Conference Agenda

Introduction and Objectives

Information literacy (IL) is an essential capability for modern life, including education, work and leisure. IL interventions are thought to impact on society by facilitating meaningful engagements with information (Khan & Idris, 2019; Sundin et al., 2008).

There has been much research into IL interventions in higher education. However, the impact of IL interventions in other settings is not well understood. One factor is the lack of an agreed definition of IL intervention impact and parameters to guide impact assessments, including whether these encompass both positive and negative effects; intended and unintended consequences; social, economic, cultural, environmental, or technological dynamics; and short-term and long-term processes.

There is thus a rift between the assumed value of IL in different areas of society, and what can be evidenced. This was addressed in this project by posing two research questions : (1) ‘How is impact defined in IL interventions?’; (2) ‘What are the success factors behind impactful IL interventions?

Methodology

A literature review of research published in English was undertaken using the databases LISTA and Web of Science, and search-terms developed from the research aims: assess, benefit, effect, evaluat*, impact, indicator*, measur*, monitor*, outcome, output, result. Results without ‘information literac’ in the title or abstract were removed, as were duplicate results and all results predating 2005. This led to 3707 items. A longlist of 170 items was created by independent reading of titles and abstracts, with discussion between the researchers in cases of disagreement. A shortlist of 26 items was created by independent assessment of each longlist item’s significance, quality and rigour. Shortlisted items were then examined for references to impact assessment methods and the types of IL impact reported.

Outcomes

RQ1: Impact is evaluated (hence defined) in terms of immediate activities, not longer-term benefits. Examples include (a) use of IL skills by students after participating in an IL project, but not effect on grades; (b) use of library facilities by student nurses, not impact on nursing capability.

RQ2: While not all shortlisted papers report how projects generated impacts, nor how these were evaluated, the emergent components of impactful IL interventions are: evaluation of effectiveness and outcomes; choice of clear frameworks and structures to measure impact; ensuring integration and relevance of the intervention; collaboration between stakeholders; design of content and delivery methods; management buy-in and budget; repetition and follow-up.

All of these components apply to any project, but ‘repetition and follow-up’ is worthy of further study in the IL context, e.g. when and how this should be delivered.

References

Khan, M. L., & Idris, I. K. (2019). Recognise misinformation and verify before sharing: A reasoned action and information literacy perspective. Behaviour and Information Technology, 38(12), 1194–1212. https://doi.org/10.1080/0144929X.2019.1578828

Sundin, O., Limberg, L., & Lundh, A. (2008). Constructing librarians’ information literacy expertise in the domain of nursing. Journal of Librarianship and Information Science, 40(1), 21–30. https://doi.org/10.1177/0961000607086618

The Model of Quality School Library (MQSL) is a result of multiphase applicative research (Vilar & Zabukovec, 2022). According to many authors (e.g. Todd & Kuhlthau 2005; Todd, 2012; Vilar & Stričević 2014; Vilar & Zabukovec 2016, 2020, 2022), quality school libraries (SL) are one of fundamental prerequisites for systematic development of information literacy (IL) skills that are essential in our information society. SL have important tasks in formal education and are the only libraries to be potentially visited by everyone. While, according to Slovenian legislation, SL, including formally educated librarians (L), are a compulsory part of formal pre-school, primary and secondary education, the legislation lacks addressing the foundations for professional development and work. The formation of MQSL (the 1st part of this paper), started with a draft model (Vilar & Zabukovec, 2020), that was tested using various methods, to form the MQSL. It consists of 3 interdependent layers: Basic Conditions (work conditions, L, development strategy); Quality Traits (interactive, accessible, integrated); and Outcomes (important and popular, effective) - presented in detail in Vilar & Zabukovec (2022). With MQSL, as shown in the 2nd part of the paper, we offer SL an empirically verified theoretical base for use in practice. It is useful in preparation of strategic foundations, such as a national SL development strategy, standards, and guidelines; normative acts, and in everyday work. It offers SL a foundation for firmly establishing themselves as invaluable integrated educational partners in building information literate users, since findings indicate: 1) IL skills of Slovenian pupils, and even teachers, often need strengthening; and 2) the position of the Slovenian SL should be strengthened, too, especially due to formal/systemic restraints and competence-related obstacles, often resulting in poor approaches and solutions. Both findings are tightly linked with all 3 layers of MQSL. Users’ IL skills (shown through the ‘Effective’ element of the Outcomes layer) can only be systematically and wholistically developed with firstly providing SL with adequate Basic Conditions (layer 1 in MQSL). This assures all elements of the Quality Traits layer and the perception of importance and popularity of the SL in all educational partners. We started pilot MQSL verification and validation, also reported in this paper. In December 2022 we interviewed 9 experienced school L on 3 topics: 1) Their opinions on MQSL in light of their experience: a) How does it function in practice?; b) Which additions or changes would it need?; 2) The functioning of MQSL or its particular segments: The L were asked to give examples from their practice; 3) Operationalizing MQSL into professional recommendations and official requirements: We asked the L how to use the pilot findings to plan nationwide verification of MQSL. Initial analyses indicate that MQSL points out important areas for quality work and the development of SL. Areas in need of further development include competences, assessment, strategic planning, organization, proactivity, and training. In order to firmly act as proactive and systemically integrated agents of IL development, Slovenian SL must be provided with professional standards, regulated work norms, their own financial resources, and training. We plan to enhance this pilot study with a larger sample and to give the findings wider validity by addressing these topics in more detail.

References

Todd, R. (2012). School libraries as pedagogical centers. SCAN, 31(3), 27–36. Retrieved January 21, 2023 from https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/professional-learning/scan/media/documents/archive-pdfs/vol31-40_2012-2021/Scan_2012_31_3_red.pdf

Todd, R., & Kuhlthau, C. (2005). Student learning through Ohio school libraries, Part 1: How effective school libraries help students. School Libraries Worldwide, 11(1), 89–110.

Vılar, P., & Strıčevıć, I. (2014). Quality school library – how do we find out? In Libraries in the digital age (LIDA): proceedings. Assesing libraries and library users and use: Zadar, Croatia, [16–20. 6.] 2014. University of Zadar. Retrieved December 1, 2022 from http://ozk.unizd.hr/proceedings/index.php/lida/article/view/112

Vılar, P., & Zabukovec, V. (2016). Information literacy and reading literacy competences cannot develop without good school libraries. In S. Špiranec et al. (Eds.), The Fourth European Conference on Information Literacy (ECIL): Abstracts, October 10-13, 2016, Prague, Czech Republic (p. 173). Prague: Association of Libraries of Czech Universities.

Vilar, P., & Zabukovec, V. (2020). Vloga šolske knjižnice pri razvoju gradnikov bralne pismenosti. In D. Haramija (Ed.), Gradniki bralne pismenosti: teoretična izhodišča. (pp. 283–303). Univerza v Mariboru. Retrieved December 1, 2022 from https://doi.org/10.18690/978-961-286-403-3

Vilar, P., & Zabukovec, V. (2022). Model kakovostne šolske knjižnice: Zasnova in uresničevanje v praksi. In T. Krapše et al. (Eds.), Pogledi na šolo 21. stoletja (pp. 222–253). Ljubljana: ZRSŠ. Retrieved December 1, 2022 from https://www.zrss.si/pdf/Pogled_na_solo_21_stoletja.pdf