National Forum on Information Literacy
Summary of the October 1, 1999 Meeting
Meeting host:
National Education Association
Washington, D.C.
Present:
Patricia Breivik, Chair, National Forum on Information Literacy
Phyllis Furdell, U.S. Chamber of Commerce
Amy Garmer, The Aspen Institute
Craig Gibson, Association of College and Research Libraries
Barbara Humes, U.S. Department of Education
Althea Jenkins, Association of College and Research Libraries
Judith M. Kelly, National Council of Teachers of English
Becky J. Lyon, National Library of Medicine
Bernadette McGuire-Rivera, U.S. Commerce Department/National
Telecommunication and Information Administration
Oswald Ratteray, Middle States Association
Joyce Ray, Institute of Museum and Library Services
Sylvia Seidel, National Education Association
Jan Schmidt, Association for Supervision and Curriculum Development
Neela Shiralkar, American Association of Colleges of Teacher Education
1. Discussion of Global Knowledge Partnership-Bernadette McGuire-Rivera
Bernadette McGuire-Rivera, Associate Administrator for the National
Telecommunications and Information Administration of the U.S. Department
of Commerce, gave an overview of a meeting held in June 1999 to
discuss U.S. participation in the Global Knowledge Partnership, an initiative
focused on ensuring that increasing access to information technology
does not leave further behind those individuals and countries who already
lack information technology resources. She addressed initially the TIIAP
Program and "digital divide" issues in the United States.
"Digital Divide" issues in the United States/TIIAP Program:
· "Falling through the Net: Bridging the Digital Divide," a study
of the inequities in access to information technology, has received major
publicity
· This study found that access to computers and the Internet is becoming
more widespread in the U.S., but that there is a huge gap in access in
demographic terms
· The report reveals the following facts:
-that families with household incomes of $75,000 or higher are
twenty times more likely to have access to the Internet than
low-income groups
-that 67% of all individuals have never used computers
-that 80% of African-Americans and Hispanics don't have
computers or access to the network
-that 53% of Native Americans don't have telephones
-that other groups with lack of information technology are single
parents and senior citizens
-that there are definite blue collar/white collar and rural/urban
dichotomies in access to information technology
· The NTIA's TIIAP (Telecommunications and Information Infrastructure)
Program is focused on using technology in innovative ways to promote
social services. Begun in 1994, the program addresses such arenas as
telemedicine, local law enforcement, and health
· Congress has considered a proposal ($1 million) to fund Community
Technology Centers to deal with technology access for the under-served.
Among the questions to be addressed by such a proposal are: How to
integrate libraries and schools into the rest of the community? How to
institutionalize long-term funding to assist people who are under-served?
How to invest in people as well as just the technology itself (technology
itself may not be the problem, but training people is)? How to recruit
people with technical skills into non-profit projects (a huge challenge)?
How best to diffuse innovations inside organizations? What are good
models for innovation?
· There is increasing interest in philanthropy through technological innovation.
· Case studies of TIIAP grants can be found on the NTIA web site at:
www.ntia.doc.gov ( under "TIIAP")
· The average TIIAP grant amount is $350,000. Grants have been made
to small nonprofits, community organizations, local governments, universities,
local hospitals, and rural health care centers. Evaluation of these programs is
a major challenge; their goal should be impact on people's lives, so somehow
outcomes-based evaluation must be implemented. Another challenge with
evaluation is that technology changes very rapidly.
Global Knowledge Partnership
· The Global Knowledge Partnership is a new initiative begun by the World
Bank that NTIA, along with the Benton Foundation, is developing partnerships
to address "digital divide" issues among countries.
· The special mission of the Global Knowledge Partnership is to promote
partnerships among international organizations, non-governmental organizations,
some national governments, and even private companies, to assist people
in developing countries make better use of information technology and
acquire knowledge.
· The Global Knowledge Partnership is sponsoring online discussion
among projects and partnering possibilities, and is now developing
a database of projects. More information about GKP can be found on
its web site at: www.global-knowledge.org
· The NTIA plans to work with other countries' telecommunication
agencies and appropriate government ministries on information technology
access issues-more important, however, is the issue of overall empowerment
of citizens of developing countries through education.
· Partnerships need to focus on living standards and economic conditions in
developing countries
·
A grassroots approach is essential to bringing technology into under-servedareas of other countries
· Examples of TIIAP-funded projects with potential usefulness for projects
in other countries are: the Austin FreeNet and the Mississippi Department
of Education.
·
At the recent International Telecommunications Union Conference in Minneapolis , there was a tremendous response to a demonstration project concerning information technology issues in developing countries. Also, The World Bank, working with the Benton Foundation, is sponsoring a demonstration project on generally similar themes in Toronto.·
Another noteworthy conference is the "Networks for People" conference,held November 1-2 in Arlington, Virginia.
Final discussion of the GKP initiatives focused on the need for the Forum to further develop linkages with TIIAP/NTIA and its work with the Global Knowledge Partnership; reports and meeting summaries of the Forum will be sent to the GKP.
2. Approval of May 21, 1999 Meeting Summary
Two editorial corrections to the May meeting summary were made and the
minutes were then approved.
2b. Update on NCATE standards
Information literacy is now specifically mentioned in soon to be adopted teacher
education (NCATE) standards.
Neela Shiraker of AACTE distributed drafts of the September 20, 1999
draft of the NCATE standards and noted that comments on the draft
are due by October 8, 1999. Final approval of he standards is scheduled
for May 2000.
Amy Garmer noted the letter from the Aspen Institute's Communications
And Society Program to the NCATE Standards Committee, calling on the
Committee to strengthen the language in the sections of the standards dealing
with Candidate Knowledge, Competency, and Assessment, to highlight
information literacy skills.
There was agreement that the Forum had accomplished its objective and that no further action needed to be taken.
3. Reports from Member Organizations
U.S. Chamber of Commerce/Center for Workforce Preparation-Phyllis Furdell
This is Phyllis' first visit to a Forum meeting; Patricia introduced her.
National Education Association-Sylvia Seidel
Sylvia directs programming in the NEA that is responsible for partnerships
between universities and schools focused on teacher training, including
an emphasis on information literacy and lifelong learning; there is more
interest now is assessing student learning outcomes as a result of this emphasis
on information literacy in the curriculum.
U.S. Department of Education/OERI-Barbara Humes
The Secretary of Education currently has seven priorities; Barbara is
interested in seeing all of these aligned with priorities of the Forum.
OERI sponsors five research institutes focusing on early childhood
education and post-secondary education. There are opportunities to
imbed the concept of information literacy in all of these research institutes.
OERI is in process of being re-authorized by Congress; reconfiguration may result.
Barbara commented on the consumer brief, "Understanding Information
Literacy," which is available both in paper and online (on the web). The
brochure defines information literacy and discusses its wide-ranging
implications.
Association of College and Research Libraries-Althea Jenkins
Althea reported on several information literacy projects, including
the ACRL Task Force on Information Literacy Competencies. This
Task Force is nearing the completion of its work, which involves
producing an outcomes-focused set of standards for information literacy
for higher education.
Althea noted that ACRL will be hiring an information literacy consultant
and an assessment consultant to work with the various information literacy
task forces and projects under ACRL's sponsorship. There is also an
upcoming meeting (in mid-October) in Chicago of individuals involved
in various information literacy initiatives to coordinate ACRL's overall
programming in the information literacy arena.
American Association of Colleges of Teacher Education-Neela Shiralkar
Neela is substituting for Kristin McCabe. The NCATE standards are now
available for comment again. Anyone wishing to feed in additional comments
through AACTE, they are due to AACTE by October 8, 1999.
Association of Supervision and Curriculum Development-Jan Schmidt
Winner of the 1999 EdPress Distinguished Achievement Award, Understanding
By Design has been received enthusiastically by various users including
teachers (elementary through graduate levels), school-based administrators,
curriculum directors, subject matter specialists, staff developers, and assessment-
evaluation personnel. Sections of the book are available free on the ASCD
web site as well as on an interactive page with the authors, Grant Wiggins
and Jay McTighe. The concept basically asks the questions, "what is
understanding and how does it differ from knowing? What do we want
students to understand and be able to do? What enduring knowledge is
worth understanding?" A just released companion handbook provides the
conceptual foundation of the theory of understanding that is based on
a six-faceted approach, and offers templates for practical application.
Another publication by Carol Ann Tomlinson, The Differentiated Classroom:
Responding to the Needs of All Learners, describes a way of thinking about
teaching and learning that draws on the latest research on learning, education,
and change and why it is so important to today's children. Sections of this
book can be downloaded from ASCD's web site at: www.ascd.org.
ASCD has joined other members of the LFA (Learning First Alliance) for the
1999 National Education Summit. ASCD President JoAnn Kalbus (also
Chairman, LFA Board of Directors) and Executive Director Gene Carter will
represent the Association.
The October issue of Educational Leadership is devoted exclusively to the
issue of redefining literacy. Various authors promote issues such as arts literacy,
media literacy, and another area of current ASCD focus, the brain and reading.
Members are invited to peruse the copies provided at this meeting of the Forum
and are also invited to contact Jan Schmidt for a complimentary copy
(jschmidt@ascd.org, or 703-575-5745).
Institute of Museum and Library Services-Joyce Ray
Joyce is Director of the Institute of Library Services, part of IMLS.
The Institute for Library services provides National Leadership Grants
for Libraries; guidelines for grants contain a special emphasis on information
literacy. The average grant amount is $250,000.
Joyce noted that the "Digital Divide" report is now having a major impact
among decision-makers.
Recently, a national telephone survey was conducted to examine how
public libraries and telephone companies are supporting access to networked
information resources.
National Library of Medicine-Becky Lyon
The National Library of Medicine (NLM), a part of the Department of
Health and Human Services' National Institutes of Health in Bethesda, Maryland, is the world's largest health science library, historically serving the health professional community. The Library is widely known for Medline, a database of 10 million references and abstracts of peer reviewed medical literature. NLM began offering free access to MEDLINE on the Web in 1997. Since then, the number of searches has exploded from 7 million to over 180 million each year. Many of these searches are carried out by the lay public seeking information about health concerns and conditions. In response to this demands and to the opportunity offered by the spread of the Web, NLM has undertaken several activities designed to assist the public in finding health information.
Reaching out to health professionals who do not have adequate access to health information has been a focus of NLM programs for decades, primarily through the National Network of Libraries of Medicine and NLM Extramural Grants Program. It is now the intent of the Library to focus some its efforts on reaching consumers who do not have adequate access to health information through their own access to the Internet.
On October 22, 1998, NLM launched a pilot project with 41 public library organizations in nine states and the District of Columbia to evaluate the degree to which public libraries and the Internet can help meet the needs of the public for health information (National Library of Medicine, 1999). On the same date, NLM announced a new web site for consumers, MEDLINEplus (www.nlm.nih.gov), which provides links to selected quality sources of health information that are appropriate for consumers.
The evaluation results of the pilot suggest a measured and carefully calibrated follow-up for NLM. Neither a cessation of all activities related to public libraries or, on the other hand, a rapid expansion of the pilot project on a national basis, seems justified based on the results. NLM can make a difference in specific ways, although not across the board. One of the limiting factors is that public libraries in general are not organized around health information as a top priority, in part because these libraries have to meet a broad spectrum of public information needs and cannot excessively emphasize one topic area at the expense of others. Another limiting factor is that many patrons may be obtaining health information directly from the Internet, at home or at work, or from health care providers or other sources, rather than from the local public library. There is an absence of hard data on this point.
The eight Regional Medical Libraries (RMLs) and more than 4,500 network libraries in the NN/LM have been key to the success of NLM's outreach programs. Through both the direct efforts of the RMLs and special projects carried out by numerous outreach libraries, thousands of health professionals throughout the U.S. who did not have library services available, now know where to go when they need medical information. These outreach programs included exhibits, demonstrations, group and individual training sessions to make health professionals aware of NLM and NN/LM products and services, and the provision of information services from network libraries.
Initial NN/LM consumer health information efforts will focus on reaching the public through the libraries and health professionals who serve them. In 2000, special outreach projects will be awarded in each NN/LM region to libraries that will work with a variety of organizations in their communities to improve the public's access to electronic health care information. NLM and RMLs will expand the national exhibit schedule to meetings with a consumer health focus and will also have an exhibit booth and provide "theatre-style" mini-training sessions for MEDLINE and MEDLINEplus at the Public Library Association meeting. The RMLs will begin to exhibit at state library association meetings to introduce public, school, and other librarians to MEDLINE and MEDLINEplus and to forge new partnerships. National, state, and local medical meeting exhibits will emphasize MEDLINEplus as a resource for health professionals and their patients. State libraries will be visited to discuss ways in which consumer health information is provided in each state, to promote MEDLINEplus as a resource for consumers, and to determine ways in which the NN/LM can work in partnership with other organizations in the state to improve access to health information.
The Library is interested in many of the same areas that concern the Forum, such as: ways to narrow the digital divide; issues related to the quality of information consumers find on the web; and teaching information literacy to students, teachers, and other members of the public. Some of the Library's major recent priorities have been research into the effects of consumer health information on health outcomes, the cost of care in managing chronic diseases such as diabetes, and public policy issues relating to access to health information in the patient record.
Middle States Commission on Higher Education-Oswald Ratteray
The Commission is in the process of revising its standards for the accreditation of colleges and universities, and four task forces are considering extensive review and updates to the 1994 edition. One of these, the Task Force on Teaching and Learning, is preparing a draft revision that includes a strong emphasis on the need to address information literacy in higher education. The Commission's current draft, which is still subject to an extensive review process, tracks very closely the standards being developed by the Task Force on Information Literacy Competency Standards that was created by the Association of College and Research Libraries (ACRL).
The ACRL standards, also in draft form, are currently available on the web site for public comment (www.ala.org/acrl/ilcomstan.html). Oswald Ratteray represents Middle States on the nine-person ACRL Task Force, which meets regularly to revise the draft competency standards.
Increasing numbers of colleges and universities, either traditional campus-based institutions or the newer virtual institutions, are operating trans-nationally by providing distance learning opportunities for students everywhere. A number of the newer transnational or virtual institutions are applying to be candidates for accreditation. Therefore, there is a growing concern about what constitutes quality higher education. In August, Oswald Ratteray wrote to the head librarians of member institutions and asked three questions:
(1) Is a library an absolute prerequisite for a degree-granting institution
of higher education, or is it instead an indicator of some increasing
level of quality above an acceptable minimum?
(2) If a physical library is not a prerequisite, what types or combinations
of electronic resources could be considered acceptable substitutes?
(3) Are there models of information literacy training designed to be
conducted exclusively via the Internet or an intranet, and which of
these have been considered exemplary within the profession?
Over 100 librarians have answered so far, indicating that questions generated much discussion among their staffs. The broad range of opinions in the field is reflected in the responses Oswald's office is receiving. Although Oswald and his staff are still analyzing the responses, the general thrust seems to be that:
(a) A physical library may not be a prerequisite for each institution, but
institutions without libraries should contract with institutions that do have
libraries to provide a program of library services, including instruction
in information literacy (i.e., there probably is no such thing as an
institution of higher education without library services).
(b) Even the full range of the existing materials available electronically
would not be adequate for most academic programs, although some
lower-level courses and some training-type courses could manage
with only electronic access. Given the increase in materials available
electronically, both useful and useless, it is even more important to
have information literacy training because students generally do not
understand how to locate, evaluate, and use sources.
(c) Many institutions are developing web-based tutorials in
information literacy, each having some element of promise, although
none so far have been recognized as exemplary within the profession.
Aspen Institute/Forum on Communications and Society-Amy Garmer
The Forum on Communications and Society (FOCAS) of the Aspen Institute is a CEO-level forum, now five years old, with 25-30 members. During the past five years, it has examined an evolving set of issues related to lifelong learning and technology in the workplace. The group believes that information literacy provides a framework for bringing together many of these issues.
In 1998, the CEOs focused on the concept of information literacy, which resulted in a publication. In 1999, CEOs from the business world were included in the discussion; a theme that emerged from the 1999 discussion is the need to weave in the human element into information technology use in the workplace.
A focus group of CEOs identified six areas of concern related to learning and information technology:
that learners become proficient users of information technology
sites outside traditional educational structures)
capital focused on information technology and education)
Association of College and Research Libraries-Craig Gibson
The Information Literacy Institute's Immersion Program was held for the
first time in summer 1999 in Plattsburgh, N.Y. A "national" Immersion Program
was held first, followed by a special Immersion Program for SUNY librarians.
Preliminary evaluation shows very positive response to the program. The
Immersion Program is designed to assist either new or experienced reference/
instruction librarians become more adept at teaching, and in developing and
assessing information literacy programs.
Another component of the Institute for Information Literacy, the Community
Partnerships program, is just beginning. This initiative seeks to forge
collaboration among various types of libraries and other organizations in local
communities to promote information literacy. The incoming President of the
American Library Association has identified this initiative has one of her
priorities.
National Council of Teachers of English-Judith Kelly
CDROMs of rationales for challenged books released in 1998 are still
experiencing brisk sales. In 2000, sales and project needs will be monitored
to determine the best ways to update the material and to increase access.
NCTE members and other interested educators continue to use the NCTE
web site for general information and professional development opportunities.
NCTE is working toward improving its ability to guide members in
assessing the validity of professional information on the Internet. An
Executive Committee subgroup is currently considering options.
"Teacherfest" is NCTE's most exciting upcoming event. It is the first
national online conference for English and language arts educators. It is
scheduled for Thursday, October 21, through Sunday, October 24, 1999.
Email conversations will continue through the beginning of November.
Additional details about "Teacherfest" are available on the flyer distributed
at this meeting of the Forum, or on the NCTE's web site at www.ncte.org.
National School Board Association/Institute for Transfer of Technology to Education
The NSBA/ITTE staff is intently pulling together the last details of our 13th annual Technology + Learning Conference that will be held Nov. 10-13 at the Dallas Convention Center. Four sessions will specifically address information literacy.
Lee's Summit R-7 School District,
Dr. Dan Lumley, Director of Curriculum and Instruction
600 SE Miller
Lee's Summit, MO, 64063, USA,
816-986-1000, 816-986-1170
dlumley@co.leesummit.k12.mo.us
Information Literacy: Teaching Students How to Fish in a Bottomless Sea of Information; Staff Development Strategies. This program provides detailed information on Information Literacy. This problem-solving process addresses many of the problems and challenges of the Internet. The exhibit showcases a field-tested model for creating a learning-centered environment for students by focusing on the Internet. Handouts will detail information covered in session: 1. Information Literacy (IL) involves distinct steps of: (1) identifying the right question, (2) organizing your search, (3) selecting the appropriate search tools, (4) analyzing resources for credibility, authenticity, authority, etc., (5) analyzing, synthesizing and evaluating information, (6) generating a product or creating new information (web site), and (7) assessing the viability of the product or new information.
http://www.nsba.org/T%2bL/LEVEL3/SchoolTechFair.cfm
Princeton Regional Schools
Mr. Ferdi Serim, Computer Teacher/Coordinator
11 Palacio Road
Santa Fe, NM, 87505, USA
505-466-3616, 609 924-7347
ferdi@silicon-desert.com
Y2K and You: Curriculum Integration through Information Literacy Study of theYear 2K problem introduces students to systems thinking and the role of technology in an interdependent world. In this session, presenters explain how their district has developed a semester long project which challenges students to explore Y2K for themselves, and then investigate what the community is doing to prepare for it... Students are not used to being asked questions for which the answers are not already known, or that the basis for their opinions matters. As a result, activities will require students to begin keeping a written journal of their research and development of their thoughts, and to consult this journal before posting new feedback as the project develops... The workshop will be built from three sections. First, the project will be introduced by touring the web site and resources. Next, the AASL Information Literacy skills will be introduced, and we will form small groups and compare student generated work with the Information Literacy rubric designed for the project. Finally we will share examples each group has found to illustrate how the standards are being met.
Richland County School District One
Ms. Ida Thompson, Director of Instructional Technology Services
1225 Oak Street, ITS Columbia, SC 29204 USA
803-733-6182, 803-733-6196
irwt@richlandone.org
Building a Technology Community: Partnering for Strong Urban Families Urban Issues and Technology With grant assistance, Richland School District has developed a comprehensive program of technology education and information literacy for the predominantly urban district, designed to empower students and their families to achieve success both at school and at home. Representatives share key initiatives, including an instructional web site; adult technology education and training; early childhood development programs; computer courses and workshops for students, teachers, parents, and community members; resources such as a videoconference center; and increased access to computers. Presenters also discuss the role of community involvement through established programs and alliances with various community organizations. Perhaps the greatest measure of success is in the awareness of what technology really is, how it works and its power to shape and influence the daily lives of a community of learners.
Ida Thompson, Andrea Daniels, Beverly McCullough, Jim Hockman http://www.nsba.org/T%2bL/LEVEL3/Tracks/UrbanIssues.cfm
ijukes@bridges.com
New Schools For a New Age By now, most people have realized that the world is no longer the stable and predictable place that it once was. But just how fast is the world moving? There are many who are saying that the changes in the next ten years will dwarf those of the last fifty. What impact will this changing world have on education? And how can educators plan effective curriculum in an environment of accelerating change? This presentation examines some of the major new technologies that will fundamentally change the world in the next ten years, explores the shift in curriculum and thinking that will be necessary to equip students for success in the brave new world of the 21st century, and identifies what this signifies for communities. How can schools prepare students for this world? Perhaps by focusing less on technology and more on information and new mindsets for those in the workplace... A teacher and administrator, Ian Jukes is also creator of Tech Works, the nationally acclaimed K-8 technology framework, as well as the catalyst behind the NetSavvy and the InfoSavvy information literacy series.
We have just published a new book -- "Models of Success: Case Studies of Technology in Schools" -- which presents excerpts from technology plans, policies, and mission statements beside program/project narratives from 20 school districts nationwide. The book is a good tool for school leaders to see how technology can be applied to enhance student achievement (and information literacy) and lists contacts of the represented school districts for follow-up. More information, including the table of contents, is available at http://www.nsba.org/itte/publicat.html. The 232-page, $35 book is available from the NSBA Distribution Center at (800) 706-6722.
development by ACRL Oswald Ratteray summarized the current status
of the Information Literacy Standards; the current draft reflects almost
a year's work of the Task Force. [See discussion of the Standards under
Oswald's report on Middle States Associations activities under 3, above]
After discussion, the Forum recommended that a letter from the chair, Patricia
Breivik, be sent to regional accrediting agencies regarding the ACRL
Information Literacy Standards at a time appropriate for encouraging their
attention to the standards.
Australian monograph, Information Literacy Around the World, should
be available before the end of 1999; publication/ordering information was
not available at the time of this meeting of the Forum.
This book draws on the thinking and research of leaders in information
literacy in Australia, Singapore, Sweden, Canada, the United States, and other
countries.
Among the research issues identified by Forum members are:
-Forum needs to facilitate more collaboration with regional
accrediting agencies
-Need to develop library education programs on information
literacy topics/course development (ALISE)
-Workforce issues are more important than ever in discussions
of information literacy
-There is a great need for research and demonstration projects
related to information literacy
The Forum members discussed the idea, previously identified, of
an international conference on information literacy and were supportive of the timing being good.
It was agreed that key individuals from education, government and private
industry need to be represented at this conference. To make such a mix possible Forum members with international affiliates will be particularly helpful, and connection with the Global Knowledge Partnerships also seems appropriate.
The next meeting date will be Monday, January 10, 2000.
The question to be examined at the opening of the January meeting is: how does basic (adult) literacy relate to information literacy? ALA Executive Director Bill Gordon and Erin Carney from the Literacy Volunteers of America, Inc.will be the guest speakers.