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INFORMATION LITERACY DEVELOPMENT IN THE INTERNATIONAL ENVIRONMENT OF VIRTUAL MOBILITY ,[object Object],Dr. Monika Krakowska (PhD),[object Object],Institute of Information and Library Science,[object Object],Jagiellonian University,[object Object],EMPATIC project ‘s workshop ,[object Object],8th June 2011 Krakow, Poland,[object Object]
Virtual mobility concept and challenges for scholar sector– teacher’s and lifelong learning perspective,[object Object],Information literacy in Virtual mobility,[object Object],Case study,[object Object],Identification of information skills within multicultural, international group,[object Object],Presentation content,[object Object]
multitasking is important ,[object Object],reality is not “real” –virtual reality is a stimulus ,[object Object],doing is more important that knowing,[object Object],trial-and-error experimentation,[object Object],zero tolerance for delays,[object Object],communication and connection is essential (always and anywhere, staying connected) ,[object Object],As our students enter the workforce,,[object Object],the ability to deal with complex,[object Object],and often ambiguous information,[object Object],will be more important than simply,[object Object],knowing a lot of facts or having an,[object Object],accumulation of knowledge.,[object Object],Jason L. Frand,[object Object],http://net.educause.edu/ir/library/pdf/ERM0051.pdf,[object Object], ,[object Object],Lifelong Learning and new learners,[object Object]
Information Literacy Development In The International Environment Of Virtual Mobility
[object Object]
Improvethequality and utility of education and traininginformal, non-formal and informalsector
Raisingawareness of ICT, provokereflection, criticalthinking
Raiseawareness for continuing development and continuingprofessionaltrainingInformationliteracy and lifelong learning,[object Object]
Virtual mobility,[object Object],The phenomenon related to the Bologna Process and the Erasmus program, as well as closely associated with the process of lifelong learning ,[object Object],Could be implementedinallschoolsectors,[object Object],type of academic pilgrimage, is a common, interactive communication between stakeholders through the computer and new communications technologies, without barriers of time (Sylvia van de Bunt-Kokhuis, 1996),[object Object],e-learning, computer assisted learning, technology enhanced learning, distance learning, flexible learning,[object Object]
flexible learning approach to identify, understand and accept the needs of particular scholars(rather than the institution providing training along with staff) and the adaptation of cognitive and socio-cultural factors in the learning process ,[object Object],cultural, social, economic aspect,[object Object],The use of information and communication technology (ICT) in order to obtain the same benefits obtained due to physical mobility, without having to travel (elearnigeuropa.info),[object Object],Virtualmobility,[object Object]
New types of students and changing students expectations are driving the integration of core campus functions and deployment of students services and learning on the Web,[object Object],Lifelong Learning concept ,[object Object],Learners’ attitudes            IL, a repertoire of learning skills, interpersonal skills, group membership ,[object Object],Cross-boarder collaboration from different culture backgrounds, community building, European citizenship, knowledge exchange models             raising awareness of tools, resources, culture models, social impact, enrichment of learning activities, acquisition of ICT skills, flexibility – holistic view of IL,[object Object],Collaboration within curricula creation with clear concept of IL,[object Object],Information literacy in virtual mobility,[object Object]
Research background,[object Object],Virtual Learning in Higher Education course within TeaCamp (Teachers virtual campus: research, practice, apply) project,[object Object],International and multicultural, academic environment (HE institutions from Jyvaskyla University, Finland, Vytautas Magnus University; Baltic Education Technology Institute, Lithuania, Jagiellonian University, Poland, University of Aveiro, Portugal and University of Oviedo, Spain),[object Object],14 teachers, 29 bachelor, master and doctoral students = only 13 successively finished the virtual mobility course – education and LIS students,[object Object],course lasted 12 weeks from 24 September 2010 to 10 December 2010,[object Object]
Methodology = qualitative and quantitative research (observation, surveys, narrative interviews, lecture, diary, sub-task evaluation),[object Object],The analysis has been enriched by the personal involvement - was carried out sub – module,[object Object],Impact on future teachers, educators – IL awareness,[object Object],Virtual Learning in Higher Education,[object Object]
Cultural Models,[object Object],Collaborative Online Learning,[object Object],Training Strategies,[object Object],Information Literacy,[object Object],Learning Technology,[object Object],Learning Strategies,[object Object],E-assesment Strategies,[object Object],Culture models – summary, results of analysis, diaries,[object Object],VLHE sub-modules ,[object Object]
Information Literacy Development In The International Environment Of Virtual Mobility
Data analysis,[object Object]
Conclusions (1),[object Object],[object Object],Have little knowledge on Information literacy ,[object Object],Little awareness on national level (no policy, no courses, connected with library sector – then only basic skills development or only information (presentations, lecutres without practice),[object Object],Have some problems with IL skills,[object Object],Use of information – have used only those they knew, associate past experience, resisted the implementation of tasks - there affective associations ,[object Object]

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