Information literacy, the Finnish core curriculum and the role of school libraries in this combination
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Presentation by Anu Ojaranta Researcher/PhD student Åbo Akademi University Department of Information Studies Venue: Empatic International Workshop - Schools Sector in Krakow, Poland Date: 8 June 2011
![Information literacy, the Finnish core curriculum and the role of school libraries in this combination ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],27.09.11 Åbo Akademi University - Domkyrkotorget 3 - 20500 Åbo](https://image.slidesharecdn.com/information-literacy-the-finnish-core-curriculum-and-the-role-of-school-libraries-in-this-combination2506-110927085707-phpapp02/85/Information-literacy-the-Finnish-core-curriculum-and-the-role-of-school-libraries-in-this-combination-1-320.jpg)
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Information literacy, the Finnish core curriculum and the role of school libraries in this combination
Notes de l'éditeur
- Hello! My name is Anu Ojaranta and I come from the oldest city in Finland, Turku. The swedish name of the city is Åbo, hence Åbo Akademi University. The only Swedish speaking university in Finland. I am a researcher in Åbo Akademi and I am at the moment pursuing doctoral thesis. I am also a librarian, the last 7 years I have been working as a ful time school librarian. Before that also work in the higher education librarianship. School librarianship is very close to my heart and that, interest for learning and working with teenagers has also been the biggest fountain of inspiration in my research.
- The title is: Lue dia läpi………
- Vital in today’s world IL is something that has in many connections found to be the critical competence in all educational level, professions and vocational sotuations and for life long learning. It not only about reading anymore, it is about being able to tell the relevant from unrelevand, filtering stimuli in the form of pictures, moving pictures, sounds, multimedia text and totally new ways to communicate and interact. Being able to navigate so that one can cost-effectively gather informaiton for your assignment or problemsolving and constructing on your own knowledge. The interest lies in the sea of terminology: in which way to define the term? How does actors own preferences get involved? How to answer to a person who is decisively making a case for digital competencies and media literacy instead? The confucion in the curriculum is clear when not one definition is being made. The term information literacy is not used in the Finnish core curriculum at all. The rem used instead is ’information skills / information managing skills’. Media literacy is well visible in the core curriculum. Why is that? Medial iteracy is more about being able to interprete the messages that the mass media and the digital mass media is sending us.
- Noteworthy from Finland’s perspective is that the current national core curriculum is said to have emphasis in information literacy. In many parts the core curriculum is taking up issues related to information literacy but the concept is not implemented as an all-embracing method. The deep analysis of the Finnish core curriculum is on my schedule for the fall so at this moment I can not make very far reaching analysis. The curriculum is being revised at the moment, to the direction of skills emphasis throughout the cussiculum. Some issues that make things hard at grass-root level, ie. in school lessons: Definitions are missing Variation can also be seen in individual teacher level, since everyone is obviously teaching the student they know best The responsibility of teaching ’information skills’ lies with all and therefore easily with no-one The teached education is possibly not paying enough emphasis The skills teacher students learn for them selves are hard to teach to students Even if Finland is still in the top class as the only European OECD country there were noteworthy changes in Finland’s results compared to the earlier PISA. There was a small but clear downward trend in nearly all the categories but especially in the part measuring information seeking skills.
- Lue dia!
- Lue dia!
- There is hardly any organized governmental discussion about information literacy in the comprehensive school and upper secondary school. The legislation obliged the higher educational organizations to have a library. Even if there has been independent information skills development in the educational authorities’ side and the core curriculum, the issue has not raised enough discussion to this day. Therefore there is now a need to take a look at some school library related ventures and projects to form a picture of what has happened during the last 15 years. In the turn of the millennium there was a boost in form of several projects and also in literature about information seeking skills and of school and library cooperation and of school libraries. Media literacy played a big part in Finland can read -project. Something that is noteworthy is also that in many contacts and situations, the school library is still associated with the mother tong teaching and reading. Lue otteita paperista!!! Both Oulu case and Espoo case are at the very moment been researched as a dissertation work in Finland. Unfortunately (according to unofficial information) only Oulu has been able to turn information literacy curriculum to a concrete and visible everyday practice throughout the comprehensive schools. The practices developed in Lappeenranta then were not taken to be a part of the daily practices and the community. Interesting this is also from the point of view of my own research: why in some cases the practices root and grow to become a daily practice and in some cases it doesn’t?
- In my personal opinion relating both to earlier research and seven years of school library work experience the difficulties in implementing information literacy to teaching and in best cases even to curriculum are many: Joining often two separate municipality authorities (educational and library) to agree on these issues is difficult because of different viewpoints and aims. To have teachers and librarians on the same page and working towards the same goal in this issue is difficult because of different educational backgrounds. In the current core curriculum teaching IL skills are the responsibility of all the teachers and that creates variation in teaching and confusing situations among both students and the staff. The teacher education both as pre-education and in-service-education has to be developed to contain also information literacy issues and give means how to teach these skills to students. The commitment and the will to make things happen have to be strong among all the actors in the municipality. The actors would need to commit to this issue permanently in order to have continuance in developing these skills to become a daily practice.