2018년 6월 1일 금요일

영국도서관정보전문가협회(CILIP)이 정보리터리시에 대해 새롭게 규정하다--비판적 사고와 판단력

영국도서관정보전문가협회(CILIP)가 ‘정보활용능력(information literacy)’에 대해 새롭게 규정했습니다.
영국도서관정보전문가협회(CILIP, https://www.cilip.org.uk)는 2018년 4월 리버풀에서 열린 ‘도서관정보리터러시 연례회의’(LILAC, https://www.lilacconference.com/)에서 정보활용능력(information literacy)에 대해 새롭게 정의를 내렸습니다. 그에 따르면 정보활용능력이란 “...우리가 발견하고 사용하는 정보에 대해 비판적으로 사고하고 판단할 수 있는 능력입니다. 우리는 정보활용능력을 통해 한 사람의 시민으로서 자신의 견해에 도달하고 표현하며, 사회에 참여할 수 있습니다.”
정보활용능력(information literacy)에 대한 이전의 규정은 2004년에 이루어진 것이었지만, CILIP은 이 규정이 낡은 것으로 판단하고, 2년 전인 2016년 3월 소규모 워킹그룹을 만들어 새로운 규정을 만드는 작업을 해왔으며, 2017년 4월 LILAC 회의의 의견 수렴을 거쳐, 이번에 발표하게 된 것입니다. 이번에 발표한 내용에서 주목되는 것은, 정보활용능력이 ⓵일상생활 ⓶시민권(시민의식) ⓷교육 ⓸직장 ⓹건강과 밀접한 연관이 있음을 강조한 것입니다. 또한 정보전문가의 역할을 강조한 것입니다. 영국의 학교도서관 및 공공도서관에서 사서의 역할이 침식된 것을 감안할 때, 정보활용능력을 옹호하고 지원하며 활용할 수 있는 정보전문가의 역할에 중점을 두고자 한 점입니다.
Information Literacy and the role of public libraries
In April 2018 at the LILAC Conference in Liverpool, the CILIP Information Literacy Group launched the revised definition of information literacy (IL). It defines IL as: “...the ability to think critically and make judgements about any information we find and use. It empowers us as citizens to reach and express informed views and to engage with society.” Information Literacy is to show the relevance of it beyond formal education. These include how IL relates to everyday life; to citizenship; to education broadly; to the workplace and to health. CILIP highlight the role of Information professionals in supporting IL. This is particularly important at a time when there has been an erosion of school and public library professional staff. Information professionals are needed to advocate, support and enable IL and this works best in collaboration with other professionals to embed IL appropriately for the learner or user.




Information Literacy and the role of public libraries


[Editor’s note: guest post written by Jane Secker, chair of CILIP’s Information Literacy group, and Jacqueline Geekie, who represents public libraries on the group]

The new CILIP definition of information literacy

In April 2018 at the LILAC Conference in Liverpool, the CILIP Information Literacy Group launched the revised definition of information literacy (IL). It defines IL as:
“...the ability to think critically and make judgements about any information we find and use. It empowers us as citizens to reach and express informed views and to engage with society.”

Why we amended it

The previous CILIP definition was devised in 2004 however the theory and practice of IL has evolved considerably and the group believed it was timely to undertake a review. The IL definition is quoted as one of the most viewed pages on the CILIP website so it is vital that the page reflects current practice.
We also wanted the definition to be relevant for everyone, as we all interact with information everyday, not just information professionals and certainly not just librarians in formal education roles in schools, colleges and universities.

What we did

A small working group was formed in March 2016 comprising of members of the ILG committee, with the task to revise the definition. In 2016 we consulted with ILG members allowing them to comment on the current definition and provide their views. In April 2017 I (Jane Secker) and Nick Poole, CEO of CILIP ran a session at the LILAC Conference to get more feedback on what should be included in the definition. With a number of responses we are indebted to the late Rowena Macrae-Gibson for pulling all our thoughts together to form the basis for the definition.

What it now says

The definition has 4 elements beginning with the high-level definition as quoted above. There is then a secondary statement to provide supporting information, which recognises the complexity of the term and how it relates to other terms such as digital and media literacy.
A third element was to include a number of contexts for Information Literacy to show the relevance of it beyond formal education. These include how IL relates to everyday life; to citizenship; to education broadly; to the workplace and to health.




Different contexts for Information Literacy. Source: CILIP definition of Information Literacy
Different contexts for Information Literacy. Source: CILIP definition of Information Literacy

Finally we highlight the role of Information professionals in supporting IL. This is particularly important at a time when there has been an erosion of school and public library professional staff. Information professionals are needed to advocate, support and enable IL and this works best in collaboration with other professionals to embed IL appropriately for the learner or user.

How does this work in practice in public libraries?

Information literacy initiatives in public libraries are hugely varied in scope and overlap quite significantly with initiatives to help get people online, to use the internet in their everyday life, to help them pay bills or claim benefits. However, some initiatives also focus on supporting people improve their health literacy, to make choices about their own or others healthcare. In many cases public libraries often work with charities who operate in the digital inclusion sphere.
For example: The Welfare Reform Act (2012) has had an impact on public library use as they have free internet access, computers for public use and wifi. These are used by those on Universal Credit who do not have facilities at home and require to access their accounts. In addition, some public libraries provide digital support as well as just access. Stirling and Clackmannanshire are two Scottish authorities who have been providing such support for job seekers and have been successful in getting a research bursary from CILIP ILG to establish the impact on employability of public library digital participation programmes. This research will inform local authorities of the vital work that public libraries do to support all in the community and especially those who are job seekers.
Another CILIP ILG funded project was led by Dr Konstantina Martzoukou of Robert Gordon University. A small number of Syrian families have moved into the area and they wanted to examine the information literacy practices of Syrian new Scots (the Syrian refugees in Scotland) during their resettlement and integration.
Upon arrival in Scotland, their needs were very specific from how to use the transport system, internet access and digital support. An example of this in practice is Aberdeenshire Libraries who are supporting a local group of Syrian New Scots to improve their digital skills by meeting weekly in the library. A series of events are also planned in local libraries to help integrate the families into their communities.
Newcastle City Library has been very proactive in supporting digital skills with their pioneering project Go Digital: Newcastle. The digital by default agenda is putting those without the means or skills to access the Internet at increasing risk of isolation. They are aiming to overcome these barriers by providing relevant, local opportunities for those who feel digitally excluded to develop, or improve their information literacy skills. Ultimately, helping people with the skills, access and confidence they need to get online.
A real fear for those digitally excluded is a loss of their privacy which is why they opt out of an online presence. To combat this, Newcastle City Library is providing help sessions for citizens to understand how their personal information is collected online and on their mobile phone. This allows them to make informed decisions about their privacy and learn about software and tools they could potentially use that would help them protect their data. The "Take control of your online life" sessions are providing real help as libraries are seen as trusted sources of support.
The Good Things Foundation have a network of Online Centres which includes a large number of public libraries. Staffordshire Libraries is one such library service who has benefitted from funding from The Good Things Foundation which they have used to provide Basic IT skills sessions using the Learn My Way resources. Again, this is providing the information and digital literacy skills for those who want to be able to connect with the world.
And it isn’t just digital and information literacy skills that public libraries are supporting. Norfolk Healthy Libraries Project is an example of providing health information literacy whilst helping customers to become more healthy and take part in activities. Have you gone along to your local library for a yoga class? Residents in Norfolk can do just this. This reinforces libraries as trusted sources of information and support in local communities. When services such as culture and sport are joined together, and at times co-located, this kind of joint project is easily accomplished. Read more about this initiative.
Provision of health literacy sessions requires trained public library staff so in order to facilitate this CILIP’s Public and Mobile Libraries Group have been running Health Literacy Workshops to up-skill public library staff in supporting library users' Health Information Literacy.

Find out more

ILG are really keen to collect more case studies of how information literacy supports people in their everyday lives and the work that is done in public libraries needs to be celebrated. We would love to hear from anyone working in this field and also to hear the views of public librarians about the value of the new definition. Do get in touch with us via our website, follow us on twitter @infolitgroup or send an email to: info.ilg@cilip.org.uk

Acknowledgements

With thanks to Jacqueline Widdowson and Aude Charillon from CILIP PMLG for providing some of the case studies in this article.

출처 https://goo.gl/JvM8sK
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The CILIP Information Literacy Group (ILG)committee are delighted to have officially launched the new CILIP Definition of Information Literacy 2018 on Friday, April 6th at LILAC 2018 in Liverpool.
ILG have been working closely with our parent organisation CILIP over the last two years to refresh the Information Literacy definition that was originally devised in 2004. It was recognised that the theory and practice of information literacy has evolved considerably since then, and that the definition needed to reflect these changes.
Following consultation with our members in June 2016, we wanted the new definition to feel relevant to more than just Higher Education, and to be of real value to anyone who uses and handles information, not just to information professionals.
The new definition has four elements, which can be viewed in full in the definition brochure:
  • A high level definition, which can easily be quoted – Information literacy is the ability to think critically and make balanced judgements about any information we find and use. It empowers us as citizens to reach and express informed views and to engage fully with society
  • Secondary statement – gives supporting information to the definition and explains further what information literacy is
  • Contexts – outlines a number of different contexts in which information literacy applies, including: “Information Literacy and Everyday Life”; “Information Literacy and Citizenship”; “Information Literacy and Education”; “Information Literacy and the Workplace”; and “Information Literacy and Health”
  • The role of information professionals – this is an important element, especially given the erosion in the role of the professional librarian in school and public libraries in the UK.  This section emphasises the role of information professionals in advocating, supporting and enabling information literacy.  It also highlights that librarians do not carry out this work in isolation, and that the embedding of information literacy is best conducted in collaboration with other professionals.
A new definition of information literacy – presentation by Jacqueline Geekie, Public Libraries Representative on the CILIP ILG committee. which includes the 2004 IL definition for comparison.

출처 https://infolit.org.uk/new-il-definition/

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