъ 1931, Гласник СПП (1931), ser. 17, р. 269; The clergy were interested when Serbian translation would come out: Archives of Serbian Orthodox Church, Belgrade, Канцеларија патријарха Варнаве (1931), Patriarch Varnava advised Aleksandar Zivanovic, Archpriest of Osijek, on 3 December 1931 to connect to Majewski who is interested "in this matter". Only the Serbian translation: "The book testifies to the immense love of the Patriarch for Russia and the Russians, and about his deep faith in the resurrection of the great and Holy Russia"; О Њ. Св. Патријарху, Гласник СПП (1934), ser. 16-17, р. 277. 9 Вл. Маевскiй, Вселенское Православiе и Сербская Церковь, Русско-Американскiй Православный Вестникъ, № 9 (1936), р. 139-143. WBILC 2016 150

Radovan Pilipovic: RUSSIAN IMMIGRANT VLADISLAV ALJBINOVICH MAJEWSKI - LIBRARIAN AT THE PATRIARCHY COURT IN BELGRADE (1933-1937) where they lived then". 10 Thus, on the real and official manner, the foundations were laid for the rich and important collection of Russian books being the fund of the Patriarchy Library in Belgrade nowadays. The arrival of this agile, practical and reliable Russian for the patriarch's close associate meant a lot for the Serbian cultural history in general. In the personality of V. A. Majewski Patriarch Varnava got the Secretary, intermediary in correspondence, the man who arranged the correspondence for him, librarian and personal biographer also, in other words - a kind of subtle panegyric. Facing the strong library tradition that many educated Serbs and foreigners had written about, Majewski had a special responsibility, but also an official mission to keep the Varnava’s personal books in a special fund, marking it by the right of ownership, but also its practical purposes. 11 For the nomenclature of books and catalog cards there was a seal with the inscription "Personal Library of H. H. Serbian Patriarch Varnava 1930". The year 1930 as the year of Varnava’s entry on the Patriarchy throne is treated as a sort of formalization of the Patriarch's personal library, its institutional beginning. A round seal was introduced later with the Patriarchy miter and the inscription in a circle "The library of H. H. Patriarch Varnava" with a diameter of 33 millimeters.12 The books from the personal library of Patriarch Varnava were not arranged in a way according to the nowadays librarian standards (first, second and third groups). There were grouping of the periodicals, being carefully sheath even then, but the principle of numerus currens prevailed. The inventory of books, their cataloguing and placing on the shelves was done as they arrived. As for the book-cataloging unit (processing catalog units and the level of information), Vladimir Majewski had been registering the most basic information only. His bibliography processing was modest, which is somewhat understandable if one bears in mind the fact that this versatile man had other responsibilities and obligations to do. 13 Catalogue Unit of the list catalog was placed on a sheet with a diameter of 13.5 to 11 centimeters with the named term inside, or if it is about the group of authors or an anonymous publication, the title had to be stated. Under the guidelines, as the first and more often case, it was followed by the book title, or just its part it was a longer one, and it ends in the lower left corner by indicating the place and year of publication. The signature was the lower right corner.14 In the personal library of Serbian Patriarch Varnava Rosic, cataloged and arranged during his life, there are approximately 6,500 books. The rest of the book fund from its ownership were dealt by the successors of Vladislav Aljbinovich Majewski, acting as the Patriarchy librarians. This library is important not only for researchers of the Patriarch's biography, but also his general culture and spiritual orientation. The historians of the Serbian Church, society and culture can find a lot of things at the same spot that is the library of Patriarch Varnava. 15

Summary: In addition to Vladislav Aljbinovich Majewski two other Russian immigrants were also responsible for the development of librarianship in Serbian church circles. According to the Archive data, the Seminary Library in Sremski Karlovci, the most significant theological High school for the Serbs, was handled by Volobujev Boris, priest and professor, with a team of

10 В. М., На призив Патријарашке библиотеке у Срем. Карловцима..., Гласник СПП, бр. 18 (1933), р. 286. 11 Radovan Pilipovic, Лична библиотека патријарха Варнаве, у: И живот за Православље – Proceedings on the occasion of the 75th anniversary of the death of Patriarch Varnava, Belgrade-Pljevlja-Podgorica, 2012, р. 170-180. 12 R. Pilipovic, P. Rakic, the work specified, 180. 13 Idem, 181. 14 Idem, 181. 15 Idem, 186. WBILC 2016 151

Radovan Pilipovic: RUSSIAN IMMIGRANT VLADISLAV ALJBINOVICH MAJEWSKI - LIBRARIAN AT THE PATRIARCHY COURT IN BELGRADE (1933-1937) collaborators (also Russian origine) after 1920. In the Library of the Orthodox Theological Faculty a charismatic librarian Georgie Sviscev had worked also. The Russian-immigrant Majewski contributed not only to the development of librarianship within the Serbian church but went further also, contributing to the strengthening and expansion of historiography of the Serbian-Russian ties with the 20th-century Russian Diaspora in Serbia (Yugoslavia).

Sources: Archives of Serbian Orthodox Church, Патријаршија СПЦ, ser. 4, 20 December 1932 / 2 January 1933. Archives of Serbian Orthodox Church, Канцеларија патријарха Варнаве (1931), Патријарх Варнава Александру Живановићу, протојереју у Осијеку, 3 December 1931.

Literature: Никола Дориомедов, Вл. А. Маевскiй, Сербскiй Патрiархъ Варнава и его время, Белградъ 1931, Гласник СПП (1931), ser. 20, р. 318.(review). Bojan Draskovic, Смрт патријарха Варнаве у публицистици и литератури, у: И живот за Православље – Proceedings on the occasion of the 75th anniversary of the death of Patriarch Varnava, Belgrade-Pljevlja-Podgorica, 2012, р. 27-46. Radomir Djordjevic, Библиотекар Георгиј Свишчев (Ђорђе Свишћов), теолог, Српска теологија у двадесетом веку – истраживачки пробелми и резултати, Vol. 2 (2007), р. 216- 220. Miroslav Jovanovic, Руска емиграција на Балкану (1920-1940), Belgrade 2006, р. 183-190. Александр Николаевич Стрижев, В. А. Маевский, у: Русская литература XX века. Прозаики, поэты, драматурги. Биобиблиографический словарь. Том 2. З - О. с. 494-496. Вл. Маевскiй, Сербскiй Патрiархъ Варнава и его время, Новый Садъ 1931. В. А. Мајевски, Народни патријарх – Његова Светост Варнава, I-II, Сремски Карловци 1937. Вл. Маевскiй, Патриарх Варнава и конкордатская борьба, s. l. 1958. Вл. Маевскiй, Вселенское Православiе и Сербская Церковь, Русско-Американскiй Православный Вестникъ, № 9 (1936), р. 139-143. В. М., На призив Патријарашке библиотеке у Срем. Карловцима..., Гласник СПП, бр. 18 (1933), стр. 286. О Њ. Св. Патријарху, Гласник СПП (1934), ser. 16-17, р. 277. Radovan Pilipovic, Лична библиотека патријарха Варнаве, И живот за Православље – Proceedings on the occasion of the 75th anniversary of the death of Patriarch Varnava, Belgrade- Pljevlja-Podgorica, 2012, р. 171-186. Branko А. Cisarz, Један век периодичне штампе Српске православне цркве (Библиографски опис часописа и листова са прегледом-садржајем свих радова објављених у њима од 1868 – 1970), А-М, Belgrade 1986. Исти, Један век периодичне штампе Српске православне цркве (Библиографски опис часописа и листова са прегледом-садржајем свих радова објављених у њима од 1868 – 1970), Н-Ш, Београд 1991.

WBILC 2016 152

РУСКИ ЕМИГРАНТ ВЛАДИСЛАВ АЉБИНОВИЧ МАЈЕВСКИ – БИБЛИОТЕКАР ПАТРИЈАРШИЈСКОГ ДВОРА У БЕОГРАДУ (1933-1937)

Радован Пилиповић Архив Српске православне цркве (Београд)

Сажетак: У раду се даје краћа биографија и објашњавају заслуге Владисалва Аљбиновича Мајевског руског емигранта, на пољу развоја библиотекарства код Срба, а нарочито у Српској православној цркви. Мајевски је као лични пријатељ и поуздани сарадник патријарха Варнаве, истинског покровитеља руске емиграције у Краљевини Југославији, градио каријеру у Патријаршији Српској у Београду. Дао је велики допринос својим литерарним радом на пољу афирмације савремених црквено-историјских тема и каталошкој обради личне патријархове библиотеке. Кључне речи: Српска православна црква, Патријаршијски двор, Патријаршијска библиотека, патријарх Варнава, руска емиграција, Владислав Аљбинович Мајевски

Руски емигрантски талас, изазван Октобарском револуцијом и победом комунистичких снага, донео је са собом особен културни утицај, нарочито у сродним словенским земљама које су постале уточиште за избеглице, присталице старог монархистичког (царистичког) режима. Краљевина Срба, Хрвата и Словенаца постала је новом домовином за 40.000 људи пореклом из Руске Царевине који су у новој средини радили оне старе послове за које су се током целог живота школовали.1Међу њима је један део одскакао по свом образовању, струци и знању од људи који су им пружили гостопримство. На пољу хуманистичких наука, а показаћемо и библиотекарства, посбено је „руски емигранстки фактор“ имао значајну улогуу развоју поменутих грана људског духа код Срба. Гласовито име Владислава Аљбиновича Мајевског, руског емигранта, има своје препознатљиво место у историји српске црквене администрације и библиотекарства на Патријаршијском двору. Увек осетљив на животну судбину невољника велике државе у којој се школовао и духовно изграђивао, патријарх српски Варнава Росић (1930-1937) је поставио Мајевског за свог личног секретара. Тој служби која је подразумевала сређивање личне преписке, ажурирање пристиглих предмета за административну обраду, затим завођење (евидентирање) званичне и приватне преписке, патријарх Варнава је В. А. Мајевском придодао и дужност патријаршијског библиотекара. Наиме, када је дотадашњи „привремени библиотекар“ архимандрит Викентије Вујић изабран за викарног епископа и када је „престала могућност“ да се тим послом надаље бави, српски патријарх је „дужност библиотекара предао господину Владимиру Мајевском“, који је за тај посао „назначен“.2 Владислав Аљбинович Мајевски (Владислав Альбинович Маевский) је рођен у Кременчугу у Полтавској области, на реци Дњепар, 4. априла 1893. године у племићкој породици, а умро је 16. јануара 1975. године у Розлину (Roslyn, Abington) у Пенсилванији. Имао је амбицију да гради војну каријеру, али недовољно дисциплинован за војне школе, одлучује да се посвети књижевности. По своме немирном духу долази у Србију 1912. године, где је био добровољац у српској војсци за време Балканских ратова (1912-1913). У вези са Србима је објавио и својепрве радове, а то су: „Путнички записи“ (1913), а затим и „Велика Русија и херојска Србија“ (1914). Године Првог светског рата, а затим и грађански рат у Русији га је јаче везао за украјинско тло, са кога иначе и потиче. Прилике у ратом и идеологијом подељеној Украјини описао је у делу „Украјински устаници 1918-1919“. Руску

1 Мирослав Јовановић, Руска емиграција на Балкану (1920-1940), Београд 2006, стр. 183-190. 2 Архив СПЦ, Патријаршија СПЦ, бр. 4, 20. децембар 1932/2. јануар 1933. Радован Пилиповић: РУСКИ ЕМИГРАНТ ВЛАДИСЛАВ АЉБИНОВИЧ МАЈЕВСКИ – БИБЛИОТЕКАР ПАТРИЈАРШИЈСКОГ ДВОРА У БЕОГРАДУ (1933-1937)

царевину је заувек напустио 25. јануара 1920. године када је отпловио на броду из луке Одеса.3 Познавање српског језика додатно је препоручило Мајевскогпатријарху Варнави, код кога је, од априла 1930. године постао секретар. За годину данаборавка у најближој близини српског патријарха Мајевски је објавио рад – монографску публикацију на руском језику о патријарху Варнави.4 Та књига је, захваљујући скоро седмогодишњој сарадњи са српским црквеним поглаварем израсла у два тома једне нежно панегиричне биографије посвећене човеку који је водио Српску православну цркву.5 Својеврсни додатак овој теми је рад објављен у Сједињеним Америчким Државама, а који носи наслов „Патријарх Варнава и конкордатска борба“, а у коме се износе подаци о свим контроверзама које су окруживале време мистериозног патријарховог нестанка са историјске позорнице.6 У јеку српско-православног супротстављања конкордату склопљеном између Краљевине Југославије и државе Ватикан, док је Народна скупштина Краљевине Југославије гласала ратификацију споразума патријарх је умро. Рано су почеле да круже гласине и мистериозној и принудно изазваној смрти.7 Владислав Аљбинович Мајевски, јесте први историчар руске емиграције у Југославији, први историчар српско-руских црквених веза 20. века. Као лични секретар и библиотекар патријарха Варнаве Росића, покровитеља руских избеглица и руског црквеног живота у исељеништву, Мајевски је имао добру позицију за бављење историографским послом. Поред биографије патријарха, текстова о Русима у Краљевини Југославији, Мајевски је оставио и низ значајних ефемерида у српској црквеној штампи.8 Његова популарна биографија патријарха Варнаве значајна је због хронолошке реконстрункције, али много тога и даље остаје у необјављњним изворима.9 Тежак, револуционарни и непосреднопостреволуционарни положај руског православља. према В. Мајевском требало је схватати не само као кризу руског народа и Цркве, него и као кризу целокупног

3Александр Николаевич Стрижев, В. А. Маевский, у: Русская литература XX века. Прозаики, поэты, драматурги. Биобиблиографический словарь. Том 2. З - О. с. 494-496. 4 Вл. Маевскiй, Сербскiй Патрiархъ Варнава и его время, Новый Садъ 1931. 5 В. А. Мајевски, Народни патријарх – Његова Светост Варнава, I-II, Сремски Карловци 1937. 6 Вл. Маевскiй, Патриарх Варнава и конкордатская борьба,s. l. 1958. 7 Бојан Драшковић, Смрт патријарха Варнаве у публицистици и литератури, у: И живот за Православље – зборник радова поводом 75-годишњице упокојења патријарха Варнаве, Београд- Пљевља-Подгорица, 2012, стр. 27-46. 8 Детаљнија библиографска упутства се могу наћи у књигама: Бранко А. Цисарж, Један век периодичне штампе Српске православне цркве (Библиографски опис часописа и листова са прегледом-садржајем свих радова објављених у њима од 1868 – 1970), А-М, Београд 1986; Исти, Један век периодичне штампе Српске православне цркве (Библиографски опис часописа и листова са прегледом-садржајем свих радова објављених у њима од 1868 – 1970), Н-Ш, Београд 1991. 9 Од савременика је имала ласкаве оцене, можда и претреане: „Књигу треба да прочитају... и непријатељи патријарха, ако их уопште има“. (Никола Дориомедов, Вл. А. Маевскiй, Сербскiй Патрiархъ Варнава и его время, Белградъ 1931, Гласник СПП (1931), бр. 20, стр. 318; „Књига је, изузевши по неке нетачности, написана добро и снабдјевена, лијепим илустрацијама... Било би корисно, да се преведе на српски језик“. (Вл. А. Маевскiй, Сербскiй Патрiархъ Варнава и его время, Белградъ 1931, Гласник СПП (1931), бр. 17, стр. 269); Свештенство се интересовало када ће изаћи српски превод: Архив СПЦ, Београд, Канцеларија патријарха Варнаве (1931), Патријарх Варнава Александру Живановићу, протојереју у Осијеку, 3. децембар 1931, саветује да се повеже са Мајевским који је заинтересован „у овој ствари“. Приказ за српски превод: „Књига прича о огромној љубави патријарха према Русији и Русима и о његовој дубокој вери у васкрс велике и Свете Русије“; О Њ. Св. Патријарху, Гласник СПП (1934), бр. 16-17, стр. 277. WBILC 2016 154

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Словенства. Посреднички и заштитнички положај Српске Цркве, народа и свештенства био је утолико очекиван и потребан. 10 Мајевски је, такође, стајао лично иза огласа Патријаршијске библиотеке да се шаљу књиге, часописи и листови. Остало је забележено сведочанство да су се на исти оглас одазвали „руски емигранти и бесплатно шаљу књиге и журнале из разних страна свијета, гдје сада станују“.11 Тиме је, на прави и званични начин, ударен темељ богатој и значајној колекцији руских књига у фондовима данашње Патријаршијске библиотеке у Београду. Долазак овог агилног, практичног и поузданог Руса за патријарховог блиског сарадника, српску културну историју уопште много је значило. Патријарх Варнава је у В. А. Мајев- ском наиме добио секретара, посредника у кореспонденцији, човека који му је средио пре- писку, библиотекара, али и личног биографа, другим речима – неку врсту суптилног пана- гиричара. Нашавши се пред јаком библиотекарском традицијом о којој су писали како уче- ни Срби, тако и странци, Мајевски је имао посебну одговорност, али и службени задатак да личне књиге Варнавине води у посебном фонду и да га на неки начин омеђи, по праву вла- сништва, али и практичној намени.12 За номенклатуру књига и каталошких листића постојао је печат са натписом „Лична библи- отека Њ. Св. Патријарха Српског Варнаве 1930“. Година 1930. као година ступање Варнаве на патријарашки престо третира се као и својеврсно озваничење патријархове личне библи- отеке, њен институционални почетак. Касније је уведен печат округлог облика са патрија- рашком митром и натписом укруг „Библиотека Њ. Св. Патријарха Варнаве“, пречника 33 милиметара.13 Књиге из личне библиотеке патријарха Варнаве нису сложене по формату, какви су дана- шњи библиотекарски стандарди (прва, друга и трећа група). Групише се периодика, која је још тада брижљиво коричена, али принцип numerus currens односи превагу, књиге се ин- вентаришу, каталогизују и слажу на полице онако како пристижу. Што се тиче саме катало- шке обраде књижних јединица (обраде каталошких јединица и нивоа информација), Влади- мир Мајевски је уносио само најосновније податке. Његова библиографска обрада је скромна, што је, донекле, и разумљиво ако се има у виду чињеница да је тај свестрани чо- век имао и других задужења и обавеза.14 Каталошка јединица лисног каталога је смештена на лист пречника 13,5 са 11 сантиметара, одредница у њој је именска или се, ако је о групи аутора или анонимној публикацији, наво- ди наслов. Испод одреднице у, првом, чешћем случају следи наслов књиге, или само део наслова ако је подужи, а све се завршава у доњем левом углу назначавањем места и године издања. У доњем десном углу је сигнатура.15 Лична библиотека патријарха српског Варнаве Росића, каталогизована и сређена за њего- вог живота, броји приближно 6.500 књига. Остатак књижног фонда из његовог власништва обрађивали су наследници Владислава Албимовича Мајевског на месту патријаршијских библиотекара. Та библиотека је важна за проучаваоце не само патријархове биографије,

10 Вл. Маевскiй, Вселенское Православiе и Сербская Церковь, Русско-Американскiй Православный Вестникъ, № 9 (1936), стр. 139-143. 11 В. М., На призив Патријарашке библиотеке у Срем. Карловцима..., Гласник СПП, бр. 18 (1933), стр. 286. 12 Радован Пилиповић, Лична библиотека патријарха Варнаве, у: И живот за Православље – зборник радова поводом 75-годишњице упокојења патријарха Варнаве, Београд-Пљевља-Подгорица, 2012, стр. 170-180. 13 Р. Пилиповић, П. Ракић, наведено дело, 180. 14 Исто, 181. 15 Исто, 181. WBILC 2016 155

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већ и његове опште културе и духовне оријентације. Историчари Српске Цркве, друштва и културе у библиотеци патријарха Варнаве могу много тога на једном месту наћи. 16

Резиме: Поред Владислава Аљбиновича Мајевског још двојица руских емгираната су заслужни за развој библиотекарства у српским црквеним круговима. Према архивским подацима Библиотеку Богословије у Сремским Карловцима, најзначајнијем средњој богословској школи код Срба, после 1920. године је сређивао Борис Волобујев, свештеник и професор, са тимом сарадника (такође пореклом Руса), а у Библиотеци Православног богословског факултета радио је харизматични библиотекар Георгије (Ђорђе) Свишчев. В. А. Мајевски је Рус-емигрант који је допринео развоју српског црквеног библиотекарства, али је отишао даље, доприневши такође јачању и ширењу историографије о српско-руским везама и руске дијаспоре 20. века у Србији (Југославији).

Извори: Архив СПЦ, Патријаршија СПЦ, бр. 4, 20. децембар 1932/2. јануар 1933. Архив СПЦ, Канцеларија патријарха Варнаве (1931), Патријарх Варнава Александру Живановићу, протојереју у Осијеку, 3. децембар 1931.

Литература: Никола Дориомедов, Вл. А. Маевскiй, Сербскiй Патрiархъ Варнава и его время, Белградъ 1931, Гласник СПП (1931), бр. 20, стр. 318.(приказ). Бојан Драшковић, Смрт патријарха Варнаве у публицистици и литератури, у: И живот за Православље – зборник радова поводом 75-годишњице упокојења патријарха Варнаве, Београд-Пљевља-Подгорица, 2012, стр. 27-46. Радомир Ђорђевић, Библиотекар Георгиј Свишчев (Ђорђе Свишћов), теолог, Српска теологија у двадесетом веку – истраживачки пробелми и резултати, књ. 2 (2007), стр. 216- 220. Мирослав Јовановић, Руска емиграција на Балкану (1920-1940), Београд 2006, стр. 183-190. Александр Николаевич Стрижев, В. А. Маевский, у: Русская литература XX века. Прозаики, поэты, драматурги. Биобиблиографический словарь. Том 2. З - О. с. 494-496. Вл. Маевскiй, Сербскiй Патрiархъ Варнава и его время, Новый Садъ 1931. В. А. Мајевски, Народни патријарх – Његова Светост Варнава, I-II, Сремски Карловци 1937. ж Вл. Маевскiй, Патриарх Варнава и конкордатская борьба, s. l. 1958. Вл. Маевскiй, Вселенское Православiе и Сербская Церковь, Русско-Американскiй Православный Вестникъ, № 9 (1936), стр. 139-143. В. М., На призив Патријарашке библиотеке у Срем. Карловцима..., Гласник СПП, бр. 18 (1933), стр. 286. О Њ. Св. Патријарху, Гласник СПП (1934), бр. 16-17, стр. 277. Радован Пилиповић, Лична библиотека патријарха Варнаве, И живот за Православље – зборник радова поводом 75-годишњице упокојења патријарха Варнаве, Београд-Пљевља- Подгорица, 2012, стр. 171-186. Бранко А. Цисарж, Један век периодичне штампе Српске православне цркве (Библиографски опис часописа и листова са прегледом-садржајем свих радова објављених у њима од 1868 – 1970), А-М, Београд 1986. Исти, Један век периодичне штампе Српске православне цркве (Библиографски опис часописа и листова са прегледом-садржајем свих радова објављених у њима од 1868 – 1970), Н-Ш, Београд 1991.

16 Исто, 186. WBILC 2016 156

ELEKTRONSKI SERVISI U BIBLIOTEKAMA NA UNIVERZITETU CRNE GORE

Radmila Rašović, Dubravka Odalović Centralna univerzitetska biblioteka, Univerzitet Crne Gore, Cetinjska 2, 81000 Podgorica, Crna Gora, [email protected], [email protected]

SAŽETAK: Rad razmatra informacijsku pismenost u okviru visokoškolskog bibliotekarstva na Univerzitetu Crne Gore. Profesija bibliotekara zbog prirode posla - bibliografska obrada podataka, organizacija, pretraživanje i diseminacija informacija - ima potrebu i prednost u sticanju informacijskih vještina i kompetencija. U radu se analiziraju statistički podaci o korišćenju sljedećih elektronskih servisa: javno dostupni katalozi (OPAC) i raspoložive elektronske kolekcije (baze podataka sa obezbijeđenim pravom pristupa na nivou Univerziteta, kao i baze podataka na nivou univerzitetskih jedinica i povremeno dostupne baze), na osnovu kojih je dat presjek trenutnog stanja. Podaci pokazuju da su postojeći elektronski servisi nedovoljno iskorišćeni i da je neophodna permanentna obuka korisnika, a i samih bibliotekara. Danas, kad su u toku opsežne reforme nastavno-naučnih procesa i bibliotečkog sistema na Univerzitetu Crne Gore, očekuje se uspostavljanje novog oblika partnerstva i dinamizacija odnosa između fakulteta i biblioteka, usmjeravanje sredstava u informacijske resurse i razvoj stručnih kompetenicija za njihovo korišćenje. Bibliotekari su spremni da uče u cilju osavremenjivanja obrazovno-informacijske funkcije, da preuzmu inicijativu u uvođenju i pružanju usluga u digitalnom formatu i promovišu informacijsku pismenost koja je preduslov za razvoj intelektualnih sloboda i jačanje kapaciteta za transfer znanja. Zaključujemo da je bibliotekarima i korisnicima bibliotečkih servisa prioritet sistemski organizovana edukacija u strateškom korišćenju elektronskih resursa.

Ključne riječi: akademske biblioteke, bibliotekari, informacijska pismenost, elektronski servisi, Univerzitet Crne Gore

1. UVOD Vrijednosti individualne slobode i otvorene komunikacije postale su presudne u stvaranju nove drušvene prakse. Otvorenost Interneta, kao njegova najvažnija odlika, osnažila je i pospješila nove oblike saradnje i razmjene informacija, što se pokazalo kao snažan podsticaj inovativnosti i kreativnosti. Novi mediji, novi oblici društvenosti, komunikacija informacija, sve to je doprinijelo stvaranju jednog potpuno novog koncepta društva. Tragom takvih promjena Zigmunt Bauman (2011) je ovo doba označio metaforom tekuća moderna ili prosto izlazak iz hardverske u softversku modernu u kojoj je samo promjena konstantna. Internet je kao temelj ljudskog znanja i ljudske misli omogućio pristup obilju informacija i podataka koje zapravo treba znati pretražiti, prikupiti, odabrati i pravilno koristiti. Ovladavanje ovim vještinama je temelj informacijske pismenosti. Uspjeh i napredak svakog društva u 21. vijeku zasniva se na sposobnostima pronalaženja i korišćenja informacija. U protivnom, društvo može bitisati u „digitalnom rascjepu“, tj. neko će znati da se služi novim tehnologijama i vještinama, a neko ne (Špiranec 2003 p. 10). Profesija bibliotekara zbog prirode posla - bibliografska obrada podataka, organizacija, pretraživanje i diseminacija informacija - ima potrebu i prednost u sticanju informacijskih vještina i kompetencija. Na Univerzitetu Crne Gore (u daljem tekstu: UCG) u ovom trenutku u toku su opsežne reforme kojima se crnogorsko visoko obrazovanje usklađuje sa obrazovnim sistemima razvijenih zemalja i osavremenjuje se organizacijska struktura u opštem smislu. Biblioteke su se našle na ozbiljnoj organizacijskoj i razvojnoj prekretnici gdje se od njih očekuje aktivna podrška nastavno-naučnim procesima kroz implementaciju novih servisa, inoviranje i pružanje usluga u digitalnom obliku i uopšte uspješan odgovor na zahtjevne potrebe akademske zajednice, savremene nauke, moderne Radmila Rašović, Dubravka Odalović: ELEKTRONSKI SERVISI U BIBLIOTEKAMA NA UNIVERZITETU CRNE GORE nastave i učenja. Kompleksno zamišljena organizacijska reforma sistema1 u kroki verziji se može opisati kao mreža biblioteka koju čine Centralna univerzitetska biblioteka (opštenaučna biblioteka) sa 7 (sedam) dislociranih fakultetskih biblioteka/odjeljaka (koji su smješteni u prostorijama matičnih fakulteta)2. Centralna univerzitetska biblioteka sa odjeljcima je upravno- organizacioni dio Rektorata UCG sa sjedištem u Podgorici. Posredno, predviđene reforme impliciraju nove mogućnosti za razvoj partnerstva fakulteta i biblioteka u procesu transformacije učenja i nastave. Očigledna je potreba da biblioteke svoj „široki“ fokus, koji obuhvata učenje u smislu korišćenja bibliotečkog fonda i čitaonica, transformišu i usmjere na uže područje djelovanja koje bi podrazumijevalo ciljano korišćenje bibliotečkih usluga sa akcentom na informacijske resurse. Informacijska pismenost bibliotekara, kao mehanizam za korišćenje i prenos znanja u informacionom okruženju, ima čvrsto postavljene temelje kroz kontinuiranu edukaciju za upotrebu bibliografskih i naučnih baza podataka, koja se ogleda u pretraživanju, obradi, diseminaciji i evaluaciji informacija. Karika koja nedostaje, a koja bi objedinila i ispunila zahtjeve akademske zajednice i biblioteka su odgovarajući elektronski servisi: web strana biblioteke, elektronska referensna služba, elektronsko isporučivanje dokumenata (posredovano) i obuka korisnika za upotrebu elektronskih servisa. Elektronski servisi koji se koriste u jednoj akademskoj zajednici, kao jedan od indikatora informacijske pismenosti korisnika, dobar su osnov za istraživanje i pozicioniranje te zajednice u odnosu na srodne u bližem ili širem okruženju. Elektronske servise koji su u upotrebi na UCG u ovom momentu čine: online katalog COBISS/OPAC, digitalni repozitorijum PHAIDRA, naučne baze EBSCO i, povremeno, baze koje se bave određenim naučnim oblastima u užem smislu (u free trial-u). Popis naučnih baza u otvorenom pristupu dat je na web strani Univerziteta Crne Gore u podmeniju Centralne univerzitetske biblioteke. Podaci o korišćenju servisa u bibliotekama na UCG, dobijeni iz automatizovanih sistema naučnih baza, iz bibliografske baze u koju su integrisane akademske biblioteke UCG i iz digitalnog repozitorijuma, predstavljaju jedan od indikatora informacijske pismenosti.

2. ELEKTRONSKI SERVISI Za nauku i istraživače, bez obzira na geografski i društveno-ekonomski milje kojem pripadaju, potreba za naučnim informacijama i komunikacijom je imperativ u naučno-istraživačkom radu. Pojava i razvoj brojnih elektronskih servisa doveli su do značajne promjene paradigme naučne komunikacije. Broj naučnih informacija u digitalnom obliku je u stalnom porastu. U akademskoj zajednici se potencira potreba za novim, savremenim izvorima informacija koje obezbjeđuju relevantni elektronski servisi. Činjenica je da odgovarajući i pažljivo odabrani servisi mogu „potaknuti korisnike i utjecati na razvijanje navike korištenja elektroničkih časopisa” (Konjević, Pažur 2002 p. 2). Cilj studije o korišćenju elektronskih servisa na Univerzitetu Crne Gore je da predstavi nivo njihovog korišćenja koji posredno svjedoči o informisanosti korisnika o dostupnim servisima i o prihvatanju elektronskih izvora informacija od strane korisnika, a označava i (ne)dovoljan broj dostupnih servisa. Podaci koji su predstavljeni u radu dobijeni su iz automatizovanih sistema o korišćenju elektronskih servisa na Univerzitetu Crne Gore i odnose se na period od oktobra 2015. do aprila 2016. godine. Potencijalni broj korisnika biblioteka i elektronskih servisa čini više od 21 000 studenata koji studiraju na nekom od 19 fakulteta Univerziteta Crne Gore i oko 750 zaposlenih u nastavi3.

1 Reorganizacija je započeta polovinom 2015. godine a akt o reorganizaciji je usvojen 04. 12. 2015. godine. 2 Prije reorganizacije bibliotečke mreže na UCG je bilo 10 biblioteka, sada ih je 8 (dvije, Biblioteka Medicinskog fakulteta i Biblioteka Arhitektonskog fakulteta su pripojene Biblioteci prirodno-matematičkih i tehničkih fakulteta – pod nazivom Biblioteka prirodno-matematičkih, tehničkih i medicinskih nauka). 3 Od oko 750 zaposlenih u nastavi i institutima UCG, oko 450 čine predavači (u akademskom i naučnom zvanju), ostalo su saradnici u nastavi, dok manji broj čine laboranti i lektori. Dodatno je angažovan značajan WBILC 2016 158

Radmila Rašović, Dubravka Odalović: ELEKTRONSKI SERVISI U BIBLIOTEKAMA NA UNIVERZITETU CRNE GORE

2.1. ONLINE katalog (OPAC) Univerzitetska biblioteka UCG i Nacionalna biblioteka Crne Gore su 2001. godine uspostavile COBISS.CG (Kooperativni online bibliografski sistem i servisi) koji povezuje crnogorske biblioteke u nacionalni bibliotečko-informacioni sistem sa uzajamnom katalogizacijom, uzajamnom bibliografsko-kataloškom bazom podataka (COBIB) i lokalnim bazama podataka biblioteka koje učestvuju u izgradnji sistema. Bibliotečka građa svih biblioteka članica sistema COBISS.CG, među kojima devet4 biblioteka UCG, je dostupna preko elektronskog kataloga http://vbcg.vbcg.me/cobiss/. Katalog se formira kao duboki katalog koji korisniku omogućava da preko bibliografskog zapisa direktno pristupi publikacijama u digitalnom obliku. Mrežu biblioteka UCG u organizacijskom smislu u narednom periodu očekuje reforma i instalacija jedinstvenog univerzitetskog COBISS/OPAC-a sa prilagođenim izgledom interfejsa, budući da lokalne baze fakultetskih odjeljaka u ovom trenutku nijesu udružene u zajedničku bazu.

Tabela 1. Statistika korišćenja bibliografske baze akademskih biblioteka UCG od oktobra 2015 - aprila 2016. Biblioteka Broj Pretrage Broj Prikazani pretraga – prikazanih zapisi – procenti zapisa procenti Arhitektonski fakultet 297 1.13% 259 0.95% Biblioteka prirodno-mat. i tehn. nauka 370 1.41% 185 0.68% Ekonomski fakultet 11813 44.97% 14273 52.11% Filozofski fakultet 1430 5.44% 843 3.08% Fakultet za pomorstvo 437 1.66% 442 1.61% Fakultet političkih nauka 2707 10.30% 2247 8.20% Medicinski fakultet 622 2.37% 439 1.60% Pravni fakultet 1835 6.98% 1845 6.74% Univerzitetska biblioteka 6760 25.73% 6857 25.03% Total 26271 27390

Statistika korišćenja5 COBISS/OPAC-a pokazuje da je 44.97% korisnika pretraživalo bazu Biblioteke Ekonomskog fakulteta, a oni su, takođe, pregledali više od polovine od ukupnog broja prikazanih bibliografskih zapisa. Procenat pretraživanja fonda Univerzitetske biblioteke čini po 25% u obje kolone. Značajno je napomenuti da fakultetske biblioteke/odjeljci posjeduju manji bibliotečki fond za pozajmicu. Ukupni bilans pretraživanja bibliografske baze je u većini nezadovoljavajući, posebno ako se ima u vidu broj studenata i nastavnika. Najbrojnija, studentska populacija koja je, uglavnom, upućena na udžbeničku literaturu u štampanom obliku6, u poznavanju i korišćenju kataloga ne pokazuje elementarnu informacijsku pismenost. Bibliotekari primjećuju da studenti pri izradi radova, nakon vraćanja pozajmljenih publikacija, ponovo traže istu literaturu da bi popisali korišćene izvore, iako te podatke mogu naći na OPAC-u, što govori o neinformisanosti o postojanju elektronskog kataloga biblioteka. Istraživanje7 je pokazalo da je takvih korisnika u studentskoj populaciji 40.7% (Kovačević 2011). Od 59.3% studenata koji broj predavača i saradnika u nastavi. Podatak je dostupan na web strani UCG http://www.ucg.ac.me/me/ studije/nastava u podmeniju „Angažovano osoblje“. 4 Konverzija baza elektronskog kataloga koja treba da prati reorganizaciju akademskih biblioteka UCG još uvijek nije izvedena, tako da u ovom trenutku mrežu akademskih biblioteka na OPAC-u čini devet biblioteka. Biblioteka umjetnosti nikada nije bila dio sistema uzajamne katalogizacije. 5 Statistike korišćenja su preuzete iz COBISS/OPAC-a za svaku bazu pojedinačno. 6 Studenti su upućeni na udžbeničku literaturu u štampanom obliku, što je tradicionalno ukorjenjena praksa, mada se mora primijetiti ozbiljan nedostatak te literature u digitalnoj formi. 7 Vesna Kovačević je 2011. godine sprovela istraživanje među studentima osnovnih studija UCG o informacijskoj pismenosti „po ACRL strandardima koji detaljno specifikuju pokazatelje i ishode učenja vezane uz saznanja iz domena informacijskog opismenjavanja“ (Kovačević, p. 293). WBILC 2016 159

Radmila Rašović, Dubravka Odalović: ELEKTRONSKI SERVISI U BIBLIOTEKAMA NA UNIVERZITETU CRNE GORE znaju da katalog postoji, njih 32.3% zna da se katalog može koristiti od kuće (Ibid. pp. 298-299). Kad se radi o najfrekventnijem načinu i tehnikama pretraživanja kataloga, studenti su se odlučili za pretrage po autoru, naslovu i izdavaču, dok samo 7% studenta pretražuje katalog po predmetu (Ibid. p. 299). Znanje o korišćenju Bulovih operatora u pretraživanju ima poražavajući procenat od svega 7.9% studenata, odnosno 85.7% ne zna šta su Bulovi operatori, dok je ostatak dao netačan odgovor (npr. „and“ nije Bulov operator i sl.) (Ibid. pp 302-303).

2.2. PHAIDRA Koncept otvorenosti, cirkulacije i razmjene znanja zahtijeva poštovanje određenih postupaka i pravila ponašanja. Niz dokumenata donijet je na globalnom, kao i smjernica na nacionalnom nivou. Koncept OER (eng. Open Educational Resource) koji označava otvorene obrazovne resurse, prvi put je 2002. god. upotrebio UNESCO na svom forumu. OER je licencirani obrazovni sadržaj za istraživanje i učenje (Krelja Kurelović, 2013). U tom kontekstu su nastale Budimpeštanska inicijativa o otvorenom pristupu (2002); Berlinska deklaracija o otvorenom pristupu naučnim informacijama (2003); Budimpeštanska deklaracija o pravu na pristup informacijama (2008); Izjava o otvorenom pristupu (IFLA 2011), Pariška deklaracija o otvorenom pristupu obrazovnim resursima (2012). Stoga, digitalni servis PHAIDRA (Permanent Hosting, Archiving and Indexing of Digital Resources and Assets) koji je na UCG instaliran 2012 god., odražava ideju slobodnog dijeljenja znanja, “globalno pravo pristupa i dopuštenje da umnože, koriste, distribuiraju, prenesu i prikažu djelo, te pravo na izradu i distribuciju izvedenih djela, na bilo kojem digitalnom mediju za svaku odgovornu svrhu, uz odgovarajuću napomenu o autorstvu” (Berlinska deklaracija, 2003). Digitalni repozitorijum PHAIDRA predstavlja sistem za trajno arhiviranje, čuvanje, indeksiranje i korišćenje svih vrsta digitalnih objekata koji nastaju u toku nastavnog, naučnog i istraživačkog rada na Univerzitetu (phaidra.cis.ac.me) i jedina je digitalna zbirka na UCG. Integralni dio digitalnog repozitorijuma predstavlja podsistem doktorskih disertacija odbranjenih na Univerzitetu Crne Gore - E-teze Univerziteta Crne Gore (eteze.ucg.ac.me). Repozitorijumu doktorskih disertacija se može pristupiti i preko bibliografske baze COBBIB.CG. Iako je PHAIDRA implementirana 2012. godine, arhiv sadrži oko 1000 objekata, od čega su 121 doktorske disertacije.

2.3. EBSCO i BLOOMSBERY Collections

EBSCO je agregator koji referiše časopise većeg broja izdavača, servis koji daje mogućnost izbora naučnih baza8 multidisciplinarnog sadržaja koje se mogu pretraživati pojedinačno ili više njih istovremeno. Licenciranim pristupom EBSCO bazama za UCG koordinira Centralna univerzitetska biblioteka od 2001. godine a pristup je omogućen preko akademske mreže UCG.

Tabela 2. EBSCO: UCG Session Usage Report Site: UNIVERSITY OF MONTENEGRO Detail Level: Site Period: October 2015 - April 2016

Site Yea Co Average Searches Total PDF Abstrac Image/Video, r unt Lenht Full Full t Smart Link, Text Text Custom Link UCG 2016 350 41 3060 1543 1315 1052 42 UCG 2015 433 44 3674 752 462 938 30 Total 908 90 6734 2295 462 1990 72

8 UCG ima licencirani pristup EBSCO bazama: Academic Search Complete; eBook Academic Collection (EBSCOhost); MathSciNet via EBSCOhost; Library, Information Science & Technology Abstracts; Greenfile; eBook Collection (EBSCOhost). WBILC 2016 160

Radmila Rašović, Dubravka Odalović: ELEKTRONSKI SERVISI U BIBLIOTEKAMA NA UNIVERZITETU CRNE GORE

Na osnovu iskustava bibliotekara u akademskim bibliotekama, korisnici EBSCO baza su, u najvećem broju, studenti na magistarskim i doktorskim studijama, kao i profesori i saradnici u nastavi, što je i za očekivati imajući u vidu visoke standarde pri sticanju naučnih zvanja. Najviše sesija u 2015. godini bilježi Centralni informacioni sistem (63), slijede Prirodno-matematički fakultet (47), Biotehnički fakultet (32), Fakultet političkih nauka (31). U 2016. godini najaktivniji su bili korisnici sa Biotehničkog fakulteta (56) i Prirodno-matematčkog fakulteta (32), a slijede Arhitektonski fakultet i Rektorat UCG (23) i Pravni fakultet (21). Studenti osnovnih studija koriste baze najčešće za potrebe izrade diplomskih radova, prije svega uz pomoć bibliotekara. Prema istraživanju (Kovačević 2011) 2/3 studenata nije znalo da UCG ima licencirani pristup EBSCO bazama. Mora se uzeti u obzir da EBSCO baze sa obezbijeđenim pristupom na UCG ne pokrivaju pojedina naučna područja u dovoljnoj mjeri, te da se zbog toga koriste u ograničenom opsegu. To najbolje iliustruje korišćenje BLOOMSBERY kolekcija koje su usmjerene na društvene i humanističke nauke. Dobijeni podaci su impresivni i pokazuju da je za dva mjeseca pristupa Blommsberi kolekcijama u slobodnom pristupu (eng. free trial) zabilježen značajan broj korišćenja ovog servisa. BLOOMSBERY Collections daju brzi pristup kvalitetnim istraživanjima u društvenim i humanističkim naukama. Kolekcije sadrže preko 4000 naslova.

Tabela 3. Statistika korišćenja BLOOMSBERY Collections u slobodnom pristupu (eng. free trial) u periodu februar-mart 2016. godine Month Titles Total for all titles February 1720 Mart 3626 Total 5346 7039

Korišenje BLOOMSBERY Collections u ovako značajnom broju, u periodu od svega dva mjeseca, ukazuje na potrebu proširenja ponude naučnih baza na UCG, posebno u društvenim i humanističkim naukama s obzirom na to da je ponuda naučnih baza u otvorenom pristupu iz oblasti biomedicinskih i tehničkih nauka znatno bogatija.

3. ZAKLJUČAK Studija pokazuje da su u bibliotekama na Univerzetu Crne Gore elektronski servisi nedovoljno iskorišćeni, da korisnici nisu dovoljno informisani o njima, ne znaju kako da im pristupe, niti što sve nude. Dominantan obrazac zadovoljavanja informacijskih potreba je sveden na tradicionalne oblike pozajmljivanja knjiga, korišćenje čitaonice i visok stepen upućenosti i povjerenja u bibliotekara. Prema primarnim istraživanjima Vesne Kovačević (2011), pored povjerenja u bibliotekare, studenti su u veoma visokom procentu iznijeli stav da žele da uče o korišćenju bibliotečkih servisa. Uvođenje discipline „informacijska pismenost“ u kurikulume odgovarajućih predmeta na prvoj godini osnovnih studija, uvela bi studente na pravi način u informaciono

9 Od 703 naslova za koje su bili zainteresovani korisnici sa UCG najviše pristupa bilo je sljedećim: QFINANCE Calculation Toolkit - 77, The Laughter of the Thracian Woman – 75, Analyzing Literature-to- Film Adaptations - 55, The Legal Protection of Foreign Investment - 53, Time, Creation and the Continuum – 48, Contract Law - 47, The Existential and its Exits – 43, Radical Secularization? - 38, Prohibition of Abuse of Law - 38, The Foundations of European Private Law – 37, Critical Studies in Ancient Law, Comparative Law and Legal History - 36, Humanity, Terrorism, Terrorist War - 35, Levinas, Storytelling and Anti- Storytelling – 35.

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Radmila Rašović, Dubravka Odalović: ELEKTRONSKI SERVISI U BIBLIOTEKAMA NA UNIVERZITETU CRNE GORE društvo. Za sada UCG raspolaže online modulom www.il.ac.me10 koji je otvoren za sve korisnike. Modul je koncipiran tako da korisnik usvaja osnove praktične strategije za pretraživanje i vrednovanje informacija ili unapređuje svoje vještine u informacijskoj pismenosti. Sa druge strane, tranzicione okolnosti doprinijele su razvoju izvjesne pasivnosti samih bibliotekara. Oni se još uvijek kreću u domenu tradicionalnog bibliotekarstva ili, kako bi Bauman (2011) rekao, u hardverskoj modernosti, dok vrijeme softverske modernosti zahtijeva stalno preoblikovanje i vajanje u vremenu. Biblioteke koje su se bavile organizovanjem i upravljanjem kolekcijama publikacija u štampanom obliku i čiji su prioritet bili „izgradnja, rast, klasifikacija, katalogizacija, čuvanje“, sada se okreću korisniku što predstavlja revolucionarnu fazu u procesu prelaska od „dokumentarističkog ka informacionom pristupu, odnosno od usmjerenosti na sistem ka usmjerenosti na korisnika“ (Le Koadik 2005 p. 118). U biti, korisnicima elektronskih servisa su potrebne interaktivne i dostupne kolekcije, dok je za biblioteke od najvećeg značaja da uhvate korak sa vremenom, transformišu se u skladu sa njim i fokusiraju na prenos informacija, kontrolisan pristup znanju i pomoć korisnicima u ovladavnju vještinama u informacijskoj pismenosti. Stoga, „Uspjeh programa informacijske pismenosti... nedvojbeno počiva na modelima suradnje knjižničara i nastavnog osoblja“ (Špiranec 2003 p. 11). Profesori su ti koji treba da postave standarde i zahtjeve u učenju i ishodima učenja. Na kraju, nova paradigma obrazovanja – aktivno i doživotno obrazovanje temeljeno na informacijskim resursima od usmenih do digitalnih - traži veću povezanost obrazovanja i informacijske pismenosti. Jer, koncept informacijske pismenosti „prevazilazi komunikacione i informacijske tehnologije i obuhvata učenje, kritičko razmišljanje i interpretativne sposobnosti u okviru i izvan stručnih i obrazovnih granica“ (IFLA preporuke o medijskoj i informacijskoj pismenosti, 2011).

4. LITERATURA 1. Bauman, Z. (2011) Tekuća modernost. Zagreb: Pelago. 2. Berlinska deklaracija o otvorenom pristupu naučnim informacijama (2003), [online] dostupno na http://eprints.rclis.org/4571/1/prijevod_berlinske_deklaracije.pdf [preuzeto 6. maja 2016. god.] 3. Konjević, S., Pažur, I. (2002) Korištenje i stav znanstvenika Instituta «Ruđer Bošković» prema elektroničkim časopisima – istraživanje korisnika, Zbornik Veleučilišta u Rijeci, 1(1), pp. 1-16, [online] dostupno na: http://fulir.irb.hr/65/1/Elektronicki_casopisi-istra%C5%BEivanje_ korisnika.pdf [pristupljeno 2. maja 2016. god.] 4. Kovačević, V. (2011) Informaciona pismenost studenata u Crnoj Gori. Bibliografski vjesnik, 40 (1/3), pp. 287-321. 5. Krelja Kurelović, E., Rako, S., Tomljanović J. (2013) Prihvaćanje otvorenog pristupa u znanosti i obrazovanju, Zbornik Veleučilišta u Rijeci, 1 (1), pp. 1-16, [online] dostupno na: http://hrcak.srce.hr/index.php?show=clanak&id_clanak_jezik=152087 [pristupljeno 8. maja 2016. god.] 6. IFLA preporuke o medijskoj i informacijskoj pismenosti (2011), [online] dostupno na: http://www.ifla.org/files/assets/information-literacy/publication/media-info-lit-recommend-sr.pdf [preuzeto 9. maja 2016. god.] 7. Le Koadik, IF. (2005) Nauka o informacijama, Beograd: Clio. 8. Online modul [Informacijska pismenost] (2015), [online] dostupno na: http://www.il.ac.me/ 9. “Razvoj informacijske pismenosti za cjeloživotno učenje i ekonomiju znanja u zemljama Zapadnog Balkana - RINGIDEA” (2016), [online] dostupno na: http://www.ringidea.org/ 10. Špiranec, S. (2003) Informacijska pismenost – ključ za cjeloživotno učenje. Edupoint, 3 (17), pp. 4-14, dostupno na: http://edupoint.carnet.hr/casopis/cimages/edupoint/ep_17_1.pdf [pristupljeno 8. maja 2016. god.]

10 Online modul je rezultat TEMPUS projekta 51711 “Razvoj informacijske pismenosti za cjeloživotno učenje i ekonomiju znanja u zemljama Zapadnog Balkana - RINGIDEA” WBILC 2016 162

INFORMACIONA PISMENOST I E-MAIL DIGITALNI REFERENSNI SERVIS NA UNIVERZITETU DONJA GORICA

INFORMATION LITERACY AND E-MAIL DIGITAL REFERENCE SERVICES AT UNIVERSITY OF DONJA GORICA

MA Tamara Tomić University of Donja Gorica [email protected]

SAŽETAK: Na Univerzitetu Donja Gorica iz Podgorice, E mail digitalni referensni servis je kao način komunikacije sa bibliotekarom aktivan od 2010 god. Uslovljen je činjenicom da biblioteka radi 24 časa a da je bibliotekar samo jedan. Od 2008-2012 izvršeno je opsežno istraživanje o korišćenju e mail digitalnog servisa svedenog u magistarskom radu i došlo se do zaključka da je veoma koristan i veoma iskorišćen. Uz porast fakulteta i broja studenata kao i zahtjeva za seminarskim, diplomskim i master radovima, pokazala se potreba za većom informacionom pismenošću koju smo počeli sprovoditi putem email referensnog servisa. Napravljeno je Uputstvo za pretragu literature, o kojem će na ovoj prezentaciji biti riječi.

Ključne riječi: informaciona pismenost, email digitalni referensni servis

1. UVOD Univerzitet Donja Gorica postoji od 2007 godine, prvobitno kao dva fakulteta: Fakultet za međunarodnu ekonomiju finansije i biznis i fakultet Pravnih nauka. Već 2008 god došlo je do osnivanja još dva studijska programa Fakulteta za informacione tehnologije i Humanističke studije, sa dva smjera –bezbijednost i diplomatija. U narednim gpdinama je došlo do osnivanja Fakulteta umjetnosti, Politehnike, Fakulteta za prehrambenu tehnologiju bezbjednost hrane i ekoligiju, Fakulteta za dizajn i multimedije, Sportskog menadžmenta i Fakulteta za kulturu i turizam. Ove godine se osnivaju i fakulte za engleski jezik i književnost kao i Fakultet za matematiku i psihologiju. Posebno smo ponosni na potpisivanje ugovora između UDG-a, francuskog fakulteta Vatel i kompanije Azmont Investment o dobijanju franšize za otvaranje internacionalnog studijskog programa- Međunarodno hotelijerstvo i menadžment. Ovaj sporazum ce UDG učiniti prvim univerzitetom u Crnoj Gori na kom ce biti moguce steći medjunarodnu diploma U zgradi od 7 000 kvadrata u samim temeljima se nalazi čitaonica sa 1000 kvadrata, 300 mjesta za sjedenje i 50 računara, kao i depo za knjige od 500 kvadrata. Čitaonica radi 24/7 i otvorena je svakim danom non stop a sve knjige se nalaze u otvorenom pristupu. Trenutno biblioteka raspolaže sa preko 10 000 naslova što otprilike prati naš razvojni plan. Biblioteka je od osnivanja član cobiss opac-a iako će tek od ove godine i njene knjige biti on line vidljive. Biblioteka ima veliku međubibliotečku pozajmicu, najviše sa Nacionalnom bibliotekom Crne Gore” Đurđe Crnojević” i Univerzitetskom bibliotekom. Jedan dio knjiga biblioteka obezbjeđuje kupovinom, dok unazad par godina sa našom prvom generacijom bachelor diplomaca je ustaljen i običaj da studenti prilikom diplomiranja poklone biblioteci knjigu što ukazuje na jaku vezu studenata i biblioteke. U inicijativi rektora Veselina Vukotića imamo i Dan knjige Univerziteta 3. marta, koji se obilježava raznim aktivnostima. Tamara Tomić: INFORMACIONA PISMENOST I E-MAIL DIGITALNI REFERENSNI SERVIS NA UNIVERZITETU DONJA GORICA

2. VEZA-REFERENSNI SERVIS I INFORACIONA PISMENOST 2.1 Referensni servis Referensni servis na Univerzitetu Donja Gorica je prvobitno pratio Green (1876) definiciju- davanja pomoći studentima od strane bibliotekara. Obično se sastojao od dolaska studenata za referensni sto i tu se face to face pokušavalo izaći u susret njihovim potrebama. Prve dvije godine moglo je da se izađe studentima u susret, ali već nakon toga se uvidjelo da ili su studenti stajali u redu pored referensnog stola i čekali tj. gubili vrijeme dok je sa druge strane referensni bibliotekar bio u stanju uzimanja narudžbenica Kako je taj način bio potpuno neefikasan, zahtjevi su se zapisivali u odredjenu svesku i na njih se odgovoralo kasnije. Srećom na master studijama pod pokroviteljstvom Izuma iz Maribora otkrila sam jedan potpuno novi svijet bibliotekarstva po mjeri našeg univerziteta. Nakon svake sesije učila sam nešto novo i uz veliku podršku menadžmenta primjenjivala sve naučeno. Tako je nastao i digitalni referensni servis na Univerzitetu Donja Gorica.

2.2 Digitalni referensni servis Digitalni referensni servis je nastao u svijetu krajem XX vijeka, ali formulisan je na simpozijumu u Syracuse University, 2003. Nakon više važnih i primjenjivih definicija ipak zajedničko za sve je bilo: -Odgovaranje na pitanje -Čovjekova uloga -Digitalno okruženje. E mail referensni servis je samo jedan od vrsta digitalnog referensnog servisa. Na Univerzitetu Donja Gorica student šalju zahtjev za literaturom mailom i u roku od 24 časa mu je odgovareno. Odgovor može biti rezervisana knjiga na stolu koju mogu da preuzmu kad god im odgovara ili određene smjernicame za dalju pretragu. Opsežna procjena ove vrste referensnog servisa je urađena u mom master radu odbranjenom na Filozofskom fakultetu u Ljubljani 2012. godine i došla sam do zaključka da je jako koristan. Vrlo brzo sam uvidjela da se putem ovog referensnog servisa može razviti jos jedna veoma važna stavka a to je Globalna informaciona pismenost na lokalnom nivou.

2.3 Inicijativa za formulisanjem IL treninga Obuka studenata da nađu literaturu je najveći prioritet instrukcija kao i instrukcija pretrage baza podataka, u bibliotekama sa full-time instructional librarians, Haidi(2013) Ista uloga je I pred bibliotekom koja ima samo jednog bibliotekara. Na fakultetu umjetnosti postojao je izborni predmet Bibliotečko istraživačke metode koji je nosio 4 ECT kredita I koji je jednim dijelom imao istraživačke metode u biblioteci a jedan dio akademsko pisanje. Inicijativa za kreiranje strategije za IL na svim fakultetima se javila već početkom zimskog semestra 2013. godine. Tada se uvidjelo da već u prvom mjesecu projekta ideja i karakter u kojem je bilo uključeno preko 300 studenta podijeljeno u 70 grupa je nemoguće izaći u susret studentima klasičnim izdavanjem knjiga ili članaka. U početku je bila ideja da student pošalju mail sa temom pa bih im ja kao referensni bibliotekar predlagala literaturu , ali ubrzo se i to pokazalo kao neefikasno jer je stizalo po nekoliko desetina mailova dnevno.

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2.4 Institucionalna Podrška UDG “There is a need for supportive learning environments in the transition to higher education to allow students to become accustomed to discipline norms and academic standards” Važnost IL je sagledana od najvećih struktura univerziteta,, posebno mislim na rektora univerziteta Dr Veselina Vukotica koji sa svojim saradnicima praktikuje organizovanje časova u biblioteci gdje studentima kroz odredjene domace radove ili grupni rad pomažem u prevazilaženju barijera i same library anciesty ne samo prostorno već i informaciono. Jedan od oblika uvodjenja u IL je saradnja sa profesorima koji im zadaju da urade odredjeni esej iz casopisa koje posjedujemo u biblioteci, da ih povezu sa knjigama koje imamo na tu temu i časopisima koje možemo da nađemo on line na EBSCO bazama.

3. UPUTSTVO ZA PRETRAGU LITERATURE Prilike na Univerzitetu Donja gorica su uslovile nastanak Uputstva za pretragu literature. Studenti su u obavezi da pošalju mail na adresu [email protected] sa temom koju imaju i zahtjevom za uputstvo. I ono izgleda ovako.

Drage kolege Predlažem Vam način za traženje literature potrebne za seminarski, diplomski/magistraski rad. 1. Koristiti on line katalog www.izum.si Na masci kliknite cobiss.net i onda Crna Gora uzajamni katalog. Pretraživati na ključnu riječ ili ako imate preporuku od mentora na autora. U slučaju napredne pretrage koristiti Boolanove operatore. 2. Srpski citatni indeks koji će Vas usmjeriti na autore koji su pisali na tu ili sličnu temu. http://scindeks.ceon.rs/ Dokumenti u PDF-u su čitljivi dok oni koji nisu, imaju reference koje mozete pretražiti u našim bibliotekama. Ako nije u punom tekstu obavezno obratite pažnju na reference. 3. Google scholar koji je akademac I koji Vas takođe upućuje na autore vrijedne u traženoj oblasti. http://scholar.google.com/ 4. Google book, koji pruža ograničeni uvid u veliki broj Knjiga. https://books.google.com/?hl=en 5. EBSCO baze, koje možete pretraživati iz čitaonice ,koja je jedna od najvećih baza podataka, akademskih članaka I knjiga. Za sve nejasno, budite slobodni da zakažete sastanak I da zajedno pretražimo potrebnu literaturu.

3.1 Korak dalje Svakom od studenata sledećeg dana stigne po jedan link ili po jedan članak kao početak, dok nakon dan dva se obično javi nekih 30 %studenata za dodatni sastanak, jer kao sto kaže Sheron Maderu intervjuu ACRL’s New Information LiteracyFramework “ Well, one key problem is that students may think they are good researchers (or rather, searchers), but research studies and our direct experience show that this confidence is not matched by adequate search and evaluation skills.” Tom prilikom u zakazanom roku dođu pojedinačno ili u grupi i zauzmu „vruće” stolice iza referensnog pulta i zajedno pretražujemo svaki od navedenih segmenata iz Uputstva. Ovo je veoma važno, jer njihovo navođenje mojeg pretraživanja, je mnogo efikasnije kada se radi zajedno.

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Kao što sam napomenula nekoliko puta, mi smo Univerzitet sa 12 fakultetskih jedinica i 18 programa, plus postdiploma i doktorske studije i ponekad mi je teško da se prebacim sa morfološkog oblika ćelije i bio-čipa na čikašku školu ili suđenje u razumnom roku.

3.2 Do sada urađeno Na početku semestra brucosima svih fakulteta održavam prezentaciju u kojoj u kratkim crtama predstavim način rada biblioteke, tehničke strane zaduživanja i izdavanja knjiga, kao i specifičnog načina komuniciranja sa bibliotekarom. Većina srednjoškolaca nije čula za pojam ask librarian koji se u jednom dijelu razlikuje od e-mail digitalnog referensnog servisa , samim tim sto se ovdje jasno zna sa kim se razgovara i većinom smo u svakodnevnoj komunikaciji. Svakog mjeseca se sporadično šalju određena obavještenja putem maila, jer biblioteka nema svoju stranicu, gdje bi ih obavjestavala o određenim novostima, novopridošlim knjigama, ili probnom pristupu određenim bazama koje su u ponudi.

4. PLAN ZA DALJI RAZVOJ Ovakva vrsta uputstava nije nesto potpuno novo jer npr. u engleskoj postoje radne sveske koje se dijele studentima na početku godine ili se predstave u jednočasovnom predavanju na početku semestra. Spring (2010). Ali ovako kontinuiran i intenzivan rad na informacionom opismenjavanju, posebno u našoj zemlji, ne postoji. U planu je formiranje web stranice biblioteke, povećane aktivnosti putem fb kao i sms referensnog servisa. U nastavnom planu se planira uvođenje modula u prvom i šestom semestru. U aktivnostima van institucije, slijediti smjernice Nacionalne biblioteke Đurđije Crnojević na razvoju informacione pismenosti, kao i rad sa osnovnom školom Radojica Perović na radionicama informacione pismenosti

5. ZAKLJUČAK Svjesna da je studentima umanjeno interesovanje, osim kada su direktno uključeni za ono sto im treba, mislim da bilo kakva jednokratna instrukcija informacione pismenosti, slabo utiče na sticanje informacionih vještina. Jedino jedan intenzivan i kontinuiran rad kako bi sami ovladali vještinama informacione pismenosti, ostaće im kao zalog za budućnost.

6. LITERATURA: 1. Green, S.(1876). Personal Relation between Librarians and Readers. Library Journal, v.1 (October 1876)74-81. 2. Julien,H. Tan,M. Merillat, S. (2013 ) Instruction for information literacy in academic libraries: A Longitudinal Analysis of Aims, Methods, Success Canadian Journal of Information & Library Sciences. Jun2013, Vol. 37 Issue 2, p81-102. 22p. 3.ACRL's New Information Literacy Framework...SHARON MADER, Online Searcher. Mar/Apr2016, Vol. 40 Issue 2, p46-49. 4p. 4. Spring, Hannah: Theories of learning: models of good practice for evidence-based information skills teaching Learning and teaching in action. Health Information & Libraries Journal. Dec2010, Vol. 27 Issue 4, p327-331. 5p. 2 Diagrams 5.Wilkesa, JDeveloping Information Literacy and Academic Writing Skills Through the Collaborative Design of an Assessment Task for First Year Engineering Students

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INTEGRIRANJE INFORMACIJSKE PISMENOSTI U KURIKULUM

INTEGRATING INFORMATION LITERACY INTO THE CURRICULUM

dr. sc. Korina Udina Hrvatska, Rijeka, [email protected] SAŽETAK: Integriranost informacijske pismenosti u kurikulum školskih knjižničara u Hrvatskoj postoji mnogo ranije nego što su obrazovne institucije utvrdile potrebu uključivanja formalnim aktima i novom kurikulumskom reformom koja je u tijeku. Analizom operativnih dokumenata i relevantne stručne literature utvrđena je integriranost informacijske pismenosti u praksi već dvadesetak godina. Prezentira se dio pregleda izabrane literature i važećih zakonskih akata u ovom radu. Iz analize literature izdvaja se komparacija poslova sistemskog i školskog knjižničara te komplementarnost i dualitet tih profesija, kao i primjena informacijske pismenosti u poslovima. Značajna razlika u poslovima koja se treba naglasiti je što knjižničar u školskoj knjižnici samostalno obavlja poslove koje u ostalim vrstama knjižnica obavlja cijeli tim, ima obrazovanje iz knjižničarske struke i pedagoško-psiholoških kompetencija, sam preuzima odgovornost i posjeduje vještine i sposobnosti u posredovanju informacijske pismenosti korisnicima. Utvrđena je uključenost, integriranost djelatnosti školskog knjižničara i knjižnice u Program rada škole, u Kurikulum u dijelu neposrednog odgojno-obrazovnog rada, u okviru plana i programa rada knjižničara. Informacijska pismenost integrirana je kao jedno od područja djelatnosti školskog knjižničara u Kurikulum. Utvrđivanje ovlasti nad osiguranjem kvalitete rada školskih knjižničara je temeljno za unaprjeđenje profesije i djelatnosti, a integriranje informacijske pismenosti u kurikulum usko je povezano s utvrđivanjem te ovlasti zbog operativnih dokumenata i zakonskih akata koja ta tijela bilo u sustavu obrazovanja ili kulture donose.

Ključne riječi: informacijska pismenost, kurikulum, školski knjižničar

1. UVOD Temeljem analize operativnih dokumenata, zakonskih akata i izabrane relevantne literature ovaj rad će raspraviti kroz ulogu školske knjižnice u obrazovanju i interdisciplinarnost u djelovanju postojeću integriranost informacijske pismenosti, raspravit će znanstvena promišljanja koja su označila zaokret profesije školskog knjižničarstva od isključivo stručno-knjižničarske djelatnosti prema edukacijskoj djelatnosti (Lasić-Lazić, 1994, Šeta, 2002, Penava, 1999, Đunđerović, 2008, Sudarević, 2008, Galić, 2008, Krušelj-Vidas, Đurek, 2008, Rihtarić, Škarica, 2008) u kojoj dominira informacijska pismenost. Pojam informacijskog opismenjavanja i pojam kurikuluma može se raspravljati unutar edukacijske znanosti koja uz knjižničnu i informacijsku znanost jest okvir za interdisciplinarnu djelatnost u kurikulumu školskog knjižničara. Mnogi autori o tim pojmovima govore unutar informacijske i knjižnične znanosti (Lasić-Lazić, Banek-Zorica i Špiranec, 2005,2012, Ćelić- Tica, 2014, Machala, 2015), ali istraživanje provedeno 2014.1 u nalazima daje naglasak na povezivanje navedenih pojmova s edukacijskom znanošću u djelatnosti školskog knjižničarstva. Utvrđena je uključenost, integriranost djelatnosti školskog knjižničara i knjižnice u Program rada škole, u Kurikulum i to u dijelu neposrednog odgojno-obrazovnog rada, u okviru plana i programa rada knjižničara u 91,93% ispitanika. To dokazuje integriranost informacijske pismenosti kao jednog od područja djelatnosti hrvatskog školskog knjižničara u Kurikulum. Utvrđivanje ovlasti nad osiguranjem kvalitete rada školskih knjižničara je temeljno za unaprjeđenje profesije i djelatnosti, a integriranje informacijske pismenosti u kurikulum školskog knjižničara usko je povezano s utvrđivanjem te ovlasti.

1 Prvo istraživanje o uporabi informacijsko-komunikacijske tehnologije, ali i integriranosti informacijske pismenosti u djelatnosti školskog knjižničara. Istraživanje je provedeno iz perspektive školskog knjižničarstva, provedeno je na cjelokupnoj populaciji (N= 1311) s odazivom na ispitivanje od 25% ispitanika. Korina Udina: INTEGRIRANJE INFORMACIJSKE PISMENOSTI U KURIKULUM

2. HRVATSKI KONTEKST Početke promišljanja o promjenama u školskim knjižnicama u Hrvatskoj i povezivanju sa edukacijskom znanošću raspravlja u članku Lasić-Lazić (1995) još 1994. godine ističući da: „[...]ispitivanjem komunikacijsko-informacijske paradigme školske knjižnice sa svim aspektima ove složene problematike u okviru posredovanja znanja u/za obrazovanje posebno s aspekta znanstvene paradigme knjižničarstva, knjižnične zajednice školskih knjižničara, koja obuhvaća jedno široko interdisciplinarno područje, školske su knjižnice započele proces ugradnje u strukturu odgojno-obrazovnog sustava.“ Mnogo prije objavljivanja potrebe za međupredmetnim povezivanjem sadržaja i programa u Hrvatskom nacionalnom obrazovnom standardu 2006. i objavljivanjem povezivanja međupredmetnih tema i odgojno-obrazovnih područja u Nacionalnom okvirnom kurikulumu 2009., 2010. i 2016.2, Šeta (2002)3 je već tada pisala da „[...] u programima i radu školskog knjižničara dolazi do povezivanja različitih predmetnih područja, prirodnih, humanističkih i umjetničkih.“ Uočila je početke informacijskog opismenjavanja u interdisciplinarnom radu s korisnicima u školskim knjižnicama u vremenu koje još kod nas ne možemo nazivati digitalnim. Inicijativu istraživanja sadržaja rada školskih knjižničara pokrenuli su sami školski knjižničari. Podatke o školskim knjižnicama u Hrvatskoj prvi put je 2001. godine počela prikupljati Hrvatska mreža školskih knjižničara, strukovna udruga za razvoj projekata, portalom Repozitorij školskog knjižničarstva4. Osim podataka o knjižnicama, na jednom mjestu su sakupljeni članci stručnih tema, metodičke pripreme za satove u knjižnici, informacije su postale svima dostupne, provjerljive. Pojam repozitorija definirale su Lasić-Lazić, Banek-Zorica i Špiranec (2005) kao “[…]zbirku digitalnog obrazovnog materijala koja omogućuje sustavno upravljanje procesima objavljivanja, pristupa i pohrane nastavnog/obrazovnog sadržaja. Razlikuju se od uobičajenih web kataloga, portala i tražilica jer korisnicima (učenici, studenti, znanstveno-nastavno osoblje) nude informacijski pristup strukturiran i organiziran na način da podržava ciljano pronalaženje i korištenje nastavne građe, odnosno visokokvalitetnih i pedagoški oblikovanih radova. Repozitoriji sadržaje opisuju i indeksiraju uz primjenu suvremenih standarda metapodataka. Metapodatci namijenjeni označivanju digitalne obrazovne građe specifični su jer pored osnovnog opisa i organiziranja izvora prema formalnim kriterijima (autor, naslov, predmet) moraju raspolagati nizom parametara koji omogućuju pronalaženje i korištenje materijala“5 Upravo to predstavlja Repozitorij radova školskih knjižničara UDK02. Analizom digitalizirane zbirke zbornika radova državnih i međunarodnih stručnih skupova Proljetnih škola školskih knjižničara Hrvatske6 na mrežnim stranicama Digitalne knjižnice i čitaonica od 2012. godine napravljen je pregled stručnih članaka iz svih područja djelatnosti školskog knjižničarstva uključujući prikaz djelatnosti o informacijskoj pismenosti.

2.1. Analiza područja stručno znanstvenih tema Analiza stručne i znanstvene literature dokazuje da se informacijska pismenost već godinama integrira u kurikulum školskih knjižničara. Primjerice, od osam kurikulumskih područja7 mnoga

2 Skraćenica je NOK 3 Utemeljiteljica danas međunarodnog stručno-znanstvenog skupa Proljetne škole školskih knjižničara i Hrvatske udruge školskih knjižničara, bila je vizionarka razvoja školskog knjižničarstva 4 Repozitorij UDK02 dostupan je na mrežnoj stranici www.knjiznicari.hr 5 Lasić-Lazić, J., Banek-Zorica, M., Špiranec, S.(2005) Repozitoriji digitalnog obrazovnog materijala kao sastavnica kvalitete suvremenih koncepta obrazovanja, Edupoint, dostupno na: http://edupoint.carnet.hr/casopis/33/clanci/1.html (15.04.2016.) 6 Zbornici Proljetnih škola školskih knjižničara Hrvatske (2012), dostupno na: http://library.foi.hr/ZBIRKE/ proljetna-skola/index.php?page=knjige] (15.04.2016.) 7 Europska Unija odredila je osam temeljnih kompetencija za cjeloživotno obrazovanje. Obrazovna politika Hrvatske ih je prihvatila. To su: jezično-komunikacijsko područje, matematičko područje, prirodoslovno WBILC 2016 168

Korina Udina: INTEGRIRANJE INFORMACIJSKE PISMENOSTI U KURIKULUM se ostvaruju u edukacijskom radu školskog knjižničara. Kompetencije učenika (komunikacija na materinskomu jeziku, digitalna kompetencija, učiti kako učiti, socijalna i građanska kompetencija, inicijativnost i poduzetnost) dio su programa rada svakog školskog knjižničara. Metodom slučajnog odabira izdvajaju se članci: o radu na projektu u školskoj knjižnici kao metodi aktivnog učenja (Stričević, 2010), o korelaciji knjižničnog odgoja i obrazovanja i nastavnih predmeta u trogodišnjoj strukovnoj školi (Perković, 2010), o školskoj knjižnici i vršnjačkoj medijaciji (Šakić, 2010), o knjižnično informacijskom području u timskom, korelacijskom i interdisciplinarnom planiranju rada s učenicima (Bilić, Tihomirović, 2007), o školskom knjižničarstvu i cjeloživotnom učenju (Šušnjić, 2007), te kako naučiti učiti (Centrih-Lovrić, 2007) i tako dalje. Navedeni dio neposrednog odgojno-obrazovnog rada školskog knjižničara čini dvije trećine radnog vremena školskog knjižničara temeljem zakonskih akata. Elementi ranije integriranosti informacijske pismenosti u knjižnično-informacijskom programu nalaze se kod Penave (1999) gdje navodi da se „uloga školskog knjižničara mijenja u smjeru informacijskog stručnjaka koji preuzima središnju ulogu u interakciji učenik – knjižnica – profesor – knjižnica - uprava škole/ministarstvo. […] Školski knjižničar postaje informacijski stručnjak.“ Devet godina kasnije, članci u jubilarnom 20. Zborniku Proljetne škole školskih knjižničara8 daju prikaz razvoja školskog knjižničara u informacijskog stručnjaka s kompetencijama sistemskog knjižničara, raspravljaju se mrežni alati za e-školsko knjižničarstvo 2.0 (Đunđerović, 2008), raspravlja se o blogu i učenicima korisnicima (Ivković-Macut i Sudarević, 2008) o mladima i Internetu te pojavi Cyberbullyinga (Škrobica, 2008), o izradi digitalne slikovnice (Sudarević, 2008), virtualnom čitateljskom klubu (Krušelj-Vidas, Đurek, 2008), knjižnici u međunarodnim projektima (Galić, 2008), sadržajnoj obradi periodičnih publikacija (Jozić, 2008), klasifikaciji radova na Hrvatskoj mreži školskih knjižničara (Rihtarić, Škarica, 2008) o školskim knjižničarima i informacijskim specijalistima (Boelens, 2008). Vladilo (2008) navodi koliko je napredovalo školsko knjižničarstvo od borbe za računala i Internet u knjižnicama, do suradnje u informacijskom društvu.9 Strukturu područja stručno znanstvenih tema kojima se bave školski knjižničari istražile su Kovačević i Lovrinčević (2014, 241) te objavile rezultate da su to teme knjižnične i informacijske znanosti (Library and Information Science, LIS) s 46 tema do 2013. godine, usluge za korisničku populaciju (čitalačka pismenost, informacijska i medijska pismenost i sl.) kroz 37 tema te informacijski sustavi i preuzimanja (ICT sustavi, tehnologija, informacijske mreže, mjerenja, baze podataka i drugih pronalaženja informacija) koja su zastupljena sa 21 temom. Američki Standard za inicijalnu pripremu školskih knjižničara10 navodi da su elementi suradnje, upravljanja i tehnologije integrirani u svakom aspektu programa rada školskog knjižničara i ulozi koju ima u odgoju i obrazovanju (AASL, 2009). U Hrvatskom nacionalnom obrazovnom standardu opisuje se korelacija i međupredmentno povezivanje radom knjižničara u školi te se uvodi Plan i program rada knjižničara u dokument Nastavni plan i program (HNOS, 2006, NPiP, 2006, 19). Dakle, prije desetak godina počinje službena primjena informacijsko-komunikacijske tehnologije u radu knjižničara u školama i provođenje informacijske pismenosti kao zadanog područja rada.

područje, tehničko i informatičko područje, društveno-humanističko područje, umjetničko područje, tjelesno i zdravstveno područje. 8 XX. Proljetna škola školskih knjižničara Republike Hrvatske (2008). Suradnja u informacijskom društvu s obzirom na potrebe školskog knjižničarstva. Zagreb: AZOO, dostupno na: https://library.foi.hr/knjige/ knjiga1.aspx?C=1944&grupa=P%8A%8AKRH&vrsta=ZBI&H=proljetna-skola 9 Vladilo, I. (2008) Suradnja školskih knjižničara u informacijskom društvu. Zbornik radova XX. Proljetna školaškolskih knjižničara republike Hrvatske, Opatija: AZOO, dostupno na: https://library.foi.hr/knjige/ knjiga1.aspx?C=1944&grupa=P%8A%8AKRH&vrsta=ZBI&H=proljetna-skola (12.04.2016.) 10 Eng. Standards for Initial Preparation of School Librarians WBILC 2016 169

Korina Udina: INTEGRIRANJE INFORMACIJSKE PISMENOSTI U KURIKULUM

2.2. Analiza zakonskih akata Dokument Nacionalni Kurilukum11 kojim se rukovode svi dionici obrazovnog sustava navodi da su međupredmetne teme obvezne u svim nastavnim predmetima i svi nositelji odgojno-obrazovne djelatnosti u školi obvezni su ih ostvarivati. Međupredmetno povezivanje postaje obaveza školskog knjižničara u temama: Osobni i socijalni razvoj, Zdravlje, sigurnost i zaštita okoliša, Učiti kako učiti, Poduzetništvo, Uporaba informacijske i komunikacijske tehnologije, Građanski odgoj i obrazovanje. Činjenica je da zakonski akti ne prate razvoj struke niti institucije odgovorne za upravljanje kvalitetom rada školskih knjižnica financijski ne podržavaju razvoj. Nije omogućen pristup školskim knjižnicama svjetskim bazama znanstvenih podataka jednako kao u sveučilišnim knjižnicama. Provedenim istraživanjem 2014.g. ispitanici su iskazali da baze koristi 26,32% ispitanika, a ukupno 53,45% ispitanika bi koristilo izvore znanja svjetskih baza podataka da su im dostupne (Tablica 1.)

Tablica 1: Prikaz dostupnosti baza podataka ispitanicima prema istraživanju 2014. Odgovori 2014. N=322 f Da (A1) 65 26.32% Ne, jer mi ne trebaju (A2) 33 13.36% Ne, jer su mi nedostupne (A3) 67 27.13% Nisam upoznat/a s tom mogućnošću (A4) 70 28.34% Bez odgovora 12 4.86%

Knjižničari u školama imaju pristup samo otvorenim/besplatnim bazama podataka što je s obzirom na poslove kojima su zaduženi prethodno navedenim dokumentima (pretraživanje informacija i pripremu informacija za učenike, učitelje i roditelje) situacija koju treba promijeniti. Od Zakona o knjižnicama Republike Hrvatske 1997. doneseni su brojni zakonski akti koji uređuju knjižničnu djelatnost: Zakon o ustanovama (NN 76/93, 29/97 , 47/99 , 35/08); Zakon o autorskom pravu i srodnim pravima NN 167/03, 79/07, 80/11,125/11, 141/13), Zakon o pravu na pristup informacijama (25/13), Zakon o zaštiti osobnih podataka (NN 103/03, 118/06, 41/08, 130/11, 106/12), Zakon o informacijskoj sigurnosti (NN 79/07), Zakon o tajnosti podataka (NN 79/07, 86/12), Zakon o financiranju javnih potreba u kulturi (NN 47/90, 27/93 i 38/09), Zakon o predškolskom odgoju i obrazovanju (NN 10/97, 107/07, 94/13), Zakon o odgoju i obrazovanju u osnovnoj i srednjoj školi (NN 87/08, 86/09, 92/10, 105/10, 90/11, 5/12, 16/12, 86/12, 126/12, 94/13), Zakon o osnovnom školstvu (NN 69/03, 76/05), Zakon o srednjem školstvu (NN 69/03, 81/05), Zakon o Agenciji za odgoj i obrazovanje (NN 85/06 ), Zakon o obrazovanju odraslih (NN 17/07), Zakon o znanstvenoj djelatnosti i visokom obrazovanju (NN 123/03, 198/03, 105/04, 174/04, 46/07, 45/09, 63/11, 94/13), Zakon o osiguravanju kvalitete u znanosti i visokom obrazovanju (NN 45/09), Zakon o akademskim i stručnim nazivima i akademskom stupnju (NN 107/07, 118/12), Zakon o hrvatskom kvalifikacijskom okviru (NN 22/13), Zakon o lokalnoj i područnoj (regionalnoj) samoupravi (NN 33/01, 60/01, 129/05, 109/07, 125/08, 36/09, 36/09, 150/11, 144/12, 19/13), Zakon o elektroničkim medijima (NN 152/09)12. Kronologija zakonskih propisa i pravilnika koji se odnose na školske knjižničare u posljednjem desetljeću prikaz su s jedne strane tijeka razvoja djelatnosti školskog knjižničara, kurikuluma i kurikuluma stručnog usavršavanja, dok su sa druge strane prikaz razloga utemeljenih prigovora i neslaganja struke sa zakonima koji se odnose na školsko knjižničarstvo.

11 Nacionalni okvirni kurikulumom za predškolski odgoj i obrazovanje te opće obvezno i srednjoškolsko obrazovanje (2010) 12 Pregled zakona preuzet je iz obrazloženja Prijedloga zakona o knjižnicama kojeg je napisala radna skupina za izmjene Zakona o knjižnicama, Hrvatsko knjižnično vijeće (HKV), Zagreb, 2014., WBILC 2016 170

Korina Udina: INTEGRIRANJE INFORMACIJSKE PISMENOSTI U KURIKULUM

2.3. Komparativna analiza izabrane literature Wilson (2006) je iscrpno opisao djelatnost knjižničara u nizu različitih poslova s popisom potrebnih vještina svrstanih u kategorije. Smatra da je teško naći osobu koja je izvrsna „u svim kognitivnim i bihevioralnim područjima, no to je minimum područja i vještina“ koje smatra potrebnim za kvalitetan rad. Također smatra da „sistemski knjižničari predstavljaju mjesto susreta dvaju svjetova – knjižničarskog i računalnog - što stvara priliku za spajanje najboljeg iz oba svijeta.“ (Wilson, 2006, 143) Obrazlaže da su sistemski knjižničari specijalisti koji dobro poznaju poslove u odjelu nabave, poslove informatora, poslove međuknjižnične posudbe kao i rad računalnog sustava. U komparaciji poslova dvije profesije s jedne strane definirani su poslovi kojima se bave sistemski knjižničari13, a s druge prema stručnoj literaturi u Hrvatskoj obrazlažu se poslovi školskog knjižničara iz godišnjeg plana i programa sa četiri područja.14 U školskoj knjižnici knjižničar kao jedini knjižničar15 u ustanovi obavlja poslove koje u ostalim vrstama knjižnica obavlja cijeli tim. Postoji komplementarnost profesije školskog i sistemskog knjižničara iz opisa poslova u Tabeli 2. Uočava se integriranost informacijske pismenosti.

Tabela 2: Komparacija poslova sistemskog i školskog knjižničara Wilson (2006): Kovačević, Lovrinčević (2014, 198): Poslovi sistemskog knjižničara Poslovi školskog knjižničara Vođenje i upravljanje knjižnicom Voditelj školske knjižnice, planiranje, organizacija i vođenje rada u knjižnici i čitaonici Osnove računovodstva Polugodišnje i godišnje usklađivanje financijske vrijednosti zbirke/fonda s računovodstvenim Komunikacija (socijalne vještine, Suradnja s ravnateljem, nastavnicima i stručnim osposobljavanje, dokumentiranje) suradnicima, suradnja s učenicima Upravljanje projektima (upravljanje vremenom, Programiranje i koordinacija interdisciplinarnih koordinacija, timski rad) projekata, kulturnih aktivnosti, timski rad Upravljanje informacijskom tehnologijom, Pristup svim dionicima obrazovnog procesa posredovanje prema OCLC-u informacijama, korištenje digitalnih i mrežnih izvora Etika informacijske tehnologije Etika pretraživanja mrežnih izvora - edukacija: citiranje, bibliografski zapis, autorska prava, poštivanje Pravilnika o korištenju računala u čitaonici itd. Statistička analiza Statistička godišnja izvješća i analiza: revizija, otpis i inventura, statistički pregled o korištenju knjižne građe Teorija klasifikacije Tehnička i stručna obrada građe, inventarizacija, signiranje, klasifikacija, katalogizacija, kompjuterska obrada, predmetna obrada, vođenje kartoteke Operacijski sustavi, korisničke aplikacije, Informatičke kompetencije, korištenje računala, sustavi za pretraživanje informacija aplikacija, sustava za pretraživanje informacija Upravljanje integriranim knjižničnim sustavima Pretraživanje informacija, automatizacija poslovanja i računalna obrada građe Analiza mrežnih protokola, mrežna infrastruktura Program poučavanja Informacijske i medijske pismenosti i okruženja, multimedijske aplikacije, provjeru Sadrži poučavanje o mrežnim protokolima, multimediji, vjerodostojnosti podataka vjerodostojnosti podataka itd. Metodologija poučavanja Sastavnice izvedbenog plana i programa rada su: odgojno-obrazovni rad s učenicima, informacijska pismenost, stručni rad i informacijska djelatnost, kulturna

13 Wilson, Thomas C. (2006) Sistemski knjižničar. Oblikovanje uloga, definiranje vještina. Zagreb: Hrvatsko knjižničarsko društvo, str. 15-17, 36-40 14 Područja djelatnosti su: neposredni odgojno-obrazovni rad, informacijska pismenost, stručno informacijska djelatnost, kulturna i javna djelatnost prema Kovačević i Lovrinčević (2014) 15 Opisani su poslovi školskog knjižničara u Lovrinčević, J., Kovačević, D., Lasić-Lazić, J., Banek-Zorica, M. (2005) Znanjem do znanja. Zagreb: Zavod za informacijske studije, str.79 – 83. WBILC 2016 171

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i javna djelatnost, nastavni satovi i projekti Nacionalni standardi, zakoni i pravilnici Obaveza praćenja svih zakona, standarda i pravilnika Organizacijske vještine i poslovi, timski i Suradnja s MZOS-om, Matičnom službom županijskih suradnički rad s drugim čimbenicima knjižnica, Agencijom za odgoj i obrazovanje, ostalim vrstama knjižnica, lokalnom zajednicom Stručno usavršavanje i cjeloživotno obrazovanje Obaveza stručnog usavršavanja, praćenja najnovije stručne literature, obaveza sudjelovanja na županijskim stručnim vijećima, državnim stručnim skupovima, obaveza petogodišnjeg potvrđivanja zvanja mentora i savjetnika, obaveza polaganja stručnih ispita

3. ZAKLJUČAK Rad u digitalnom okruženju u odgoju i obrazovanju mladih iziskuje dobru financijsku potporu institucija nadležnih za djelatnost i standard školskih knjižnica. Potrebno je modernizirati programe na sveučilištima koja nude izobrazbu za informacijskog stručnjaka školskog knjižničara što će rezultirati kvalitetom. Analiza operativnih dokumenata, zakonskih akata i izabrane relevantne literature je prikazala područja integriranosti informacijske pismenosti u kurikulum.

4. LITERATURA 1) ALA/AASL (2010) Standards for Initial Preparation of School Librarians, dostupno na: http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aasleducation/schoollibrary/2010_stan dards_with_rubrics_and_statements_1-31-11.pdf (24.03.2016.) 2) Boelens, H. (2008) The “We” feeling. Zbornik XX. Proljetne škole školskih knjižničara. Opatija: Agencija za odgoj i obrazovanje, str.102 3) Državni pedagoški standard osnovnoškolskog sustava odgoja i obrazovanja (2008) Narodne novine, 63, dostupno na: http://narodne-novine.nn.hr/clanci/sluzbeni/ 2008_06_63_ 2129 4) Galic, S.(2008) Profesija školski knjižničar u informacijskom društvu. Zbornik XX. Proljetne škole školskih knjižničara RH,Opatija: Agencija za odgoj i obrazovanje, str.14 5) Galic, S. (2009) Školska knjižnica u nacionalnom okvirnom kurikulu. Zbornik XXI. Proljetne škole školskih knjižničara RH, Zadar: Agencija za odgoj i obrazovanje, str.34 6) Kovačević, D., Lasić-Lazić, J., Lovrinčević, J. (2004), Školska knjižnica korak dalje. Zagreb: Filozofski fakultet, Zavod za informacijske studije Odsjeka za informacijske znanosti: Altagama 7) Kovačević, D., Lovrinčević, L. (2012) Školski knjižničar. Smjernice za rad školskog knjižničara, Zagreb: Zavod zainformacijske studije, str.107 8) Kovačević, D., Galic, S. (2009) Školska knjižnica u nacionalnom okvirnom kurikulu. Zbornik radova 21. Proljetna škola školskih knjižničara Republike Hrvatske, Zagreb: Agencija za odgoj i obrazovanje, str. 35-46 9) Lasić-Lazić, J. (1995) Komunikacijsko-informacijska paradigma školskih knjižnica. Zbornik Proljetne škole školskih knjižničara Crikvenica 1994, Rijeka: Ministarstvo prosvjete i športa Republike Hrvatske – Referada Rijeka i Prva hrvatske sušačke gimnazija u Rijeci, str.10 10) Lasić-Lazić, J., Špiranec, S., Banek Zorica, M. (2012) Izgubljeni u novim obrazovnim okruženjima – pronađeni u informacijskom opismenjivanju, Zagreb: Medijska istraživanja (god. 18, br. 1) 2012. (125-142) 11) Lovrinčević, Jasmina [et al.](2005). Znanjem do znanja: prilog metodici rada školskog knjižničara. Zagreb: Zavod za informacijske studije Odsjeka za informacijske znanosti Filozofskog fakulteta 12) Nacionalni okvirni kurikulum za predškolski odgoj i obrazovanje te opće obavezno i srednjoškolsko obrazovanje (2011). Zagreb: Ministarstvo znanosti obrazovanja i sporta Republike Hrvatske, dostupno na: http://public.mzos.hr (15.05.2015.) 13) Standard za školske knjižnice, dostupno na: http://www.nsk.hr/maticna-sluzba-za-skolske- knjiznice/ (24.07.2015.) WBILC 2016 172

UNDERSTANDING THE ROLE OF LIBRARIES AND LIBRARIANS IN INFORMATION LITERACY IMPLEMENTATION: BASED ON THE EXAMPLE OF STUDENTS OF THE FACULTY OF PHILOSOPHY, UNIVERSITY OF SARAJEVO

Prof. Dr. Senada Dizdar, Džejla Khattab, M. A., Mr. Sc. Nadina Grebović-Lendo Faculty of Philosophy, University of Sarajevo, Franje Račkog No. 1 [email protected], [email protected], [email protected]

ABSTRACT Information literacy of students is one of the necessary requirements for their effective participation in the teaching process and acquisition of the meta-competencies for lifelong learning. Inclusion of information literacy into the Curriculums requires the close cooperation of teachers, librarians, and students. Previous studies at the University of Sarajevo (Dizdar, Hajdarpašić, 2014; Rašidović, 2012) indicate that it is very difficult to implement Information Literacy Course as an obligatory or elective course. This demonstrates the lack of awareness of the importance of the Information Literacy Course in the educational process. Furthermore, analysis of students’ information literacy skills is still a rare occurrence at the University of Sarajevo, which resulted in undeveloped and inadequate instruments for these kinds of measurements. Considering the abovementioned, this paper aims to investigate information literacy skills of students of the Department of Librarianship and Department of Education at the Faculty of Philosophy, University of Sarajevo, having at its basis the Model of Permeation Components (Rašidović, 2012), as the model of information literacy implementation at the University of Sarajevo. A detailed design of the questionnaire will contribute to the development of standardised tools for measuring information literacy at the University of Sarajevo, as adapted to this specific environment. The survey will be implemented using Google docs tools and will include one hundred students. As a result, it is expected that this paper will discover the levels of the comprehension of the role of libraries and librarians in information literacy implementation. Finally, the paper aims to discover that the quantitative and qualitative analysis of the questionnaire will thoroughly identify existing information literacy competencies of abovementioned students.

Keywords: information literacy, higher education, Model of Permeation Components, Faculty of Philosophy, University of Sarajevo

1. INTRODUCTION The traditional roles of libraries like storage and mediation are no longer sufficient and do not meet the needs of the academic community. Therefore, the standard of American Association of College & Research Libraries (ACRL) for the academic libraries in 2012 [1] points out that the library has to demonstrate its value and document its contribution to the overall institutional effectiveness and must be ready to adapt to changes in higher education. It is obvious that the value of the library itself is no longer sufficient, clear and unquestionable. Library now has an obligation to demonstrate and prove its value and its importance to the belonging institution. Libraries must be able to measure their results and make systematic technological, budgetary and political decisions based on a set of data: information needs assessment, user evaluation data, the expectations of founders/supervisors, internal processes and organisational effectiveness data. This encourages librarians to actively participate in the educational process in order to prove their academic role and value to its users, which can be realized through implementation of information literacy education programmes. The results should be demonstrated through learning outcomes where the role of the library in educational process is recognised. According to Hernon and Dugan [2] outcomes reflect what students will know, think or be able to do as a result of the use Senada Dizdar, Džejla Khattab, Nadina Grebović-Lendo: UNDERSTANDING THE ROLE OF LIBRARIES AND LIBRARIANS IN INFORMATION LITERACY IMPLEMENTATION of resources, library services, or participation in library programmes. The learning outcomes for students relate to: a) the skills and abilities they develop; b) content (what they know); c) attitudes and values that characterize the way they will work and learn throughout their lives. The first step in the realisation of these objectives is in the strategic planning and in the mission and vision of the institution in which library operates. Library should appear as a complementary partner who may be actively involved in the realisation of the mission of the higher education institution. Incorporating information literacy across curricula, in all programmes and services, and throughout the administrative life of the university requires the collaborative efforts of the faculty, librarians, and administrators.

2. THEORETICAL BACKGROUND AND RESEARCH QUESTIONS For a long time the University of Sarajevo has felt the need for implementation of information literacy in the Curriculum and has recognised librarians as indispensable partners in this segment. In order to implement these activities, the Model of Permeation Components has been made as a model for the implementation of information literacy at the University of Sarajevo. The model was created and adjusted to the cultural and educational BH environment. [3] This model highlights and connects all the important parts of information literacy as an interdisciplinary concept which consists of four main components: 1) Content (includes general knowledge and knowledge about Curriculum that spread out into the world of information, information literacy and knowledge of the discipline); 2) Skills (the ability to define the scope and nature of information needs, defining search strategies and reviewing the research process); 3) Evaluation (cognitive process of selection, analysis, assessment, organisation and synthesis of information), and 4) Education (knowledge about the use and presentation of gathered and selected information, the development of ethical and legal principles through knowledge of citation styles, methods and elements of quoting). Previous studies at the University of Sarajevo [4], [5] indicate that the information literacy has been very difficult to implement as an obligatory or optional course. Research of information literacy of students is still a rare occurrence at the University of Sarajevo, which resulted with failure to develop adequate measuring instruments. Based on the Model of Permeation Components, this paper aims to explore information literacy of undergraduate students of the first year at the Department of Librarianship and Department of Education at the Faculty of Philosophy. Within this theoretical framework and the research corpus, this paper focuses on two questions: a) What are the acquired knowledge, abilities, skills and habits of information literacy and information behaviour of the first year undergraduates students? and b) What are the acquired knowledge, abilities, skills and habits of the first year undergraduates students in the use of libraries? As a result, it is expected that this paper will discover the levels of the comprehension of the role of libraries and librarians in information literacy implementation.

2. METODOLOGY In the first phase of the research process we use web survey method, which is implemented with designed questionnaire generated using Google Docs tool and which is appropriate for undergraduate students of the Library Science and Education at the Faculty of Philosophy, University of Sarajevo. The survey was conducted on a sample of 93 students during the period of two weeks at the Faculty of Philosophy, University of Sarajevo with author supervision. Content analysis of a questionnaire containing 11 close-ended questions will determine quantitative indicators for identifying existing information literacy competencies of abovementioned students through Content, Skill, Evaluation and Educational Component. Discovering the levels of the comprehensions of the role of libraries and librarians in information literacy implementation, along with the knowledge of a student’s use of the Library of the Faculty of Philosophy, University of Sarajevo, represents qualitative content analysis of the questionnaire adapted to this

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Senada Dizdar, Džejla Khattab, Nadina Grebović-Lendo: UNDERSTANDING THE ROLE OF LIBRARIES AND LIBRARIANS IN INFORMATION LITERACY IMPLEMENTATION specific environment. Research sample consisted of undergraduate students of the Department of Education (N 93) and Department of Comparative Literature and Library Science (Department of Library Science N 63) at the Faculty of Philosophy, University of Sarajevo. The total number of students enrolled in these two study groups’ undergraduate programmes during the academic year 2015/16 is 156. A total of 93 respondents (57%) completed the survey, which makes representative research corpus. Results are marked in tables as RC- Response count and RA- Rating average.

3. RESULTS AND DISCCUSION 3.1. First research question results and quantitative analysis To the first question for Content Component (Journals are:) 35.5% of respondents gave the correct answer, 49,5% of respondents answered that journals are secondary information sources and 15,1% respondents answered that journals are tertiary information sources. For second question (Where can you find information about peer reviewed article?) 37% of respondents answered on databases which was the correct answer. Other results indicate following choices: 65,2% (library catalogue), 8,7% (published index), 19,6% (Google search). But 65,2% said that the information could be found in the library catalogue, 8,7% (in the publish index), 19,6% (through Google search).

Table 1: Questions for the Skill Component When you want to be familiar with certain term, you will consult: Never Sometimes Always RC RA RC RA RC RA Google 0 0% 26 28,9% 64 71,1% Book 5 5,6% 56 62,9% 28 31,5% Your friend 11 12,5% 69 78,4% 8 9,1% Periodical 33 37,1% 51 57,3% 5 5,6% Encyclopaedia 24 27% 50 56,2% 15 16,9% Database 32 36,4% 43 48,9% 13 14,8% Blog 46 52,3% 40 45,5% 2 2,3% Public transport in the City of Sarajevo went on strike yesterday. Where will you RC RA will find information about it: In the scientific journal 4 4,4% On website 46 50,5% On blog 3 3,3% In the magazine 12 13,2% On portal 69 75,8%

To the first question for Skills Component, 71.1% of respondents answered that they first search Google for an answer, while 78.4% of respondents sometimes asked a friend for help in acquiring and understanding the term, and 52.3% never search for this type of information on the blog. To the second question from this set of questions, 75.8% of respondents gave the correct answer. (Table 1) Table 2: Questions for the Evaluation Component Which criteria do you use to evaluate websites as Never Sometimes Always information resources? RC RA RC RA RC RA Is there any information about author/s? 7 7,9% 57 64% 25 28,1% Who is the sponsor of the website and why? 26 29,5% 48 54,5% 14 15,9% Does the website provide information on content 17 19,1% 44 49,4% 28 31,5% update? Is the old information archived or it disappeared? 16 18,2% 55 62,5% 17 19,3%

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Does the website have expert editors? 20 22,7% 43 48,9% 25 28,4% Do publishers or editors work for academic / 24 27,3% 47 53,4% 17 19,3% school audience? Do publishers or editors present stable 15 17% 48 54,5% 25 28,4% organisations? If during the web search you find out that the definitions of certain terms are available RC RA on Wikipedia and on the portal of Croatian Institute of Lexicography (CIL), you will download definitions from: Wikipedia, because the term is extensively defined 34 36,6%

From CIL Portal, because CIL is a recognisable publisher 59 63,4%

The first question was a multiple choice question. 28.4% of respondents said they always check whether the publishers or editors present a stable organisation, while 64% of respondents answered that they sometimes verify the website looking for information about authors of the content. 29.5% of respondents do not check who sponsored the website and why. 63.4% of respondents gave the correct answer to the second question. (Table 2)

Table 3: Questions for the Educational Component Which of the provided references is article in the journal? RC RA Đulistan: časopis za kulturno i socijalno uzdizanje muslimanske žene. [Glavni i odgovorni 41 44,1% urednik Ahmed Ljubunčić]. Sarajevo: Prvi Đulistanov akcioni odbor [sic!] (Sarajevo: Štampariji Obod ), 1926 Jolić, Robert (2007). Pretpovijest tiskarstva u BiH: rukopisna baština 25 26,9% bosanskohercegovačkih franjevaca u BiH. U: Hum, Mostar: Filozofski fakultet, br. 2. str. 140-157

Kamhi, Haim (1966). Jevrejska publicistika u Bosni i Hercegovini. U: Spomenica 400 23 24,7% godina od dolaska Jevreja u Bosnu i Hercegovinu. Sarajevo, Odbor za proslavu 400- godišnjice od dolaska Jevreja u Bosnu i Hercegovinu. Str. 167-172 Memija, Emina (2003). Od slike do knjige: iz historije pisma, štampe i biblioteka. 24 4,3% Sarajevo: Nacionalna i univerzitetska biblioteka Bosne i Hercegovine You translated the text from a foreign language in order to use it in your work. When RC RA taking over the parts of the text, you use: Quotation marks or italic form 20 21.5% Quotation marks or italic forms and you reference the source 50 53.8% You don’t use any of the above. That is your translation. 23 24.7%

To the first question for an Education Component, 44.1% of respondents gave the correct answer. To the second question, 53.8% of respondents gave the correct answer too. The first set of questions illustrates that undergraduate students of the first year of Education and Librarianship show poor results because they fail to distinguish certain types of information sources. The second set of questions gave us the expected answers related to information about behaviour of digital natives. Students rely on experience gained in the web search, without developing any new strategy for information retrieval. The analysis of the results of the third set of questions showed that students did not developed systems for critical questioning and information resources evaluation. The analysis of the results from the fourth set of questions showed that most respondents understood the ethical and legal principles of citation and guidance as well as the issue of plagiarism. (Table 3)

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3.2. Second research question results and qualitative analysis

Table 4: Perception of the role of academic library in education process What do you do first when you have been assigned with a seminar paper topic on your first RC RA year of study (it is possible to select more than one answer)? I ask the professor / teaching assistant for a literature recommendation 69 75% I look for the list of obligatory and recommended literature for the course in which I am 53 57,6% writing seminar, available on the faculty website I consult the faculty library web site 10 10,9% I seek for the librarian in faculty facilities 12 13% I use Google 33 35,9% I search specialized database in open access 15 16,3% I search Google Scholar 6 6,5% I search online catalogue 26 28,3% I use the Ask a Librarian services by consulting library websites in the country / region / 9 9,8% world

The first analysed research question dealt with the quality of library perception. 75% of the students agreed that they first consult the professor or the teaching assistant when they are assigned with a subject topic for a seminar paper on the first year of study, while 57% of the students look for the list of obligatory and recommended literature for the course available on the website. That shows the traditional practices and perception of teachers as the sole authority for the evaluation of information sources. At the same time, analysed results show that students confirm defined forms of interaction with information as the rest of their generation because they prefer simplification, they do not analyse their information needs and they do not have self- confidence to search more often. The key indicator for discovering the levels of the comprehension of the role of libraries in information literacy implementation is the result of 10,9% respondents who first consult the faculty library website, which is an insufficient percentage of those who recognise the library as a part of academic community. 28.3% of respondents consult the library searching the online catalogue, while 9.8% of them use the service Ask a Librarian. These are the additional indicators of students’ small level of information literacy when using library services. (Table 4)

Table 5: Perceptions of the librarian as an information professional For which purposes can you use the online Ask a Librarian service? RC RA If I want to find out whether the library has the publication title I know 55 59.8% If I want to know which titles of the author Mak Dizdar library has 15 16.3% If I want to know which libraries in B&H have a publication written by author Dora Sečić, 17 18.5% entitled “Information Service in the Library " If I want to know more about the concept of "information literacy" for the purposes of 18 19.6% general education If I want a literature recommendation for seminar / thesis 36 39.1% If I have already found certain information resources by searching the online library 23 25% catalogue and the Internet, and I need expert knowledge for evaluating gathered information resources I don’t know 9 9.8%

The first three options for choosing the answer to the second question present the most common reasons for accessing the online catalogue. The analysis of the results shows a lack of knowledge in using an online catalogue, as well as the service Ask a Librarian. 25 % of respondents gave the most accurate answer when referring to the consulting skills of an expert (Table 5).

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Table 6: Perception of information skills If you browse the online catalogue for the subject "The role of school library in the RC RA prevention of juvenile delinquency", how will you formulate your keywords? the role of school libraries juvenile delinquency 48 52.7% juvenile delinquency AND school library 34 37.4% delinqu* AND school libra* 9 9.9% delinquency AND library 11 12.1% juvenile delinquency AND educator 14 15.4% juvenile delinquents libra* 9 9.9% young crime AND libra* 2 2.2% juvenile delinquency NOT social Work 9 9.9%

On the third question, 52.7% of respondents gave the answer that confirms the lack of knowledge on expressing their information needs in a form of key words. 37,4% of students use search operators, but they only choose the most simple key words. Unsatisfactory percentage of 9.9% of respondents gave the answer that represents the best strategy for search. The percentage of 2.2% of respondents who increase search response by using synonyms is rather poor. (Table 6)

4. CONCLUSION The assessment of information literacy programmes and the basis of Curriculum design include prescriptive learning assessment for identifying knowledge and skill of participants, as IFLA Guidelines for Information Literacy assessment recommends (2004) [6]. This paper demonstrates the effectiveness of designed questionnaire as a standardised tool for examination of information literacy skills of students at the University of Sarajevo, adapted to this specific environment, which contributes to the development of standardized tools for measuring information literacy at the University of Sarajevo. Therefore, it is necessary to collect and analyse data from other University members. Insufficient development of competencies of information literacy of respondents indicates unachieved learning outcomes of research seminars. These findings demonstrate the need to initiate activities at the institutional level for the design and implementation of information literacy.

5. LITERATURE 1. Standards for Libraries in Higher Education, American Library Association, 2006. Avaliable: http://www.ala.org/acrl/standards/standardslibraries. 2. P. Hernon and R. E. Dugan. An Action Plan for Outcomes Assessment in Your Library. Chicago: American Library Association, 2002. 3. B. E. Rašidović. "Informacijska pismenost i visokoškolske biblioteke – edukacija korisnika. Model Univerziteta u Sarajevu," MS thesis, Filozofski fakultet, Sarajevo, 2011. 4. S. Dizdar and L. Hajdarpašić. "Information Literacy Initiatives at the Faculty of Philosophy in Sarajevo", in Media and Information Literacy for the Sustainable Development Goals, J. Singh et al., Eds., Göteborg: The International Clearinghouse on Children, Youth and Media Nordicom University of Gothenburg, 2015, pp. 97-103. 5. B. E. Rašidović. "Upravljanje znanjem i informacijska pismenost – metakompetencije za nove načine i učenja i izgradnje znanja", Phd thesis, Filozofski fakultet, Sarajevo, 2015. 6. Guidelines for Information Literacy assessment, IFLA. Avaliable: http://www.ifla.org/files/assets/information-literacy/publications/il-guidelines-2004-en.pdf.

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THE AMOUNT OF MEDIA AND INFORMATION LITERACY AMONG TABRIZ UNIVERSITY CENTRAL LIBRARY’S USERS USING IRANIAN MEDIA AND INFORMATION LITERACY QUESTIONNAIRE (IMILQ)

Zahra Haftadi1 ABSTRACT Introduction: Media and Information literacy (MIL) enables people to interpret and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages in their own right. The purpose of this research was to determine the amount of Media and Information Literacy among Tabriz University central library’s users using Iranian Media and Information Literacy uestionnaire (IMIL ). Methods: This is an applied analytical survey research in which the data were collected by a researcher made questionnaire, provided based on specialists’ viewpoints and valid scientific works. Its validity and reliability were confirmed by Library and Information Sciences specialists and Cronbach’s alpha (r=0.87) respectively. Statistical population consisted of all users in Tabriz University central library the samples were 250. Sampling method was random stratified sampling Results: The findings showed that the mean level of Media and Information Literacy among Tabriz University of central library’ users was 3/50±0/543 (higher than average). The highest mean was the considering the references of the media (3/94±1/03) and the lowest mean was Being difficult to arrange the results of search base on the relation with the research need (2/06±1/04). There was significant difference between educational degree, college type and family’s income and amount of Media and Information Literacy. Key words: Iranian Media and Information Literacy Questionnaire (IMILQ), users, Tabriz University central library’s, Media and Information Literacy (MIL)

1. INTRODUCTION New facilities have been generated in different dimensions for society development through the spreading of new information and communication technologies. Using their potentials need a new series of competencies [skills, knowledge and perception] (UNESCO, 2007). UNESCO called the general manager for more backing of Media and Information Literacy in 34th session of UNESCO general conference, in order to give chance to the users judging the media and information resources consciously and to expand civil association in media (Wilson, 2012). UNESCO has confirmed information literacy as one of the human’s fundamental rights, necessary for national development, economic and civic welfare and educational standards. The stress of information literacy is on the importance of access, evaluation and use of information. All kind of information and contents have been contained in information literacy. But, the media literacy stresses on the ability of comprehending, evaluation and using of media. So, UNESCO has considered media literacy and information literacy as Media and Information Literacy for the process of indexes expansion of these two literacy (Moeller, Joseph, Lau, Carbo, 2011). Media and information literacy is the composite of knowledge, perceptions, skills and experiences needed for accessing, analyzing, evaluating, using, producing and communicating to information and science creatively, lawfully, and morally, stressing on human rights. The people having MIL can use different kinds of media, resources, and information channels in their private, professional and common lives. They know to what kinds of information they need, when they need to it and also know why, where and how they can access to it. They perceive by whom and why it has been produced. They perceive the role, responsibility and performance of media and information provides too. They are able to analyze and rate the information, messages, beliefs and values in the media and any other information providers (Tatiana, Yuri and Anastasia, 2013). According to UNESCO curriculum, MIL as a capability causes the citizens to interact with media and other

1 [email protected] Zahra Haftadi: THE AMOUNT OF MEDIA AND INFORMATION LITERACY AMONG TABRIZ UNIVERSITY CENTRAL LIBRARY’S USERS USING IRANIAN MEDIA AND INFORMATION LITERACY QUESTIONNAIRE (IMILQ) information providers effectively. It also causes they will be able to expand critical thinking and lifelong learning skills for social life and to be changed to an active citizens (Wilson, 2012). UNESCO believes that MIL has an important role in creating and expanding democratic culture and an active civil society (UNESCO, 2007). The MIL skills are not inherent. They need to be educated in a systematic and mass method in the classes, libraries, and any places done research. It’s a task done as better as possible by librarians. So, the students of universities perceive that the librarians as the information service specialists are able to make them to skilled information managers. It means that the role of libraries must be redefined and library professionals must promote users education and MIL skills intensely (SInGh, 2012). So, with regard to UNESCO’s particular attention to the developing countries, and considering Islamic Republic of Iran particularities, we decided to survey the degree of MIL among the users of Tabriz University central library, in order to survey their MIL degree, furthermore to notify their weaknesses and strengths. The following secondary goals have been propounded to attain the goal of this research: •• Defining the TUCL users mean and standard deviation of MIL •• Defining the TUCL users mean and SD of MIL base on dimension • Defining a significance discrepancy between demographic characters and MIL mean among the users of TUCL

2. METHOD The method is analytic-descriptive and is an applied research. The data collection tool is questionnaire which is provided base on authentic scientific text as UNESCO (UNESCO, 2007), Whitworth et al (2011), Whitworth (2012), Buckingham (2003), Livingstone (2004), Mittermeyer et al (2005), Moody and Williamson (2006), The Michael Cohen Group (2005), and the researcher needs. The validity was confirmed by the library and information science professionals. The measuring tool reliability was 89% with Using Cronbach’s alpha. The Statistical population was TUCL users. The sample volume were 250 persons with using Krejcie’s and Morgan’s table.. There have been 3 dimensions in the questionnaire: the first dimension is access (questions 1-11), the second one is evaluation (questions 12- 27) and the third dimension is use (questions 28-41). Data collection method was personal and it has been done at end of 2015. The questionnaire has been arranged base on five choices Likert scale. The grades arranged as follow: the high grade: 5, the high grade: 4, the middle grade: 3, the low grade: 2 and the lowest grade: 1. Descriptive statistics (number, percent, mean and SD) and inferential statistics (T.test, ANOVA, Tukey) was used for analyzing the findings. The SPSS 22 software has been used too.

3. RESULTS This research has been done with the aim of defining the MIL degree of TUCL users. Iranian questionnaire of MIL has been used. Finding showed that 70% of users were females and 30% of them were males. The highest users’ family income has been more than 900 thousands Tomans or 300 Dollars (47/3%). The lowest one has been less than 100 thousands Tomans or 33 Dollars (1/19%). Most of the users had BSc degree (60/9%) and the least ones had PhD (20/3%). The finding related to MIL mean among TUCL users, by using Iranian questionnaire of MIL showed that the users MIL mean is 3/50±0/543 which is more than the mean and is comparatively desirable. Besides, the findings showed that the most means were related to the considering the references of the media (3/94±1/03), Impressing the parents or professors by getting high grade (3/85±1/07), Not bothered due to others’ criticism of my scientific work (3/88±1/00). The least mean were related to Being difficult to arrange the results of search base on the relation with the research need (2/06±1/04), Bing difficult to start the research (2/08± 1/03), Being difficult to define search keywords (3/09± 1/08).

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Row Option Mean / SD 1 Bing difficult to start the research 2/08± 1/03 2 Being difficult to define a subject for the research 2/30± 1/03 3 Being difficult to confine the research subject 2/60± 1/09 4 Being difficult to define search keywords 3/09± 1/08 5 Being difficult to obtain article from the databases existing in the library 3/13± 1/09 website (as EBSCO, Elsevier, Pro uest…) 6 Being difficult to define the credit of a website 3/64± 1/09 7 Being difficult to know information resources is in which part of the 3/41± 1/09 university 8 Being difficult to find the updated resources 3/20± 1/03 9 Being difficult to arrange the results of search base on the relation with the 2/06± 1/04 research need 10 Being difficult to use Bullean operators (AND, OR, NOT) in the search 2/65± 1/04 11 Being difficult to identifying thematic areas of media 3/26± 1/08 12 Considering the writer’s reputation 3/72± 1/09 13 Considering the media publisher or provider reputation 3/23± 1/04 14 Considering the date of publishing and it's updating 3/49± 0/98 15 Considering the organization supervising the dissemination of the media 3/57± 1/04 and the rules pertaining to it 16 Considering the references of the media 3/94± 1/03 17 Considering that the media comprising different points of view or particular 3/46± 0/96 sight to the subjects of itself 18 Considering the language and other tools used for transferring concepts in 3/56± 0/98 the media 19 Considering the addressees and target group of media 3/44± 0/99 20 Considering the presented image of a social group or a particular subject in 3/38± 0/73 the media 21 Considering why some presented images of some media seems more real 3/21± 1/09 than others 22 Using others’ assistance (librarians, classmates, friends, family, professors 3/40± 1/03 and professionals) for evaluating the relevant media 23 Surveying the information of other websites while surveying a new website 3/46± 1/13 24 Comparison of other media data if there are differences among the 3/76± 0/98 presented information in media 25 Taking note and summarizing while finding data 3/56± 1/12 26 Media pervious use or consciousness 3/27± 0/95 27 Considering the degree of significant and necessary information, pictures, 3/34± 0/96 diagrams, tables, used in the media 28 Passing the course and completing the writing of the article 3/54± 0/65 29 Considering the length and structure of the article and the number of the 3/74± 0/95 citations 30 Doing a comprehensive survey about the research subject 3/46± 0/97 31 Improving the writing, research and analytic skills 3/33± 1/15 32 Learning new subjects 3/75± 0/92 33 Impressing the parents or professors by getting high grade 3/85± 1/07 34 Promoting the scientific degree 3/70± 1/09 35 Effort to make more creativity and initiation in the research 3/50± 0/98 36 Effort to apply the research results in private and social life 3/80± 1/00 37 Regarding Trusteeship in quoted content 3/44± 1/00 38 promoting others’ scientific production 3/66± 1/00 39 Making data available for others via different methods (printed or 3/63± 0/99 electronic) 40 Not bothered due to others’ criticism of my scientific work 3/88± 1/00 41 Writing the content in a way that will lead to new knowledge 3/65± 0/99 WBILC 2016 181

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The findings related to MIL mean of dimension level among the TUCL users showed that the mean of use dimension level (3/21±0/543) has been more than other dimensions, namely access (2/80±0/678) and Evaluation (3/43 ± 0/586). Access is the lowest dimension ROW Dimension indicator Mean SD 1 use 3/21 ± 0/543 2 access 2/80 ± 0/678 3 evaluation 3/43 ± 0/586

Findings related to the MIL mean difference among TUCL users base on gender showed that the significant level (0/102) has been more than α=0/05, so, the MIL mean difference base on gender is not significant. Findings related to the MIL mean difference among TUCL users based on age showed that the significant level (0/732) has been more than α=0/05, so the MIL mean difference based on age is not significant. Findings related to the MIL mean difference base on university degree showed that the significant level (0/000) has been less than α=0/05, so, the MIL mean difference base on degree is significant. Tukey test showed that the mean difference for these three degree namely BSC, MS and PhD is significant.

4. CONCLUSIONS MIL is relatively a new concept, presented by UNESCO in 2007 and has not been researched in Iran up to now. It has been discussed more about education and it’s necessary in abroad. What has been done in this research, is based on of usage of UNESCO guidance and the expert professionals of all over the world. The validity and reliability of the tool have been confirmed and has considered the UNESCO proposal frame, also the native affairs in Iran. But the research is limited because there have not been resources, connected to the subject, to discuss. But we can conclude that the necessity of teaching this concepts is confirmed by some researchers as Whitworth et al (2011), Withworth (2012), Lee (2012), Singh (2012), Madder (2012), Begum (2012), Finquelievic et al (2012),Wilson (2012), Saleh (2012). So, the researchers have used the researches of media literacy domain and information literacy separately not as a single concept (MIL). The aim of this research is to define the TUCL users’s MIL degree, by using an Iranian Questionnaire of MIL. Findings showed that more than half of the users were females. The most family’s income has been has higher than 900 thousands Tomans or 300 Dollars and the lowest ones has been less than 100 thousands Tomans or 33 Dollars. Most of the users have BSC degree and the least ones have PhD degree. This research has been done with the aim of defining the MIL degree of TUCL users. Iranian questionnaire of MIL has been used. Finding showed that 70% of users were females and 30% of them were males. The highest users’ family income has been more than 900 thousands Tomans or 300 Dollars (47/3%). The lowest one has been less than 100 thousands Tomans or 33 Dollars (1/19%). Most of the users had BSc degree (60/9%) and the least ones had PhD (20/3%). The finding related to MIL mean among TUCL users, by using Iranian questionnaire of MIL showed that the users MIL mean is 3/50±0/543 which is more than the mean and is comparatively desirable. Besides, the findings showed that the most means were related to the considering the references of the media (3/94±1/03), Impressing the parents or professors by getting high grade (3/85±1/07), Not bothered due to others’ criticism of my scientific work (3/88±1/00). The least mean were related to Being difficult to arrange the results of search base on the relation with the research need (2/06±1/04), Bing difficult to start the research (2/08± 1/03), Being difficult to define search keywords (3/09± 1/08).

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Reference: 1. UNESCO. Global Framework on MIL Indicators. 2007. [cited 2014 5 Jan]. Available from:http://www.unesco.org/new/en/communication-and-information/media-development/media- literacy/global-framework-on-mil-indicators . 2. Wilson C. Media and Information Literacy: Pedagogy and Possibilities. Revista Comunicar.2012;20(39):15–24. 3. Moeller S, Joseph A, Lau J, Carbo T. Paris: UNESCO; 2011. [cited 2013 Aug 3]. Towards Media and Information Literacy Indicators [Electronic Book] Available from:http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/unesco_mil_indicator s_background_document_2011_final_en.pdf . 4. Media and Information Literacy for Knowledge Societies [Internet] Moscow: Interregional Library Cooperation Centre; 2012. Moscow Declaration on Media and Information Literacy; pp. 347–50. Available from:http://ifapcom.ru/files/News/Images/2013/mil_eng_web.pdf . 5. SInGh J. Media and Information Literacy for Knowledge Societies [Internet] Moscow: Interregional Library Cooperation Centre; 2012. Placing Media and Information Literacy at the Core of Instruction; pp. 168–74. Available from: http://www.ifapcom.ru/files/News/Images/2013/mil_eng_web.pdf . 6. Whitworth A, McIndoe S, Whitworth C. Teaching Media and Information Literacy to Postgraduate Researchers. Innovation in Teaching and Learning in Information and Computer Sciences. 2011;10(1):35–42. 7. Whitworth A. Media and Information Literacy for Knowledge Societies [Internet] Moscow: Interregional Library Cooperation Centre; 2012. The Design of Media and Information Literacy; pp. 40–54. Available from:http://ifapcom.ru/files/News/Images/2013/mil_eng_web.pdf . 8. Buckingham D. 1 edition ed. Cambridge: Cambridge : Polity; 2003. Media education : literacy, learning and contemporary culture. 9. Livingstone S. What is media literacy? Intermedia. 2004;32(3):18–20. 10. Mittermeyer D, Quirion D, Archambault C, Carrier P, Grant S, Guilmette P, et al. Information Literacy: study of incoming first-year undergraduates in Quebec. 2003 11. Moody N, Williamson V. Media Literacy and Research Project: Initial Questionnair. 2006. p. 5. Available from: http://hces-online.net/websites/medal/docs/questionnaire.pdf . 12. Group TMC. AMLA/Just Think Media Literacy Questionnaire (Revised Draft) 2005. p. 7. Available from:http://namle.net/wp-content/uploads/2011/01/MEAL-Survey.pdf . 13. 16.0 ed. Chicago: SPSS Inc; 2007. SPSS for Windows. 14. Lee AYL. Media and Information Literacy for Knowledge Societies [Internet] Moscow: Interregional Library Cooperation Centre; 2012. Promoting Media and Information Literacy in Hong Kong: A Network Model Strategy; pp. 254–70. Available from: http://www.ifapcom.ru/files/News/Images/2013/mil_eng_web.pdf . 15. MAdEr S. Media and Information Literacy for Knowledge Societies [Internet] Moscow: Interregional Library Cooperation Centre; 2012. Transforming Students into Scholars: Creating MIL Competencies Through Communicating Research; pp. 316–23. Available from:http://ifapcom.ru/files/News/Images/2013/mil_eng_web.pdf . 16. Begum D. Media and Information Literacy for Knowledge Societies [Internet] Moscow: Interregional Library Cooperation Centre; 2012. Promoting Media and Information Literacy: a Case Study of Bangladesh Public Sector; pp. 292–9. Available from: http://ifapcom.ru/files/News/Images/2013/mil_eng_web.pdf . 17. Finquelievich S, Feldman P, Fischnaller C. Moscow: Interregional Library Cooperation Centre; 2012. Public Policies on Media and Information Literacy and Education in Latin America: Overview and Proposals; pp. 271–91. 18. Saleh I. Media and Information Literacy in South Africa: Goals and Tools. Revista Comunicar.2012;20(39):35–44.

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INFORMATION LITERACY AND PUBLIC LIBRARIES: APPLICATIONS, ISSUES, PROBLEMS

Marica Šapro-Ficović, Ph.D. Dubrovnik Public Library Cvijete Zuzorić 4, 20000 Dubrovnik, Croatia [email protected]

Abstract. The purpose is to examine several issues faced by public libraries in efforts to turn information illiterate patrons into information literate ones. Objectives are to: (i) synthesize a diverse sample of public libraries about what they are doing in this area and (ii) examine several problems in establishing and conducting information literacy efforts in public libraries. While there were numerous projects related to information literacy in public libraries, there are many more related to school and academic libraries. Public libraries are not included directly in a number of documents on information literacy by national and international organizations. Examples of diverse information literacy efforts in public libraries are presented. Regardless of country or size, public libraries are offering, among others, similar information literacy programs concentrating on providing instruction in handling and using information tools to various constituencies. A number of major problems facing libraries and librarians are discussed. Conclusions stress that the concept of information literacy in the context of public libraries needs a clearer understanding of what is encompassed. Keywords: public libraries, information literacy, instructional practices, user education.

1 Introduction Throughout the world, the term “information literacy” has been used much more in relation to school and academic libraries than public libraries. But first, this begs a general question: what is exactly meant by “information literacy”? Paul Zurkowski, then the president of the Information Industry Association, a trade organization in the USA, is generally credited with coining the term and elaborating the concept in 1974: "People trained in the application of information resources to their work can be called information literates. They have learned techniques and skills for utilizing the wide range of information tools as well as primary sources in molding information- solutions to their problems" (1). The concept was readily and widely adapted – it became global. It resonated with educators and librarians. Zurkowski and definitions that followed suggested that: (a) information resources are applied in a work situation; (b) techniques and skills are needed for using information tools and sources; and (c) information is used in problem solving (2). The (United States) National Forum on Information Literacy (NFIL) defines information literacy as “... the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand" (3). While further defined in a number of ways, in essence the concept of information literacy means that “everyone needs to be able to know when they need to find information and then act on that need - locating, evaluating and using the correct information. It is really as simple as that” (4). While the idea may be simple, being information literate is a learned skill – and that takes both instruction and learning, which is not simple at all, as addressed throughout the paper. The purpose of this work is to examine a number of major issues faced by public libraries in efforts to turn information illiterate patrons into information literate ones. Objectives are to: (i) synthesize a diverse sample of public libraries about what they are doing in this area and (ii) examine several problems in establishing and conducting information literacy efforts in public libraries.

2 Where Do Public Libraries Fit? Almost every article that deals with information literacy and public libraries either starts or concludes with a premise (in these or similar words) that public libraries are perfectly situated to promoting the development of information literacy in their communities. While they may be Marica Šapro-Ficović: INFORMATION LITERACY AND PUBLIC LIBRARIES: APPLICATIONS, ISSUES, PROBLEMS perfectly situated indeed, there are some major issues with fitting public libraries into the framework of information literacy as formulated. As stated at the outset, information literacy has been used, formulated, and discussed much more in relation to school and academic libraries than public libraries. Public libraries are not included (but only implied) in documents such as The Standards and Guidelines of the Association of College and Research Libraries (ACRL), American Library Association (ALA) (5,6) and Guidelines on Information Literacy of the International Federation of Library Associations and Institutions (IFLA) (7). The ALA report (5) became quite famous and widely applied. It covers five standards and twenty- two performance indicators focusing upon the needs of students in higher education at all levels. Public libraries are not mentioned specifically at all, however, it may be deduced that they can also deal with students. IFLA Guidelines are “... a conceptual template to guide the creation of information literacy (IL) programs in academic and school libraries, although most of the principles can also be applied to public libraries” (6). That is the extent of mentioning public libraries in relation to information literacy. In comparison to academic and school libraries, public libraries are discussed much less in the literature. Harding (8, p.277)1, evaluating results from seven studies summarizing literature on information literacy from year 2000 to 2007, concludes the following: “The resultant finding of these summaries is that only approximately 2% of articles addressed information literacy in the context of the public library, with the proportion of articles decreasing to under 2% in more recent years ... This is compared to 62% for academic libraries and 35% for schools.” In other words, articles about information literacy in public libraries are almost non-existent. Still, public libraries have an essential role in helping people develop their ability to find and use information. Leininger said it well: “What would surprise most public librarians is that they have already taken on the role of "information literacy educators" “(4).

3 A Sample of Practical Efforts Efforts in information literacy are indeed global. In 2013 UNESCO has compiled a worldwide list of information literacy resources in about forty individual languages (9). The listing is impressive – it includes hundreds of sources (articles, reports, manuals, annotated Web sites, dissertations, books and more) in all those languages. The list provides a remarkable picture about the international spread of information literacy efforts and interests. Several additional examples from the United States and Croatia are given next to illustrate highly diverse information literacy efforts in public libraries in these countries. The first example involves a relatively small town in the United States. Evanston, Illinois, is a suburb of Chicago with some 75,000 people. Evanston Public Library is supported by town’s taxpayers. The library is quite active. For summer 2014 it has a variety of programs, among them information literacy programs for different levels of patrons and different interests (10). For kids and teens there are Summer reading programs (e.g. programs for preschoolers, involving stories and puppets and weekly story times, and for teens involving books and other readings in a variety of genres), Literacy Education at Play (LEAP) at preschool and kindergarten classes, and Teen Loft for teens (circuitry, computer programming, robotics). For adults, there are art (and other) classes. For seniors (in retirement or with health issues) there are discussion of options for various types of residences. In addition, there are computer classes, iPhone classes, immigrant classes and computers/training for citizens living in low income senior housing. Information literacy

1 Harding (7) – link in References – is a major critical review on information literacy in public libraries. It covers many efforts in a variety of countries and summarizes main issues. WBILC 2016 186

Marica Šapro-Ficović: INFORMATION LITERACY AND PUBLIC LIBRARIES: APPLICATIONS, ISSUES, PROBLEMS programs are integrated with all kinds of programs in the library. They are hard to separate from general library programs and the library treats them that way. The second example involves a large city also in the United States. Los Angeles is a huge metropolis, with some 3.8 million people. The Los Angeles Public Library has a central library and over 50 branches (11). It is one of the largest publicly funded library systems in the world. The mission is stated as follows: “The Los Angeles Public Library provides free and easy access to information, ideas, books and technology that enrich, educate and empower every individual in our city's diverse communities.” (11). This leads to numerous information literacy programs. Since Los Angeles has a large population of immigrants, literacy programs concentrate, among others on: Adult Literacy (“Work one on one with an adult tutor to improve your reading and literacy skills”); Limited English Proficiency (“a self-guided program for adults with limited English skills”) and Families for Literacy (“Our tutors and staff teach students how to read to their children”). In addition, the library provides a variety of programs for seniors, summer reading clubs for teens, workshops in health and money matters, and workshops for computer and technology literacy. As in the case of Evanston Public Library, mentioned in the first example, information literacy programs at the Los Angeles Public Library are hard to separate from general library programs and the library treats them that way. This seems to be a general trend. The third example, involves several medium to large size libraries in Croatia:  Rijeka is a city in the north Adriatic with a population of about 200,000 people. Public Library Rijeka, with more than 18,000 members, provides a range of activities for patrons of all ages, children and parents, teens and adults (12). In addition to a number of reading clubs, workshops, and programs (“Young for Young” is an award winner), the library is also included in the European Union (EU) online program AccessIT Plus, with purpose of educating library staff for the digitization of materials of cultural heritage institutions. By the end of 2013, Public Library Rijeka started a new “Tehno- info Pult,” education and training program in the use of tablets and social networks specifically aimed at seniors.  In addition to literacy programs mainly for children, public libraries in Zadar (13), Split (14), and Dubrovnik (15) (all on the Adriatic Sea) provide computer technology workshops for senior citizens.  ‘Personal Librarian’, service of the City Library “Fran Galović” in town of Koprivnica (16) (Northern Croatia), consists of providing individual information and instruction (lasting hour and a half), that supports lifelong learning for children and adults. The aim is for users to acquire knowledge and skills in finding information and use of computers.  ‘SOS Librarian’ a new service for users of the Public Library “Petar Preradovic” Bjelovar (17) provides basic training in the use of IT as well as information retrieval and assessment.  Zagreb Public Libraries (18), the largest in Croatia, conducted the awarded project “Network of libraries for the empowerment of homeless;” education /training included search of Internet, finding information about employment on the Internet, job applications, and e-mail.  Five years ago, children librarians of the Public library Bjelovar Rijeka and Zadar initiated a networked service ‘Tragaci’ (Seekers) (19), virtual reading blog for age 8 to 13. The goal is to find a good book and to exchange information on books through discussions and recommendations. The number of Croatian public libraries that have joined this online reading club seems to grow steadily.

In general, it is interesting to note that the literature about information literacy by and large deals with the “big picture” – overall views, summarizations, and proposals, or even rehash of topics such as standards. In contrast, there is little or no literature on topics recounting or evaluating WBILC 2016 187

Marica Šapro-Ficović: INFORMATION LITERACY AND PUBLIC LIBRARIES: APPLICATIONS, ISSUES, PROBLEMS practical public library programs and efforts in information literacy, or about users, such as those mentioned in examples above.

4 Some Major Practical Problems In practice, efforts in information literacy are rapidly evolving and shifting – users needs and expectations are changing as well. It is not surprising then that information literacy currently also subsumes digital literacy, computer literacy, and even skills needed to use effectively the Internet and an array of constantly newly arriving information technology devices. Nowadays, information literacy is closely related to information technology skills - with information technology rapidly changing all the time. In other words, this involves showing the patrons how to navigate the ever changing information landscape. The very pragmatic content of information literacy is in constant flux – a huge problem that must be reckoned with from the start. Here are some other problems and issues faced by public libraries and librarians in relation to information literacy:  There is a tendency for information literacy to be used synonymously with ‘user education’ and it has been suggested that information literacy is simply a new brand name for the user education that librarians have traditionally provided. However, they are not the same. “Library instructional programs of the past (be they called bibliographic instruction, user education, or library orientation) had the primary purpose of helping patrons use the library’s resources more effectively ... [and information literacy is a problem solving activity that involves critical thinking and the ability to apply information to an individual’s life” (5, p.276). Public librarians need to be oriented and trained in provision of information literacy programs.  Public libraries are reaching the whole community. In that they have a highly diverse patron base (from children to elderly, with different levels of education, different learning styles and attitudes, etc). This poses challenges in providing suitable programs. Thus, programs have to be oriented toward specific groups or situations – not a simple task at all.  Many library patrons (and even more so potential patrons) are not aware or do not recognize the public library as a possible source for enhancing information literacy in various forms. Many do not know about information literacy programs offered. Creating awareness of importance of information literacy and existence of programs in that area for a variety of patron groups and needs is also required – and very much at that.  All over the world public libraries are facing significant budget challenges. “Information literacy programs are restricted in large part due to insufficient staffing, space constraints, and lack of facilities, equipment, resources, and retrieval tools.” (5, p. 286). In times of financial difficulties, costs of offering of information literacy programs becomes a major obstacle to be overcome.

5 Role for Public Libraries Despite many problems, the public library has an essential role in helping people develop their ability to find and use information. While a set of questions concerning formal information literacy education by public librarians may arise, this goes way beyond formal, so well summarized by Leininger (4): “Most public librarians do not see themselves in the role of "educators," yet they perform in this role on a daily basis and do it quite well. Most of these exchanges with the public are a one-on-one basis when a "teachable moment" arises with a patron.” Many examples can be found from everyday encounters with patrons. In general, well performed library services in public libraries can and do also involve information literacy efforts. The role and value of public libraries in the age of digital technologies is changing. For instance, a 2013 survey by the Pew Research Center’s Internet & American Life

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Project found that many library patrons are eager to see libraries’ digital services expand, yet also feel that print books remain important in the digital age (20). While this may be true in the United States, it is also possible, even highly probable, that the pattern is repeated globally. Public libraries are discovering new roles, while still keeping alive the old ones.

6 Conclusions The purpose of this work is to examine a number of major issues faced by public libraries in efforts to turn information illiterate patrons into information literate ones. Information literacy is considered as a “... key competency needed to enhance ... academic performance, engage patient personal responsibility, improve workplace performance and productivity, and compete effectively in a dynamically evolving world marketplace” (3). Public libraries are playing a key role in helping to establishing such competencies for their constituencies. However, the concept of information literacy, particularly in the context of public libraries, needs a clearer understanding of what information literacy actually is and what skills and abilities it should encompasses. The examples provided here of actual information literacy programs in public libraries show a high diversity of activities, supporting that conclusion. But even in all that diversity, it seems that many of these programs in public libraries worldwide concentrate on similar services related to educating and training patrons in raising competencies in various aspects of information technology. At the same time they seem to be merging their traditional services with information literacy efforts.

References 1. Zurkowski, P. G.: The Information Service Environment Relationships and Priorities. Washington, D.C.: National Commission on Libraries and Information Science (1974). 2. Behrens, S.J. A Conceptual Analysis and Historical Overview of Information Literacy. College & Research Libraries, 54 (4), 309-322 (1994). 3. National Forum on Information Literacy (n.d.) What is Information Literacy? http://infolit.org/about-the-nfil/what-is-the-nfil/ Accessed 20-05-2016 4. Leininger, M. A. Information Literacy and Public Libraries: The Public Library's Essential Role in Helping People Develop Their Ability to Find and Use Information. OCLC Webjunction (2012). http://www.webjunction.org/documents/webjunction/ Information_Literacy_and_Public_Libraries.html Accessed 23-05-2016 5. Association of College and Research Libraries, American Library Association. Information Literacy Competency Standards for Higher Education.(2000). http://www.ala.org/acrl/standards/informationliteracycompetency Accessed 23-05-2016 6. Association of College and Research Libraries. American Library Association. Framework for Information Literacy for Higher Education. (2015). http://www.ala.org/acrl/standards/ilframework Accessed 23-05-2016 7. Lau, J. Guidelines on Information Literacy for Lifelong Learning. Information Literacy Section, International Federation of Library Associations and Institutions. (2006) http://www.ifla.org/files/assets/information-literacy/publications/ifla-guidelines-en.pdf Accessed 23-05-2016 8. Harding, J. Information Literacy and the Public Library: We’ve Talked the Talk, But are We Walking the Walk? The Australian Library Journal,57,274-294.(2008) http://www.tandfonline.com/doi/pdf/10.1080/00049670.2008.10722480 Accessed 23-05- 2016 9. Horton, F. W. Overview of Information Literacy Resources Worldwide. Paris: UNESCO. (2013) http://unesdoc.unesco.org/images/0021/002196/219667e.pdf Accessed 23-05- 2016 10. Evanston Public Library (2016) Available at http://epl.org/

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11. Los Angeles Public Library (2016) Available at http://www.lapl.org/ 12. Public Library Rijeka (2016) Available at http://www.gkr.hr/ 13. Public Library Zadar (2016) Available at http://www.gkzd.hr/ 14. Public Library “Marko Marulić” Split (2016) Available at http://www.gkmm.hr/ 15. Dubrovnik Libraries (2016) Available at http://www.dkd.hr/ 16. Public Library “Fran Galović” Koprivnica (2016) Available at http://www.knjiznica- koprivnica.hr/ 17. Public Library “Petar Preradovic” Bjelovar (2016) Available at http://www.knjiznica- bjelovar.hr/ 18. Public Libraries Zagreb (2016) Available at http://www.kgz.hr/ 19. ‘Tragaci’djecji citateljski blog (2016) Available at https://traganje.wordpress.com/ 20. Zickuhr, K., Rainie, L., Purcell, K.. Library services in the digital age: Patrons embrace new technologies – and would welcome more. But many still want printed books to hold their central place. Pew Research Center’s Internet & American Life Project. (2013) http://libraries.pewinternet.org/2013/01/22/Library-services/ Accessed 22-05-2016

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