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Networked informationliteracy ‐ the EuropeanEDUCATE and DEDICATEprojectsNancy Fjällbrant aa NTT Consulting , Gothenburg, Sweden E-mail:Published online: 15 Oct 2009.

To cite this article: Nancy Fjällbrant (2000) Networked information literacy ‐ theEuropean EDUCATE and DEDICATE projects, New Review of Information Networking,6:1, 53-60, DOI: 10.1080/13614570009516952

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Networked information literacy - theEuropean EDUCATE and DEDICATE ProjectsNancy FjällbrantNTT Consulting, Gothenburg, Swedene-mail: nancyf@lib.chalmers.se

This paper starts with a brief introduction to the concept of information literacy and the impact ofnetworked learning on this. The main part of the paper is devoted to a description of two EuropeanUnion Telematics for Libraries projects EDUCATE and DEDICATE. The EDUCATE - (End-userCourses in Information Access through Communication Technology) project ran from 1994 to1997. There were six universities working on the project: the University of Limerick, Ireland (co-ordinator), Chalmers University of Technology, Sweden (administrative and technical managers),Imperial College and Plymouth University, United Kingdom, the University of Barcelona, Spainand the École Nationale des Ponts et Chaussées, France. EDUCATE was designed as a multi-mediaprogram which could be used in a variety of ways: as a component in formal courses in informationliteracy; as a unit for self-instruction and distance learning, and as a reference and access tool toinformation sources. The first EDUCATE courses were produced within two subject areas: physicsand electrical and electronic engineering. There are now nine subject modules. EDUCATE led to anumber of spin-off projects one of which was DEDICATE (Distance EDucation InformationCourses Through nEtworks). The DEDICATE Project, which was concerned with 'training thetrainers,' finished in December 1999. The goal of the DEDICATE participants has been thedevelopment of Information Literacy courses tailored to meet the needs of selected user groupswithin the participating universities. The networked courses developed in the DEDICATE projectappear to offer a very suitable method for continuing professional development.

INFORMATION LITERACY

The idea of Information Literacy has developed slowly over thelast fifty years. Information literacy can be described in a varietyof ways. An interesting concept has been recently put forward by

Christine Bruce of a series of skills, with gradual progression from thesimple to a more complex (Bruce, 1997).(1) A distinction can also bemade between 'general' and 'subject-related' information literacy. Thefirst is related to lifelong learning skills and an enrichment of thequality of life and this can be applied across many disciplines. This kindof information literacy has been described by the American LibraryAssociation in 'Nine Information Literacy Standards for StudentLearning' - http://www.ala.org/aasl/ip_nine.html (2)

Subject-specific information literacy has additional dimensions, and isclosely related to the pattern of information flow within that discipline.One of the earliest descriptions of information literacy in science wasgiven by Professor Bernal:

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"The methods of the scientist would be of little avail if he had not at his disposal an immense stockof previous knowledge and experience. None of it probably is quite correct, but it is sufficiently sofor the active scientist to have advanced points of departure for the work of the future.'

J.D.Bemal, Science in History, 1971 (3)

In the physical and natural sciences, medicine and many engineeringsubjects, the flow of published information has been described by theGarvey-Griffith model, which showed that different informationchannels and sources are suitable for different information needs (orproblems). (4) The original model can be modified to include morerecent forms of electronic communication (Hurd et al, 1996). (5) Theprocess of information searching varies with the information needs ofthe user. Allen pointed out that the needs of individuals working onprojects varies as the project progresses (Allen, 1977).(6) User needsand related information searching practice has been studied by anumber of researchers during the last ten years, for example by Palmer,1991,(7 ) Kulthau, 1991,(8) Ellis et al, 1993, (9) Wilson, 1994, (10)Ingwersen, 1996, (11) Ellis & Haugen, 1997, (12) and Limberg, 1998.(13) The actual context or task strongly influences search behaviour andmay well influence the learner's perception of information literacy. Thisis particularly relevant in education today where there is much emphasison problem-based learning. Information seeking is, however, rarely anisolated event, but can be seen as a cyclic process which is carried outin a number of successive searches throughout learning and/or project(Wilson, 1998). (14) The perceptions of information literacy can beexpected to change throughout these processes.

THE EDUCATE PROJECT

EDUCATE - End-user Courses in Information Access throughCommunication Technology - was a project funded under the EuropeanUnion Telematics for Libraries Third Framework programme.EDUCATE ran from January 1994 to February 1997. The aim was toaddress subject-related aspects of information literacy for scientists andengineers, through providing structured access to information within agiven subject field and provide networked support for courses oninformation literacy. Teams from six universities worked on the project:the University of Limerick, Ireland (co-ordinator), Chalmers Universityof Technology, Sweden (administrative and technical managers),Imperial College and Plymouth University, UK, the Fxole Nationale desPonts et Chausse"es, France and the University of Barcelona, Spain. The

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subject areas addressed were physics (science) and electronic andelectrical engineering (technology). (15,16)

EDUCATE was designed as a multi-media programme, which could beused in a variety of ways: as a component in formal courses ininformation literacy; as a unit for self-instruction and distance learning,and as a reference and access tool to information sources. It led to theproduction of two Into Info modules (in physics and in electrical andelectronic engineering), which were extensively tested and evaluated ata number of sites. These programmes can be used for both formalcampus-based courses and for open flexible or distance learningcourses.

A structured access to information was provided by the Pathfinder,where users had a choice of access which were context related todifferent situations:

Starting to use the library;Starting a project;Starting research;Keeping up-to-date;Searching for facts;Tools for finding references;Handling the products of your search;Learned societies and Internet resources.

Individual learners were supported by texts on scholarlycommunication, etc. and a short course, as well as by an introduction tothe Internet. A number of spin-off projects have arisen as a result of theEDUCATE project: These include: CHALMED a direct follow-upproject at Chalmers University of Technology, which funded theproduction of eight Into Info subject programs. These includeArchitecture, Chemistry, Civil Engineering, Chemistry, Energy,Environmental Information, History of Science and Technology. Workis currently in progress on further modules. (16,17) The MEDUCATEproject resulted in the production of a module about medicine. (18) TheDEDICATE - Distance Education Information Courses with AccessThrough networks - project is described below.

The DEDICATE ProjectThe DEDICATE - Distance Education Information Courses with AccessThrough Networks - project was funded under the EU Fourth

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Framework Telematics for Libraries programme. The aim of theDEDICATE project was to develop distance learning courses in'Training for Information Literacy.' The DEDICATE project started inMay 1998 and ran until December 1999. The distance educationcourses were demonstrated and tested at four sites in TechnologicalUniversities in Estonia, Hungary, Latvia and Lithuania and at theInternational Center for Information Management, Systems andServices, Torun, Poland.

This DEDICATE courses were directed towards training the trainers -giving librarians and academic staff an opportunity to experience andreflect about their own ways of looking for information, then movingfrom this to study information literacy and design courses suitable fortheir own organisations. The aim behind the DEDICATE project was toproduce courses related to the needs of individual students, as well as tothose of their parent institutions.

The course was partly based on programmes developed under the EUTelematics for Libraries EDUCATE project. Participants in the coursesused the Into Info modules in their own information searches and thenconsidered how these programs might be used in developingInformation Literacy courses in their own institutions. Local resourceswere also added to the resources already included in the Into Infoprogrammes. Experience from the UK eLib project NetLinkS fornetworked training and awareness, carried out at the Department ofInformation Studies, University of Sheffield, from September 1997 toFebruary 1998, has formed the basis for the curriculum design and thedesign of the DEDICATE Web-based course site which integratedconferencing facilities, a resource base and educational and technicalfacilities. (19,20,21) Input from the Swedish distance learning projectINFOVISION for training in the selection and use of informationresources in the energy and physics area also contributed to theexperiential activity which was undertaken by all participants. Theeducational design of DEDICATE involved experiential learning andgave the participants the opportunity to be involved in active, self-directed, authentic learning activities. A key feature of the DEDICATEeducation model was the use of collaborative learning in small groupswith the active support of both peers and tutors. Support was alsoprovided in the form of document supply.

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Both librarians and academic staff participated in the DEDICATEcourses. This proved to be extremely successful in that the two groupslearnt about each other's roles and capabilities. This was clearlydemonstrated in the design and implementation of academic courses forstudents at the test sites. In those courses where the two groups havebeen involved, it has been shown that there are advantages in thedevelopment and integration of new information literacy courses intothe academic programme of the universities.

The DEDICATE courses were organised in five Units. A similarstructure was used for the arrangement of material in each unit with aimof simplifying navigation for the participants. Every effort was made toensure clear instructions and descriptions.

Unit 1 - The Internet as a learning environment - introduction to thetechnologiesUnit 2 - Search for information in a selected specified subject areaUnit 3 - The institutional context - reflection, planning for the designof an information literacy courseUnit 4 - The design of an information literacy course for a specificuser group within the institutionUnit 5 - Learning review and course review

In the first unit, participants became familiar with using the networktechnologies and communicating with each other, and in generaldeveloping their information technology skills. Next came Unit 2,which aimed at providing participants with experiential learning ininformation searching and evaluation. This in turn provided someexperience for the choice of a suitable Information Literacy course forthe participants' own institutions, a subject for reflection andnegotiation in Unit 3. Unit 4 was for the team design of the chosencourse, with access to expert consultants at all stages. Unit 5 wasdevoted towards reflection and discussion about learning outcomes andfor the evaluation of the DEDICATE Course. (22)

A comprehensive evaluation of the DEDICATE courses was carriedout. Of the thirty-four participants who enrolled for the distancelearning courses, only one dropped out. Evaluation was carried out bymeans of an extensive on-line questionnaire, which was completed byall thirty-three participants. This was complemented by means of

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interviews with the participants and their library managers, togetherwith an analysis of the web statistics from the DEDICATE Course Siteand Conferencing programme. The general conclusion was that 'takingpart in the DEDICATE courses has been an enjoyable and rewardingexperience. We - participants, managers and tutors - would like to buildon this work and develop courses for new groups of participants.'

The practical learning outcomes from the DEDICATE courses areimpressive - a number of new courses in Information Literacy to begiven at the five sites - were described at a seminar given in Torun,Poland in September 1999.23 The DEDICATE project has had animmediate and important effect on university courses in the five centraland eastern European countries where DEDICATE test-sites wereestablished.

DISCUSSIONInformation technology has made access to information easier, in thesense that we can access full-text journals and articles, via ourcomputers, both at work and from home. We are also able to accessdatabases in a variety of forms - from CD ROMs, computer cachedstorage or directly via the Internet. Users are faced with a number ofinterfaces, which change at all too frequent intervals, and a series ofrelated products, which differ from each other to a greater or lesserdegree. This very variety and lack of standardisation leads to confusion,a feeling of uncertainty (have I really carried out a comprehensivesearch?) and quite often to irritation.

The Internet has affected information literacy in a number of ways. Firstof all it provides access to a vast amount of information from manycountries and in a variety of languages. Much of this information is notorganised, as in catalogues, so searching for it requires specific searchtechniques and knowledge of available search engines and/or subjectguides. The level of information provided is not readily apparentthrough the title, and the user is left to decide if a given source isrelevant to his/her needs. In addition, the user has to evaluate theinformation obtained with respect to quality, accuracy, timeliness etc.Many users find this process difficult and students often suffer fromuncertainty. Teachers sometimes suggest that all that is needed is toprovide the user with links to search engines and freedom to surf.Many library catalogues are available over the Internet with www

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interfaces, but the catalogues are in many cases limited with respect tothe time period covered. Few libraries have been able to affordretrospective cataloguing of their total collections.

Librarians and information specialists can contribute to students'learning in a number of ways: by providing structured access toinformation, by helping students to learn about how to evaluateinformation with respect to accuracy, timeliness and relevance, andcompare different sources. Information professionals have considerabletraining in the process of structuring information. This can be used toremove some of the feeling of chaos and uncertainty experienced bymany people. If we are able to provide 'filters' based on subject,academic level, language etc. we can help to reduce the informationoverload, which causes both frustration and irritation. The EDUCATEproject, and its various spin-off projects provide examples of astructured information gateway or portal.

Distance education is growing in popularity. This is partly due to theneed to keep up-to-date in a rapidly changing environment and partlydue to the availability of good communication between students andtutors. The internet provides an extremely useful way to communicatein distance education courses as it supports both asynchronouscommunication, via e-mail and conferencing systems, and alsosynchronous communication, for example via chat programs and video.The DEDICATE project, provide an example of a successfulinternational distance learning course for continued professionaldevelopment.

REFERENCES1. BRUCE, Christine. The seven faces of information literacy. Adelaide: Auslib Press, 1997.

2. American Library Association - http://www.ala.org/aasl/ip_nine.html

3. BERNAL, John Desmond. Science in history. Cambridge, Mass.: MIT Press, 1971. 4 vols.

4. GARVEY, William D. and GRIFFITH, Belver C. Communication and information processingwithin scientific disciplines. Information Storage and Retrieval, 8 1972, pp.123-126.

5. CRAWFORD, Susan Y., HURD, Julie M. and WELLER, Ann C. From print to electronic:the transformation of scientific communication. Medford, NJ: ASIS, 1996. Chapters 1-2 pp. 1-33.

6. ALLEN, Thomas J. Managing the flow of technology: technology transfer and thedissemination of technological information within the R&D organisation. Cambridge, Mass.:MIT Press, 1977.

7. PALMER, Judith. Scientists and information: I. Using cluster analysis to identify informationstyle. Journal of Documentation, 47 (2) 1991, pp.105-129.

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9. ELLIS, David, COX, Deborah and HALL, Katherine. A comparison of the information-seeking patterns of academic researchers in the physical and social sciences. Journal ofDocumentation, 49 (4) 1993, pp.356-369.

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11. INGWERSEN, Peter. Cognitive perspectives of information retrieval interaction: elements ofa cognitive IR theory. Journal of Documentation, 52 (1) 1996, pp. 3-50.

12. ELLIS, David, and HAUGEN, Merete. Modelling the information seeking patterns ofengineers and research scientists in an industrial environment. Journal of Documentation, 53(4) 1997, pp. 384-403.

13. LIMBERG, Louise. Att söka information för att lä'ra: en studie av samspel mellaninformationssökning och Iärande. (Experiencing information searching and learning: a studyof the interaction between two phenomena). Boris: Valfrid, 1998.

14. WILSON, Tom. D. Exploring the contexts of information behaviour. In: Tom D. Wilson andD.K. Allen (eds). Proceedings of the Second International Conference on Research inInformation Needs, Seeking and Use in Different Contexts. Sheffield, UK, 13-15 August 1998,London: Taylor Graham, 1999, pp. 55-66.

15. THOMASSON, Gunilla and FJALLBRANT, Nancy. EDUCATE: the design and developmentof a networked end-user education program. Education for Information, 14 (4) 1997, pp.295-304.

16 FJALLBRANT, Nancy et al. Information literacy training and support programs for engineersand scientists In: Christer Alvegård (ed). 4th International Conference on Computer AidedLearning and Instruction in Science and Engineering, June 15-11998. CALISCE Proceedings.Gothenburg, Chalmers University of Technology, 1998. pp.191-197

17. THOMASSON, Gunilla and JOHANSSON, Ingrid. Into Info (EDUCATE) - Ett program somunderlättar I informationssokning. (Into Info (EDUCATE) a program that facilitates searchingfor information)- Tidskrift för Dokumentation, 52 (3/4) 1997, pp. 101-107.

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