This model has been contextually constructed on four main foundations as emerged from Nazari's exploratory case study of IL. These are: a and b) conceptions of geospatial information and GIS as emerged from the perceptions and experiences of GIS students and educators as well as from the context of the case i.e. from GIS module outlines and an analysis of other relevant documents such as the GIS curricula as well as the researcher's observations of the ODL environment of the case; c) nature and characteristics of GIS education; d) nature and process of problem solving geospatially. This presentation introduces the MG/SIL as emerged "only" from the conceptions of geospatial information. So it does NOT present the final picture of the model. This presentation aims to highlight the implications of the model for GI/S education and research in the particular context of the City University in London (UCL). Hope you find it useful :)

1. Model of Geo/Spatial Information Literacy (MG/SIL): an innovative model for geospatial information education and research Maryam Nazari Maryam Nazari, University of Sheffield giCentre, Department of Information Science, City University, London, October 2008

3. Information literacy in online distance learning GIS programmes Maryam Nazari, University of Sheffield Real information and learning needs Perceptions, and teaching and learning experiences of, GIS and geo/spatial information Real skill and knowledge-needs An exploratory case study Identify Explore - Academics and students - 23 GIS modules - 3 ODL programs - semi-structured interview - questionnaire - students’ reflection - document study - To identify competencies GIS students need: a) to be able to find, evaluate, and use geospatial information; b) to solve problems geo/spatially Explore

5. Information literacy Maryam Nazari, University of Sheffield Information literacy to diagnose their information and learning needs when dealing with a task to find, evaluate and use appropriate information to meet their needs

9. Rationale Maryam Nazari, University of Sheffield Purpose of GI/S education To enable people use GI/S in different disciplines and application areas for various purposes Calls for transferable education

10. Barriers to transferable learning in GI/S education Maryam Nazari, University of Sheffield GIS education Diversity in the GIS learners’ backgrounds, abilities, and ambitions Wide application areas Technology-oriented nature of the information and learning in the GIS discipline Tight schedule, instruction-led Involves using wide range of tools, techniques, and operations Self-contained modules and tasks to deliver wide range of instructions and skill-sets Need for application and subject-relevant principles, knowledge and terminology, etc Wide range of knowledge-base and value systems Need to match various knowledge-base and value systems

11. Rationale Maryam Nazari, University of Sheffield Diversity in the applications of GI/S GI/S is technology-oriented Diversity in the knowledge of application areas Diversity in the GIS learners’ backgrounds Diversity in their knowledge-base Diversity in their value system Diversity in the GIS learners’ goals of learning GI/S Involves using wide range of GIS and non-GIS tools and techniques Diversity in their way of viewing and using GI/S Diversity in their ability to deal with a GI/S task Require doing various operations Require wide range of skill-sets Tight schedule GIS courses Diversity in the GIS learners’ knowledge and skill-needs Diversity in the underpinnings of the tools and techniques Instruction-led Self-contained tasks Transferring education

12. Fixed GIS curricula Maryam Nazari, University of Sheffield Year 1 Year 2 Year 3

13. Key models of GIS curricula Maryam Nazari, University of Sheffield Community-centred The UCGIS Model Curricula Project The Body of Knowledge (BoK) NCGIA Core Curriculum

14. Some initiatives Maryam Nazari, University of Sheffield The Body of Knowledge Using current models of IL Pedagogical approaches The BoK- providing learners with multiple pathways to select their destination from ten areas of knowledge Jablonski (2004) uses the Big6: problem-solving process to develop GIS learning objectives that increase independent task accomplishment in undergraduate learners Xgrain, e-MapScholar, and EDINA use learning materials and resources to enable IL and research skills in undergraduate and graduate students, adopting the SCONUL model (Massey 2002) To engage learners in some IL activities in some GIS introductory courses (DiBiase 1996; Rahn and Zygo 2004)

15. Transferable education Maryam Nazari, University of Sheffield Year 1 Year 2 Year 3 Year 1 Year 2 Year 3

16. Maryam Nazari, University of Sheffield Understanding ways in which information is perceived and used in the process of teaching and learning

18. Conceptions of GI Maryam Nazari, University of Sheffield Geo/spatial Temporal Geo/spatially Technology-mediated Geo/spatially contextualised Geo/spatial information

19. Conceptions of GI - 1 Maryam Nazari, University of Sheffield Geo/spatial Location Attributes Locational (e.g. name of streets, postal codes) Non-locational (e.g. diseases, pollution, sand, water etc) Represents the earth feature Information about the location Information about the target phenomenon in the location Defines in the corresponding context of application or subject area

20. Conceptions of GI - 2 Maryam Nazari, University of Sheffield Temporal It represents features of the earth in certain point(s) of time It is about a dynamic-temporal phenomenon i.e. the earth It has a life span e.g. census data

21. Conceptions of GI - 3 Maryam Nazari, University of Sheffield Geo/spatially contextualised needs to be spatially conceptualised and contextualised socially and geographically constructed phenomenon

22. Conceptions of GI - 4 Maryam Nazari, University of Sheffield Geo/spatially technology-mediated GI is readable and usable by GIS It needs to be formed and transformed - x,y,z coordinates; - latitude-longitude; - spatial identifier GI is originally in any format - Text ; e.g. names of streets, lakes etc - Number ; e.g. table of census data, columns of spreadsheet etc - Visual formats ; e.g. maps, graphs, digital maps and images, scanned aerial photographs etc.

23. The GI conceptions as foundations of the MG/SIL Maryam Nazari, University of Sheffield The multi-dimensional nature of and characteristics of GI The multi-dimensional context of GI Need for various operations & skill-sets Various forms of user input GI conceptions Informative framework of GI conceptions

25. The GI conceptions as foundations of the MG/SIL Maryam Nazari, University of Sheffield The multi-dimensional nature of and characteristics of GI The multi-dimensional context of GI Need for various operations & skill-sets Various forms of user input GI conceptions Informative framework of GI conceptions Time Location Attributes Subject Application Task/ query Constructive framework of GI conceptions

26. The GI conceptions as foundations of the MG/SIL Maryam Nazari, University of Sheffield The multi-dimensional nature of and characteristics of GI The multi-dimensional context of GI Need for various operations & skill-sets Various forms of user input GI conceptions Informative framework of GI conceptions Time Location Attributes Subject Application Task/ query Constructive framework of GI conceptions Task/ problem Informed thinking & questioning To diagnose and perform appropriate geo/spatial information behaviour , and acquire their needed skill and knowledge to make sense of, and use GI, geo/spatially