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Representation of information and media literacy in Icelandic educational legislation, policy documents and curricula of upper secondary schools and its implementation in the schools rds T. rarinsdttir doctoral student and Dr.

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Representation of information and media literacy in Icelandic educational legislation, policy documents and curricula of upper secondary schools and its implementation in the schools

Þórdís T. Þórarinsdóttir doctoral student and Dr. Ágústa Pálsdóttir Professor

  • Dept. of Information Sciences

Faculty of Human and Social Sciences School of Social Sciences University of Iceland Creating Knowledge (CK) VIII - Reykjavik, 2-3 June 2016

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Content overview

  • Background information on Iceland
  • Aim of the study
  • Information literacy and education
  • Methods
  • Legislation for the upper secondary school
  • National Curriculum Guidelines (NCG)
  • Analysis of the survey
  • Main findings
  • Discussion

Creating Knowledge (CK) VIII - Reykjavik, 2-3 June 2016

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Iceland - Background

  • Population: 335.000 – just over 3 persons pro km²
  • 65% of the population live in the capital area
  • National language: Icelandic
  • 1944 Republic – Social changes after the Second

Word War

  • Educational system - Free education on all levels

– Kindergarten: 4 years - 2-6 years – Compulsory school: 10 years – 6-16 years – Upper secondary school: 3-4 years – 16-20 years

  • Oct. 2008: Economic crisis – Considerable impact

– Cutbacks in funding, e.g. the education system

Creating Knowledge (CK) VIII - Reykjavik, 2-3 June 2016

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Aim of the study

  • Main aim is to study if there is a connection between

representation of media and information literacy (MIL) in the educational legislation and other policy documents for the upper secondary schools and its manifestation in school curricula on one hand and on the other hand the implementation in the upper secondary school

  • Purpose is to gain a better understanding of the

relationship between government policy on MIL and how it is reflected in school curricula

Creating Knowledge (CK) VIII - Reykjavik, 2-3 June 2016

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Background

  • Information literacy (IL) and media and

information literacy (MIL) skills are generally considered to be essential competencies for the individual in the information and knowledge society of today and competencies worth striving to have and hold for all walks of life, for university studies, for the working life and for leisure activities.

Creating Knowledge (CK) VIII - Reykjavik, 2-3 June 2016

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Main components of IL

  • Information literacy is a multidimensional concept

embedded in social and cultural contexts

  • The main components of information literacy are to be

able to recognize one´s information need and the ability to identify, locate, evaluate, organize, create, use and communicate information, see for example the Prague Declaration from 2003 in an ethical manner

  • UNESCO and IFLA developed the concept MIL and

promote it jointly. See the Moscow Declaration from 2012

Creating Knowledge (CK) VIII - Reykjavik, 2-3 June 2016

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Information literacy and education

It is recognized that skills in information literacy is one of the basic components of

  • education. According to the Prague Declara-

tion, information literacy should “be an integral part of Education of All, which can contribute critically to the achievement of the United Nations Millennium Development Goals and respect for the Universal Declaration of Human Rights”.

Creating Knowledge (CK) VIII - Reykjavik, 2-3 June 2016

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Klingenberg´s IL Framework

Search Evaluate Know Present Formulate need Relevance Phrase Simplicity Find sources Factual accuracy Compare Semantic redundancy Choose sources Formal accuracy Arrange Cognitive structuring Identify information Completeness Structure Cognitive conflict Steps Criteria Steps Criteria

Creating Knowledge (CK) VIII - Reykjavik, 2-3 June 2016

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Methods

  • Content and discourse analysis in two steps.

1) Studying frequency of key themes (IL, MIL, IT) 2) Coding the themes and analyse if they are:

  • Just listed
  • Explained
  • or silenced in the discourse
  • An electronic survey sent to all Icelandic

institutions (librarians/head masters) preparing students for university studies (n=33).

  • Response rate: 87.9%

Creating Knowledge (CK) VIII - Reykjavik, 2-3 June 2016

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Legislation for the secondary school

  • New educational legislation in 2008
  • there the paragraph on school libraries ommitted
  • Amendment passed in 2010 where the paragraph on school

libraries was reinserted

  • In the meantime there had been cutbacks in the funding of

school libraries, especially in the elementary school

  • In the current legislation media and information literacy is not

explicitly considered - information related competencies are

  • utlined, like:
  • independent working methods, critical thought, seek further knowledge
  • In the new paragraph on school libraries stated, that
  • The main emphasis in the operation of a school library is to train the

students in independent searching and the use of databases Creating Knowledge (CK) VIII - Reykjavik, 2-3 June 2016

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National Curriculum Guidelines (NCG)

  • In the NCG for the secondary school information-related issues do

not get much coverage

  • In the general section of the NCG from 2011 school library is

mentioned once as an information center for teachers and students. Information literacy occurs twice and is defined as involving “among other things, information technology as it is important for everyone to be able to collect data, categorize, process and communicate information in a critical and creative manner. Media literacy makes students capable of analyzing the information of different media so that they can evaluate it in a critical manner” (pp. 36-37). Information technology is mentioned three times – ethical use of resources is not mentioned

Creating Knowledge (CK) VIII - Reykjavik, 2-3 June 2016

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Analysis of the survey

  • 82% of all upper secondary schools in Iceland
  • perate a school library and information

center

  • 85% of the libraries are run by professional

information specialists (with university degree in library and information studies)

Creating Knowledge (CK) VIII - Reykjavik, 2-3 June 2016

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Who is responsible for the information literacy instruction?

3.4% 24.1% 0.0% 13.8% 13.8% 41.4% 3.4% 0% 5% 10% 15% 20% 25% 30% 35% 40% 45%

Other No purposeful IL instruction Responsibility of one subject Cooperation library & teachers Mainly teachers School library/teachers School library

Creating Knowledge (CK) VIII - Reykjavik, 2-3 June 2016

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How is the IL instruction in your school organized?

17,4% 73,9% 8,7%

0% 10% 20% 30% 40% 50% 60% 70% 80%

Stand-alone course Part of subjects Other

Creating Knowledge (CK) VIII - Reykjavik, 2-3 June 2016

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What type of curriculum is used?

50% 46,40% 3,60%

0% 10% 20% 30% 40% 50% 60%

National Curriculum Guidelines School Curriculum Other

Creating Knowledge (CK) VIII - Reykjavik, 2-3 June 2016

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Is information literacy included in the learning outcomes of the different subjects?

3,8% 3,8% 38,5% 50,0% 3,8%

0,0% 20,0% 40,0% 60,0%

Always Mostly Sometimes Seldom Never

European Conference on Information Literacy (ECIL), 20-23 October 2014 Creating Knowledge (CK) VIII - Reykjavik, 2-3 June 2016

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Do you think enough emphasis is placed

  • n information literacy in your school?

0,0% 7,4% 11,1% 33,3% 48,1%

0,0% 10,0% 20,0% 30,0% 40,0% 50,0% 60,0%

Yes Almost Average Not quite Not at all

Creating Knowledge (CK) VIII - Reykjavik, 2-3 June 2016

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Main findings

  • The main findings of this study are that MIL is not

strongly represented in the legislation and governmental policy documents for the secondary school.

  • The survey revealed that information literacy is not very
  • ften included in the learning outcomes of course

descriptions and 48.1% claim that the emphasis on information literacy in the schools is not at all

  • satisfactory. This corresponds to the weak and

unsystematic representation of IL/MIL in legislation and government policy documents for the secondary school.

  • According to the results the National Curriculum

Guideline for the secondary school does not seem to be a powerful tool for the schools to set criteria for MIL and there are a lot of opportunities for enhancements

Creating Knowledge (CK) VIII - Reykjavik, 2-3 June 2016

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Discussion

  • Iceland does not have a formal national policy on informa-

tion literacy.

  • Desirable that MIL is more strongly represented in the NCG
  • The country has much potential for building up a more

media- and information-literate society - ca. 96% of the households have access to computers and the internet –

  • It would strengthen the society as a democratic, inclusive,

participatory knowledge society.

  • It might contribute to improvement of MIL on the

European level to develop, as Klingenberg suggests, a similar framework for MIL as for foreign languages

  • It could support the recognition and promotion of MIL on

the national level as well as in Europe in general

Creating Knowledge (CK) VIII - Reykjavik, 2-3 June 2016

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Thank you for the attention!

Creating Knowledge (CK) VIII - Reykjavik, 2-3 June 2016