868-14_Zbornik - korice.cdr - developing information literacy

Transcription

RN 868-14 // Biblioteka // meke korice // print 560-ka prednja // simbol card 270g
KANTONALNA I UNIVERZITETSKA BIBLIOTEKA BIHAĆ
IV
UN
Z IT ET U BI
H
U
ISSN 2233-1689
ER
KANTONALNA I UNIVERZITETSKA
BIBLIOTEKA BIHAĆ
AĆ
ZBORNIK RADOVA 2014.
JU KANTONALNA I
UNIVERZITETSKA
BIBLIOTEKA
BIHAĆ
Univerzitet u Bihaću
Limerick
Institute of
Technology
ZBORNIK
RADOVA
KONFERENCIJA O INFORMACIJSKOJ
PISMENOSTI NA ZAPADNOM BALKANU
JUNI NA UNI
• Informacijski sistemi u bibliotekama
• Razvoj informacijske pismenosti u regionu
• Cjeloživotno učenje
11-14. juni 2014. godine
This programme is
funded by the EU
"This project has been funded with support from
the European Commission. This publication reflects
the views only of the author, and the Commission
cannot be held responsible for any use which may
be made of the information contained therein"
LIMERICK INSTITUTE OF TECHNOLOGY (IRELAND)
ZBORNIK RADOVA
XI MEĐUNARODNE NAUČNE KONFERENCIJE
„INFORMACIJSKA PISMENOST NA ZAPADNOM BALKANU”
JUNI NA UNI
___________________________________________________________
CANTONAL AND UNIVERSITY LIBRARY BIHAC
LIMERICK INSTITUTE OF TECHNOLOGY (IRELAND)
PROCEEDINGS
11TH INTERNATIONAL SCIENTIFIC CONFERENCE
“WESTERN BALKAN INFORMATION LITERACY”
JUNE ON UNA RIVER
11-14 June 2014
Bihać, 2014.
Izdavač/Published by:
Kantonalna i univerzitetska biblioteka Bihać
Trg slobode 8, Bihać
Za izdavača/For Publisher:
mr. sc. Ratko Knežević, direktor
Kantonalna i univerzitetska biblioteka Bihać, BiH
Urednici/Editors:
mr. sc. Ratko Knežević, dr. sc. Nikola Findrik
Recenzentski odbor/Reviewers Committee:
Jerald Cavanagh, Limerick Institute of Tehnology, Limerick, Ireland
prof. dr. Refik Šahinović, Univerzitet u Bihaću, BiH
mr. sc. Ratko Knežević, Kantonalna i univerzitetska biblioteka Bihać, BiH
dr. sc. Nikola Findrik, Pravni fakultet u Bihaću, BiH
mr. sc. Dijana Krajina Nadarević, Kantonalna i univerzitetska biblioteka Bihać, BiH
Organizacioni odbor/Organisation Committee:
mr. sc. Ratko Knežević predsjednik, Kantonalna i univerzitetska biblioteka Bihać, BiH
prof. dr. sc. Refik Šahinović, Univerzitet u Bihaću, BiH
doc. dr. sc. Hamdija Lipovača, Vlada USK-a, BiH
prof. Dario Jurić, Ministarstvo obrazovanja, nauke, kulture i sporta USK-a, BiH
dr. sc. Nikola Findrik, Pravni fakultet u Bihaću, BiH
mr. sc. Kenan Mahmutović, Ekonomski fakultet u Bihaću, BiH
mr. sc. Asmira Bećiraj, Pravni fakultet u Bihaću, BiH
mr. sc. Dijana Krajina Nadarević, Kantonalna i univerzitetska biblioteka Bihać, BiH
Naučni odbor/Scientific Committee:
mr. sc. Jerald Cavanagh, Limerick Institute of Tehnology, Limerick, Ireland
mr. sc. Padraig Kirby, Limerick Institute of Tehnology, Limerick, Ireland
prof. dr. sc. Angela Repanovici, University of Brasov, Romania
dr. sc. Manolis Koukourakis, University of Rethymnon – Crete, Greece
prof. dr. sc. Nevzet Veladžić, Pravni fakultet u Bihaću, BiH
mr. sc. Pero Šobot, IZUM, Institut informacijskih nauka Maribor, Republika Slovenija
mr. sc. Radovan Pilipović, Arhiv Srpske Patrijaršije, Beograd, Republika Srbija
Frida Bišćan, Gradska knjižnica „Ivan Goran Kovačić“, Karlovac, Republika Hrvatska
Lektori/Lectors:
Neda Klepić, profesor bosanskog jezika
mr. sc. Jasmina Piralić, profesor engleskog jezika
Tiraž/Edition Size:
150
Štampa/Print:
DOO „Grafičar“, Bihać
SADRŽAJ/CONTENT
Introduction/Uvodna riječ uredništva ...............................................................................5
Keynote speakers ................................................................................................................ 9
László Imre Komlósi
Human nature, information processing and literacy ............................................................ 11
Katalin Varga
The role of the schools and libraries in the information society ........................................... 13
Jerald Cavanagh, Padraig Kirby
Regional Information Literacy Development: A Western Balkan Tempus Project ............... 17
Djordje Slavnic, Ratko Knezevic, Nikola Findrik
Beyond computer literacy: social networking abuse ............................................................ 39
Ratko Knezevic, Djordje Slavnic
Literacy and computer literacy in Bosnia and Herzegovina ................................................ 43
Angela Repanovici, Codruta Jaliu, Gabriela Sechel, Liliana Rogozea
Assessment of medical students’ knowledge according to information literacy ................... 47
Beba-Ešrefa Rašidović
Model prožimanja komponenti u curriculumu Fakulteta za kriminalistiku,
kriminologiju i sigurnosne studije Univerziteta u Sarajevu.................................................. 55
Elli Georgiadou, Harjinder Rahanu, Nawaz Khan, Robert Colson, Clifford Sule
Bridging the Digital Divide: Towards Shortening the Road from Illiteracy to
Information Literacy............................................................................................................. 65
Elli Georgiadou, Claire McGuinness, Angela Repanovici,
Manolis Koukourakis, Nawaz Khan, Mircea Regneala
Integrating Project Plan, Quality Plan and Sustainability:
Plan The RINGIDEA Case Study ......................................................................................... 77
Gunnstein Akselberg, Ane Landøy
The (Mis)match of a university-wide library program for PhD-students
to students from the Faculty of Arts and Humanities............................................................ 99
Tefko Saracevic
Information literacy in the United States: Contemporary
transformations and controversies ....................................................................................... 107
Frida Bišćan
Digitalizacija starih novina .................................................................................................. 113
Digitalization of old newspapers .......................................................................................... 119
Esther Molnár
Media manipulation ............................................................................................................. 125
Jasmina Milovčić
Percepcija „pismenosti 21. st.“ u školskim knjižnicama Karlovačke županije .................... 131
Anđela Kuprešanin Vukelić
Informaciona pismenost – mehanizam odbrane od fenomena viška informacija ................. 137
Almedina Salihagić
Web resursi u području kulture – prezentacijska logika institucije ...................................... 145
Web resources in the field of culture – presentation logic of institution .............................. 153
Novi
Introduction
The Western Balkan Information Literacy Conference is supported by, inspired by and
dedicated to the achievements of European Union Tempus project 517117 Developing
information Literacy for lifelong learning and knowledge economy in Western Balkan
countries. This is a unique, pioneering European Union funded project which aims to
develop information literacy for lifelong learning in the Western Balkans. Tempus is the
European Union’s programme which supports the modernisation of higher education in
the Partner Countries of Eastern Europe, Central Asia, the Western Balkans and the
Mediterranean region, mainly through university cooperation projects. Information
literacy involves having the ability to recognize when information is needed and having
the ability to locate, evaluate and use effectively the information needed (Association of
College and Research Libraries, 2000). Information literacy “is the keystone of lifelong
learning” (Byerly & Brodie, 1999 cited in Lau 2006 p.7) and is “absolutely critical
literacy to all sectors of society” (Kajberg & Lørring 2005 p.67 cited in Cavanagh and
Kirby 2013).
The specific objectives of the project are development of IL programs for lifelong
learning and their use in curricula as appropriate; development of innovative online IL
modules for lifelong learning; harmonisation of the IL programs with those currently
active in Western Balkan countries. An important objective, also, is strengthening the
capacities of Western Balkan higher education institutions for strategic planning and
implementation of IL programs, in order to instil transferable skills for a competitive,
dynamic, knowledge-based economy, as well as to develop IL policy, guidelines, goals
mission. The main outcomes of the project are guidelines for planning IL programs,
harmonised contents for the teaching of IL, training of IL practitioners, development of
innovative online IL modules, implementation of IL programs, dissemination and
sustainability of IL programs.
The project has had some important achievements to date, such as the publication in
each Western Balkan institution of Guidelines for planning IL programs in Western
Balkan countries and publication of Guidelines for IL program harmonized contents.
The project has also published an Information Literacy syllabus and curricula in each
Western Balkan institution participating in the project. Other achievements include the
publication of Guidelines for training of IL teachers/practitioners. Future activities in
the project include the development of innovative online IL modules and the full rollout
and implementation of the IL programs. This will involve coordination, timetabling and
physical execution of the program as well as the creation of a Western Balkan Network
for Information Literacy (WBIL) for the future dissemination, sustainability and
exploitation of project results across the Region.
The Western Balkan Information Literacy Conference is one of the success stories of
this Tempus project on information literacy in the Western Balkans. Not only is there
representation from the institutions and countries in our Tempus project but also
represented will be neighbouring countries such as Croatia, Serbia, Slovenia, Romania
and Greece. An unexpected benefit has been that the Conference has attracted delegates
June on Une River 2014
5
from all over the world- there will be delegates for example from the United States,
United Kingdom, Canada, Norway, Hungary, Australia, various countries in Africa, the
Middle East among many others. We believe this shows that the concept of Information
Literacy which prior to this Tempus project was almost completely unknown in the
Western Balkan region has firmly taken hold and is now embedded in many universities
in the Region.
Hence this conference presents Conference papers in two sections. First presented are
those papers by representatives from Universities who are partners in Tempus project
517117 Developing information literacy for lifelong learning and knowledge economy
in Western Balkan countries. Later in the proceedings are the papers of those
representatives of universities who are not partners in the Tempus project but from
many other parts of the world who recognise that the Western Balkans due largely to the
work of this Tempus project is now becoming an important centre and champion of
information literacy globally.
Editorial Board
6
Uvodna riječ
Konferencija Informacijske pismenosti Zapadnog Balkana je podržana, inspirirana i
posvećena ostvarenjima Tempus projekta 517117 Razvijanje informacijske pismenosti i
cjeloživotnog učenja te poznavanja ekonomije u zemljama Zapadnog Balkana. Ovo je
jedinstven, pionirski projekt kojeg finansira Evropska unija a ima za cilj da razvije
informacijsku pismenost za cjeloživotno učenje na Zapadnom Balkanu. Tempus je
program Evropske unije koji podržava modernizaciju visokog obrazovanja u
partnerskim zemljama Istočne Evrope, Centralne Azije, Zapadnog Balkana i
Mediteranske regije, uglavnom kroz projekte univerzitetske saradnje. Informacijska
pismenost uključuje posjedovanje mogućnosti da se locira, evaluira i efektivno koristi
potrebna informacija (Asocijacija Koledža i Istraživačke biblioteke, 2000).
Informacijska pismenost je „osnovni princip cjeloživotnog učenja” (Byerly i Brodie,
1999, citirano u Lau 2006, str. 7) te je „apsolutno ključna pismenost za sve sektore
društva” (Kajberg i Lørring 2005, str.67. citirano u Cavanagh i Kirby 2013).
Posebni ciljevi projekta jesu razvoj programa informacijske pismenosti za cjeloživotno
učenje i njihova upotreba u nastavnom planu prema potrebi, razvoj inovativnih online
modula informacijske pismenosti za cjeloživotno učenje; harmonizacija programa
informacijske pismenosti sa trenutno aktivnim u zemljama Zapadnog Balkana. Jedan od
važnijih ciljeva je također jačanje kapaciteta visokoobrazovnih institucija Zapadnog
Balkana za strateško planiranje i implementaciju programa informacijske pismenosti
kako bi usadili prenosive vještine za konkurentu i dinamičnu ekonomiju baziranu na
znanju te kako bi razvili kurs informacijske pismenosti, smjernice, ciljeve i misiju.
Glavni ishodi projekta su smjernice za planiranje programa informacijske pismenosti,
usklađivanje sadržaja za podučavanje informacijske pismenosti, edukacija stručnjaka za
informacijsku pismenost, razvijanje inovativnih online modula informacijske
pismenosti, implementacija programa informacijske pismenost, širenje i održavanje
programa informacijske pismenosti.
Projekt je imao značajna postignuća do danas, kao što su publikacija Smjernica za
planiranje informacijske pismenosti u svim institucijama u zemljama Zapadnog Balkana
kao i publikacija Smjernica za program informacijske pismenosti sa usklađenim
sadržajima. Ovim projektom je također objavljen kratak sadržaj i nastavni plan i
program u svim institucijama Zapadnog Balkana koje su učestvovale u ovom projektu.
Ostala postignuća uključuju publikaciju Smjernica za edukaciju predavača/stručnjaka
informacijske pismenosti: metodologiju za podučavanje informacijske pismenosti.
Naredne aktivnosti projekta uključuju razvijanje inovacije online modula i potpuno
proširivanje i implementaciju programa informacijske pismenosti. Ovo će obuhvatiti
koordinaciju, raspoređivanje i fizičko izvršenje programa kao i stvaranje Mreže
Zapadnog Balkana za informacijsku pismenost (WBIL) za buduće širenje, održavanje i
eksploataciju rezultata projekta duž regiona.
7
Konferencija Informacijske pismenosti Zapadnog Balkana je jedna od uspješnijih priča
ovog Tempus projekta informacijske pismenosti na Zapadnom Balkanu. Ne samo da su
tu zastupljene institucija i zemlje u našem Tempus projektu već će tu također biti
zastupljene i susjedne zemlje kao što su Hrvatska, Srbija, Slovenija, Rumunija i Grčka.
Neočekivana dobit bila je što je konferencija privukla delegate iz cijelog svijeta - tu će
se naći delegati iz Sjedinjenih Američkih Država, Velike Britanije, Kanade, Norveške,
Mađarske, Australije, iz raznih zemalja Afrike, i srednjeistočnih zemalja, između
mnogih drugih. Vjerujemo da je ovo pokazatelj koncepta informacijske pismenosti koji
je prije Tempus projekta bio gotovo potpuno nepoznat u regionu Zapadnog Balkana a
sada je učvrstio i našao mjesto na mnogim univerzitetima u regionu.
Stoga, ova Konferencija predstavlja konferencijske radove u dva dijela. Prvi prikazuje
radove predstavnika univerziteta koji su partneri Tempus projekta 517117 Razvijanje
informacijske pismenosti i cjeloživotnog učenja te poznavanju ekonomije u zemljama
Zapadnog Balkana. U nastavku su radovi predstavnika univerziteta koji nisu partneri
Tempus projekta ali iz različitih dijelova svijeta prepoznaju da Zapadni Balkan duguje,
u većoj mjeri, radu Tempus projekta koji postaje važan centar i nositelj informacijske
pismenosti globalno.
Uredništvo
8
KEYNOTE SPEAKERS
László Imre Komlósi, PhD
László Imre Komlósi is Professor of Linguistics at the University of Pécs, Hungary
and the Constantine University Nitra, Slovakia. His research interest lies in the areas of
Cognitive and Cultural Linguistics, Inferential Pragmatics, Argumentation Theory and
Intercultural Communication. Professor Komlósi has an extensive international
educational experience in European and US higher education. He holds a PhD degree
from the Hungarian Academy of Sciences, Budapest (1989) and is a Humboldt
Research Fellow in Argumentation and Philosophy of Language. Professor Komlósi is
vice rector responsible for academic affairs and international relations at the University
of Pécs. He is an Executive Committee member of the Compostela Group of
Universities and vice president of the University Network of the European Capitals of
Culture and of the Alliance of Universities for Democracy.
Website: http://ies.btk.pte.hu/menu/19
9
Dr Katalin Varga
Katalin Varga was born in Budapest, Hungary in 1963. She received her MA degree
from Eötvös Loránd University (ELTE), Budapest in 1986, and the PhD degree from
the same university in 2004. She is the director of the National Educational Library and
Museum in Budapest, and she has been an associate professor at the University of Péch
since 2004. Her main research field is knowledge representation and information
literacy. Her first book was published in 2005, it is about text analaysis and information
science. Her second book is an e-book, published in 2008, it contains studies about
information literacy. The latest book by her was published in 2013, and it is the
summary of her research findings in the in the field of information literacy in the public
and higher education, and in the libraries. At the moment she is participating in several
research teams, the most important is about well-being in information society. As part
of the research she is working on information standards and indicators.
10
HUMAN NATURE, INFORMATION PROCESSING AND
LITERACY
Professor László Imre Komlósi
University of Pécs/Hungary & Constantine University Nitra/Slovakia
[email protected]
The presentation is meant to provide some introductory ideas to the world of human
information processing as a decisive realm of mental activities, including individual and
social learning, socialization, the development of representational systems together with
cognitive and affective skills, only to mention a few conspicuous trait of human beings.
It will be inevitable to raise some controversial issues about human nature, human needs
and human choices.
Human beings represent a species in the animal kingdom which excels with a few
unique and species-specific faculties to optimize chances for survival:
-
representational skills to facilitate the adoption of vehicles of symbolic
meanings called “signs”
meta-representational skills to facilitate cognition and communication by
reflective mental processes and the interactive use of language
the development of the Theory of Mind to facilitate mentalization and
intentionality (attributing mental states to others)
the development of social cognition to facilitate the construction of common
ground, shared knowledge and negotiated meanings in interactive behavior
learning by doing to facilitate an optimal exploitation of the neural system
the development of general purpose and specific cognitive skills
the development of high-level context-sensitivity for cooperative behavior
the possession of cultural narratives, social memes, multiple-identities.
It is a surprise – in the light of the above faculties - to accept the fact that newborn
human individuals are far from being fit for life: the human species is the most
vulnerable the members of which need fundamental physical and mental support for a
very long time. Beside protection, physical care and nourishment the most needed
support is the mental (cognitive and affective) support. The most vulnerable part of
human beings is the realm of mental phenomena: thoughts, feelings, conceptualizations,
cognitive schemata, memories, patterns of behavior and the traits of personality.
The survival of the human species has long required the ubiquitous support of cultures,
manifest in child rearing, socialization, education, social norms and customs, rituals,
legal and religious systems, etc. Most of these things have been realized in oral cultures
for thousands of years. It is common knowledge today what changes writing, - and
somewhat later in history - printing induced for the mental outlook of human
communities. Writing and reading have had to be accommodated to our sensory-motor
skills, regardless of the very type of the writing systems the different human
communities and cultures have been using.
Humankind has seen an unprecedented development in information storage and
information processing, both on the individual level and the global, communal level.
We have managed to optimize learning methods, and have invented the most
The 11th Scientific International Librarians' Conference
“Western Balkan Information Literacy“
sophisticated and most effective instruments to accumulate knowledge in the Digital
Age.
The talk is going to examine the possible consequences of the radical changes in the
forms, formats, contents and contexts in information trafficking. Findings of
neurological and neuro-linguistic research will be confronted with the findings of
research in early-child care, primary and secondary socialization, formal and informal
education and the types of literacy in modern societies. These findings will be evaluated
in the light of the tenets and messages of Ecological Psychology.
As a conclusion, the talk puts forward claims according to which the nature of learning,
reasoning and communication should be understood in terms of the conditions for
cooperative social interaction, cognition by participatory actions, construction of
negotiated and consensual social meanings, cathartic life-experiences through the arts.
In all these activities verbal arts have a special role to play: efficient information
transmission and holistic understanding of ethical and esthetic values formulated in
texts are two sides of the coin. Neither of them should dominate, let alone annihilate the
other.
REMARK: The full version of the paper will be presented at the Conference.
12
THE ROLE OF THE SCHOOLS AND LIBRARIES IN THE
INFORMATION SOCIETY
Dr Katalin Varga
University of Pécs, Institute of Library and Information Science,
Pécs, Hungary
[email protected]
SUMMARY:
Information literacy is one of the most important key competencies of the 21st century knowledge
societies. As long as we do not recognize that it is much more than just being able to use the
digital technnology, it will never fulfill its real mission. Young people in the information age need
special weapons to win in the war against information overload and manipulation. The
information literate person knows how to learn, how knowledge is organized, and how to find,
organize and use information.
Keywords: information literacy, competencies, students, Hungary
As we go deeper and deeper into the information society, we find always new ways to
the information. Media, Internet, web 2.0 (even web 3.0), social sites etc. are totally
transforming our habits of getting new information. Young people get the latest news
not from the newspapers, but from blogs and comments, the main opinion forming
channels are forums, where one can be involved in discussions with not known people.
Parents and teachers like to blame young generation for they are not reading. If we are
honest, we have to confess ourselves: Our children are reading a lot, maybe even more
than we, but they read different things on a different way than we are used to. They read
SMS, Facebook, homepages, computer games etc. They get an enormous amount of
information in a very short time. The problem is that they don’t know what to do with
this information. It is our task to teach them how to select and evaluate the information,
how to find the value. It is something very different than just to teach them how to read.
This is a new way of learning, this is information literacy.
The meaning of the term literacy is constantly changing in different cultures. In English
culture it has a strong and stable meaning, but for example in Eastern and Central
Europe the term has a controversial life. In most European countries people don’t like to
mix the traditional literacies and cultures with the modern digital competencies. There
are strong debates around the terms: literacy, competency, information, digital etc.
Information literacy is one of the most important key competencies of the 21st century
knowledge societies. As long as we do not recognize that it is much more than just
being able to use the digital technnology, it will never fulfill its real mission. People in
the information age need special weapons to win in the war against information
overload, and manipulation. The information literate person knows how to learn, how
knowledge is organized, and how to find, organize and use information.
Information literacy is not a new topic, especially in the field of library and information
science, but in Eastern-European countries it is not really manifest in public education
and higher education programs. Education policy makers are dealing only with the
problems of digital literacy, and do not want to take into consideration, that it is
necessary to have much broader information competencies in order to survive in the
21st century.
„Not only must the idea of digital literacy find its place among information literacy,
computer literacy, ICT literacy, e-literacy, network literacy, and media literacy, but it
must also be matched against terms which avoid the “literacy” idea, such as informacy
and information fluency. Indeed in some cases, mention of information or anything
similar is avoided—particularly in workplace settings—as in “basic skills,” “Internet
savvy,” or “smart working”.[1]
The information literate person knows
 what information is missing,
 how to learn,
 how knowledge is organized,
 where to find the information
 how to find the information
 how to organize the information
 how to use information.
Information literacy is the capacity of people to:
 Recognise their information needs;
 Locate and evaluate the quality of information;
 Store and retrieve information;
 Make effective and ethical use of information, and
 Apply information to create and communicate knowledge.
Information literacy is a broad concept, consisting of different other literacies and
competencies. We can only speak about information literacy, if these elements all are
together at the same time. In the figure below you can trace the basic requirements and
related competencies.
Fig. 1. The model of information literacy
The Institute of Library and Information Science at the University of Pécs since 2006 is
focusing its research on information literacy. Our students can take different courses
about information literacy, possibilities and methods of its instruction, critical thinking
education, or professional information retrieval methods. Several theses were written in
the last five-six years about the topic. Our goal is to educate young people, who not
only are information literate, but also are able to educate other people to acquire
information literacy competencies. At the moment we are in the fase of integrating our
14
Katalin Varga, The role of the schools and libraries in the information society
results, and creating a new model and indicators for the public and higher education
institutes and libraries of Hungary.[5]
The bases of this research are those data that were collected in the last years about
information competencies of university students. These surveys clearly show the
information gathering and handling habits of students, and we can see the main
problems of information literacy education.
We wanted to know how students get information for their studies, what are their main
resources, information seeking methods, how they select and evaluate the information.
The results show that there are big problems with the knowledge and competencies of
our students. Only 1/3 of them apply information literacy competencies (e.g. search
strategies) in their work. They have quite weak knowledge about professional
information resources (databases), their main information resource is the internet, and
the main information retrieval tool is Google. The complex competencies of information
literacy are not known for them, and very often they ignore planning before an
information solving problem.
In the background of these problems is secondary education. Our students should get
the basic competencies during their high school studies in order to be able to cope with
higher education assignments. During information seeking the majority of the students
uses internet search engines, mainly Google. Library catalogues, encyclopaedias and
lexicons are less frequently used. Hungarian students rarely consult government sites,
and unfortunately they do not like to use research databases in order to solve study
assignments.
We are going to enlarge this survey towards other universities, and also towards
workplaces. We also feel it important to measure, what kind of information literacy
have those people, who are to help the researchers (research assistants, librarians etc.).
Based on the collected data and the international experiences we plan to create an
information literacy education model and set of indicators and standards for Hungary.
We are sure that having clear standards could help in struggle against digital divide.
REFERENCES
[1] Robinson, L. et al.: Healthcare librarians and learner support: competences and
methods. Health Information and Libraries Journal, 22 (supplement 2), 2005. pp.
42–50.
[2] Towards media and information literacy indicators. Prepared by Susan Moeller,
Ammu Joseph, Jesús Lau, Toni Carbo. Paris, UNESCO, 2011. p. 16.
[3] Lau, Jesús: Guidelines on information literacy for lifelong learning. IFLA, 2006.
http://archive.ifla.org/VII/s42/pub/IL-Guidelines2006.pdf (2013. 05.25.)
[4] Towards media and information literacy indicators. Prepared by Susan Moeller,
Ammu Joseph, Jesús Lau, Toni Carbo. Paris, UNESCO, 2011. p. 20.
[5] The research is supported by the European Union: TÁMOP -4.2.2.C-11/1/KONV2012-0005: “Well-being in the information society”
15
Western Balkan Tempus Project
Partners' Papers
REGIONAL INFORMATION LITERACY DEVELOPMENT: A
WESTERN BALKAN TEMPUS PROJECT
Jerald Cavanagh
Limerick Institute of Technology, Moylish Park, Limerick, Ireland
[email protected]
Padraig Kirby
Limerick Institute of Technology, Moylish Park, Limerick, Ireland
[email protected]
ABSTRACT
This research will explore the level of information literacy (IL) in Western Balkan higher
education institutions; with the aim of ascertaining if strategic engagement with information
literacy is a high priority in these institutions. In general the issue of the state of information
literacy development in Western Balkan institutions has been looked at in the research but not in
any great depth. At national level, information literacy is often linked with and postulated as a
means to develop a strong knowledge economy, little is known about the level of strategic
engagement with information literacy in Western Balkan higher education institutions. Existing
literature suggests that in general the presence of IL is not visible in Western Balkan educational
strategies or policies and that educational activities relating to IL are still peripheral rather than
a central concern. There are however developments at European level which is causing IL to be
placed higher on the agenda in Western Balkan education systems.
The paper will depict a unique, pioneering European Union funded project which aims to develop
information literacy for lifelong learning in the Western Balkans. Tempus is the European
Union’s programme which supports the modernisation of higher education in the Partner
Countries of Eastern Europe, Central Asia, the Western Balkans and the Mediterranean region,
mainly through university cooperation projects. Information literacy involves having the ability to
recognize when information is needed and having the ability to locate, evaluate and use
effectively the information needed (Association of College and Research Libraries, 2000).
Information literacy “is the keystone of lifelong learning” (Byerly & Brodie, 1999 cited in Lau
2006 p.7) and is “absolutely critical literacy to all sectors of society” (Kajberg & Lørring 2005
p.67).
The specific objectives of the project are development of IL programs for lifelong learning and
their use in curricula as appropriate; development of innovative online IL modules for lifelong
learning; harmonisation of the IL programs with those currently active in Western Balkan
countries. An important objective, also, is strengthening the capacities of Western Balkan higher
education institutions for strategic planning and implementation of IL programs, in order to
instill transferable skills for a competitive, dynamic, knowledge-based economy, as well as to
develop IL policy, guidelines, goals, and mission. The main outcomes of the project are guidelines
for planning IL programs, harmonised contents for the teaching of IL, training of IL practitioners,
development of innovative online IL modules, implementation of IL programs, dissemination and
sustainability of IL programs.
All projects have obstacles thrown in their way from time to time and this project is no different.
This three year project which commenced in October 2011 has faced and overcome some
obstacles such as a lack of awareness of IL in Western Balkan institutions, differences in
harmonizing financial project management systems, as well the highly decentralised structure of
some Western Balkan institutions. This is due to the fact that every Faculty is an individual legal
entity, hence making IL implementation at the University level more challenging.
The project has had some important achievements to date, such as the publication in each
Western Balkan institution of Guidelines for planning IL programs in Western Balkan countries,
and publication of Guidelines for IL program harmonized contents. The project has also
published an Information Literacy syllabus and curricula in each Western Balkan institution
participating in the project. Other achievements include the publication of Guidelines for training
of IL teachers/practitioners: methodology for teaching information literacy. Future activities in
the project include the development of innovative online modules, and the full rollout and
implementation of the IL programs. This will involve coordination, timetabling and physical
execution of the program, as well as the creation of a Western Balkan Network for Information
Literacy (WBIL) for the future dissemination, sustainability and exploitation of project results
across the Region.
This study will conclude by making several recommendations which may prove useful to
University management, academic staff, Library managers and librarians generally not just in
Western Balkan institutions, but in countries and regions with less developed education systems
who may be considering embedding IL into University structures.
Keywords: Information Literacy, lifelong learning, Western Balkans.
1. INTRODUCTION
There are many definitions of information literacy and as many scholars have tried to
trace the birth of this essential 21st century skill (Bruce 2002). Information Literacy the
ability to “recognize when information is needed and have the ability to locate, evaluate,
and use effectively the needed information” (ALA 2000 p. 2) has grown even more in
importance in recent years (Bruce 1999). This paper will illustrate a detailed, specific
account of the state of information literacy development in Western Balkan institutions
. Examination of the state of IL in Western Balkan countries is particularly pertinent for
two reasons; firstly all of these countries are now in the process of rebuilding their
education systems which were greatly damaged due to successive wars and dictatorship
and are now in the process of improving “the quality and quantity of human skills in
order to prepare for faster and more export-oriented growth and for the demands of
increasingly privatized economies” (Kathuria 2008 p. 118). Secondly as we will discuss
later this paper is particularly timely owing to a European Union Tempus project which
commenced in 2011 being led by Limerick Institute of Technology, Ireland and which
is focused on developing information literacy in Western Balkan countries.
Zurkowski is recognised as the first to mention the term information literacy in 1974
(Webber 2000 cited in Breen and Fallon 2005 p. 1) however, information literacy began
to be discussed in the 1960’s as educators felt the phenomenal surge in knowledge and
rapid technological change (Bruce 1997). Its emergence has propelled librarians from
their traditional role as custodian, access and distributor (Carver 2007) into the world of
teaching and training, a world where information literacy is now widely recognized as
the “trademark pedagogy of librarianship.” (Kapitzke 2003 cited in Montiel-Overall
2007 p. 59). Traditional means of information literacy delivery such as induction, face
to face group training, individual advice and consultation have blended with the
emergence of web based information literacy tutorials and suites, their inception and
proliferation owing to a new demand for educational opportunities and information
services that are increasingly no longer place based and hence demand for online
support has multiplied (Xiao & Pietraszewski, et al. 2004).
IL is often linked with related literacies such as media literacy, internet literacy, digital
literacy, computer literacy, technological literacy however as explained by Eisenberg
(2010), information literacy is the “unifying” overarching literacy within which these
other literacies fall under. While Sundin (2008 p. 27) states that “there is no consensus
on how to define the concept…” Information Literacy- “the ability to recognise
information needs and to identify, evaluate and use information effectively” has grown
18
Jerald Cavanagh, Padraig Kirby, Regional Information Literacy Development: A Western Balkan
Tempus Project
even more in importance in recent years (Bruce 1999). As librarians our visibility has
increased dramatically as we increasingly work side by side with academic departments
in the delivery of transferable IL skills to our students. We now perform the role of
protector in warning our students of the dangers of misinformation and poor quality
information as we live with the reality that “in many cases students rely solely on
random internet searches rather than consulting quality information resources and make
no judgments on the standard and authority of information gathered”. (University of
Huddersfield 2004).
Reviews of information literacy literature have shown that the field is large and
continues to grow (Loeryscher and Woolls 2002; Rader 2002; Tuominen et al 2005;
Virkus 2003 cited in Sundin 2008). Recent years have also seen the emergence of many
Information literacy standards such as those of SCONUL (Society of College, National
and University Libraries), ACRL (Association of College and Research Libraries) and
others as scholars have grappled to find a way to “create an information society”
(Snavely 2001 p. 1) to help them “deliver information literacy skills to their learners”.
(SCONUL 2011 p. 2). Notable among these are the UK SCONUL standards popularly
known as the Seven pillars of information literacy (2011) and also the Association of
College and Research Libraries Information Literacy Competency Standards for Higher
Education (American Library Association 2000). There has also been a focus on
learning outcomes due to a concern for “when the students leave (this event session or
course) what do I want them to know, or understand, or be able to do?” (SCONUL 2004
p. 5) as well as on embedding IL into curricula in organisational structures as solidly
explained by Peacock (2004) and her three pronged, progressive approach to embedding
information literacy into higher education institutions through extra-curricular
(supplemental), inter-curricula (integrated) and intra curricular (embedded) means.
The last ten years have seen the emergence of a flood of information literacy
declarations, guidelines, reports, articles and books by influential authors dealing with
such topics as the relationship between information literacy and lifelong learning, Media
and information Literacy and also IL teaching. The Prague Declaration: Towards an
information Literacy Society (UNESCO 2003) proposed six basic information literacy
principles, firstly that “the creation of an Information Society is key to social, cultural
and economic development of nations and communities, institutions and individuals in
the 21st century and beyond” (UNESCO pg. 1); secondly “that IL is a prerequisite for
participating effectively in the Information Society, and is part of the basic human right
of life” (p.1). This declaration also emphasised the important role IL can play in
reducing inequality “within and among countries and peoples” (p.1), the role of
Governments in promoting IL for the creation of an “effective civil society and
competitive workforce” as well as the importance of IL for society generally. It also
emphasized the importance of IL to ensure Education for all in the context of the United
Nations Millennium Development Goals, and the Universal Declaration of Human
Rights. Next came Beacons of the Information Society: The Alexandria Proclamation
on Information Literacy and Lifelong Learning (IFLA 2005) which urges governments
and intergovernmental organizations to “pursue policies and programs to promote
information literacy and lifelong learning” (p.1) in areas such as professional
19
development and the inclusion of information literacy into initial and continuing
education.
Lau’s well known Guidelines on information literacy for lifelong learning (2006) have
also been influential for its emphasis on promoting IL as a means to gain “full
participation in a democratic society” (Lau 2006 cited in Corell 2007 p 1. ). Lau’s work
emphasises the importance of “curriculum integrated” IL programs for information
literacy and lifelong learning (Lau 2006 p. 4) Lau outlines the importance of
information literacy for lifelong learning and stresses that both concepts “have a
strategic, mutually reinforcing relationship with each other that is critical to the success
of every individual, organization, institution, and nation-state in the global information
society”. (pg. 12).
Media and information literacy issues have also come to the fore with the publication of
the Moscow Declaration on Media and Information Literacy (2012). This tried to
address the “changing media landscape and the rapid growth in information” (IFLA
2012 p. 1) and how Media and information literacy (MIL) can help individuals and
communities create new information and knowledge in different forms and how this
literacy can improve quality of life.
2. INFORMATION LITERACY IN IRELAND
Probably the first question any reader of this paper will ask is why is Ireland being
included in this study about information literacy in the Western Balkans? There is a
simple answer to this question- because of an EU funded Tempus project being led by
an Irish institution Ireland has perhaps had more influence over development of IL in
the Western Balkans than any other country in recent years. Limerick Institute of
Technology based in Limerick city in Ireland’s Mid –West is leading a current EU
funded Tempus project involving also nine higher education institutions from Albania,
Bosnia and Herzegovina, Kosovo under UNSC Resolution 1244/99 and Montenegro
and also 3 EU higher education institutions in Romania, Greece and the United
Kingdom. The main features of this project include the identification of best IL practice,
transfer of knowledge, development and implementation of IL programs and training
including online IL suites, development of IL policy and dissemination and exploitation
of results across all participating countries (Limerick Institute of Technology 2011;
University of Sarajevo 2011). This topic will be covered in more detail in a later chapter
but what is important to stress is that many of the IL developments currently being
implemented in Western Balkans countries had their origins and are mirrored in earlier
regional and national IL projects and initiatives in Ireland, in many ways the IL
development that will occur in Western Balkan countries through this Tempus project
has been tried and tested by higher education institutions in Ireland such as Limerick
Institute of Technology and others hence it is essential that we present a short review of
information literacy development in Ireland.
If we define information literacy as the fusion of different concepts, the integration of
library literacy, computer literacy, media literacy, information ethics, critical thinking
and communication skills (Parang et al., 2000 cited in Bloom and Deyrup 2003) the
focus in Ireland has tended to be on information technology and not information literacy
(Webber and McGuinness 2007). However the Consortium of National and Research
Libraries (CONUL) Working Group on Information Skills Training have taken
information literacy on board and are concerned with establishing best practice in
20
Tempus Project
information literacy skills training (IST), investigation of current Information literacy
practice in CONUL libraries and other relevant libraries, the integration of information
literacy into institutional teaching and learning programmes, with regard to teaching and
learning developments, and virtual learning environments /managed learning
environments. CONUL also suggest areas of development opportunity, promotional
material and guidelines for information literacy in CONUL libraries (CONUL 2004).
CONUL has also recently published in 2012 Integrating information literacy into the
curriculum which offers practical advice to Irish higher education institutions for the
integration of information literacy into the curriculum as well as a large number of case
studies showing achievements to date in an Irish context.
While some Irish academic libraries are developing institutional literacy frameworks
(Breen and Fallon 2005) there is no coherent approach to developing information
literacy skills in Ireland and no cohesive national strategy (Russell 2008). Information
literacy development in recent years has seen Irish Universities and Institutes design and
develop online information literacy suites (i.e. online modular IL courses). Some
attempts at creating these resources have suffered from being overly text based and
lacking engaging active learning exercises however a very recent and significant
development has been the SIF funded collaboration between the National University of
Ireland, Galway, University College Cork and Trinity College Dublin and their design
and development of an innovative and engaging information literacy tutorial at a cost of
€100,000 with €600,000 provided for Generic Skills Project and available at
http://sifinfolit.nuigalway.ie/ (McSweeney and Conrick 2009). This resource features
good use of online video and the provision of self reflective activities to help ensure
student engagement.
Perhaps the most notable collaborative Irish IL initiative has been collaboration between
the Shannon Consortium libraries of Limerick Institute of Technology, University of
Limerick, Mary Immaculate College, Limerick and the Institute of Technology, Tralee
in the Republic of Ireland known as Library Network Support Services (LNSS). In 2002
the Irish Government announced a 1.2 billion funding package for third level education
in their budget (Irish Times 2005). Considered a landmark moment for Irish
Universities and Institutes of Technology (Irish Times 2005) this package was
supported by a further €300 million Strategic Innovation Fund (SIF) which encouraged
colleges to collaborate and compete for finance to meet wider economic and social
targets:
The strategic innovation fund was established by the Government to promote
collaboration, support change and enhance quality in Irish higher education so that it is
equipped to meet the challenge of driving Ireland’s development as a leading
knowledge economy. It reflects the reality that for Irish higher education to attain
world-class standards, we need to identify creative approaches that build on the
collective strengths of our institutions, working together as a cohesive system. (Ireland,
Department of Education and Science)
The mission of the LNSS was to enhance and champion IL initiatives across the
Shannon Consortium through the introduction of innovative web based support services
and supporting information literacy teaching and training responding to the changing
21
expectation of library users (Cavanagh 2008). The aim was to select, develop,
implement and evaluate a suite of IL initiatives to International IL standards for the
partner’s libraries as a framework of support for learners over 2008 for rollout in
2009/2010. These IL initiatives consisted of web based interactive IL modules.
The collaboration consisted of two main strands which are arguably the most important
issues in Libraries and Librarianship today- that of Library Staff Development and
Information Literacy. The LNSS project commenced in August 2008 with an in depth
project scoping coordinated by Limerick Institute of Technology consisting of
extensive international research into Information Literacy online modular suites and
learning outcomes, learning design and multimedia as well as analysis of the needs of
learners and existing IL initiatives across the Consortium. The LNSS project ran from
2008-2011, and had some notable achievements such as the implementation of an online
suite of IL modular courses across the aforementioned higher education institutions, the
rollout of a suite of shared training opportunities across each institution known as the
Regional Network for Staff Development and also implementation of the well known
online social media course 23 things to librarians across all four institutions.
Other significant developments in an Irish context have seen formation of the Library
Association of Ireland Working Group on Information Literacy (WGIL) in 2006 whose
aim among others is to “generate recommendations to the LAI [Library Association of
Ireland] for the development of a cohesive national strategy for Information literacy
education and advocacy across all LIS sectors in the Republic of Ireland” (O’ Brien &
Russell 2012).
3 A BRIEF OVERVIEW OF THE WESTERN BALKANS
Integrating information Literacy into curricula in even the most highly developed
countries can be challenging but these are compounded in regions like the Western
Balkans which have experienced great turmoil and which only a decade ago was
ravaged by brutal, successive conflicts. Following the wars between the former
Yugoslav republics and the dissolution of Yugoslavia, six republics achieved
international recognition as sovereign republics Slovenia, Croatia, Bosnia and
Herzegovina, Macedonia, Montenegro and Serbia. Following this the European Union
Stabilisation and Association Process helped to bring a desire for regional cooperation
particularly in the area of education reform (Delevic 2007). However problems persist
despite these interventions. Poverty and economic vulnerability deepen; there is
“rupture or low performance of social welfare”, erosion of social fabric and social
capital (European Training Foundation 2011p. 1). A common theme that defines
strategies in every Western Balkan country in the region relates to their efforts,
individually and collectively, to re-orient and re-align their economic and political
systems with the rest of Europe (Špiranec and Pejova 2010).
3.1 Western Balkan education systems.
National higher education policy development in the Western Balkans is influenced by
two major European Union initiatives in higher education – the Bologna Process and
also the Lisbon Strategy – both related to the project of establishing a “Europe of
Knowledge” (Elken, Gornitzka, Maassen, & Vukasovic, 2011 cited in Vukasovic 2012
p. 5). The influence of European initiatives on national policy making owes much to the
desires of Western Balkan countries with respect to joining the European Union (EU).
22
Tempus Project
Croatia is scheduled to become a member of the EU in 2013 while Serbia, Macedonia
and Montenegro are at candidate status stage. Albania, Bosnia and Herzegovina and
Kosovo meanwhile are all viewed as potential future members (Vachudová, 2009 cited
in Vukasovic 2012).
As Vukasovic notes, Western Balkan Higher education institutions “are rather young”
and higher education in the region mostly developed after World War II (Vukosovic
2012 p. 7). Investments into education, skills and qualifications have typically been low
(European Commission 2011a). In the former Yugoslavia higher education was under
direct jurisdiction of “constituent republics”- with Bosnia & Herzegovina, Croatia,
Macedonia, Montenegro, Serbia and Slovenia having the status of republic while
Kosovo and Vojvodina considered autonomous provinces of Serbia. A distinct feature
of higher education in the Region even today is the presence of Faculties having
independent legal status, a development that has its origins in changes in University
organization and overall changes “in line with self-management principles” and the
disintegration of universities in the early 1990’s (Vukasovic 2012 p. 7).
All the countries dealt with in this study have gone through a Communist period which
began at the end of the First World War and continued up to the early 1990’s with seven
countries part of a federal system and with Albania isolated by a hard line Communist
regime. The end of the Cold War and also the fall of the Berlin Wall signaled the end of
Communism for the countries dealt with in this study. The dissolution of the former
Yugoslavia soon followed and was characterized by a series of brutal wars. In some
Western Balkan countries much University infrastructure was destroyed during the wars
which had taken in some cases half a century to build (University of Sarajevo 2010).
The last of these wars ended towards the end of 1995. Prior to this there was a peaceful
independence by Macedonia in the early 1990’s and armed conflict in Kosovo between
Serbian forces and the Kosovo Liberation Army. This was followed by NATO
intervention and with withdrawal of Serbian forces in 1999, Kosovo too declared their
independence from Serbia. Montenegro also held an independence referendum in 2006
which was passed. During the 1990s many of the countries in this study such as Albania
experienced “a period of instability both in economic and political terms” (Vukasovic
2012 p. 10) including many economic crises. In fact many of the countries in the Region
passed the 1990’s in what Vukasovic calls “international isolation” (p. 10) with
minimal communication with academia internationally and with almost non-existent
relationship with any European higher education structures and no involvement in
European higher education or research programmes.
The beginning of the 2000’s saw a new dawn for Western Balkan countries. Regime
change in Croatia in 1999 followed by Serbia in late 2000 produced profound effects in
countries such as Bosnia & Herzegovina, Macedonia and Montenegro. The European
Union also played an important role in the transformation with the launch of its longterm conflict prevention strategy- the Stability Pact for South Eastern Europe
established in 1999 “with the aim of establishing and reinforcing peace and security in
South-Eastern Europe and involved countries and international organisations as
partners” (European Commission 2012b).
Throughout the 2000’s Bologna process related reforms occurred in WB countries
which included changes in legislation, changes in funding arrangement and changes in
23
curricula. The Bologna Declaration of June 1999 put in motion a series of reforms
needed to make European Higher Education more compatible and comparable, more
competitive and more attractive for Europeans and for students and scholars from other
continents (European Commission 2010a). Following this the Bologna Process
launched the European Higher Education Area in 2010. It allows for example students
to choose from a “wide and transparent range of high quality courses and benefit from
smooth recognition procedures” (European Commission 2013). An important catalyst
for change in the region has been the European Union funded Tempus programme
which has achieved good progress in helping to develop curricula according to the
Bologna principles and which has contributed greatly to the internationalisation of WB
universities. Tempus is the European Union’s programme which supports the
modernisation of higher education in the Partner Countries of Eastern Europe, Central
Asia, the Western Balkans and the Mediterranean region, mainly through university
cooperation projects. The Education, Audiovisual and Culture Executive Agency
(EACEA) are responsible for the management of Tempus IV (2007 – 2013), under the
supervision of EuropeAid (DEVCO) and Directorate-General for Enlargement (DG
ELARG of the European Commission (European Commission 2009). Bologna reforms
have been “fully implemented in all or most study fields” with the exception of Albania,
Bosnia and Herzegovina and Macedonia where there is “extensive but gradual
introduction” (Vukasovic 2012 p. 12). Also ECTS is also now part of higher education
legislation in all WB countries as is the Diploma Supplement which as Vukasovic notes
is issued in a “vast majority or study programmes” (2012 p. 12). However WB countries
still lag behind in areas such as the introduction of a national qualifications framework
when compared to other European Countries (Vukasovic 2012). That Bologna process
reforms have taken hold in WB countries is further supported by reviews carried out by
the OECD (2003a, 2003b cited in Vukasovic 2012). None of the WB countries are
currently members of the EU but all countries are focused strongly on joining with
Montenegro having EU candidate status since 2010 and with Albania, Bosnia and
Herzegovina and Kosovo in the pre-accession- stage and who have already formal
agreements with the EU which are not yet fully enacted for “various administrative and
political reasons” (Vukasovic 2012 p. 13). Another important EU initiative affecting the
WB is the Lisbon Strategy and the Modernisation Agenda- where a number of
instruments have been developed and funding allocated to a number of cooperation
programmes such as the Lifelong Learning programme and Framework Programmes
(known as “FP7”) focused on cooperation in research.
4. INFORMATION LITERACY IN THE WESTERN BALKANS
4.1 Introduction
What are our reasons for investigating the state of information literacy development in
Western Balkan countries? Initially considerable funds and energy where expended on
Information and Communication Technologies however these countries are now starting
to realise that information literacy skills are also vital for the “building of information or
knowledge based societies” (Špiranec and Pejova 2010p. 76). Education is seen as key
to addressing these problems particularly through the skills dimension “through
providing skills for employability in a lifelong learning perspective” (European Training
Foundation 2011 p. 2). The development of lifelong learning in society is a major
priority for the Western Balkans (European Commission 2011d). The development of a
24
Tempus Project
knowledge based economy, information society, lifelong learning and incorporating
information literacy is seen as important for the Western Balkans (Jashari and
Stojanovski 2008; United Nations Development Programme 2004; Špiranec and Pejova
2010; Lazovic, and Djurickovic 2010) and this is firmly woven into high level reforms
in the education sector most notably the Bologna Process which recognises lifelong
learning as an essential element within a harmonised European Higher Education Area.
4.2 Information literacy development in the Western Balkans
In general the issue of the level of information literacy development in Western Balkan
countries has been looked at in the research literature but not in any great depth and
hence this research is very worthwhile. There are key sources which have helped to
shape the underlying ideas for this research. Among these are for example the many
European Union reports such as Overview of the higher education systems in the
Tempus Partner countries. Such reports are an invaluable source of reference and help
in endeavouring to explain the sometimes complex education systems in the Western
Balkans. In these countries information literacy is often linked with and postulated as a
means to develop a strong knowledge economy (Pejova and Catts et. al) and the
economy generally and hence literature from organisations such as the World Bank as
well as organisations like the United Nations Development Programme are also
important in helping to frame this relationship between education and the economy.
Authors such as Špiranec and Pejova (2010); Pejova and Catts (2006); Lazovic and
Djurickovic (2010); Jashari and Stojanovski (2008) have all written about the place of
information literacy in society but in the Western Balkans more attention has been
placed on ICT literacy than on information literacy (Špiranec and Pejova 2010). While
there are similarities between ICT Literacy and IL they are very different concepts.
While ICT Literacy focuses on “using digital technology, communications tools, and/or
networks to access, manage, integrate, evaluate and create information in order to
function in a knowledge society” (ICT Literacy Panel 2002 p. 2) e.g. computer security,
virus and privacy issues; IL is purely about the information and how to recognize when
information is needed and having “the ability to locate, evaluate and use effectively the
needed information” (ALA Presidential Committee 1989).
There is general agreement in the literature that the correlation between IL and
educational reforms is widely recognised in some EU countries where the pursuit of the
Bologna process has made available “a fortuitous vehicle for the inclusion of
information literacy in educational reforms” (Špiranec and Perjova 2010 p.77) and the
challenge now is for Western Balkan countries to respond. However the presence of IL
is not visible in educational strategies or policies (p. 77). Library and information
infrastructure is described as “poor” and organisations have no formal information and
library education programmes at university level. (p. 77). Educational activities relating
to IL are still a peripheral rather than a central concern in higher education institutions
and IL programs are generally delivered on an ad hoc, informal or individual basis
(Špiranec and Perjova 2010 p. 79). This is a problem which is common in the regionlargely because as noted by Špiranec and Perjova (2010 p. 79) IL is “a highly contextual
phenomenon circumscribed by different socio technical, political or historical factors”.
Hence existing frameworks and best practice cannot just be blindly copied from the
25
leaders in the IL field- in for example the UK, USA or Australia and be expected to
work each time as the framework and the context is quite different. However there is
commitment in the region to develop information literacy- “to increase the level of
general information literacy of the population” (United Nations Development
Programme 2004 p. 4). For example in Montenegro functional literacy to include
information literacy is being supported (European Training Foundation 2011) and
diffusion of knowledge and information literacy to society is considered vital (Grkovic
2011).
Other authors have focussed on resources available for information literacy in the
specific languages of the country concerned such as Horton’s Overview of Information
Literacy Resources Worldwide (2013). Here Horton explains the need for such a
publication as follows:
Although the IL concept has been studied and promoted in various countries, resources
and information on the basic concept, as well as its practice, have been spread and
scattered widely, from many different types of sources, and in many different formats,
applications and languages. In order to provide inclusive and multilingual IL resources
for Library and Information Science professionals, teachers, researchers, and students,
among others, this publication was designed to bring together IL contributions in fortytwo languages from all of the different geographic regions around the world (Horton
2013 pg. 8).
Of the four Western Balkan countries dealt with in this study only Albania and Bosnia
& Herzegovina are featured in Horton’s study. Horton notes that “although the concept
of information literacy in Bosnia and Herzegovina was officially launched in 2008 it is
not yet a part of the formal and official development projects and strategies for lifelong
learning” (p. 57). It is however becoming important in certain Faculties such as the
Faculty of Philosophy, University of West Mostar and the Faculty of Criminology and
Security Studies at the University of Sarajevo however Horton explains that “it is not
yet an integral part of the regular curriculum” (p. 57). In general we can say that there is
a “small group of enthusiasts” (p. 57) in Bosnia & Herzegovina however this group is
undoubtedly growing as we speak due largely to EU programmes such as Tempus and a
unique information literacy project being led by Limerick Institute of Technology,
Ireland. Among this group of IL enthusiasts are Dizdar (2012) from University of
Sarajevo who has published on IL themes such as Information literacy in the context of
achieving the Bologna competence (2012), Information literacy competencies for
lifelong learning (2012), Models redefinition of academic libraries in the modern
educational environment: toward information literacy and digital services (2012).
Another prolific author in the IL field and also from University of Sarajevo is Rasidovic
whose Master’s thesis deals with Information literacy and academic libraries - user
education Model of the Sarajevo University (2011). Other works by Rasidovic include
Academic libraries and user education: a model of the Faculty of Criminology (2008).
Another author Turcilo (2012) has also written about IL with her work Teaching
Information Literacy: dilemmas and possible solutions, presentation of the Tempus
project development of information literacy for lifelong learning and knowledge-based
economy in the countries of the Western Balkans (2012).
Other important developments in the Region include the running of the 9 th (2012) and
10th (2013) International Librarians Conference Juni na Uni organised by the University
of Bihac, Bosnia and Herzegovina-both conferences have had information literacy as its
26
Tempus Project
special theme and have enjoyed delegate participation not just from the Western
Balkans but many countries neighbouring the Region as well as EU and US delegates.
4.3 Tempus project 517117 on information Literacy in the Western Balkans:
In October 2011 Limerick Institute of Technology were funded by the European
Audiovisual and Cultural Executive Agency (EACEA) to develop Information literacy
for lifelong learning and knowledge economy in Western Balkan countries (European
Commission 2011e). This unique project involving also nine higher education
institutions from Western Balkan countries- Albania, Bosnia & Herzegovina, Kosovo
under UNSC Resolution 1244/99, Montenegro as well as one institution from Romania,
Greece and the United Kingdom aims to improve and embed IL in Western Balkan
countries. The main features of this project include the identification of best IL practice,
transfer of knowledge, development and implementation of IL programs and training
including online IL suites, development of IL policy and dissemination and exploitation
of results across all participating countries (Limerick Institute of Technology 2011;
University of Sarajevo 2011; RINGIDEA 2013). The wider objectives are a furthering
of the Bologna Process- for the creation of a European Higher Education Area. The
project will explore inclusion of IL competencies in curricula as well as the creation
with Faculty, of curriculum-integrated IL programs (embedded in the three cycle system
(bachelor/master/doctorate), quality assurance and recognition of qualifications for the
development of lifelong learning in society at large. These innovative technologies will
benefit all stakeholders such as undergraduate and postgraduate students, Librarians,
academic staff, Ministries, National and public libraries, Local communities. The
specific objectives of the project are the development of IL programs for learners and
their use in curricula, development of innovative online IL modules for lifelong learning
and harmonisation of the IL programs with those currently active in Western Balkan
countries. The project will strengthen the capacities of higher education institutions for
the strategic planning and implementation of information literacy programs to instill
transferable skills for a "competitive, dynamic, knowledge-based economy” as per the
Lisbon Strategy (European Commission 2010b). The project will develop IL policy,
guidelines, - goals, mission as well as disseminate information about the approaches to
IL development and ensure their sustainability. The principle outcomes and outputs of
the project are: guidelines for planning IL programs, harmonised contents for the
teaching of IL, training of IL practitioners, development of innovative online IL
modules, and implementation of the IL programs, dissemination and sustainability of
the IL programs.
4.4 Project 517117: Outcomes, activities, progress to date and future
developments:
4.4.1 Outcomes: There have been good outcomes in the project to date. A robust
management structure has been put in place comprising of a Project Management
Committee (PMC) and 5 Working Groups whose role is to ensure that project
deliverables are met and that the project achieves its objectives. This is enhanced further
by the Limerick Institute of Technology (LIT) Management Team- Project Leader,
27
Project Coordinator and Financial Coordinator who ensure daily project management
with the help of the main contact person for EU and PC institutions, Lead Workpackage
institutions and Local Implementation Committees in the PC institutions. In the
development of the project which has been guided by the EU partners and best
international IL standards and practice there have been some important outcomes. These
include the publication of significant Guidelines, curricula and syllabus e.g. Guidelines
for planning of IL programs in Western Balkan countries; the IL curricula and syllabus
publication Integrating information literacy into academic curricula of Balkan
countries universities and the IL harmonisation publication Defining IL program
harmonised contents. Further guidelines for the development of the project are at
advanced stage of development and are on target. These include production of IL
harmonised didactic materials through the publication of Information Literacy courses
content: transitional, transferable, transformational and another important guideline
which deals with training of IL teachers entitled Guidelines for training of IL
teachers/practitioners: methodology for teaching information literacy.
Partner Country (PC) (i.e. in this case Western Balkan) institutions following a
thorough consultation process involving workshops and PMC/WG meetings have
decided on an online IL modular suite of courses that will be developed in their
institution with rollout of the modules in each PC institution in January 2014. The
Quality plan for the project has focussed on internal and external evaluation and has led
to some good outcomes. Internal evaluation has been ensured by the presence of the
Management structure with the PMC overseeing quality control while an Evaluation
Group consisting of five Independent experts have guaranteed the external evaluation of
the project. Dissemination in the project has resulted in good outcomes. A three strand
dissemination model has been employed- institutional dissemination, regional
dissemination, international dissemination. Through such events as public presentation
of the project, at Information Days, presentations to specific Faculties, participation in
special library events such as Library Week, regular meetings with academics and
librarians, Media coverage through television and radio, publication of
pamphlets/brochures, presentation of papers at regional and national conferences and
the running of an international conference in a PC institution as well as launch of the
project website http://www.ringidea.org the outcome has been that there is great
awareness of the IL programs both within and outside PC institutions. The awareness
generated has made it easier for PMC and PC institutions to negotiate university
management and governance structures and processes in order to ensure embedment of
IL in curricula. Often an activity which projects can leave on the “long finger” is
sustainability as it is often assumed by partners to be an activity that takes place
exclusively at the end of a project- we believe that we have not made this mistake in this
project. The project has been mindful of how the results of the project can be exploited
and sustained since the very beginning of the project, sustainability has featured on
every agenda of almost every meeting- both PMC and Working Groups (WG’s) and the
project is committed to achieving the key aims of the Exploitation and Sustainability
plan that is to ensure international recognition of the IL programs, transfer of results,
sustainability of project results and the establishment and maintaining of a Western
Balkan Network for IL.
28
Tempus Project
4.4.2 Activities:
Early activity in the Project was dominated by the Kick off Meeting in Limerick city
November 2011. At this meeting the PMC and other Working groups were formed and
the management structure put in place. Perhaps the most important activity in the project
has been mobility- which is the mechanism that allows the PMC and WG’s to hold
meetings and hence to work through agendas, run training and to progress the project
generally. In the months following the Kick off meeting there was more mobility to
partner universities in Brasov, Romania, Mostar, Bosnia and Herzegovina, Bergen,
Norway, Bihac, Bosnia and Herzegovina and Tirana, Albania which were instrumental
in achieving vital goals in the project and led to the active translation and publication of
some the most important Guidelines and Syllabus documents in the project with them
subsequently being made available throughout PC institutions. Although much of the
training of IL practitioners is scheduled to occur through one week training visits to EU
and PC countries, many academic staff, librarians and administrative staff have already
been trained in IL. In order to progress the development of online IL programs, Online
IL module workshops were held in each PC institution where they reviewed various
models of online IL suites available before coming to a final decision at the ILMWG
meeting in Brasov on the type of online IL module to be developed . The
implementation and physical rollout of the IL programs is not scheduled to occur until
during the second half of the project. However the groundwork for successful IL
implementation has been done. Due to the work of the PMC and WG’s and the presence
of persons from the highest level in PC institutions e.g. Rector and Vice Rector at PMC
and WG meetings there is clear commitment in PC institutions at the highest level to
embed IL in curricula and University structures. The Quality planning process has seen
the holding of an EWG meeting in Bergen, Norway and the publication of Terms of
Reference and a Quality plan for the project. There has been much project
dissemination activity. PC and EU institutions have participated in International and
regional conferences inspired by the project objectives and there have been many
presentations made by PC institutions to Faculty and Librarians. PC institutions have
published conference papers and journal articles and various types of Media e.g.
television, radio, Web and the project website http://www.ringidea.org have been used
to disseminate about the project. Up to now exploitation and sustainability activities
have centred around ensuring embedment of IL in curricula and University strictures
through working with high level bodies such as Rectorate Boards, Governing Bodies,
Teaching and Scientific Councils as ultimately ensuring that IL embedded in University
structures is the chief aim to ensure sustainability and exploitation of the project results.
4.4.3 Progress to date
The project continues to move ahead towards the defined objectives and the activities of
the project to date have taken place according to plans. The Management structure has
ensured that project deliverables have been met. Any obstacles or shortcomings that
may have impeded the project have been intercepted by the PMC and Management
Team and swift and effective solutions found to bring the project back on track. The
concept of Information Literacy has certainly taken hold in PC institutions with great
commitment to embed IL into curricula and University structures and this will aid the
29
process of implementing the IL programs in the second half of the project. Already
many IL practitioners- Librarians, academics, administration staff have been trained IL.
With the more intensified roll out of IL staff training in 2013 through a series of one
week visits and use of a “Train the trainer” model we expect the numbers of persons
trained in IL not just in PC universities but in non academic institutions such as public,
national libraries and local communities to increase. Both PC and EU partners have
worked hard to progress project dissemination to the point where there is great
awareness about the project in PC universities at Rectorate level, in Faculties, Libraries,
International Relations Office’s.
However the project has not been just about dissemination about the project in PC
institutions in the project- both PC and EU partners have engaged PC and EU
institutions and countries from outside the Consortium through participation in and
running of regional and International conferences in Bihac, Bosnia and Herzegovina for
example and by publishing papers about IL and the project progress. Although
deliverables related to sustainability and exploitation are featured in the final third of
the project , significant progress has being made with the primary focus of the
sustainability being to ensure the embedment of IL programs and courses in Curricula
and University structures as this above all we believe is what will ensure the lasting
effect of the project and will ensure international recognition of the IL programs and the
transfer of results to PC institutions and countries outside the Consortium.
4.4.4 Future developments
In the project’s mobility programme a series of one week visits will commence between
May and November 2013 in order to update IL training content and to train IL
teachers/practitioners. There will also be one meeting of the PMC and one meeting of
both the Information Literacy Training Working Group (ILTWG) and Information
Literacy Module Working Group (ILMWG) before the end of the project. Remaining
developments in this project mainly concern deliverables contained in the Development,
Dissemination and Sustainability workpackages. In the Development workpackage
most of the IL guidelines have already been produced with only those guidelines related
to IL harmonisation awaiting final PMC and PC institution approval. During the second
half of 2013 much training of IL teachers/practitioners is scheduled to occur by means
of one week training visits to EU and PC institutions. The suites for producing the online modules have been selected and the modules are now in the process of being
developed with rollout in January 2014 as per the delivery date. Implementation and
rollout of the IL programs i.e. actual rollout of the program, coordination, timetabling
and physical execution of the program will begin in 2013 with rollout continuing into
2014 and beyond. Future dissemination activities will see more dissemination to
Faculties, Libraries but efforts also to increase dissemination to non-academic partners.
Dissemination will also see the running of an International Workshop scheduled for
April 2014. Future developments in the area of exploitation and sustainability will be
concentrated on ensuring international dissemination of the IL programs, transfer of
project results, sustaining project results, and on the further development and
enlargement of the Western Balkan Network for Information Literacy (WBIL).
30
Tempus Project
5.0 CONCLUSION
This study examined the state of information literacy in the Western Balkans. At the
outset we looked at Information Literacy development internationally followed by a
detailed study of information literacy development in Ireland- because the EU funded
Tempus project 517117 on Information Literacy is led by an Irish institution Ireland has
perhaps had more influence over the development of IL in the Western Balkans than
any other country. Then we provided a brief overview of Western Balkan education
systems before detailing the results of a literature search into information literacy
development in the Western Balkans which was followed by an account of outcomes,
activities, progress to date and future development in European Union Tempus project
517117 Developing information literacy for lifelong learning and knowledge economy
in Western Balkan countries.
The work of Tempus project 517117 and this research should prove useful to University
management, academic staff, Library managers and librarians generally not just in
Western Balkan institutions, but in countries and regions with less developed education
systems who may be considering embedding IL into University structures. It is
envisaged that this work will add to the body of general IL research in the area while
providing a study of IL in Western Balkan countries. This research will add to the
understanding of IL, the Information Society and Western Balkan education systems
generally and potentially lead to improvements in the quality of education provision
with specific emphasis on IL.
It is clear that the methods chosen for this study- that is the literature search/review
were suitable to help enable a successful examination of the level of information
literacy development in Western Balkans, gauge strategic engagement with information
literacy and to ascertain if IL is a high priority in the Region. The literature review made
it possible to identify whether anyone else had undertaken similar research on this topic.
The literature review showed how these authors have treated the topic and helped gain a
better understanding of the Western Balkans generally, of Western Balkan education
systems and the many changes which have occurred in recent years in the Region
brought about by brutal, successive wars and a subsequent process of Europeanisation
which the countries in the Region are trying to embrace.
The literature review first examined the world of information literacy, its development,
main drivers and important authors, publications and organisations. Next we looked
briefly at information literacy development in Ireland- this country has perhaps had
more influence over the development of IL in the Western Balkans in recent years than
any other country because of the EU funded Tempus project 517117 being led by an
Irish institution based in the Mid-West of Ireland. This was followed by a study of the
Western Balkans itself where a brief overview of the Western Balkans was first
presented followed by an analysis of Western Balkan education systems, their
development over the past 20 years, how they survived some turbulent times and
positive change that have occurred in recent years. The final part of our literature review
focused specifically on Information Literacy and the Western Balkans, how it has been
treated in the research literature and the influence of the European Union Tempus
programme on IL developments in the Region. This was followed by an analysis of the
work and achievements of Tempus project 517117 on information literacy and focused
31
on information literacy development in Albania, Bosnia and Herzegovina, Kosovo
under UNSC Resolution 1244/99 and Montenegro.
It is clear that much has been done in the Western Balkans to integrate Information
Literacy and that it is now fully embedded in the culture of universities and education
systems generally in the Western Balkans. It seems also that IL is gradually but surely
being integrated fully into the curriculum- with IL skills developed incrementally and it
is already embedded into some Departments, courses, subject units, modules and
assignments in Western Balkan institutions. This in itself is an impressive achievement
given that IL is a relatively new field and one which even the most sophisticated and
high profile Universities internationally can have difficulty integrating and embedding.
Such achievements together with the clear enthusiasm and passion of IL enthusiasts in
the Western Balkans and the positive influence of European Union funding programmes
should accelerate strategic engagement with IL in the region making Information
literacy a high priority for both educators and learners in the Western Balkans into the
future.
This study has several recommendations which may prove useful to University
management, academic staff, Library managers and librarians generally not just in
Western Balkan institutions, but in countries and regions with less developed education
systems who may be considering embedding IL into University structures. Firstly for IL
to be successfully integrated into University structures there must be institutional buyin. There must be a Vision and Strategic plan for information literacy in each institution
which will inform and position its direction. This vision and strategy could include the
setting up of an Information Literacy Advisory Group, the establishment of an
Information Literacy Coordinator in each institution (ideally someone holding a senior
position in the organisation), the drafting and publication of an Information Literacy
Strategy and by ensuring that IL features in all important University regulations and
publications and is well supported by University management and governance in a topdown approach. Collaboration between Librarians and academics could be aided by the
establishment of Liaison Librarians who would actively engage in a range of
collaborative teaching and learning partnerships and curriculum development projects
and who would constitute the primary teaching and learning interface for the Library
and in this capacity would work together with designated faculties and divisions as
advisors to ensure the information literacy needs of students and staff are met.
Marketing and promotion of IL would be aided by targeted promotional and marketing
campaigns to ensure that all stakeholders- students and staff are aware of information
literacy learning opportunities with specific emphasis on raising awareness of IL among
academic staff.
Ensuring IL is a priority not just in the institution but on a country level could be
achieved by involving Ministries of Education more in IL development and by
involving more institutions from the Region in EU Tempus funded projects related to
Information Literacy.
32
Tempus Project
6.0 LITERATURE
 Association of College and Research Libraries (2000) Presidential Committee on
Information Literacy: Final report. Chicago: American Library Association.
Retrieved August 29, 2012 from http://www.ala.org/acrl/publications/
whitepapers/presidential
 American Library Association (1989) Presidential Committee on Information
Literacy. Final Report. Chicago: American Library Association, available:
http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/presidential.cfm
[accessed 5 January 2012].
 Bloom, B. and M. Deyrup (2003) Information literacy across the wired university.
Reference services review 31(3): pp. 237-247.
 Breen, E and Fallon, H. (2005) Developing student information literacy to support
project and problem-based learning, in Barrett, T. Mac Labhrainn, I. and Fallon, H
(eds.) Handbook of enquiry and problem based learning: Irish case studies and
international perspectives. Dublin: AISHE, available: http://www.aishe.org/
readings/2005-2/chapter17.pdf [accessed 11 December 2012].
 Bruce, C.S. (2002) Information Literacy as a Catalyst for Educational Change A
Background, Queensland University of Technology, Keynote address, for “Lifelong
Learning: Whose responsibility and what is your contribution? the 3rd International
Lifelong Learning Conference, Yeppoon, 13-16 June, 2004, UNESCO Information
Literacy Meeting of Experts, available: http://eprints.qut.edu.au/4977/1/4977_1.pdf
[accessed 15 4 2013].
 Bruce, C. S. (1999) Workplace experiences of information literacy. International
journal of information management 19: pp.33-37.
 Bruce, C.S. (1997) The relational approach: a new model for information literacy.
The New Review of Information and Library Research 3 pp 1-22
 Carver, B. (2008). Creating an institutional repository: a role for libraries. Ex-Libris:
a weekly E-Zine for librarians and information junkies. June 27th 2003. Available at
http://marylaine.com/exlibris/xlib181.html
 Cavanagh, J. and Kirby, P. (2013) Information Literacy and the Western Balkans: a
Tempus project in Western Balkan Information Literacy Conference, conference
proceedings
Bihać
Bosnia
and
Herzegovina
June
13-15th
2013
Cavanagh, J. (2008) Library Network Support Services, Limerick: Limerick Institute
of Technology, available: http://www3.ul.ie/shannonconsortium/TheShannon
ConsortiumLibraryNetwork.ppt#1 [accessed 23 January 2012].
 CONUL (2012) Integrating information literacy into the curriculum, Galway:
Consortium
of
National
and
University
Libraries,
available
http://www.library.nuigalway.ie/media/jameshardimanlibrary/content/documents/su
pport/CONULACILbookletfinal.pdf [accessed 17 1 1013].
 CONUL Working Group on Information Skills Training. (2004). Report of the
CONUL working group on information skills training. Dublin: Consortium of
National and University Libraries, available: http://www.conul.ie/committees/
activities.shtml
33
 Corell, S. (2007) Benchmarking strategic engagement with information literacy in
higher education: towards a working model. Information research 12 (4) paper 328,
available: http://informationr.net/ir/12-4/paper328.html [accessed 7 November
2012].
 Delevic, M. (2007) Regional cooperation in the Western Balkans. Paris: European
Union Institute for Security Studies, available: http://www.christophesolioz.ch/
links/doc/2007/2007_chai.pdf [accessed 14 November 2011].
 Dizdar, S. (2012) Information literacy competencies for lifelong learning, available
 https://docs.google.com/viewer?a=v&q=cache:QlSVdFRfuhkJ:unsa.ba/s/images/stor
ies/pdf/a-ad/SD.docx+&hl=bs&gl=ba&pid=bl&srcid=ADGEESgeOkptKubAevojX
AZUjp3UYYcw8XgQ4QNYNlYUNI-Yu581TeBevhNgs3v_3Z1ZHjmn7JNmoOp0
2LNkRgm6w5MOG2VenYOJHtjUBNG2SYSZ4WnWYwSV1pfeIwsnA0hjZU1k2
H3Z&sig=AHIEtbRf2gCIan3Il5YNjCjFZuOnEQBlfw [accessed 25 February 2013].
 Eisenberg, M. (2010) What is information literacy? [Video online], available
http://www.youtube.com/watch?v=l9UXEDNP1lc [accessed 21 November 2012].
 European Commission (2013) The Bologna Process - Towards the European Higher
Education Area, Brussels: European Commission, available http://ec.europa.eu/
education/higher-education/bologna_en.htm [accessed 14 November 2012].
 European Commission (2012b) Stability Pact for South-Eastern Europe, European
Commission - Enlargement - Stability Pact for South-Eastern Europe, Brussels:
European Commission, available: http://ec.europa.eu/enlargement/policy/glossary/
terms/stability-pact_en.htm [accessed 29 November 2012].
 European Commission (2011a) Communication from the Commission to the
European Parliament and the Council: Enlargement Strategy and main challenges
2011-2012, Brussels: European Commission, available: http://ec.europa.eu/enlarge
ment/pdf/key_documents/2011/package/strategy_paper_2011_en.pdf [accessed 21
November 2011].
 European Commission (2011d) Tempus IV: Reform of Higher Education through
International University Cooperation Fifth Call Application Guidelines EACEA N°
25/2011. Brussels: European Commission, available: http://eacea.ec.europa.eu/
tempus/funding/2011/documents/5th_call_application_guidelines_en.pdf [accessed
5 January 2011].
 European Commission (2011e) TEMPUS IV - 4th Call for Proposals EACEA/32/10 (Deadline for submission of applications on 15 February 2011)
projects selected for funding, Brussels: European Commission, available
http://eacea.ec.europa.eu/tempus/results_compendia/documents/list_of_finally_selec
ted_projects_4th_call.pdf [accessed 1 September 2012].
 European Commission (2010a) Tempus glossary: Bologna process, Brussels:
European Commission, available: http://eacea.ec.europa.eu/tempus/tools/glossary
_en.php [accessed 14 1 2013).
 European Commission (2010b) Tempus glossary: Lisbon strategy, Brussels:
European Commission, available: http://eacea.ec.europa.eu/tempus/tools/glossary_
en.php [accessed 14 1 2013).
 European Commission (2009) Tempus programme, Brussels: European
Commission, available: http://eacea.ec.europa.eu/tempus/ [accessed 7 September
2012].
34
Tempus Project
 European Training Foundation (2011) VET for social inclusion in the Western
Balkans and Turkey: towards regional actions, Consultation Workshop Torino, 1213 December 2011. Turin: European Training Foundation, available:
http://www2.lse.ac.uk/europeanInstitute/research/LSEE/PDF%20Files/Newsbites/01
/ETF3.pdf [accessed 29 November 2011].
 Grkovic, G.D. (2011) Monitoring Policy and Research Activities on Science in
Society in Europe (MASIS), national report, Montenegro. Kongens Lyngby: COWI,
available
http://www.masis.eu/files/reports/updated_fall_2011/MASIS_Montene
gro_report_update.pdf [accessed 17 November 2011].
 Horton, F.W. (2013) Overview of information literacy resources worldwide. Paris:
UNESCO, available http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/
CI/pdf/news/overview_info_lit_resources.pdf [accessed 16 1 2013].
 International Federation of Library Associations and Institutions (2005) Beacons of
the Information Society: the Alexandria proclamation on information literacy and
lifelong learning, The Hague: IFLA, available: http://archive.ifla.org/III/wsis/
BeaconInfSoc.html [accessed 1 November 2012].
 International Federation of Library Associations and Institutions (2012) Moscow
declaration on Media and Information Literacy, The Hague: IFLA, available:
http://www.ifla.org/publications/moscow-declaration-on-media-and-informationliteracy [accessed 1 November 2012].
 International ICT Literacy Panel (2002). Digital transformation: A framework for
ICT literacy (A report of the International ICT Literacy Panel). Princeton, NJ:
Educational Testing Service, available: http://www.ets.org/Media/Research/
pdf/ictreport.pdf [Accessed 6 January 2012].
 Ireland, Department of Education and Science. (2006) Hannafin approves over €42
million for higher education reforms, 20th Feb. available: http://www.education.ie/
en/Press-Events/Press-Releases/2006-Press-Releases/PR06-10-24.html
 Irish Times (2005). Third- level funding. Irish Times. Dublin. 9th Dec, available:
http://www.irishtimes.com/newspaper/opinion/2005/1209/1132330278212_pf.htm
 Jashari, B. and Stojanovski, F. (2008) Roadmap for inclusive e-Government in the
Western Balkans: building e-services accessible to all. Skopje: Metamorphosis
Foundation, available: http://old.e-society.org.mk/portal/download/Roadmap-forinclusive-eGovernment-in-the-Western-Balkans.pdf [accessed 17 October 2011].
 Kajberg, L. and Lørring, L (2005) European curriculum reflections on library and
information science education, Copenhagen: The Royal School of Library and
Information Science, Denmark. Retrieved August 28, 2012 from http://dspaceunipr.cilea.it/bitstream/1889/1704/1/EUCLID%20European%20LIS%20curriculum.
pdf [accessed 4 January 2012].
 Kathuria, S. (2008) Western Balkan integration and the EU: an agenda for trade and
growth, Washington D.C.: World Bank, available: http://siteresources.worldbank.
org/ECAEXT/Resources/publications/454763-1213051861605/9780821374726.pdf
[accessed 15 April 2013].
 Lau, J. (2006) Guidelines on information literacy for lifelong learning. The Hague:
International Federation of Library Associations and Institutions. Retrieved June 11,
35














36
2012 http://archive.ifla.org/VII/s42/pub/IL-Guidelines2006.pdf [accessed 11 June
2012].
Lazovic, V. and Djurickovic, T. (2010) Strategies for development of information
society in Montenegro, World Academy of Science Engineering and Technology, 66.
Available http://waset.org/journals/waset/v66/v66-224.pdf [accessed 2 November
2011].
Limerick Institute of Technology (2011) Developing information literacy for
lifelong learning and knowledge economy in Western Balkan countries, Limerick:
Limerick Institute of Technology, available: http://www.lit.ie/projects/tempus/
default.aspx [accessed 14 11 2012].
McSweeney, N and Conrick, M (2009). Graduate Information Literacy Skills: A
collaborative SIF funded approach, available: http://lilacconference.com/dw/
archive/resources/2009/McSweeney.ver.97.04pptx.pdf
Montiel Overall, P. (2007) Information literacy: toward a cultural model. Canadian
Journal of Information and Library Science 31(1): pp. 43-68.
O’Brien, T. & Russell P. (2012) The Irish Working Group on Information Literacy:
Edging towards a national policy. International Information and Library Review.
Volume 44, Issue No. 1, available: http://arrow.dit.ie/cgi/viewcontent.cgi?
article=1003&context=ittsupart [accessed 17 January 2013].
Peacock, J (2004) Beyond the fashionable: strategic planning for critical information
literacy education, in Curzon, S.C., Lampert, L.D., (eds.) Proven strategies for
building an information literacy program, New York: Neil Schumann, 29-53.
Pejova, Z, Catts, R, Ticha, L and Dombrovska, M. (Ed's.) (2006) Achieving an
information society and a Knowledge-based economy through Information Literacy:
proposal for an Information Literacy platform and an action plan for Central and
South-East European countries. Ljubljana: International Center for Promotion of
Enterprises- ICPE.#
Rasidovic, B.E. (2011) Information literacy and academic libraries- user education
Model of the Sarajevo University, Sarajevo, University of Sarajevo.
Rasidovic, B.E. (2008) Academic libraries and user education: a model of the
Faculty of Criminology, Sarajevo: University of Sarajevo.
RINGIDEA
(2013)
Developing
information
literacy,
available:
http://www.ringidea.org/ [accessed 13 February 2013].
Russell, P. (2008). Information literacy support for off campus students by academic
libraries in the Republic of Ireland. Journal of information literacy 2(2) pp. 46-62.
SCONUL Working Group on Information Literacy (2011) The SCONUL seven
pillars of information literacy: core model for higher education. available:
http://www.sconul.ac.uk/groups/information_literacy/publications/coremodel.pdf
[accessed 25 November 2011].
SCONUL (2004) Learning outcomes and information literacy. London: Higher
Education Academy, available: http://www.sconul.ac.uk/groups/information_
literacy/papers/outcomes.pdf [accessed 14 November 2011].
Snavely, L. (2001) Information Literacy Standards for higher education: an
international Perspective, In 67th IFLA Council and General Conference, Boston
August 16-25th 2001, available: http://archive.ifla.org/IV/ifla67/papers/073126e.pdf [accessed 11 November 2011].
Tempus Project
 Špiranec, S and Pejova, Z (2010) Information literacy in South-East Europe:
Formulating strategic initiatives, making reforms and introducing best practices, The
International Information & Library Review 42 (2): pp. 75-83, available: Science
Direct [accessed 14 November 2011].
 Sundin, O. (2005). Negotiations on information-seeking expertise: a study of webbased tutorials for information literacy. Journal of documentation 64(1): pp. 24-43.
 Turcilo, L (2012) Teaching Information Literacy: dilemmas and possible solutions:
presentation of the Tempus project development of information literacy for lifelong
learning and knowledge-based economy in the countries of the Western Balkans,
Sarajevo: University of Sarajevo.
 UNESCO (2003) The Prague Declaration: Towards an information Literacy
Society, Paris, UNESCO, available: http://www.unesco.org/new/fileadmin/MULTI
MEDIA/HQ/CI/CI/pdf/PragueDeclaration.pdf [accessed 17 September 2013].
 United Nations Development Programme (2004) Strategy of information society
development in Bosnia and Herzegovina, New York: United Nations Development
Programme, available: http://www.undp.ba/upload/publications/Strategy%20for%
20IS%20Development%20in%20BH.pdf [accessed 19 October 2011].
 University of Huddersfield (2004) Information Literacy Strategy, available
http://www2.hud.ac.uk/shared/shared_tlwg/il_strategy.pdf [accessed 29 December
2011].
 University of Sarajevo (2011) The Tempus project Info Day: Developing
Information Literacy for Lifelong Learning and Knowledge-Based Economy in the
Western Balkan Countries, Sarajevo: University of Sarajevo, available:
http://unsa.ba/s/index.php?option=com_content&task=view&id=1151&Itemid=348
&lang=english [accessed 10 April 2014].
 University of Sarajevo (2010) Sixty years of the University of Sarajevo, Sarajevo:
University of Sarajevo.
 Vukasovic, M. (2012) European Integration in Higher Education in the Western
Balkan Countries A review of literature, Working Paper, No. 1, October 2012
 EIHER-WBC Working Paper Series, available: Working Paper, No. 1, October
2012 EIHER-WBC Working Paper Series, available: http://www.herdata.org/
public/2012-1_Vukasovic.pdf [accessed 30 January 2013].
 Webber, S. and McGuinness, C. Eds. (2007). Information literacy: an international
state of the art report, IFLA; UNESCO p. 113-122, available:
http://www.infolitglobal.info/docs/UNESCO_IL_state_of_the_art_report__Draft070803.doc
 Xiao, D. Y., B. A. Pietraszewski, et al. (2004). Full stream ahead: database
instruction through online videos. Library Hi Tech 22(4): pp. 366-374.
An earlier version of this work appeared in Conference Proceedings for the Western
Balkan Information Literacy (2013) as follows:
Cavanagh, J. and Kirby, P. (2013) Information Literacy and the Western Balkans: a
Tempus project in Western Balkan Information Literacy Conference, conference
proceedings Bihać Bosnia and Herzegovina June 13-15th 2013
37
BEYOND COMPUTER LITERACY: SOCIAL NETWORKING
ABUSE
Djordje Slavnic, PhD
Pedagogical Faculty, University of Bihac, Bihac, Bosnia and Herzegovina
[email protected]
Ratko Knezevic, M.A.
County and University Library, Bihac, Bosnia and Herzegovina
[email protected]
Nikola Findrik, PhD
Law Faculty, University of Bihac, Bihac, Bosnia and Herzegovina
[email protected]
RESUME
Although social networking aimed to connect people and oppose alienation, it turned out to be
vulnerable to various forms of abuse. Particularly children were exposed to "aggressive sexual
solicitation" through Cyber bullying. Besides different solutions offered by leading cyber exports
from leading social networks it is concluded that only efficient protection ranges from parental
and individual education, technological obstacles built in social networks to fast and efficient
provider and police intervention.
Keywords: Computer Literacy, Social Networking, Social Networks Abuse, Facebook, Twitter,
Imperva, MySpace, Xanga, Criado – Perez, Cyber bullying.
Social networking actually existed before MySpace and Facebook. Online communities
began building in the late 1990s with sites such as Classmates and Six Degrees. It
wasn't until around 2005 when social networking exploded with MySpace, Facebook
and Xanga. Although these online social communities have many positive attributes,
there is one major negative attribute that all these sites have in common: Social
networking abuse.
There is nothing too technical about how people go about abusing others on social
networks. It's actually very simple: People lie. There are, of course, more complicated
technical ways such as hacking into user accounts, accessing e-mail address books and
finding and posting fake pictures so the abuser appears as someone he or she is actually
not. Regardless, abuse happens when people lie and unfortunately, it is becoming more
common as social networking sites begin to grow.
Here is the most common scenario for social network predators:

The predator opens an account using a fake name and birth date.

The predator will post a picture of someone else, usually a picture of someone
around the same age of the predators "target group."

The predator then is open to troll around the social networking websites as, for
example, a 16-year-old girl when really the predator is a 42-year-old pedophile.

A study conducted by the Crimes Against Children Research Center, one in seven
children aged 10 to 17 were victims of an online sexual solicitation.

In that same study, one-third of the children in this age group received what is
called "aggressive sexual solicitation". This means the predator asked to physically
meet them, corresponded with them through regular mail (meaning the child gave
the predator his or her home address) and/or received gifts.
Unfortunately, sexual predators are not the only social network abusers; there are also
cyber bullies.
Cyber bullying is a lot like real-life bullying and incidences are on the rise. Bullies often
add users to their online network of friends, with the intention of being anything but.
The bully then begins to harass the user in much the same way he or she would harass a
victim in person through the use of teasing, derogatory remarks and put-downs (often
referred to as "flaming"). Other ways cyber bullies harass their victims is through by
listing the people they do not like and writing derogatory remarks about them on
their MySpace, Facebook or Xanga pages. A final thought about cyber bullying is that
one of the most common reasons reported as to why it is on the rise is due to the
anonymity offered by the Internet. Bullies on the Internet are less likely to get in trouble
than a bully on the playground because they do not have to use their real names or
pictures online. Instead, they use screen names and avatars.
The only way to completely protect young people from abuse on social networks is to
banish Internet use all together. Since that is never going to happen, here are a few steps
young adults, children and parents can take in order to help prevent abuse on social
networks.
In the other hand, Twitter has responded to the Criado-Perez case with a "We hear
you"blog posting. "We are not blind to the reality that there will always be people using
Twitter in ways that are abusive and may harm others," wrote Del Harvey, the senior
director of trust and safety.
"Three weeks ago," he added, "we rolled out the ability to file reports from an
individual Tweet on our iPhone app and the mobile version of our site, and we plan to
bring this functionality to Android and desktop web users."
But is an abuse button enough? What can Twitter and other social networks actually do
to prevent abuse? Twitter's apparent preference, to rely on the police to deal with legal
issues, is problematic. "Policing cyberspace, a realm that is inherently borderless and
void of any governance, is at best going down a very slippery slope," warns Amar
Singh, ISACA's UK chair. "Would the police ignore tweets that originated from, say
Russia, China or Mongolia even though they fell in the same 'criminal bucket' as tweets
from UK or EU locations?" There is certainly not much the UK police could do to
apprehend a troll based in Russia.
Singh believes that primary responsibility should lie with the provider and not the
police. He thinks little, however, of the use of filters to block abusive comments. "Given
that at some point the keyword filter will leak, deliberately or accidentally, online trolls
would simply avoid these filtered keywords."
The problem is that social networks are based on the concept of making connections:
they are "only interested in allowing people to connect or follow, rather than disconnect
or unfollow." An abuse button is a start, but better would be easy batch reporting of
abuse, and easy batch "removal/blocking of followers, friends or contacts." Instant
report and disconnect is the route for victims of abuse.
Barry Shtelman, senior security strategist at Imperva, takes a similar view. "Today," he
says, "Twitter does not allow a user to blacklist a user from tweeting at you or a link
40
Djordje Slavnic, Ratko Knezevic, Nikola Findrik, Beyond computer literacy: social networking abuse
source, or even report an abusive tweet. This is a basic step that is required in order to
put things in order. If Caroline had the ability to report a 'life threatening abuse' and then
block the user, it would be an important first step."
But Shtelman also thinks there is a role for government in this – specifically in lifethreatening abuse. "By letting users report such abuse, and by having the platform
owner forward such content to a government official, the response time improves to
protect the abused individual and also acts as a deterrence mechanism."
The proposed solution, then, is for the social networks to allow easier, faster and bulk
abuse reports; for them to allow easier, faster and bulk friend/follower blocking; and for
the police to be brought in automatically for the most serious forms of abuse.











Reference:
Wellman, Barry; Berkowitz, S.D. (1988). Social Structures: A Network Approach.
Structural Analysis in the Social Sciences. Cambridge University Press. ISBN 0521-24441-2.
Scott, John (1991). Social Network Analysis: a handbook. SAGE. ISBN 978-07619-6338-7.
Wasserman, Stanley; Faust, Katherine (1994). Social Network Analysis: Methods
and Applications. Structural Analysis in the Social Sciences. Cambridge
University Press. ISBN 978-0-521-38269-4.
Barabási, Albert-László (2003). Linked: How everything is connected to
everything else and what it means for business, science, and everyday life.
Plum. ISBN 978-0-452-28439-5.
Freeman, Linton C. (2004). The Development of Social Network Analysis: A
Study in the Sociology of Science. Empirical Press. ISBN 1-59457-714-5.
Barnett, George A. (2011). Encyclopedia of Social Networks. SAGE. ISBN 978-14129-7911-5.
Kadushin, Charles (2012). Understanding Social Networks: Theories, Concepts,
and Findings. Oxford University Press.ISBN 978-0-19-537946-4.
Rainie, Lee and Barry Wellman. (2012). Networked: The New Social Operating
System. MIT Press. ISBN 978-0262017190
Estrada, E. (2011). The Structure of Complex Networks: Theory and Applications.
Oxford University Press. ISBN 978-0-199-59175-6
http://socialnetworking.lovetoknow.com/Social_Networking_Abuse - retrieved
February 2014
http://www.theguardian.com/media-network/partner-zone-infosecurity/twitterpolicing-social-networks-for-abuse - retrieved February 2014
41
LITERACY AND COMPUTER LITERACY IN BOSNIA AND
HERZEGOVINA
Ratko Knezevic, M.A.
County and University Library, Bihac, Bosnia and Herzegovina
[email protected]
Djordje Slavnic, PhD
Pedagogical Faculty, University of Bihac, Bihac, Bosnia and Herzegovina
[email protected]
Resume:
Literacy and Computer Literacy in BiH is very low except among young population. Main
problem represents fact that the State itself has neither an authorized official agency nor the plan
on how to develop and deal with computer literacy in the country. That is one of the main
obstacles to its faster and further development and to meeting European standards.
Keywords: Literacy, Computer Literacy, Bosnia and Herzegovina
It’s generally known that literacy means recognition of letters, skill of reading and
writing. Due to fact that we have no recent census data, we also have no recent data on
population illiteracy. However, we approximately count 10 % of them illiterate.
According to The World Factbook 82 % of population of the World is treated as literate.
In Croatia, 98. 1 % of population is considered literate while the highest percentage is
registered in Estonia, Cuba and Poland, 99.8 %. The lowest rate is in Burkina Faso, with
23.6 % of literate population.
There are three forms of literacy:
Primary literacy – skill of reading and writing.
Secondary literacy – skill of understanding and following written directions in order to
act properly in society.
Tertiary literacy – informatics, computer literacy.
Though official data are not available, UNESCO has estimated 10 to 15 % of illiterate
population. But, the new census will provide more precise data about it. The prediction
about new upcoming data is that the situation will only get worse.
During celebration of Literacy Day on September 8, Ms Azra Ramic, project manager
in “Support to Education of Adults”, emphasized that situation is very bad and should
be more seriously reconsidered. It is necessary, she said, to find solution within the legal
system of Federation. Late, postponed primary education should be free in Federation
like it is in Republic Serbia, she urged.
Similarly, according to media from Republic Srpska, we have precise data on computer
literacy in Bosnia Herzegovina. Youth in computer literacy is not behind their
counterparts in Europe but knowledge about grammar or orthography is not familiar to
everybody.
Data of Communications Regulatory Agency DCRA shows that while in the year of
2004 there were only 585,000 internet users, this number had nearly tripled by 2009.
Thus, there were 1.4 million of Internet users and the tendency is that it will continue to
increase annually in three to four percent. Although the use of the Internet in Bosnia and
Herzegovina is on the rise each year, statistically speaking we have the lowest number
of Internet users in the region- which have a total population of more than 50 percent of
Internet users.
Last year there were a total of 399,000 internet subscribers in Bosnia and Herzegovina,
while it is estimated that in the same year there were 1.4 million internet users, which
means that the Internet penetration rate in BiH had amounted to nearly 37 percent in
2009.
However, this data is still below any standards, as opposed to countries in the region. In
Croatia, for example, half of people older than 15 years or more among 1.7 million are
using the Internet.
Internet connection has more than 57 percent of households and the same situation is in
Serbia, Slovenia, Macedonia, all ahead of Bosnia and Herzegovina in regard to the
number of internet users! In addition to this, BiH is among the countries that have a
large number of IT illiterate population! Experts warn that a person who is explicitly
and only using social networks such as FB or Twitter is not considered a computer
literate.
Zlatan Mulabegović, director of the Association for Information Technology BH BAIT tells the newspaper “San” that only about 30 percent of the population is
computer literate in BiH-a.
"But less than 10,000 people in Bosnia and Herzegovina are to meet the basic standards
ECDL, European Association of Professional Informatics Societies, guaranteeing a
certain level of computer knowledge that is very important and vital," says
Mulabegović. He points out that in Serbia, as many as 30,000 people possess IT
certification, and in Croatia that number amounts to 50,000. "When we look at the
number of Croatian residents and compare it with somewhere else, then the difference is
striking. People in this country tend to think that they are computer literate because they
know how to use on Facebook, which is wrong," says Mulabegović.
In addition to this, the vast majority of BiH citizens initially start using computers for
the purpose of entertainment, only rarely do they go further and use it for education and
training.
Mulabegović points out that until we have a clear strategy for the development of
information technology at the national level, it will be difficult to move forward.
"All in all, we lose because I guess we have no projects, plans or action plan, and one
we had in 2005 was never implemented. This plan is meant to establish information in
our society, but it has never been done so. This way, everything got ruined" claims
Mulabegović.
However, testing computer literacy among students in elementary and secondary
schools in Banja Luka shows that the degree of computer, media and Internet literacy
among young people is extremely high, and the research coordinator Tatjana Duronjic
says that Bosnia and Herzegovina can be satisfied since it absolutely does not lag
behind the European average.
It’s sufficient to remind what ECDL stands for in the information and literacy world:
European Computer Driving License (ECDL) - European computer certification is an
internationally recognized certificate of computer proficiency. Outside Europe, it is an
international standard known as ICDL. It is the user certificate that should be owned by
each user a personal computer.
ECDL certificate is accepted in all countries of the European Community as a standard
for education and verification of IT knowledge. ECDL has become universal and
objective method for the detection capability of personal computer users in all areas.
44
Ratko Knezevic, Djordje Slavnic, Literacy and computer literacy in Bosnia and Hercegovina
The world currently operates with more than 15,000 test centers in 132 countries in 27
different languages.
ECDL concept is supported by: European Union, UNESCO, the World Bank, the
governments of Australia, Austria, Belgium, Egypt, Estonia, Ireland, the Netherlands,
Norway, Germany, Hungary, Italy, Sweden, Jordan, Polish, etc. ..
Many countries have adopted the ECDL certificate as the standard for confirming the
necessary knowledge and skills in working with a personal computer because:
(a) presents the basics in computer skills intended for all users
(b) increasing computer literacy in society
(c) a model for education and knowledge assessment in computer science
(d) facilitates active participation in the information society
The company "Algebra Education" conducted a survey regarding computer literacy in
Bosnia and Herzegovina and Croatia. Similar research will soon be conducted in Serbia.
The survey was conducted from April to June this year on a sample of 900 respondents,
conducted in the larger urban areas.
According to the research of computer literacy that was conducted on the entire territory
of Bosnia and Herzegovina, on a sample of 900 respondents, 28 percent of the
respondents had no access to a computer. The remaining 72 percent use a computer, but
for different purposes, says Zlatan Mulabegović, regional director of the company
"Algebra Education":
"29 percent of them use it for entertainment, 23 for business purposes, 15 percent for
education and four percent for other purposes. So, those 29 percent that use a computer
for entertainment are usually people who have learned to surf, type in the Google
specific terms, see the results of the bookmakers etc. And those 20 percent feel it is
overrated and that there was a certain percentage of them who also inadequately IT
educated”.
Mulabegović also points out that one of the questions covering this study was how
many BiH citizens reap the ECDL - European standard for computer literacy. This
standard contains the basics knowledge of Windows, Word, Excel and the Internet:
"In this research, we discuss these four knowledge because they constitute the basic
ECDL package and this information will be assessed to the Excel worst known IT area
in ECDL training."
Citizens had also an opportunity to answer what they think how much is literacy
important in employment:
"Almost 90 percent of them think that computer knowledge is very important for
finding a job."
The same survey was conducted in the Republic of Croatia, where the results are
slightly better, emphasizes Hrvoje Balen, a member of the Board of "Education
Algebra" from Croatia:
"What statistics in Zagreb show is that 8 % of IT people are illiterate, so they do not
use a PC, a lot like some kind of information to the European standard. Average whole
Croatian is 12 percent, while the previous year there was 15 percent of people who did
not use the computer, so there is an annual decline of three percent, which in spite of all
these large investments in Croatia is much higher than in Bosnia, but nevertheless this
percentage shows slow decline."
45
Knowing the brand ECDL is much better than it is in the Republic of Croatia in Bosnia
and Herzegovina:
"Forty-eight percent of people in 2008 were aware of, and very much wanted to invest
in the brand. There was 44 % of people who were aware of it, now this percentage has
risen to 48% and it should be noted that these developments reach people very slowly,
gradually becoming aware of how much this certification is an essential and important
to them. The state of CROATIA has introduced ECDL as part of its strategy and is
making it an obligatory certification for the public sector".
When these data is compared with the results of the European Union and the
neighboring countries, literacy in BiH is worrying, says Mansur Beganovic, president of
the Association of Informatics BiH:
"When we talk about computer literacy, I would like to mention/ include the three
categories who residents: those of our children on whom the future and who luckily get
out of school as fairly computer literate, but still lack a lot of resources to really be at a
satisfactory level. The second category is the working age population who can not seem
to come to terms with the fact that lifelong learning should be their imperative. The
third category is people who belong to the 3rd Age Group. This category of population
is often left out of the new technology advances). They can not follow anything."
It should be noted that this study included only the larger urban areas. If it had included
the rural areas and its population, the results would have even more negative.
Reference:
 Gui, M. & Argentin, G. (2011). Digital skills of internet natives: Different forms of
digital literacy in a random sample of northern Italian high school students, New
Media & Society. Volume 13 Issue 6 http://nms.sagepub.com/content/13/6/963
 Hargittai, E. (2002). Second-level digital divide: Differences in people’s online
skills. First Monday 7(4).
 van Dijk, J (2005). The Deepening Divide. Inequality in The Information Society.
London: Sage Publications.
 van Deursen, A. & van Dijk, J. (2009). Improving digital skills for the use of online
public information and services. Government Information Quarterly (26): 333–340.
46
ASSESSMENT OF MEDICAL STUDENTS’ KNOWLEDGE
ACCORDING TO INFORMATION LITERACY
Angela Repanovici, Codruta Jaliu, Gabriela Sechel, Liliana Rogozea
Transilvania University of Brasov, Romania
[email protected], [email protected], [email protected], [email protected]
ABSTRACT:
Information literacy in medical education must develop these competencies of analyzing and
evaluating information, selecting information sources and efficiently communicating and
generating knowledge. The nurses need effective skills in accessing and using Internet-based
medicine information.
A structured questionnaire examining general Internet knowledge, ability to search for and select
pertinent medical information, opinions about using informational resources and current Internet
use was developed. Starting from these grounds, during September 2013 we surveyed a
representative sample of nurses’ student population on their information literacy competencies
about health information. The article suggests an evaluation model of the students of Transilvania
University of Brasov, Romania, nursing specialization, in order to achieve the needs of
information and the sources where the students access and use information.
Key words: Information Literacy, Education and training, Health information needs, Higher
Education, Informatics, nursing, Information skills
1. INTRODUCTION
Information must generally respect scientific rigueur and be trustworthy. If we speak
about medical information, we can say that it is here where we specially need correct
and scientific information.The most used and implicitly the most cited definition of the
concept of information literacy is the one that has been adopted by ALA - American
Library Association: “in order to have information literacy, a person must be aware of
the necessity of information, must be able to localize, evaluate and efficiently use it.
The individuals that have information literacy are those who have learnt how to learn”.
[2] They know how to learn because they know how knowledge is organized, how to
find information and how to use it so that others can learn from them. [4] Paul
Zurkowski was the first who used the syntagm “information literacy”. Zurkowski
described the persons with abilities in the information field as being “instructed people
with the aim of applying the informational resources at their working place”. [13]
Plotnick Eric [8], ACRL - Association of College and Research Libraries and many
others cite ALA - American Library Association, which states that “to have abilities in
the information field, a person must be able to whenever necessary create certain
information, being capable lo localize, evaluate and efficiently use the information he/
she needs.” In the extract of The Alexandria Proclamation on Information Literacy and
Lifelong Learning from November 2005 they specify: “[…] information literacy implies
informational competencies that are necessary to recognizing informational necessities
and to localizing, evaluating, applying and creating some information in a cultural and
social determined context; […] overtaking the present technologies for including in
personal development the critical thinking and interpretation techniques between
professional limits and strengthening personalities and communities”.[3]
The standards elaborated by ACRL can be found in the manifesto Standards for
information literacy in higher education,[7] which was adopted. The manifesto contains
8 information literacy competencies, which comprise several abilities: Understanding
the structure of knowledge and information;Determining the profile of the necessary
information;Setting up the efficient strategy of information search and retrieval;
Obtaining information; Analysing and evaluating information; Integrating, synthesizing
and using information;Presenting the researched information; Observing the copyright.
2. INFORMATION LITERACY IN MEDICAL FIELD
One very comprehensive review the literature focussing on the concept information
literacy in the field of health, nursing and medical informatics indicate that concept
information literacy does not exist as such in literature, but can be found like synonym
to “computer literacy” or even more other concepts.[11] This was in 2004, but still it is
need one international cooperation in health informatics to enhance knowledge and
skills in computer use among health care professionals. Another literature review, this
time very actual, in 2011, identifies and categorises, from an organizational
management perspective, barriers to the use of health information technologies – HIT,
or information and communication technologies - ICT for health. [5] Despite their
apparent promise, HIT has proved difficult to implement. More literature on new roles
for librarians is reviewed in a companion comment and opinion piece, “Evolution,
Revolution, or Obsolescence: An Examination of Writings on the Future of Health
Sciences Libraries,” published in this issue of the Journal of the Medical Library
Association [14] “The existence of a favorable environment for communication,
collaboration, knowledge sharing and transfer as well as easy identification of the
organization's knowledge assets is essential for this approach and facilitates it.” [10]
The internet is becoming an increasingly popular tool for patients seeking medical
information. According to Internet World Statistics (2007), approximately two-thirds
of the population in the UK is current internet users. Of those people who browse the
World Wide Web, 60–80% have used it to obtain health information and their
treatment choices could be influenced by what they read.- Infertility information on the
World Wide Web: a cross-sectional survey of quality of infertility information on the
internet in the UK. [6] “Healthcare professionals are ideally positioned to assist
consumers in searching, selecting and interpreting healthy information, and they should
become more proactive in this process.” [9] Very little is said in the rehabilitation or
library science literature about the connection between EBP – Evidence Based Practice
and information literacy skills. The nursing literature provides more evidence of
effective ways of combining information literacy and EBP in the curriculum. [12]
Although there is a series of research studies regarding the way in which they evaluate
the competencies related to obtaining information by nursing students in various
countries, in Romania there has not been a systematic concern of approaching this issue
but few studies concerning the impact of the Internet on communication and obtaining
specialty information. During the past years, the nurse profession has suffered
fundamental changes concerning the nurse’s role and place, who has become, from the
doctor’s “help”, a person that must be capable of managing his/her own profession,
especially as a consequence of their training in the higher education system and of
developing the concept according to which, in his/her turn, a nurse can be involved in
activities of research, evaluation and development of the health system. The
development of informatics system, the increase of accessibility to databases, but also
limitations that have been imposed by the medical profession for the possibility of
empowering an on-line education, all these explain the necessity of building some
48
Angela Repanovici, Codruta Jaliu, Gabriela Sechel, Liliana Rogozea, Assessment of medical students’
knowledge according to information literacy
competencies in the field. Integrating information literacy skills in nursing education
are not only a theoretical approach, but are also a practical necessity. Developing a
holistic approach of education in this field is not only the librarian staff obligation, but
also an opportunity for nurses’ educators to extend the future nurse’s competences.
3. RESEARCH METHOD
Starting from these grounds, during September 2013 we surveyed a representative
sample of nursing student population on their information literacy competencies about
health information. Our survey was sent by email to all students, consisting of 123
nursing students of the age of 20 years and older, after we receive the ethics of
committee approval. The survey an extensive set of question about use of internet,
using heath information resources. We analysed responses using standard tabulations,
we use logistic regression analyses, to investigate the relationship between source
information sources used by nursing student and age, sex, education. These models
exclude cases with missing data. Standard errors in the regression are adjusted for the
complex study design. Analyses were performed using SPSS, p <0.5 was considerate
statistical significant.
3.1 STRUCTURE OF THE RESEARCHED POPULATION –NURSE
STUDENTS OF TRANSILVANIA UNIVERSITY OF BRAŞOV
The researched population is represented by 123 graduates of the University of Braşov.
In its structure 7.38% are men and 92.62% women %. To determine the size of sample
in the case of an unrepeated random sampling, we should take into account the level of
preciseness of assessment given by the admitted error and the trust interval. There is
taken into consideration a level of admitted limit error of ±5%, with a trust level of
95%. According to the table of standardized normal distribution, the probability of 95%
matches the value z=1.96. Due to the lack of information regarding the ratio of p
answers (the percentage of those who answered “YES”), this will be considered of 50%,
representing the most unfavourable situation.
The sample volume can be determined, in the case of percentages, knowing the
probability of results guaranteeing 95% and taking the limit error Δ w  5% , and
the dispersion of alternative characteristic in the most unfavourable situation p(1p)=0,5(1-0,5)=0,25:
n
z 2 p (1  p )
 96
z 2 p (1  p )
2w 
N
Out of the researched population: N = 123 members, there is extracted a volume sample
n = 96 persons. The sample resulted from the research is of 109 students, 88,61% from
all research population. The sample validation was made in relation with the main
characteristics of the researched population: gender and years of service.
49
3.2 SAMPLE VALIDATION WITH THE POPULATION STRUCTURE
DEPENDING ON GENDER.
The sample validation is achieved through a test of comparing the differences between
percentages. At the level of Brasov academic population the women share is 43.58%,
and the men share is 56.42%. The structure of population and sample depending on
gender is presented in Table 1.
GENDER
MEN
WOMEN
TOTAL
Table 1 - Structure of sample depending on gender
Structure at the level of
Population volume
population
Volume
7.38%
6
4
92.62%
117
105
100%
123
109
Percentage
3.8
96.7
100
In order to validate the sample in accordance with the allocation of population
depending on gender, there are stated the following hypotheses:
H0: π = p
Percentage of feminine respondents at the level of researched population is equal with
the one recorded at the level of sample.
H1: π ≠ p
Percentage of feminine respondents at the level of researched population is different
from the one recorded at the level of sample.
The probability of results guaranteeing is P = 95%. Theoretical value that corresponds
to the coefficient z in the table of standardized normal allocation, in the case of a
bilateral test, 1.96. We notice that: zobs < zα/2 => null hypothesis is admitted hence the
sample can be validated under the conditions of a probability of 95%. In this case there
is not need of rectifying the sample structure because it coincides with the population
structure.
4. SAMPLING DATA ANALYSES AND DATA INTERPRETATION
Data analyses comprises both unvaried data for the relevant questions of research and
bi-varied analysis used in order to detect correlations between the subjects’ answers for
certain questions or correlations between the characteristics of identifying the subjects
and answers for certain relevant questions of the research.
All the questioned students agreed to answer the questions in the questionnaire, their
agreement being existent and making clear that there is no repercussions if they refuse
to answer the questions. The answers were obtained from the graduates of nursing study
programme after they graduated the first cycle studies. The questionnaire was taken by
seven persons.
4.1 ANALYSED UNVARIED RESULTS
Although we live in computerisation era, we notice that the majority of students think it
is useful to preserve the book and printed documents 77.4% (35.8% total disagreement
and 41.5% disagreement) compared to only 14.1% who believe that the future
exclusively belongs to electronic documents (0.9% total agreement and 13.2%
agreement). As a matter of fact, in similar proportions, the interviewed people have
50
expressed the opinion that traditional library will disappear and there will be sufficient
computer relays with access to the Internet and digital library (27.1% total
disagreement, 49.5% disagreement, 6.5% indifferent, 15.9% agreement, 0.9% total
agreement). A big number of students no more than met problems when they tried to
unload or transmit articles by e-mail 51.4% but also 15.2% of respondents did not even
try to do this, only 33.3% being able to do it. The number of pages that were accessed
within a working session in databases is over 10 for half of the interviewed (37.5% over
15, respectively 12.5% between 10 and 15 pages) and half under 10 pages (26.9%
between 5 and 10 pages, respectively 23.1% under 5 pages).
4.2 ANALYSIS BI-VARIED RESULTS
The bi-varied analysis consists in the study of the data and in the testing of the
hypotheses when the research aims at investigating simultaneously the relationships
between two variables.
The analysis of the relationship between two variables is done by establishing the
relationships between practical activities to use informatics software and using
informatics software in activity. Contingency tables are made up.
Did you participate to practical activities to use informatic
software in health field?
Table 2 - Did you participate to practical activities to use informatic software in health field? Do
you use in your activity informatic software? Cross tabulation.
Do you use in your activity
informatic software?
No
Yes
Total
No
Count
5
41
46
% within Did you participate to practical 10.9% 89.1% 100.0%
activities to use informatic software in health
field?
% within Do you use in your activity informatic 83.3% 40.2% 42.6%
software?
% of Total
4.6%
38.0% 42.6%
Yes Count
1
61
62
% within Did you participate to practical 1.6%
98.4% 100.0%
field?
% within Do you use in your activity informatic 16.7% 59.8% 57.4%
software?
% of Total
0.9%
56.5% 57.4%
Tot
Count
6
102
108
al
% within Did you participate to practical 5.6%
94.4% 100.0%
field?
% within Do you use in your activity informatic 100.0
100.0
100.0%
software?
%
%
% of Total
5.6%
94.4% 100.0%
51
62% of respondents took part in practical activities during faculty studies in order to use
informatics software in the health field and 56.5% use these informatics systems. 42.6%
not had practical activities and 38% use these informatics systems. Correlation between
experience in medical field and using of informatics software in health domain is
medium, r = 0, 68 It is no correlation between courses participation and accessing
electronic data bases like information sources.
5. CONCLUSIONS
We notice that the structure of nursing students is over 90% feminine and only 33.9%
have the afferent age for being students, a great deal of the investigated people being
over 35 years old work and continue schooling because the necessity of their further
training in the field and because in Romania this study programme has been developed
after 2005. Accessibility to higher education is greater for those in urban areas than for
those in rural areas, where the need of staff is also higher. Concerning experience in the
medical field, more than half have been working for more than six years. The
computerisation of nursing activity in Romania is still in an empirical stage. The
computerization of medical activity at the level of medical units has started but they
have not reached yet the stage of introducing the modern systems of evidence and
communication of data / information at the level of nurses. There are programmes of inservice training in the field of computer science and availability for improving the
knowledge in the medical informatics field, although the possibility of applying this
knowledge is not totally achievable.
Although there are informatics curricula in nursing training, we must remark that less
than half of the students that were interviewed participated at practical activities of
using medical informatics systems. We need to develop some tutorial systems for using
the software and some specialists in the field within libraries which should ensure a
minimum training in using the software; all this must be done together with the
specialty department. The mirage of using medical technique has embraced the
Romanian society as well, the majority of us thinking that technique using is essential.
However, it is maybe due to the fact that medical act is practised in areas with limited
access to technology that there people who think that hypocritical medicine is enough
for medical practice. There are recommended increasing the degree of applicability of
medical informatics curricula, updating the used software and training specialized
people having high competencies in computer science.
REFERENCES
[1] ACRL (Association of College and Research Libraries). Information Literacy
Competency Standards for Higher Education. Chicago, 2000. [Accessed
27.08.2011]. Available: http://www.ala.org/ala/mgrps/divs/acrl/standards/informa
tionliteracycompetency.cfm
[2] ALA (American Library Association). Presidential Committee on Information
Literacy: Final Report. Chicago: ALA, 1989. [Accessed 22.02.2011]. Available:
http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/presidential.cfm
[3] The Alexandria Proclamation on Information Literacy and Lifelong Learning.
Alexandria, 2005. [accessed 22.02.2011]. Available: http://ifla.queenslibrary.org/
III/ wsis/BeaconInfSoc.html
52
[4] Byerly, Greg; Brodie, Carolyn S. Information literacy skills models: defining the
choices. In: Stripling, Barbara K. Learning and Libraries in an Information Age:
Principles and Practice. Littleton CO: Libraries Unlimited, 1999. [Accessed
15.03.2011]. Available: http://books.google.ro/books?id=ZfAkRwj7MhgC&print
sec=frontcover#v=onepage&q&f=false
[5] Lluch, M.: Helthcare professionals’organizational barriers to health information
technologies – A literature review, International Journal of Medical Informatics,
(2011), 80, 849-862
[6] Marriott, Jennifer V., Piotr Stec, Tarek El-Toukhy, Yakoub Khalaf, Peter Braude
and Arri Coomarasamy: Weaknesses, strengths and needs in fertility care according
to patients, Human Reproduction (2010) 25(1): 142-149
[7] Lau, Jesús. International Guidelines on Information Literacy. [Accessed
09.07.2011]. Available: http://bivir.uacj.mx/DHI/DoctosNacioInter/Docs/Guide
lines.pdf
[8] Plotnick, Eric. Information literacy: ERIC Digest. February 1999. [Accessed
30.08.2011]. Available: http://eric.ed.gov/PDFS/ED427777.pdf or http://www.
ericdigests.org/1999-4/information.htm
[9] Peterson-Clark, Geraldine: Pharmacists’ online information literacy: an assessment
of their use of Internet-based medicines. Health information and Library Journal,
2010, 27-35.
[10] Porumbeanu,O.L.:Implementing Knowledge Management in Romanian Academic
Libraries:Identifying the Elements that Characterize their Organizational Culture.
The Journal of Academic Librarianship ,(2010) 36 (6), 549-552
[11] Saranto,K.,Hovenga,J.S.: Information literacy – what it is about? Literature review
of the concept and context, International Journal of Medical Informatics,
(2004),73,503-513
[12] Thomas, J. T.:Integrating evidence-based practice and information literacy skills in
teaching physical and occupational. Health Information and Libraries Journal,
2011, 264-272.
[13] Zurkowski, Paul G. The Information Service Environment: Relationships and
Priorities. Related Paper no. 5. National Commission on Libraries and Information
Science, Nov. 1974, Washington DC. [Accessed 27.08.2011]. Available:
http://www.eric.ed.gov/PDFS/ ED100391.pdf
[14] McGowan J.J. Evolution, revolution, or obsolescence: an examination of writings
on the future of health sciences libraries. J Med Lib Assoc. 2012 Jan; 100(1):5–9.
DOI: 10.3163/1536-5050.100.1.003.
53
MODEL PROŽIMANJA KOMPONENTI U CURRICULUMU
FAKULTETA ZA KRIMINALISTIKU, KRIMINOLOGIJU I
SIGURNOSNE STUDIJE UNIVERZITETA U SARAJEVU
PERMEATION COMPONENT MODEL IN THE CURRICULUM
OF THE FACULTY OF CRIMINAL JUSTICE, CRIMINOLOGY
AND SECURITY STUDIES UNIVERSITY OF SARAJEVO
mr. sc. Beba-Ešrefa Rašidović, viši bibliotekar
Fakultet za kriminalistiku, kriminologiju i sigurnosne studije
Univerziteta u Sarajevu
[email protected]
SAŽETAK:
Cilj rada je predstaviti osnovne značajke prvog bosanskohercegovačkog modela informacijske
pismenosti Modela prožimanja komponenti i način njegove primjene u okviru izbornog predmeta
Bibliotečko-informacijske baze u četvrtom semestru školske 2012/2013. godine na smjerovima
Kriminologija i Sigurnosne studije Fakulteta za kriminalistiku, kriminologiju i sigurnosne studije.
Model prožimanja komponenti je okvirni model informacijske pismenosti nastao u akademskom
okruženju, ali omogućava kreiranje programa informacijske pismenosti prema potrebama
različitih nivoa obrazovanja i različitih znanstvenih disciplina, kao i inoviranje načina njegove
implementacije. U školskoj 2012/2013. godini u okviru pomenutog predmeta, Model je poslužio
za kreiranje programa informacijske pismenosti na način koji će biti predstavljen u radu.
ABSTRACT:
The aim of this paper is to present the basic features of the first BH Information Literacy Model
Permeation Components Model and the method of its application in the elective course LibraryInformation Base in the forth semester of 2012/2013 school year at the Faculty of Criminology
and Security Studies on its two directions - Criminology and Security Studies. Permeation
Component Model is a framework model of information literacy emerged in the academic
environment, but it also allows the creation of information literacy programs suitable to the needs
of different levels of education and different scientific disciplines, as well as innovating ways of
its implementation. In the 2012/2013 school year as part of mentioned course the Model is used
for the creation of information literacy in a way that will be presented in the paper.
Uvod
Složenost informacijskog univerzuma koju je proizveo razvoj informacijskokomunikacijskih tehnologija radikalno utječe na sve kapacitete ljudskog bivstvovanja i
dovodi do nastanka tzv. informacijskog društva i društva znanja. Kontekst
informacijskoga društva i društva znanja mijenja politike obrazovanja što za posljedicu
ima drugačije obrazovne paradigme koje se prilagođavaju tržištu rada. Tržište rada, a i
svakodnevni život, zahtijevaju stalno usavršavanje i stjecanje novih znanja i vještina. U
okviru formalnog obrazovanja ne mogu se dati sva znanja i vještine potrebne u
budućnosti, ali formalno obrazovanje mora opskrbiti pojedinca znanjima, vještinama i
sposobnostima koje ga osposobljavaju da se nosi sa nadolazećom nepredvidivom
količinom dostupnih informacija i omogućavaju samostalno učenje. Taj skup
sposobnosti, vještina i mentalnih procesa je, zapravo, interdisciplinarni okvir različitih
vrsta pismenosti, koje se zajednički imenuju informacijskom pismenošću.
U svijetu se primjenjuje nekolicina općih modela (metamodela) informacijske
pismenosti iz kojih je nastao veliki broj izvedbenih (kontekstualnih) modela u kontekstu
primjene u određenom području, određenom nivou obrazovanja ili na nekom
univerzitetu ili fakultetu. Izvedbeni modeli su prilagođeni mogućnostima,
specifičnostima i potrebama pojedinih univerziteta i fakulteta, ali u osnovi svih leži
osviještenost o potrebi obrazovanja novih generacija adekvatnoj upotrebi i korištenju
kvalitetnih informacija iznad i izvan samodovoljnosti tehnologije i podsticanja njihovog
kritičkog mišljenja i aktivnog učenja. Razvijene zemlje svijeta, sa razvijenijom
tehnologijom i njenom većom dostupnošću (SAD, Australija, Novi Zeland), toga su na
vrijeme postale svjesne, za razliku od manje razvijenih zemalja, u kojima je tek
informatizacija i informatička pismenost prioritetni i dovoljan zadatak. Takav je slučaj i
sa Bosnom i Hercegovinom i njenim univerzitetima i fakultetima koji također
favoriziraju informatičku pismenost.1 Informatizacija i informatička pismenost jesu
neophodna pretpostavka razvoja savremenog društva, ali je informatička pismenost tek
dio informacijske pismenosti. Sa sve većim prisustvom tehnike, povećava se i potreba
za edukacijom kakva je informacijska pismenost, na koju stalno upozoravaju uglavnom
informacijski stručnjaci - bibliotekari.
Kontekstualni model informacijske pismenosti nastao je i u Bosni i Hercegovini. U
osmišljavanju modela implementacije informacijske pismenosti primjerenog situaciji u
našoj zemlji pokušali su se usaglasiti i povezati svi bitni aspekti informacijske
pismenosti kao interdisciplinarnog koncepta, kako bi se stvorio model jednako
primjenjiv u današnjoj situaciji, ali i u budućem razvoju. Po onome šta poučava,
kombinacija je elemenata concept based pristupa sa elementima tool based pristupa,
odnosno u isto vrijeme se odnosi i na koncepte i na izvore i alate, a u kontekstu procesa,
odnosno kako se poučava, kao nezavisni modul unutar kreditnog sistema na prvoj
godini studija kao obavezni dvosemestralni predmet za sve studente sa predviđenim
ishodima učenja, znanjima koja se moraju usvojiti i određenim brojem kredita. Na
osnovu općeg okvirnog modela, moguće je razraditi program koji bi trebao oslikavati i
zadovoljavati potrebe nastave i učenja na svakom pojedinom fakultetu/akademiji u
skladu sa kurikulumom i poželjnim ishodima učenja.
Model je nazvan Model prožimanja komponenti (Permeation Model Components), jer
se svi elementi modela uzajamno prožimaju i povezuju, zavise jedni od drugih i
usvajaju se u uzajamnoj povezanosti i međuzavisnosti na način da se opća znanja
usvajaju kroz posebna i obratno, vještine se stječu u odnosu na opća i posebna znanja, a
paralelno se odvija i proces vrednovanja i upotrebe na etičan način i po pravnim
propisima. Imanentan mu je proces i horizontalne i vertikalne povezanosti između svih
elemenata modela, koji su neodvojivi jedni od drugih.
Model prožimanja komponenti (Permeation Components Model)
Model prožimanja komponenti se sastoji od četiri glavne komponente:
1. Komponenta sadržaja
2. Komponenta vještina
3. Komponenta vrednovanja
4. Pedagoško/andragoška komponenta
1
To je vidljivo iz sljedećih dokumenata: Akcioni plan razvoja informacionog društva u BiH,
Politika razvoja informacionog društva u BiH, Smjernice ka informacionom društvu, Strategija
razvoja informacionog društva u BiH (Vidi na www.undp.ba), ali i iz dokumenata Agencije za
razvoj visokog obrazovanja i osiguranje kvalitete (Vidi na http://www.hea.gov.ba/Dokumenti/
Bolonja/Archive.aspx?mi=1238&template_id=52&pageIndex=1 ), kao i iz dokumenata vezanih
za uspostavu Bolonjskog procesa.
56
Beba-Ešrefa Rašidović, Model prožimanja komponenti u curriculumu Fakulteta za kriminalistiku,
kriminologiju i sigurnosne studije Univerziteta u Sarajevu
1. Komponenta sadržaja
Sastoji se od sljedeća dva povezana elementa: opća znanja i znanja iz kurikuluma. Opća
znanja se sastoje od:
 uvoda u svijet informacija koji podrazumijeva pojam, nastanak, vrste i životni
ciklus informacija u vremenu eksplozije informacija,
 pohranjivanja i selekcije informacija kroz razne agente pohranjivanja i
selekcije, od biblioteka, muzeja, arhiva do interneta, mašina za pretraživanje,
baza podataka,
 upoznavanja sa izvorima informacija, štampanim i elektronskim, njihovim
svojstvima i karakteristikama, po različitim kriterijima,
 uvoda u koncept informacijske pismenosti, njegovog značaja u obrazovanju,
radu i svakodnevnom životu, elementima koncepta, usmjerenosti na
samostalno i cjeloživotno učenje i upravljanje znanjem.
Znanja iz kurikuluma su znanja iz pojedinih disciplina koje se izučavaju na nekom
fakultetu/akademiji i znanja iz modula utvrđenih kurikulumom. Ovo su početna znanja
za dalje istraživanje i svrha i cilj istraživanja. Informacije iz pojedinih disciplina
korespondiraju sa općim znanjima i njihovim elementima.
2. Komponenta vještina
Sastoji se od elemenata koji omogućavaju adekvatno postavljanje upita, što, također,
korespondira i sa općim, a i sa posebnim znanjima vezanim za pojedine naučne
discipline, predstavljanja raspoloživih baza podataka, njihovog značaja i karakteristika i
postavljanja adekvatnih strategija pretraživanja kako bi se došlo do relevantnih
rezultata. Sve ove elemente povezuje i prožima element revidiranja, jer proces
pretraživanja podrazumijeva mogućnost revidiranja svih elemenata tokom procesa
pretraživanja, ako je to potrebno. Paralelno s tim se stječu znanja i iskustva koja se
mogu primijeniti na svako istraživanje i svaku informacijsku potrebu u obrazovanju,
radu i svakodnevnom životu za rješavanje postavljenih zadataka. Što su bolja usvojena
znanja iz općih i posebnih znanja, to su bolje definirani elementi ove komponente, lakše
je i brže pretraživanje i kraći je i učinkovitiji put do potrebnih informacija. Ova se
komponenta, dakle, sastoji od:
 definiranja opsega i prirode informacijske potrebe,
 definiranja strategija pretraživanja,
 pretraživanja različitih izvora,
 revidiranja procesa.
Između svih komponenti i elemenata unutar njih postoji i horizontalna i vertikalna
povezanost koja poboljšava i rasvjetljava svaki pojedini korak ovoga modela, čiji je
krajnji cilj optimalno kretanje u preobilnom informacijskom okruženju.
3. Komponenta vrednovanja
U ovom dijelu najviše dolazi do izražaja kritičko propitkivanje i ocjena kvaliteta,
vjerodostojnosti i relevantnosti pronađenih informacija, iako je to proces koji traje i
sastavni je dio i prethodnih komponenti, ali je on u ovoj fazi dominantan. Kritičko
57
propitkivanje, analiza i procjena pronađenih informacija je podloga i razlog njihovog
izlučivanja, njihove organizacije i povezivanja u svrhu stvaranja, usvajanja i
predstavljanja novog znanja. Ova se komponenta sastoji od:
 izlučivanja informacija,
 analize i procjene,
 organiziranja informacija,
 sinteze.
Ova je komponenta, najviše od svih, kognitivni proces pretvaranja informacija u znanje,
pa je ovdje izuzetno važno pružiti pomoć studentima/icama kako bi se osposobili da
prepoznaju relevantne informacije i od njih stvore i usvoje novo znanje.
4. Pedagoško/andragoška komponenta
Ova je komponenta vrlo značajna sa aspekta upotrebe i predstavljanja pronađenih
informacija na etičan način i po pravnim propisima, jer uz poučavanje o važnosti
citiranja i navođenja izvora za tekst, sliku ili grafički prikaz i stilovima i načinima
citiranja i navođenja, koji korespondiraju sa znanjima o različitim izvorima informacija,
podrazumijeva ponajprije stvaranje vaspitne podloge za ove elemente. Razvijanje
svijesti o plagijarizmu i ugradnja moralne komponente na individualnom planu je važan
preduvjet za korištenje informacija po pravnim propisima, poštovanje intelektualnog
vlasništva i autorskih prava. Ova će komponenta imati sve veći značaj sa razvojem
društvenih mreža i brisanjem granica između tvoraca i korisnika informacija. Koliko
god studenti/ce imali znanja o potrebi i obavezi poštivanja tuđeg rada, bez razvijene
svijesti i stava unutar njihovog duhovnog habitusa, to neće postati njihova uobičajena
praksa, pa je ova komponenta jednako značajna kao i druge komponente.
Pedagoško/andragoška komponenta se sastoji od:
 razvijanja znanja o upotrebi i predstavljanju pronađenih i izlučenih
informacija,
 etičkih i pravnih principa i s tim u vezi obaveze citiranja i navođenja,
 sastavljanja bibliografije i znanja o stilovima, načinima i elementima citiranja i
navođenja.
Pedagoško/andragoška komponenta pored ovoga, može da obuhvati, u sklopu
vannastavnih aktivnosti, koje su predviđene Bolonjskim načinom studiranja, a koje bi se
ovdje izuzetno dobro uklopile, posjetu studenata/tica nekim značajnim baštinskim
institucijama i institucijama koje su agenti za pohranjivanje i pretraživanje informacija,
radi veće socijalizacije s njima, a osobito s obzirom da nije mali broj studenata/tica na
Univerzitetu u Sarajevu, a i na drugim univerzitetima, koji dolaze iz malih sredina i za
to nisu ranije imali priliku. Ovdje bi bilo dobro uključiti i neke druge vaspitne
angažmane, kako bi se potpomoglo i usmjerilo razvijanje njihovih različitih interesa i
navika, a ovi se angažmani mogu planirati prema važnim naučnim i kulturnim
događanjima u lokalnoj zajednici i na Univerzitetu.
Model prožimanja komponenti podrazumijeva mjerenje ishoda učenja kroz pre-test
koncipiran tako da u formi kviz-pitanja provede studente/ice i provjeri njihovo znanje
kroz sve ove komponente i njihove elemente prije nego počne edukacija. Istim testom
kao post-testom se testiraju studenti/ce nakon odslušanog modula kako bi se utvrdilo
njihovo napredovanje i usvajanje novih znanja. Model prožimanja komponenti prati
58
kurikulum i obaveze i zadatke studenata/tica iz drugih modula, pa im tokom trajanja
predavanja i vježbi na najdirektniji način pomaže u savladavanju poteškoća koje mogu
imati u pojedinim segmentima izrade radova i rješavanja problema. Poteškoćama koje
se kod pre-testa, a i kasnije pokažu prisutnijim kod većeg broja studenata/tica, poklanja
se više vremena i pažnje, pa se težište stavlja na ono što studentima/icama predstavlja
problem i za šta su oni sami zainteresirani. Prednosti primjene ovog modela
informacijske pismenosti su mnogostruke: prvenstveno za studente/ice koji mogu bolje i
brže i na pravi način izvršavati svoje konkretne obaveze tokom studija i steći znanja i
vještine za cijeli život, ali i početi drugačije razmišljati o svijetu informacija, njihovom
nastanku i kvaliteti, općenito i u mrežnom okruženju, te razvijati navike, stavove,
kritičnost i kreativnost. Nastavnom kadru će, također, biti mnogo lakše raditi sa
informacijski osviještenim i pismenim studentima, pa će, s tim u vezi, svoje dragocjeno
vrijeme moći koristiti na svrsishodniji način za ispunjavanje mnoštva drugih obaveza
koje su definirane bolonjskim načinom studiranja. Informacijski pismeni studenti/ce
postaju informacijski pismeni novaci u akademskom životu i budući informacijski
pismeni nastavnici, koji razumiju prednosti i koristi ovakvog saradničkog načina učenja.
Informacijski pismeni studenti/ce postaju informacijski pismeni stručnjaci i građani
sposobni da učestvuju u cjeloživotnom učenju i da ciljeve učenja usmjere sami prema
sebi. Model prožimanja komponenti stvara bliske veze i atmosferu razumijevanja i
saradnje između svih učesnika obrazovnih procesa, neku vrstu aktivnog mentorstva
između bibliotekara/ki i studenata/tica, a prilagodljiv je svim okruženjima učenja i svim
posebnostima pojedinih znanstvenih disciplina i kurikuluma uz mogućnost njegove
individualizacije, razrade i dopunjavanja elementima u okviru pojedinih komponenti, na
način koji najbolje odgovara konkretnoj situaciji. On je samo osnova za detaljno
planiranje aktivnosti i načina njihovog izvođenja sa mogućnošću nadopunjavanja i
inoviranja, što je zapravo i poželjno.
Model prožimanja komponenti bi, zapravo, mogao biti opći okvirni model za kreiranje i
implementaciju programa informacijske pismenosti i u drugim nivoima obrazovanja.
Na sl. 1. dat je shematski prikaz Modela prožimanja komponenti koji oslikava
povezanost svih elemenata modela.
59
Svijet informacija
Pohranjivanje,selek
cija agenti
Opća znanja
Komponenta
sadržaja
Izvori informacija
Informacijska
pismenost
Kurikulum
Znanja iz disciplina
Informacijska
potreba
Komponenta
vještina
R
E
V
I
D
I
R
A
Nj
E
Strategije
pretraživanja
Pretraživanje
Izlučivanje
Komponenta
vrednovanja
Analiza i Procjena
Organiziranje
Sinteza
Pedag/andrag
komp.
Upotreba
Predstavljanje
Etički i pravni
principi
Sastavljanje
bibliografije
60
C
i
t
i
r
a
n
j
e
N
a
v
o
đ
e
n
j
e
Model prožimanja komponenti se primjenjuje u nastavi izbornog predmeta Bibliotečkoinformacijske baze Fakulteta za kriminalistiku, kriminologiju i sigurnosne studije
Univerziteta u Sarajevu.
Bibliotečko-informacijske baze
Potreba za implementacijom programa informacijske pismenosti prepoznata je vrlo rano
na Fakultetu za kriminalistiku, kriminologiju i sigurnosne studije Univerziteta u
Sarajevu, pa je započela još 2005. godine na postdiplomskom studiju. Kako su
studenti/ce posrdiplomskog studija ukazali na potrebu uvođenja ovakvoga kursa na
dodiplomski studij, novim nastavnim planom 2007. godine osmišljen je izborni predmet
Bibliotečko-informacijske baze i uključen u kurikulum. Naziv mu nije adekvatan, ali to
još jednom ukazuje na činjenicu postojanja zabluda kad je informacijska pismenost u
pitanju. No, bez obzira na naziv, to je program informacijske pismenosti, i formalno i
sadržajno.
Fakultet za kriminalistiku, kriminologiju i sigurnosne studije je prva i jedina
visokoškolska institucija u Bosni i Hercegovini koja ima informacijsku pismenost kao
zaseban modul, iako još uvijek kao izborni na dva od tri odsjeka Fakulteta. Modul se
izvodi na odsjecima Kriminologija i Sigurnosne studije u četvrtom semestru i donosi 3
ECTS i traje 45 sati predavanja i vježbi kroz praktične primjere i konkretne studentske
obaveze iz drugih modula. Silabus koji je osmislila voditeljica biblioteke Fakulteta i
njegov je izvođač sadrži sve elemente informacijske pismenosti predviđene u svijetu
postojećim standardima informacijske pismenosti.
Izborni je predmet prvi put realiziran 2010/2011. školske godine i to samo na odsjeku
Kriminologija, a sljedeće dvije godine su ga slušali i studenti/ce sa odsjeka Sigurnosne
studije. Program je koncipiran na temelju Modela prožimanja komponenti, a svake
godine su inovirani načini izvedbe.
U školskoj 2012/2013. godini ukupan broj studenata/tica sa oba odsjeka koji su slušali
izborni predmet Bibliotečko-informacijske baze bio je preko stotinu. Nakon uvodnih
predavanja i razgovora o razvoju informacijskog društva, obilju informacija koje se
nude, informacijskoj pismenosti, šta ona znači i kakva je njena vrijednost za budući
život kao pojedinaca, građana i zaposlenika, prešlo se na druge segmente Modela
prožimanja komponenti kroz praktične primjere povezane sa materijom drugih modula
koje studenti/ce slušaju u četvrtom semestru. Studenti/ce su nakon toga bili obavezi
uraditi praktičnu vježbu. Takav se način rada odvijao do kraja semestra, jer je
zamišljeno da studenti/ce kroz aktivan angažman i praktičan rad prođu sve faze
standarda informacijske pismenosti po Modelu prožimanja komponenti uz osvajanje
određenog broja bodova koji će u konačnici definirati završnu ocjenu.
Od stotinu studenata/tica, samo njih dvadeset je završilo svoje zadatke na ovakav način.
Drugi nisu osvojili dovoljan broj bodova, jer su ili pogrešno shvatali postavljene
zadatke, ili podmetali tuđe vježbe i prepisivali tuđe radove po sistemu copy-paste sa
raznih web stranica (uglavnom onih koje nude već urađene seminarske ili diplomske
radove), a neki nisu uopće pokazali interes za takav način rada. Oni su pristupili
završnom ispitu.
61
Među dvadeset aktivnih studenata/tica, bila je većina onih koji su postigli dobre
rezultate, jer su istinski bili zainteresirani da korisno upotrijebe vrijeme nastave i steknu
i nadograde svoja znanja.
Studenti/ce koji nisu bili zainteresirani za stjecanje novih znanja temeljnih za nove
načine učenja u kompleksnom informacijskom okruženju i u skladu sa bolonjskim
principima studiranja, zapravo nisu ničim bili ni podstaknuti da usvoje znanja i vještine
informacijske pismenosti, jer su njihova već razvijena informacijska ponašanja
prihvaćena u učenju, stjecanju znanja i izradi radova u prethodnoj godini studija, ali i
prethodnim nivoima obrazovanja. Ovo se jednako odnosi i na izvore informacija, načine
pretraživanja, vrednovanje informacija, njihovu upotrebu, predstavljanje i sastavljanje
bibliografije korištenih izvora.
Izvođenje nastave iz predmeta Bibliotečko-informacijske baze tokom tri školske godine
zaredom, omogućilo je formiranje nekih općih stavova i zaključaka kada je u pitanju
nivo stečenih znanja i vještina informacijske pismenosti studenata/tica izraženo kroz
njihovo informacijsko ponašanje.
Zaključak
Model prožimanja komponenti daje mogućnosti kreiranja i provođenja programa
informacijske pismenosti uz uvažavanje svih specifičnosti raznih obrazovnih okruženja,
nivoa obrazovanja i znanstvenih disciplina. Također pruža mogućnosti stalnoga
inoviranja sadržaja i načina izvedbe, kao i vježbanja i provjere stečenih znanja.
Valja međutim napomenuti da modeli i programi provođenja informacijske pismenosti
mogu biti izuzetno inovativni i kreativni, ali ako se takva znanja ne zahtijevaju od
studenata/tica, onda ona nemaju svoju svrhu.
U razvijenim zemljama svijeta sa naprednim tehnologijama i visokim nivoom
ekonomskih postignuća zasnovanih na znanju definiraju se svojstva diplomiranih
studenata u smislu vještina i znanja koja kao takvi moraju posjedovati, a jedan od
atributa diplomiranih studenata je i informacijska pismenost kao propisani cilj.
Kako uključuje vještine analize, sinteze i procjene, kritičkog mišljenja i razumijevanja,
samostalnog učenja uz korištenje različitih izvora informacija, izgradnju znanja,
postavljanje pitanja i rješavanje problema, potrebno je da se razvija kroz sve nivoe
obrazovanja, osnovnog, srednjeg i visokog i da bude inkorporirana u kurikulum kroz
sve programe uz učešće i doprinos svih učesnika obrazovnih procesa. Jedino se tako
može osigurati kontinuum u primjeni, jer informacijski pismeni nastavnici/ce i
informacijski stručnjaci obrazuju informacijski pismene studente/ice koji opet dalje
doprinose informacijskoj pismenosti institucija, korporacija ili upravnih struktura u
kojima se zaposle. Ovakav pristup stvara svijest o važnosti informacijske pismenosti i o
potrebi stalnog usavršavanja u tom smislu, jer informacijska pismenost nije statičan
koncept. Promjene su česte i brze, a njihovo prihvatanje i savladavanje upravo je u
direktnoj vezi sa razvijenom sviješću o povezanosti informacijske pismenosti i
savladavanja kompleksnosti svijeta informacija i savremenog načina življenja
Značajan doprinos u stvaranju informacijski pismenog univerziteta/fakulteta mogu dati
svojim temeljnim znanjem i sposobnostima bibliotekari/ke kao informacijski stručnjaci
koji znaju kako je organizirano znanje i poznaju sisteme za pohranjivanje i pronalaženje
informacija. Oni mogu pomoći i pojedincima i zajednici da postanu samostalni u
stjecanju znanja i usvajanju koncepata, a ne samo u usvajanju mehaničkih vještina za
njihovo pronalaženje.
62
Bibliografija
Achieving an information society and knowlege-based economy through information
literacy. (2006). Ljubljana: International Centre for Promotion of Enterprises
ALA/ACRL. (2000). Information literacy competency standards for higher education
http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
ALA/ACRL. (2003). Characteristic of programs of information literacy that illustrate
best Practice: A guideline http://www.ala.org/ala/mgrps/divs/acrl/standards/characteri
stics.cfm
ALA/ACRL. (2004). Standards for libraries in higher education http://www.ala.org/
ala/mgrps/divs/acrl/standards/standardslibraries.cfm
Albitz, R. S. (2007). That what and who of information literacy and critical
thinking in higher education // portal: Librariers and Academy, 7 (1), 97-109
Barnes, K; Marateo, R.C.; Ferris, S.P.(2007). Poučavanje i učenje s internetskom
generacijom // Edupoint edupoint.carnet.hr/casopis/55/clanci/3.html
Burkhardt, J.N.; MacDonald, M.C.; Rathemacher, A.J.(2010). Teaching information
literacy. 50 standards-based exercises for college students. Sec.ed. Chicago: ALA.
Dizdar, S.(2008). Informacijska pismenost i cjeloživotno učenje // Savjetovanje
Reforma visokog obrazovanja-primjena Bolonjskih principa na Univerzitetu u Sarajevu.
Sarajevo: Univerzitet, 47-59.
Rašidović, B. E. (2011). Informacijska pismenost i visokoškolske biblioteke - edukacija
korisnika. Model Univerziteta u Sarajevu: magistarski rad. Sarajevo: Univerzitet,
Filozofski fakultet
Webber, S. (2006). Information literacy in higher education. In Stopar & Rabzelj (Eds.),
Informacijska pismenost med teorijo in prakso. Zbornik prispevkov (pp. 9-20).
Ljubljana: ZBDS
63
BRIDGING THE DIGITAL DIVIDE: TOWARDS SHORTENING
THE ROAD FROM ILLITERACY TO INFORMATION
LITERACY
Elli Georgiadou, Harjinder Rahanu, Nawaz Khan, Robert Colson, Clifford Sule
Middlesex University, London, UK
[email protected], [email protected], [email protected], [email protected],
[email protected]
Abstract
Living in an era of global connectivity, e-agoras, e-learning, e-government, e-health and fast
changing mobile technologies we tend to forget that more than 80% of the world’s population
who lack jobs, shelter, food, water, health services and have never even heard a dial tone, let
alone surfed the Web. Illiteracy especially amongst women is widespread. The gap between the
information haves and have-nots is widening. Digital exclusion, which has been noted even
among different social groups in advanced economies, presents a huge challenge to international
agencies, governments, scientists and educators. The rapid advancement and accessibility of
leapfrogging technologies have in the last 10 years presented opportunities to an increasing
number of people across the world to participate in e-learning (e.g. MOOCs) and e-democracy
(e.g. Arab Spring). In this paper we report on the lessons learned from the Information Literacy
movement and the RINGIDEA project in particular and explore ways in which Information
Accessibility and Information Literacy can help disadvantaged groups in both the developed and
developing worlds improve their opportunities for developing their intellectual potential.
1.
DISTURBING LEVELS OF ILLITERACY
1.1. Illiteracy Across the World
Literacy is widely recognised as a fundamental human right, which empowers
individuals and opens opportunities for social, economic and political integration. The
International Literacy Day celebrated on September 8th since 1965 reminds us every
year of the importance of literacy for individuals, communities and societies. At the
National Forum on Information Literacy the participants in the High Level Colloquium
on Information Literacy and Lifelong Learning held at the Bibliotheca Alexandrina,
Alexandria, Egypt on 6-9 November 2005 proclaim information literacy as a
fundamental basic human right in the digital world: “Information literacy empowers
people in all walks of life to seek, evaluate, use and create information effectively to
achieve their personal, social, occupational and educational goals. It is a basic human
right in a digital world and promotes social inclusion in all nations”. UNESCO (2005)
The U nited Nations Education, Scientific and Cultural Organization (UNESCO)
released its annual education report in May 2014. The study, named "Education for All Global Monitoring Report," looked at the state of learning among the youth - children
between the ages of 15 and 24 - in some 37 countries. More children across the world's
poorer countries are illiterate than previously believed, according to UNESCO's
education report. Poor access to education and poorly trained teachers lay at the root of
the trend Roughly 250 million children in the world's poorest nations could not read part
or all of a sentence, according to the UNESCO study. Most of the children came from
Arab states, Sub-Saharan Africa or South and West Asia. [http://www.uis.unesco.org/
DataCentre/Pages/upgradebrowser.aspx]. Africa, as a whole continent, has less than a
60% literacy rate. Furthermore, in roughly one-third of those countries, less than 75
percent of school staff members were qualified to teach [Catts, R. 2010].
An action plan to address illiteracy of Bosnia and Herzegovina’s Roma population and
particularly Roma women includes activities such as “To develop a strategy, in
accordance with recommendations of the UN CEDAW Committee, in order to ensure
consistency in educational opportunities for both sexes in both Entities of Bosnia and
Herzegovina, including from rural areas and marginalised groups of women and men,
particularly Roma women, enabling diversity of educational and professional choices
forwomen and men”., and “To carry out activities on reduction of illiteracy among
women in rural areas and Roma women” [Muller, 2011].
Twenty percent (20%) of people across the world are illiterate, two thirds being women.
Although 98% of illiterate people are concentrated in three key areas: South and West
Asia, Sub-Saharan Africa, and the Arab States, developed nations are also facing a
growing illiteracy problem. Even in the United States of America over 93 million
people have basic or below basic literacy skills.
1.2. DIGITAL EXCLUSION
1.2.1. Digital Exclusion in Developing Countries
The US ex-Vice President Al Gore enthused about the impact of the Internet as a tool
that offers (to the people in the advanced economies) an "electronic agora" and "online
democracy". However, Kofi Anan, the ex- United Nations Secretary General, warned of
the danger of excluding the world's poor from the information revolution. "People lack
many things: jobs, shelter, food, have never even heard a dial tone, let alone surfed the
Web. And the gap between the information haves and have-nots is widening.” Anan
warned of the danger of excluding the world's poor from the information revolution
(Anan, K, 2007). http://www.eolss.net/sample-chapters/c15/e1-31-01-01.pdf
1.2.2. Digital Exclusion in Developed Economies
Mancinelli (2007) observed that there is not just one digital divide but multiple divides
which relate to a variety of factors such as: gender; age; ‘ethnicclustering’; uncertainty
of living/financial conditions; work insecurity, and social insecurity.
Whitney et al. (2011]) reported that many changes have been occurring in identifying
vulnerable groups who are subject to social disadvantage as a consequence of age and
disability as well as other factors such as low educational achievement, poverty and
living in remote rural areas. These groups of people despite living in developed
countries often with strong economies are not included or not keeping pace with
technological developments and opportunities. A number of European funded
initiatives and projects [such as HEART, DAN, IDCnet and Design for All@eInclusion]
have focussed on developing formal and informal courses for training designers to 'use
Design for All' principles and practices including Assistive Technologies in order to
enable e-inclusion for disadvantaged groups.
Social inclusion and especially e-inclusion in the information society and knowledge
economy enables people to reach their potential and play a full role in society, reducing
isolation and social alienation; promoting community harmony and reducing tensions.
For the majority of people who have access to education and modern technologies there
is an enormous amount of information available. Finding, evaluating, criticising,
selecting and using relevant, accurate and useful information has been termed as
Information Literacy.
66
Elli Georgiadou, Harjinder Rahanu, Nawaz Khan, Robert Colson, Clifford Sule, Bridging the Digital
Divide: Towards Shortening the Road from Illiteracy to Information Literacy
2.
INFORMATION LITERACY
2.1. What is Information Literacy?
The Chartered Institute of Library and Information Professionals [CILIP] Define
Information Literacy as “knowing when and why you need information, where to find it,
and how to evaluate, use and communicate it in an ethical manner” (CILIP, 2014).
In order to assist librarians and teachers to effectively deliver information skills to their
learners, models can be adopted. A model can be viewed as documentation that
provides guidance in the understanding, development, and implementation of
information literacy. CILIP Information Literacy Group (2014) lists Information
Literacy models for utilisation by librarian and teaching practitioners. Martin (2013)
reports on four UK models of Information Literacy, comparing them with the ACRL’s
Information Literacy Competency Standards. The four UK models are:
 ANCIL (A New Curriculum for Information Literacy)
 SCONUL (Society of College, National and University Libraries) Seven Pillars
of Information Literacy
 National Information Literacy Framework Scotland (Scottish framework)
 Information Literacy Framework for Wales (Welsh framework)
The SCONUL Model
The SCONUL Working Group on Information Literacy (Society of College, National
and University Libraries) introduced the Seven Pillars of Information Literacy Skills
model (SCONUL, 1999). The model has been implemented by librarians and teachers
in order to aid them to deliver information skills to their learners.
To maintain the relevance and efficacy of the model, with regards to meeting the
changing needs of different user communities and ages, a revised model was published
in 2011. This new model retained the generic core model for Higher Education, to
which a series of “lenses”, representing the different groups of learners, can be applied.
Figure 1, below, shows a representation of the model; the seven pillars organised into
the following concepts (SCONUL, 2011):
 Identity: Able to identify a personal need for information;
 Scope: Can assess current knowledge and identify gaps;
 Plan: Can construct strategies for locating information and data;
 Gather: Can locate and access the information and data they need;
 Evaluate: Can review the research process and compare and evaluate
information and data;
 Manage: Can organise information professionally and ethically; and
 Present: Can apply the knowledge gained: presenting the results of
their research, synthesising new and old information and data to create
new knowledge and disseminating it in a variety of ways.
67
Figure 1: The Seven Pillars of Information Literacy (Adapted from: (SCONUL, 2011)
The SCONUL Working Group on Information Literacy (2011) suggests that the model
be viewed as a 3-D circular building. The foundation, upon which the pillars rest, is an
information literacy landscape, which encompasses “the information world as it is
perceived by an individual at that point in time”. The learner’s perception, informed by
their aptitude, background and experiences will affect how they respond to any
information literacy development. For example, the student population at Middlesex
University, London is a diverse one, reflecting a very broad geographic, demographic
and psychographic diversity. With such heterogeneity in the learner cohort it is vital that
the model shows flexibility and adaptability to the different user populations. Therefore
any information literacy development programme must be tailored for the individual
learner to consider the context of their personal information literacy landscape.
The process of becoming information literate is not linear in nature but circular, where a
learner can be developing within several pillars “simultaneously and independently”;
although in practice they are often closely linked. There are a series of statements
relating to a set of skills/competencies and a set of attitudes/understandings used to
describe per pillar. Table 1, below shows the set of competencies and understandings
for the Identify pillar, as advocated by SCONUL (2011). As a learner becomes more
information literate, measured by their ability to demonstrate more of the attributes in
each pillar, they progress towards the top of that pillar, presented in Figure 1. Therefore,
within each pillar an individual learner can grow from “novice” to “expert” as they step
forward through their learning life. It should be noted that in some instances it is
possible for a learner move down a pillar as well as progress up it.
The SCONUL Working Group on Information Literacy (2011) advocates the concept of
“lenses”. For different user communities a specific lens can be developed, which
“highlights different attributes, adds in more complex or simpler statements and uses
language recognised by the specific community which it represents”. This endows the
model with flexibility enabling learners and teachers to adapt it to specific personal
circumstances.
2.2. Alternative models of Information Literacy
Martin (2013) states that ANCIL or A New Curriculum for Information Literacy was
developed in 2011, at Cambridge University. The ANCIL commences with the
student’s transition into higher education and culminating in the transition out of higher
education and into the workforce, which includes using skills in everyday life. There is
68
much correlation between the ANCIL and SCONUL 7 Pillars. Coonan and Secker
(2011) propose that Strands 3 – 9 can map onto one or a number of the seven
ANCIL comprises of the following ten thematic strands, which encompass the full
range of facets comprised in Information Literacy (Coonan and Secker, 2011):
1.Transition from School to higher 6.Manging Information
education
2.Becoming an independent learner
7.Ethical Dimension of information
3.Developing academic literacies
8.Presenting
and
communicating
knowledge
4.Mapping
and
Evaluating
the 9.Synthesising information and creating
information landscape
new Knowledge
5. Resource discovery in your discipline
10.Social dimension of information literacy
SCONUL pillars. The divergence between the two is in strands 1-2, where the learner
reflects on the transition from school to higher education and what that entails with
regards to information literacy; and strand 10, where the learner is encouraged to
become a lifelong learner by reflecting on information handling, problem solving and
decision making in the workplace and in daily life, and understand the
ethics and politics of information.
The Chartered Institute of Library and Information Professionals have developed an
Information Literacy model that contains eight competencies / understandings that a
person requires to be information literate, as follows (CILIP, 2012):
1. A need for information;
2. The resources available;
3. How to find information;
4. Need to evaluate results;
5. How to work with or exploit results;
6. Ethics and responsibility of use;
7. How to communicate or share your finding; and
8. How to manage your findings.
The definition was approved by CILIP's Council in 2004 and is still current.
In order to bridge the widening gap between the information haves and have-nots; bring
information accessibility; implement this basic human right in a digital world it is
important that the technologies that drive the ICT revolution be utilised. However, as
stated above when more than 80% of people in the world have never even heard a dial
tone, let alone surf the Web, how these technologies are deployed, must be considered.
3.
LEAPFROGGING TECHNOLOGIES
3.1 Developing countries and the ICT Revolution
At this point it is worth contrasting the position of the developing versus the developed
countries. In particular the ‘basic human right’ to Information literacy in the developing
world, with that of Information ‘accessibility’ in the developed world where the
emphasis is on making Broadband Internet connection available to all (Finland makes
broadband a 'legal right' (BBC News, July 2010)).
69
Could the rapid changes in technology enable developing countries to somehow
‘leapfrog’ any of the evolutionary processes which have characterised more developed
countries’ progress in the ways education is mediated? In particular, could, the
explosive growth in mobile phone (or, perhaps more accurately ‘mobile terminal’)
technology and deployment play a significant role in education in the developing world?
Developing countries have, not surprisingly, been latecomers to the ICT revolution. The
concept of distance learning, developed initially in the 1960’s, mostly involved the
distribution of pre-recorded audio and video via TV and radio, and this is still a useful
and widely used method of disseminating information. With the emergence of the
World wide web however, e-learning has completely dominated the distance learning
scene, in developed countries at least (Peng et al, 2009),
3.2 What is Technology Leapfrogging’?
In a nutshell, ‘Technology Leapfrogging’ refers to the deployment of state-of-the-art
technology in an application area where immediate prior technologies have not been
adopted. It can be considered as a 3-stage process:
 Importation of a technology without any significant dependence on
the ‘prior art’,
 Widespread adoption and capacity to modify or ‘tailor’ the
technology to local needs, and finally,
 Development of indigenous capability to truly innovate and improve
on the technology imported.
The concept of technology leapfrogging has its roots in the repercussions of the
Industrial revolution of the late 18th and early 19th century. The technological lead
carved out by Great Britain, France and Germany was ‘leapfrogged’ by the United
States. The second half of the 20th century witnessed a similar process by Japan, South
Korea and other far Eastern countries.
3.3 M-learning - ‘Leapfrogging’ in wireless ICT?
In ICT (as opposed to technology in general) the concept of leapfrogging emerged with
the early developments in distance learning, for example, in the use of the UK Open
University (Tresman, S. (2002) by students in developing countries where there was
little or no previous provision of tertiary education.
The development of e-learning in itself is not an example of leapfrogging. E-learning is
mostly dependent on desktop/laptop personal computing. However, as will be
explained, one derivative of e-learning (m-learning) may provide an instance of
leapfrogging in situations where pc based e-learning has not been widely adopted,
especially in developing countries, where the cost of hardware provision (pc’s and
connectivity in particular) has excluded its’ adoption.
M-learning has been defined as ‘e-learning using mobile devices and wireless
transmission’ (Chang et al, 2003). Two important aspects of m-learning are its ubiquity
and mobility. Ubiquitous computing is access to computing technologies whenever and
wherever they are needed, and mobility can be defined as learning on the go (Peng et
al., 2009). While e-learning is mostly dependent upon desktop personal computing (PC)
technology, m-learning is dependent upon mobile devices (Orr, 2010).
70
There are several reasons for hoping that m-learning might provide a leapfrogging
opportunity for developing countries. The first is the massive increase in the number of
mobile devices (such as mobile phones, PDAs, and tablets). In the developing world
this increase is most marked in the poorest countries – those with limited hard wired
phone infrastructures which are leapfrogging into widespread take-up of mobile phone
technology. ITU/World Bank Data shows (Fig 2 that even in the poorest region of the
world (Sub-Saharan Africa) mobile phone subscriptions per 100 in the population has
grown tenfold in less than a decade, from less than 5 per 100 in 2004 to 60 per 100 in
2012.
Fig. 2 Mobile cellular subscriptions (per 100 people) (ITU/World Bank)
The second is the enhanced technological capabilities of mobile devices, in particular
the larger displays on these devices. Smart phones like the Samsung Galaxy have large
full colour displays capable of streaming video data; and with image resolution/screen
rotation which is capable of rendering most website pages without the need for
horizontal scrolling. Many of the improved functionalities can be used in an educational
context (MacCallam & Jeffery, 2009).
Thirdly, with decreasing costs these mobile devices are becoming accessible to more
people, often assisted by government recognition of the economic benefits of mobile
technology. In Kenya for example, VAT on mobile phones was reduced to zero in 2010,
and in just one three year period (2008-2011), mobile phone handset costs fell by over
half as shown in Fig. 3.
Fig. 3 Useage and Handset costs in Kenya (http://www.gsma.com/publicpolicy/tax)
It is tempting to question when this downward cost indicator will level out. A fair
comparison may be the cost of a portable Scientific calculator, a device of fairly similar
71
size with complex electronics and no moving parts. When introduced in 1972 the
world’s first ‘pocket’ calculator (HP-35) cost US$395 (equivalent to US$2,400 in 2014
allowing for monetary inflation). Currently, 42 years later, calculators of similar
capability can be purchased for £1: the most costly single component in these devices is
the battery.
The use of mobile technologies is changing the way we live and how we access
information. One clear development is that what started as a device for person-to-person
communication (the telephone) has morphed into a portal, encompassing verbal and
written communication, social networking, gaming, entertainment and a myriad of
other applications (of which education is but one) as the pattern of our methods of
communicating changes (Demsey, 2008).
Countries around the world are starting to see that Internet access anywhere and
anytime is an important right for citizens, and have set targets to establish the
infrastructure to allow access by all, and these developments will facilitate the use of
mobile technology in education (BBC News, July 2010). However, it is rapid
improvements in technology (primarily screen displays & internet data connectivity),
drastic reduction in equipment costs and widespread growth of handset sales rather than
mobility as such, which, we believe, may make m-learning a ‘leapfrogging’ technology.
4 RINGIDEA: A LIFELONG LEARNING EUROPEAN PROJECT
4.1
RINGIDEA aims and objectives
The EU TEMPUS programme, supports the modernisation of the Higher Education in
partner countries of Eastern Europe, to develop Information Literacy for lifelong
learning and knowledge economy. The RINGIDEA Tempus project is underpinned on
the notion of ‘libraries and information literacy (IL), which are a precondition for
lifelong learning, knowledge economy, labour markets and a key to fulfilling the Lisbon
strategy’. Specifically this project attempts to:

Development of IL programmess for lifelong learning through their
use in curricula as appropriate.
 Development of innovative online IL modules for lifelong learning.
 Harmonisation of the IL programs with those currently active in
Western Balkan countries.

Strengthening of the capacities of higher education institutions for the
strategic planning and implementation of IL programmes to instill
transferable skills for a competitive, dynamic, knowledge-based
economy.
 Development of IL policy, and guidelines.
 Dissemination of approaches to IL development and ensuring of their
sustainability.
 Development of lifelong learning in society at large- a national
priority for Albania, Bosnia and Herzegovina, Kosova and
Montenegro and a regional Priority for the Western Balkans.
The future of Western Balkan countries must be rooted in innovation and a mobilising
of their collective brainpower for the creation of the knowledge-based society envisaged
under the Lisbon Strategy. Information competencies are a key factor in lifelong
72
learning. They are a vital step in achieving educational goals. The development of such
competencies should take place throughout citizens’ lives and their transferability are
vital for the Information society.
The RINGIDEA project adopted the SCONUL model for Information Literacy. The
main features of this project include the identification of best IL practice, transfer of
knowledge, development and implementation of IL programs and training including
online IL suites, development of IL policy and dissemination and exploitation of results
across all participating countries.
A furthering of the Bologna Process for a Europe of knowledge by exploring inclusion
of IL competencies in curricula. The creation with Faculty, of curriculum-integrated IL
programs (embedded in the three-cycle system (bachelor/master/doctorate), quality
assurance and recognition of qualifications for the development of lifelong learning in
society at large. These innovative technologies will benefit all stakeholders such as
undergraduate and postgraduate students, Librarians, academic staff, Ministries,
National and public libraries, Local communities.
The RINGIDEA project emphasised the fact that membership of the EU requires the
existence of a functioning market economy and the capacity to cope with competitive
pressure and market forces within the Union. The project identified a set of problems
with regard to life long learning around the world, and western Balkans are not isolated
from this common phenomenon, lack of information literacy practices. IL skills can
help to "decrease the developmental discrepancy between Bosnia and Herzegovina"
(Policy of Information Society Development in Bosnia and Herzegovina) and the EU,
progress information society services in Albania (Albania 2009 progress report) and
promote regional cooperation for the creation of a business environment and an
economic space in the Western Balkans (Regional cooperation in the Western Balkans)
The RINGIDEA project has proposed new methods for IL delivery by harmonising
cultural diversity. A set of new products (online modules, teaching materials, policy)are developed and knowledge transfer can take place at all levels. The results can be
used in new contexts or in other Western Balkan countries who can customise the
results to suit their conditions. This project ascertained the visibility through
dissemination, trainings and conferences.
Guidelines
The guidelines below derive from our collective experience gained over a period of
rapid and extensive changes in Higher Education in the UK, migration to new learning
frameworks, the involvement (as co-ordinators or partners) in several European
Lifelong Learning projects (such as ARMQA, NETIS, NMPLIS and RINGIDEA) the
implementation of the Bologna process, the development and adoption of several
Virtual Learning Frameworks and Environments. The guidelines can be used and
customised to help future initiatives and developments of IL programmes at local,
national, regional and international levels:
1. Create Policies for alleviating poverty, illiteracy and social exclusion
2. Allocate Funding for both infrastructural reforms and development
3. Support to existing European initiatives to promote Literacy and Information
Literacy
73
4.
Enhance existing partnerships between academic, research, user, and industrial
communities to promote e-inclusion through IL
5. Support the mainstreaming of accessibility in IST products and services
through a series of dissemination activities. Transfer Knowledge and
Technologies from Advanced Economies to Poorest regions and countries
6. Develop IL methods and programmes
7. Develop IL programmes and/or modules
8. Customise to suit different educational levels, countries, languages
9. Disseminate information and knowledge
10. Transfer Knowledge and Technologies
11. Use ICTs (mobile technologies, social media) to leapfrog developments
5. CONCLUSION
Low global literacy rates in many regions of the world are still a challenge for
governments, organisations, educators and the whole society. Social exclusion of
vulnerable groups even in advanced economies and the digital divide are
interconnected. Policies for systematic raising of awareness of the challenges and
opportunities are necessary for addressing these problems. Commitment at high level
(United Nations, UNESCO, the European Union) and involvement of education and
industry. Leapfrogging technologies are certainly helping to bridge the digital divide
and at the same time go some way towards addressing the problem of digital divide.
Information Literacy programmes and modules such as those developed by the
RINGIDEA project need to be shared, customised to suit different countries, different
cultures and languages, As Todd suggested in 1999 “Transformational leadership and
learning are all about creating and providing opportunities for learners to make the most
of their life opportunities in a world rich in information and technology. Developing
teaching strategies to address these skills, however, is a complex, time-consuming, and
challenging process. This may be the key leadership challenge of education for the next
millennium. “ [Todd, 1999].
What intensifies the problem is the fact that the gap is getting wider due to the growing
momentum of the information economy advancements. In the last decade, international
agencies like the World Bank, United Nations Development Program and International
Telecommunications Unions have expressed concern that the Internet and the
information revolution may leave many societies far behind, producing clashes between
the advanced industrialised and the developing world. They are now stressing the need
for government, non-profit and corporate initiatives to bridge the digital divide and
make technology instead help in social integration.
There is an opportunity to develop the RINGIDEA project results in different contexts
and situations (e.g. Western Balkan area, EU Member states), embedding project results
into practices of other organisations, mainstreaming project results into local, regional
national or European provision. Media coverage of project objectives, outputs and
outcomes have helped raise awareness of the wider social impact and the importance of
introducing and expanding IL programmes in Western Balkan countries. The increased
mobility of librarians, teaching staff and experts (facilitated by the Tempus programme)
has opened new opportunities for reviewing, analysing and recommending ideas of
implementation of lifelong through Information Literacy.
74
Acknowledgement
Thanks are due to our colleague Alan Hopkinson who pioneered collaborations,
participated in a large number of projects including RINGIDEA, inspired and
encouraged us to be involved. The work presented in this paper has been partially
supported by the activities in the RINGIDEA project Developing information literacy
for lifelong learning and knowledge economy in Western Balkan countries 17117TEMPUS-1-2011-1-IE-TEMPUS-JPHES EC LLP under Tempus programme. This
publication reflects only the views of the authors, and the Commission cannot be held
responsible for any use, which may be made of the information contained therein.
REFERENCES
BBC News (2010, 1 July). Finland makes broadband a ‘legal right’. Retrieved 14/5/14
from http://www.bbc.co.uk/news/10461048
Catts, R., [2010] UNESCO Information Literacy Indicators: Validation Report
Chang, C.Y., Sheu, J.P., & Chan, T.W. (2003). Concept and design of ad hoc and
mobile classrooms. Journal of Computer Assisted Learning, 19(3), 336-346.
CILIP Chartered Institute of Library and Information Professionals (2014) Information
Literacy Definition, http://www.informationliteracy.org.uk/ [Date accessed: 7 May
2014]
Literacy
Models
http://www.informationliteracy.org.uk/information-literacydefinitions/il-models/ [Date accessed 7 May 2014]
Literacy Skills http://www.cilip.org.uk/sites/default/files/documents/Information%
20literacy%20skills.pdf [Date accessed: 8 May 2014]
Coonan, E. and Secker, J. (2011) A New Curriculum for Information Literacy:
Curriculum and Supporting Documents, http://ccfil.pbworks.com/f/ANCIL_final.pdf
[Date accessed: 8 May 2014]
Demsey, L. (2008). Always on: libraries in a world of permanent connectivity. In G.
Needham & M. Ally (Eds.), M-libraries: Libraries on the move to provide virtual
access (pp. xxv-lii). London, United Kingdom: Facet Publishing.
Forestor, T and Morrison, P. (2001) Computer Ethics: Cautionary Tales and Ethical
Dilemmas in Computing, MIT Press; 2nd Revised edition
James, J, The distributional effects of leapfrogging in mobile phones, Telematics and
Informatics Volume 29 Issue 3, August, 2012 Pages 294-301, Pergamon Press,
Martin, J.L. (2013) Learning from Recent British Information Literacy Models: A
Report to the ACRL’s Information Literacy Competency Standards for Higher
Education Task Force, Mankato, US, http://mavdisk.mnsu.edu/martij2/acrl.pdf [Date
accessed: 8 May 2014]
MacCallum, K., & Jeffrey, L (2009). Identifying discriminating variables that determine
mobile learning adoption by educators: An initial study. In Same places,
differentspaces.
Proceedings
ascilite
Auckland
2009.
Retrieved
from
http://www.ascilite.org.au/conferences/auckland09/procs/maccallum.pdf.
Mancinelli, E. (2007) e-Inclusion in the Information Society, Network for Teaching
Information Society
75
NETIS Project, http://www.ittk.hu/netis/teachm.htm#Text_book_, Budapest, July 2007
[Date accessed: 8 May 2014]
Müller, S. (2011) National Policies towards Romani Women in the Western, Balkans
September 2011, Country Paper on Bosnia and Herzegovina, Commissioned by Gender
Action Plan of Bosnia and Herzegovina
Orr, G. (2010). Review of literature in mobile learning: Affordances and constraints.
The 6th IEEE International Conference on Wireless, Mobile, and Ubiquitous
Technologies in Education, April 2010, Taiwan, 107-111.
Peng, H et al (2009) Ubiquitous knowledge construction: Mobile learning re‐defined
and a conceptual framework in Innovations in Education and Teaching International
Volume 46, Issue 2, 2009 Taylor & Francis
Saleh, M., Georgiadou, E. (2007) FIAIFM: A model towards bridging the Digital
Divide, Network for Teaching Information Society NETIS Project,
http://www.ittk.hu/netis/teachm.htm#Text_book_, Budapest, July 2007 [Date accessed:
8 May 2014]
SCONUL Working Group on Information Literacy (2011) The SCONUL Seven Pillars
of Information Literacy Research Lens for Higher Education. London: Society of
College, National and University Libraries, 25, 2011. http://www.sconul.ac.uk/sites/
default/files/documents/researchlens.pdf. [Date accessed: 8 May 2014]
Todd, J. R. (1999) Transformational Leadership and Transformational Learning:
Information Literacy and the World Wide WebDepartment of Information Studies at the
University of Technology in Sydney, New South Wales,
Tresman, S. (2002). Towards a strategy for improved student retention in programmes
of open, distance education: A case study from the Open University UK. The
International Review of Research in Open and Distance Learning, 3(1).
UNESCO (2005) The Alexandria Proclamation on Information Literacy and Lifelong
learning, http://portal.unesco.org/ci/en/ev.php-URL_ID=27055&URL_DO=DO_TOPIC
&URL_SECTION=201.html [Date accessed: 8 May 2014]
Whitney, G. Keith, S, . Bühler, C, , B. Hewer, S. ,Lhotska, L., Miesenberger, K.,
Sandnes, S.,Frode E., Stephanidis, C., Velasco, C. A. (2011) Twenty five years of
training and education in ICT Design for All and Assistive Technology. Technology
and Disability, 23 (3). pp. 163-170. ISSN 1055-4181
76
INTEGRATING PROJECT PLAN, QUALITY PLAN AND
SUSTAINABILITY PLAN: THE RINGIDEA CASE STUDY
Elli Georgiadou, Claire McGuinness, Angela Repanovici, Manolis Koukourakis, Nawaz
Khan, Mircea Regneala
[email protected], [email protected], [email protected],
[email protected], [email protected], [email protected]
ABSTRACT
Project Management starts with Project Planning. A clear definition of the project scope,
objectives, project participants, and roles and responsibilities form the foundation of a project
plan. A project plan demands the inclusion of financial resources allocation, scheduling, and risk
identification together with risk mitigation strategies. Ensuring the success of a project
throughout its lifetime and beyond its completion, however, requires a quality plan and a
sustainability plan. Often organisations, projects and individuals fail to gain adequate value, let
alone added value, from their innovations and project results. The EU has funded a large number
of projects, for which value and impact have been difficult to ascertain. In particular projects
consisting of purely research oriented and/or technically oriented partners seem to lack
awareness of the importance of dissemination, exploitation and valorisation for sustainable
development and skills in carrying out such activities. In this paper we contend that quality and
sustainability planning should form an integral part of the project plan and not be treated as
afterthoughts. Techniques and templates for monitoring, tracking and continuous improvement of
both process and product are presented, and illustrated through a case study of the European
Union project RINGIDEA.
PLANNING FOR QUALITY _ PLANNING FOR SUCCESS
Project Plan and Quality Plan According to the PRINCE 2 methodology a project has a
single definable purpose, and is usually specified in terms of cost, schedule and
performance requirements. Projects however small contain significant elements of
unfamiliarity and risk. Project Management includes planning, organising, controlling
and prioritising, and managing change (Murry et al, 2009).
A sound and complete Project Plan guides the process and in turn a high quality process
is likely to produce high quality outputs/deliverables. Hence Project Planning should
include the identification of the stakeholders (Maylor, et al., 2008). They advise that in
addition to identifying the stakeholders relationship basis and decision making powers,
inter-relationships, socio-political pressures and opportunities, experience and senior
management support are also crucial dimensions,
For successful project implementation, the right team, work-group and task force must
be appointed and supported. People in the Quality groups (process improvement team,
process review team, knowledge improvement team, knowledge transfer team, quality
assurance team (also undertaking audits)) are required to be highly mature and capable
in terms of understanding Quality so that they can champion quality, plan and execute
the plan successfully. The roles and responsibilities of each team and of the individuals
in each team must be unambiguous. It is these teams that will raise the motivation, basic
knowledge, understanding, and maturity for each and every member of the organisation.
Additionally a project plan should include a Risk Management Process and
Contingency Planning and well as Key Performance Indicators (KPIs) which can be
used for monitoring and assessing the project performance. Most project plans
concentrate on the allocation of resources (human and financial) and the scheduling of
activities. What tends to be missing however is an explicit reference to the methods,
techniques and tools that are necessary for carrying out the project activities, and for
monitoring and improving the process.
Quality is an elusive term which depends on the stakeholder’s point of view. However,
there is general agreement that what Quality actually means will depend on the outputs
the project is creating, and that Quality of a product or service is generally related to:
relevance, fitness for purpose, adherence to relevant standards and specifications (e.g. to
ensure interoperability and accessibility) and use of best practice methods and
techniques for development. The Quality of products and services depends on the
quality of the process
Quality and Value are two terms, which are often confused. The complexity of projects
such as those funded by the European Union have a multiplicity of stakeholders ranging
from the individuals, to the consortium members, countries, the EU and society at large.
Identifying and prioritising expectations for both quality and value from all
perspectives is paramount for maximising both quality and value
1.2 Process Quality Criteria
Process Quality Criteria help to ensure that the various processes that constitute the
project can be monitored effectively, and that situations where corrective action is
required can be identified by evaluators and auditors.
Project failures or partial failures manifest themselves in late deliveries, going overbudget, and not satisfying the stakeholders; requirements. Many researchers and
practitioners (such as Maylor et al. (2008), Murray et.al (2009), Gilb (xxx), and Capers
Jones (2005)) report and demonstrate that the main reasons for project failure are poor
management, ambiguous or misunderstood requirements, changing requirements and
poor adaptability to change; poor rsik management, unrealistic deadlines; erroneous
budgeting; lack of consultation; lack of training and support, poor or non-existent
documentation and lack of management commitment.
Total Quality Management (TQM), is a management philosophy and a methodology
that enables an organisation to focus on transparency and employee participation
through empowerment of all employees, teamwork, leadership and recognition of each
employee’s contribution for achieving the goal of the organisation and maximising
customer satisfaction (Deming, 1986, Hellsten and Klefsjö, 2000)).
Transparency of information in interaction processes is necessary for individuals to
participate effectively in co-creation and engender trust between institutions and
individuals. Companies have traditionally benefited from information asymmetry with
their customers. However, that asymmetry is rapidly disappearing (Brodowsky and
Lupton, 2009). Transparency of information in the interaction processes represents
honesty and openness for individuals to participate effectively in a co-creation mode
and to build mutual trust between companies and individual customers (Ramaswamy,
2005).
1.3 Product Quality Criteria
There is a multiplicity of Product and Service Quality characteristics. In turn quality
criteria help to ensure that the project outputs/deliverables e.g., curricula, training
materials, reports, information systems, templates have been completed to the highest
standard and in compliance with specifications and user expectations. Completeness,
consistency and correctness are the primary quality criteria.
78
Elli Georgiadou, Claire McGuinness, Angela Repanovici, Manolis Koukourakis, Nawaz Khan, Mircea
Regneala, Integrating Project Plan, Quality Plan and Sustainability Plan: The RINGIDEA Case Study
1.4 The Importance of standards
Quality can be improved by using standards (such as ISO, BSI and European
Standards), because in standardising the process, we can ensure that we avoid
idiosyncracy, ensure repeatability of successful processes, enforce discipline, reach
consensus, reassure customers and other stakeholders. Identification of best practices
avoids further mistakes.
As far as products are concerned, standards are necessary for compatibility with other
systems and technologies, for completeness (no steps are skipped and all outputs are
delivered), consistency and correctness and hence reliability. Compliance with
standards (such as safety standards) may be a legal and/or ethical requirement.
Standards are a common language for documenting quality practices and a system to
track and manage evidence that the practices are adopted and used in a project and in an
organisation. Independent audits and evaluations assess and certify compliance.
QUALITY MANAGEMENT
2.1 Components
Quality Management consists of four components namely quality planning, quality
control, quality assurance and quality enhancement. The objective of a quality plan is to
anticipate possible sources of poor quality. Failures can occur in every process and
every phase; identifying and rectifying problems is paramount for the success of a
project. A project plan should contain explicit guidelines and preventative activities to
mitigate risks and minimise their impact.
Quality Monitoring is an on-going process showing the project progress and especially
whether deliverables are ready by the planned deadlines. Quality Control is also an ongoing process which ensures that procedures and standards specified and adopted in the
project and quality plans are followed. Quality Enhancement is a continuous process
improvement effort applied at different milestones, and involves the quantification of
actual results
Quality Assurance (QA) is the instrument used to make outcomes transparent,
measurable and trustworthy by all stakeholders. Quality Evaluation (QE) is the
instrument to promote improvement of outcomes. Quality Enhancement involves Key
Performance Indicators, Targets and Measures. Having established where we are, we
plan how to get to where we want to be. Addressing identified problems is the first step,
followed by repeating good practice. The degree of improvement can be quantified
through measures of Key Performance Indicators. Quality Enhancement therefore is
achieved when we understand the past and the present so that we can take steps to
improve.
Addressing the following questions helps focus the effort of both planning for quality
and ensuring the quality of process and product:
Who is responsible for what?
What are the priorities?
What are the constraints?
What are the resource requirements?
What are we doing right?
79
What are we doing wrong?
What are the risks?
How might the impact of risks that become events be minimised?
2.2 Quality must not be an afterthought
Quality must not be an afterthought. Resources must be made available and normally a
dedicated team or at least a role must be defined and allocated the responsibility of
Quality Management. The objective of a quality plan is to anticipate possible sources of
poor quality
For example European projects, and Tempus projects in particular, are required to
submit an application which contains both a Logical Framework Matrix (LFM) and a
schedule of all activities and their expected outcomes. Indicators of progress and the
measures through which progress and performance can be evaluated must be identified.
Risks must be anticipated and mitigation strategies proposed. Although constrained by
both financial resources and completion time a degree of flexibility, such as redeployment of some funds from one expenditure category to another, or the granting of
a short extension, re allowed in order to address unforeseen circumstances.
Planning for Quality ensures that both the process and the product (outputs) are
monitored and controlled according to standards so that the outcomes of the project
(outcomes) are maximised. The Quality Plan and the Evaluation should work in
tandem with the Project Management Plan, where the latter provides information on the
What, Who and When whilst the former adds the How, and How Well activities, and
deliverables that are achieved.
3. THE RINGIDEA PROJECT
3.1 Project Aims and Objectives
The RINGIDEA project aims to develop Information Literacy (IL) programmes of
Lifelong Learning (LLP) and their use in curricula as appropriate in Western Balkan
countries: this will be achieved through the formation of the Project Management
Committee (PMC) and subsequently Working Groups who will deliver on goals relating
to didactic organisation, syllabus, IL training and implementation of IL programmes.
RINGIDEA also will develop innovative online IL modules for lifelong learning for
their use in curricula; this will be achieved through theuse of specialised information
literacy suite software and incorporating use of cutting edge active learning and use of
high quality online video. Another aim of the project is the harmonisation of the IL
programs with those currently active in Western Balkan countries, including the
integration of IL programs with existing initiatives.
The project also aims to:
Strengthen the capacities of higher education institutions for the strategic planning and
implementation of IL programmes to develop transferable skills for a competitive,
dynamic, knowledge-based economy; also to develop IL policy, guidelines, goals,
missions, e.g., guidelines for developing IL programs, online IL modules.
Disseminate information about the approaches to IL development and ensure
sustainability of project results through workshops, publications, project website,
interaction with National and International stakeholders, and society at large.
80
3.2 Work-packages and Working Groups
The RINGIDEA project description and the division of activities and duties amongst the
various working groups were defined in the project proposal. The project is divided into
Work Packages which are are allocated to various partners. The implementation of the
project is carried out by various Working Groups led by the Project Management
Committee (PMC). The Project Management Committee (PMC) provides leadership
and overall co-ordination for the projects. It also takes major decisions and has
responsibility for monitoring all other groups (all their decisions are ratified by the
PMC) and reporting to EACEA in Brussels.
However, further examination was needed in order to identify and understand the way
in which the working groups relate to each other (for example, whether the Teaching
Working Group and the Scientific Working group depend on each other) and whether
groups need to provide input or deliverables such as materials to the other groups. It
was felt, for example, that curriculum development should be informed by the Didactic
Working Group (DWG), the Scientific Working Group (SWG), the Training Working
Group (TWG), the Module Working Group (MWG) underpinned by the Local
Educational Frameworks and the SCONUL Model. The Didactic Working Group
(DWG) plays a central role in the design and development of curricula. All other groups
feed into the DWG. The Module Working Group (MWG) only delivers online modules
and operates as an eLearning development group. It feeds into curricula which is a
project deliverable.
A diagrammatic representation (Figure 1) aids understanding of the project and the
inter-operability of the working groups. Since the main deliverable of the project is the
development of curricula for Information Literacy, the Didactic Working Group (DWG)
is shown in the in the centre, with all other groups connected via their respective roles.
All the groups, as well as the PMC use the Bologna Process, the SCONUL Framework
and Local frameworks as reference points.The architecture and main interactions
between groups are shown in Figure 1 with bidirectional arrows. The frameworks and
model inform the development of curricula and other materials are shown. All working
groups communicate with each other (connections are not shown for the sake of
simplicity). Deliverables, documents, minutes of meetings, decisions etc are openly
shared in meetings (face-to-face and virtual), by email correspondence, by storing in a
central repository and through the project website http://www.ringidea.org/ where
appropriate.
81
Fig.1: The Architecture of the RINGIDEA Project
3.3 The role of the EWG
The Evaluation Working Group (EWG) is external to the project. It plays an advisory
role based on the experts’ experience, (gained primarily from their involvement in
managing and evaluating projects) and in particular, experience gained through previous
or concurrent Tempus projects. The EWG proposes a Quality Plan, works closely with
the PMC and provides advice at key points in the project, primarily in helping to ensure
the quality of the process and the products. The PMC monitors the completion of
activities and delivery of products and manages risks. The EWG helps assure the quality
of the process and the outputs, advises and makes suggestions for possible
enhancements. Finally the EWG evaluates the project results at the end of the project.
The experts serving as members of the EWG base the advice they provide on
knowledge and experience, gained primarily from their involvement in managing and
evaluating projects, information literacy, and in particular, experience gained through
previous or concurrent Tempus projects.
3.4 RINGIDEA Process Quality Criteria
The Process Quality Criteria that have been adopted for this project are: Timeliness,
Consultation, Leadership, Transparency, and Risk Management through mostly Indirect
Evaluation.
Timeliness refers to the completion of each process in a timely manner, by the given
deadline. In Ringidea, this is be ensured by the Work Package Manager, overseen by the
Project Management Committee (direct) and evaluated by the Evaluation Working
Group.
Risk Management – involves the identification, prioritisation (depending on the
proximity, likelihood and estimated impact should a risk become an issue), and
monitoring as well as strategies for minimisation and mitigation- to be monitored by
the Project Management Committee with advice from the Evaluation Working Group.
82
Consultation - involves the culture of empowerment, knowledge sharing and Consensus
to be ensured by the Project Management Committee and all the Working Groups, and
evaluated by the Evaluation Working Group.
Leadership – involves the leader/manager ensuring resources are provided, providing
inspiration, and support, and making difficult decisions to be exercised by the Project
Management and evaluated by the Quality Evaluation Group.
Transparency – to be ensured by all Working Groups and evaluated by the Evaluation
Working Group.
3.5 RINGIDEA Product Quality Criteria
The Product Quality Criteria adopted for the Ringidea project are: Completeness,
Correctness and Consistency. All three can be used for Direct Evaluation of the project
deliverables.
Completeness - to be ensured by the Project Management and the relevant Working
Group(s) and evaluated by the Evaluation Working Group. All products must be
delivered for the project to be considered complete (see Appendix A - XLFM .doc)
Consistency - to be ensured by peer reviewers from within the relevant Working
Group(s) and evaluated by the Evaluation Working Group.
All deliverables must be structured and presented according to agreed standards to
enhance understandability and future maintainability.
4. TEMPLATES FOR PLANNING, MONITORING and TRACKING
4.1 LFM – an EU Tempus Template
The standard template of a Logical Framework Matrix (LFM) shows the project
objectives, indicators of progress and their monitoring, risks, and assumptions.
The LFM template focuses the applicants and project managers to address the following
questions:
 What is the overall broader objective, to which the project will contribute?
 What are the key indicators related to the wider objective?
 What are the specific objectives, which the project shall achieve?
 What are the quantitative and qualitative indicators showing whether and to
what extent the project’s specific objectives are achieved?
 What are the sources of information that exist and can be collected? What are
the methods required to get this information?
 What are the factors and conditions not under the direct control of the project,
which are necessary to achieve these objectives?
 What risks have to be considered?
4.2 Logical Framework Matrix Incorporating Quality Evaluation
The EWG proposed the extension of the Tempus Logical Fraework Matrix (LFM) by
incorporating questions and indicative answers on which methods (How) and which
measures (How much? How well?). The Extended Logical Framework Matrix (XLFM)
focuses the applicants and later on the project managers to address the following
questions (in addition to all the LFM questions listed in section 4.1 above):
83

Which quality principles and methods will be employed in order to
monitor and assure the quality of process?
 How will the products/deliverables be approved for Correctness,
Completeness and Consistency?
 What are the Key Performance Indicators?
 How will performance be measured and improved?
The EWG extended the LFM by adding a column with explicit references to which
quality processes/sub-processes need to be followed for ensuring the quality of process,
product or service. The Extended LFM (XLFM) shows whether the monitoring/action
needs to be taken by the PMG, other working groups and/or the EWG. The structure of
the XLFM can be seen in Appendix A.
4.3 Quality Monitoring and Tracking template
The monitoring of Quality can be tracked by using the spreadsheet in Appendix B. The
traffic light colours shows the status of an activity, i.e. Black for Planned, Red for
Overdue, Yellow for In Progress (On-going), Green for Completed.
4.4 Dissemination Monitoring and Tracking
Similarly Appendix C enables the monitoring and tracking of Dissemination Activities
with expected outputs and outcomes. The colour coding is again Black for Planned, Red
for Overdue, Yellow for under progress (On-going), Green for completed.
4.5 Sustainability Planning and Tacking
The monitoring of Sustainability Planning and Tracking shown in Appendix D (with
the same colour coding) incorporates expected outcomes, i.e. impact estimation and
actual impact.
The European Union funds an enormous number of projects whose outcomes are poorly
exploited. In particular projects consisting of purely research oriented and/or technically
oriented partners seem to lack awareness of the importance of dissemination,
exploitation and valorisation for sustainable development and skills in carrying out such
activities (Siakas et al., 2012). Valorisation means planning in such a way that the
resources committed to a project yield results that can be used and exploited on a large
scale, with the view of benefiting as many people as possible. Valorisation also means a
better transfer and deployment of the results of a project once it has been completed.
Project Valorisation can contribute to:
improving/ensuring the sustainability of project results;
enhancing the impact of all kind of projects such as EU projects;
capitalising on investments;
transferring results to other contexts;
generating savings from not ‘re-inventing the wheel’;
reducing timescales for innovation policy;
feeding the policy process.
84
5 CONCLUSION
We contend that the integration of the project plan with a quality plan as well as a
sustainability plan is desirable for ensuring a successful project. The three plans should
run simultaneously, providing continuous feedback for improvements throughout the
duration of the project and beyond its completion. The latter maximises the valorisation
of the project creating value and added value for the benefit of the stakeholders beyond
the project completion.
We extended the European Logical Framework Matrix by including the Principles,
Methods and Templates as instruments for Monitoring and tracking the project
progress, its dissemination and sustainability, hence for Quality Monitoring, Quality
Assurance and Quality Enhancement. We piloted the use of XLFM and the developed
templates, illustrating their simplicity and usefulness by applying them to the European
Tempus Project RINGIDEA [517117-TEMPUS-1-2011-1-IE-TEMPUS-JPHES].
We proposed that Quality Planning must not be an afterthought; it must be incorporated
and budgeted for in the project plan, which specifies the what, whom where and when.
The quality plan specifies the why, the how and the how well. Ensuring the quality of
process and product in any project is important for the success of the project not only
during its lifetime but also beyond its completion. Dissemination and exploitation,
sustainability and valorisation of the project results generate impact and value or the
benefit of stakeholders and for society at large.
Future work will involve longitudinal monitoring of other projects in order to refine and
improve the monitoring instruments.
Acknowledgement
Appreciation is due to Padraig Kirby and his colleagues for the leadership and
coordination of the project as well as for giving us timely and useful feedback on this
paper.
The work presented in this paper has been partially supported by the activities in the
RINGIDEA project, Developing information literacy for lifelong learning and
knowledge economy in Western Balkan countries 17117-TEMPUS-1-2011-1-IETEMPUS-JPHES EC LLP under Tempus programme. This publication reflects only the
views of the authors, and the Commission cannot be held responsible for any use, which
may be made of the information contained therein.
REFERENCES
Brodie, L. and Woodman, M. (2011) Prioritization of stakeholder value using
metrics. In Maciaszek, L. and Loucopoulos, P. (eds.), Proceedings of the 5 th
International Conference on the Evaluation of Novel Approaches to Software
Engineering (ENASE 2010), Athens. Springer-Verlag: Berlin, Heidelberg, pp. 74-88
Catts, R. (2010) UNESCO Information Literacy Indicators: Validation Report
University of Stirling, United Kingdom, February 2010
Georgiadou, E., Siakas, K., VALO5 – Innovation, Maturity Growth, Quality and
Valorisation, Systems, Software and Services Process Improvement Communications in
Computer and Information Science, Springer, Volume 364, 2013, pp. 294-299
85
Gilb,
T,
Gilb,
K.
(2012)
Evolutionary
Project
Management,
http://gilb.com/Site+Content+Overview
Hellesten, U., Klefsjö, B., (2000) TQM as a management system consisting of
values, techniques and tools, The TQM Magazine, Vol. 12 Iss: 4, pp.238 - 244
Jones, C. (2005) Why Projects Fail Social and Technical Reasons for Software
Project Failures, Software Productivity Research, LLC
Jugdev, K., Müller R. (2005) A retrospective look at our evolving understanding of
project success, PProject Management Journal; Dec 2005; 36, 4; ABI/INFORM Global
pp. 19-31
Maylor, H, Vidgen, R. Carver, S., (2008) Managerial complexity in project-based
operations: A grounded model and its implications for practice, Project Management
Journal, Special Issue: Special PMI Research Conference 2008 Edition, Volume 39,
Issue S1, pp. 15-26
Murry, A et al, (2009) Managing Successful Projects with PRINCE2: 2009 Edition,
Office of Government Commerce (OGC)
Ramaswamy, V. (2005) ‘Experience Co-Creation: The New Frontier of IT’, Leading
Edge Forum Journal.
SCONUL Working Group on Information Literacy (2011) The SCONUL Seven
Pillars of Information Literacy Research Lens for Higher Education. London: Society of
College, National and University Libraries http://www.sconul.ac.uk/sites/
default/files/documents/researchlens.pdf. [Date accessed: 8 May 2014]
Siakas, K., Messnarz, R., Georgiadou, E., Naaranoja, M. (2012) Launching
Innovation in the Market Requires Competences in Dissemination and Exploitation,
Eurospi, June 2012, Vienna
Uden, L., Naaranoja, M. (2011) Co-creation of value for a public service, nt. J. of
Services, Economics and Management 2011 - Vol. 3, No.4 pp. 427 – 445
86
APPENDIX A
EXTENDED LOGICAL FRAMEWORK MATRIX (XLFM) INTEGRATING QUALITY MANAGEMENT INTO THE PROJECT
Project Objectives and Deliverables
Progress Indicators & Required Inputs
MEASUREMENT
QA Principles,
Methods and
Performance
Enhancements
Wider Objective:
What is the overall broader objective, to
which the project will contribute?
Furthering of the Bologna process for a
Europe of Knowledge by developing
information literacy (IL) programmes for
use in curricula for the development of
lifelong learning in society at large
accordance with the aims of the Bologna
process.
Indicators of progress:
What are the key indicators related to
the wider objective?
HOW
INDICATORS
WILL BE
MEASURED:
What are the
sources of
information on
these indicators?
Periodical
assessment of
students’ IL skills
through
qualitative and
quantitative
means of the
development of
embedded IL
programmes in
curricula through
periodical
evaluation
Increasing interest
of the
stakeholders
Quality Assurance
Principles, Methods
and Performance
Enhancements
(How and How
well?)
Comparison of students’ IL skills before
and after the action
Comparison of curricula quality before
and after the action
High impact on the stakeholders in the
programme.
Principles and
Methods:
TQM,
Empowerment,
Consultation,
Openness
Product Quality
Attributes
Completeness
Correctness
Consistency
Process Quality
Criteria
Timeliness,
Consultation,
Leadership,
Assumptions & Risks
involved in the
project
Transparency,
Risk Management
Feedback by
EWG
Process
Improvement
suggestions
Specific Project Objective/s:
How indicators
Deliverables
will be
Evaluation:
What are the specific objectives, which the What are the quantitative and qualitative measured:
project shall achieve?
indicators showing whether and to what
Adherence to
extent the project’s specific objectives
What are the
standards
are achieved?
sources of
Timeliness ( PMC)
information that
Development of IL programmes for
exist and can be
Adherence to
lifelong learning (in the Western Balkans?) Creation of a Project Management
collected? What
standards Review+
and their use in curricula as appropriate
Committee Stakeholder specification of are the methods
Evaluation (EWG)
Development of innovative online
expectations
required to get
information literacy modules for lifelong
Creation of Didactic, Scientific, IL
this information?
learning
Training, IL module, Quality Working
Agreement of
Harmonisation of the IL programmes with Groups, Evaluation Working Group.
cooperation
Remedial Actions
those currently active in the Partner
Creation of a permanent IL network
among the
(All working
countries
between Universities and libraries.
partners
groups + PMC)
Strengthening of the capacities of higher
International recognition of the IL
Committee and
&
education institutions for the strategic
programmes for curricula
working Group
Enhancements (of
planning and implementation of IL
Realisation of the IL programmes
reports, minutes,
process
programmes to instil transferable skills for
documents, etc
+deliverables
a competitive, dynamic, knowledge based
Publication of the (EWG)
economy.
IL syllabus and
Development of IL policies, guidelines,
other relevant
Assumptions & risks:
What are the factors and
conditions not under the
direct control of the
project, which are
necessary to achieve
these objectives? What
risks have to be
considered?
 Strong support of the
institutions:differen
ces in
administrative
procedures and
processes
 Full respect of
cultures, languages,
autonomy,
strategies and rules
for each Consortium
member
 Possibility of
goals, mission.
Dissemination of guidelines about
approaches to IL development and
ensuring programme sustainability.
documentation
(guidelines,
training, etc)
Implementation of
the IL
programmess for
use in curricula
offered in
accordance with
the Bologna
process
difficulties in
reaching agreement
due to differences in
levels of existing
information literacy
development.
 Knowledge of the
process in
realisation of the
activities so as to
support staff in
identification and
resolutions of
problems
 International approval
of the IL
programme
 Interest and
motivation among
higher education
institutions
networks, public
libraries to continue
with the IL
programme after
2014Lack of
support from
Librarians/Faculty/a
nd/or
University/Govern
ment systems.
Outputs (tangible) and Outcomes
(intangible):
Please provide the list of concrete
DELIVERABLES - outputs/outcomes
(grouped in Workpackages), leading to
the specific objective/s:
What are the indicators to measure
whether and to what extent the project
achieves the envisaged results and
effects?
Kick off meeting.
Working Groups regular meetings.
Guidelines publication and approval.
Recommendations and regulations
publication and approval.
Curriculum approval by local quality
Development
3. Guidelines for planning IL programme. group/committee/senate.
4. IL Curriculum syllabus planning.
IL syllabi approval.
5. Definition of IL programme harmonised Purchase of IL module equipment and
contents.
installation.
6. Guidelines for IL programme
Innovative online IL modules developed.
harmonised contents.
Launch of Web Portal.
7. Production of IL harmonised didactic
Running of training for IL practitioners.
materials.
Harmonisation of teaching materials.
8. Definition of training for IL
Running of dissemination and
teachers/practitioners.
communication structures to the different
9. Guidelines for training of IL
actors.
Level of response to the IL programmes
10. Updating of IL training content.
and expectations of the
11. Development of innovative online IL
Libraries/Faculties.
modules.
Level of success of the Project
12. Innovative online IL modules.
Management Committee and Working
13. Implementation of IL programmes
Groups.
14. IL programmes rollout.
Running of dissemination events.
15. Approval of guidelines and IL
Running of quality control and
programme.
monitoring.
Management
1. Project structures and meetings.
2. Daily project management.
How indicators
will be
measured:
What are the
sources of
information on
these indicators?
Minutes of Kick
off meeting.
Committee and
Working Groups
meetings logbook.
Reports and
minutes of
Committee and
Working Group
meetings.
Minutes of
Working Group
meetings for the
approval of the
guidelines
Recommendations
and regulations
approved at local
level.
Minutes of
meetings at the
local Universities
for application of
the guidelines and
IL programme
Measures of
performance
Assumptions & risks:
What external factors
and conditions must be
Quantitative realised to obtain the
outputs/deliverables expected outcomes and
are directly
results on schedule?
measureable as
counts or ratios
 Poor student
(e.g. Number of
attendance levels
students)
 Participation and
involvement of all
Qualitative –
stakeholders.
Impact which is
 Sufficient technology
also referred to as
infrastructure,
outcomes is
support and
intangible,
expertise at local
aspirational and can
level
be measured
usually after a long
time. Qualitative
measures can be
obtained through
observation,
interviews, surveys,
focus groups (using
Lickert Scale)
Impact which is
also referred to as
outcomes which
often are s
intangible,
aspirational and can
be measured
Quality Plan
16. Project monitoring and evaluation
17. Lasting monitoring of IL programmes
Dissemination
18. Public presentation of the project.
19. Dissemination of the project steps.
20. Promotion of the IL programme
21. Dissemination of the project results.
Exploitation
22. International recognition of the IL
programme
23. Transfer of results to wider and deeper
(targeted audiences)
24. Sustainability of IL programme
25.Western Balkan Network for IL
approval.
Ministerial acts
for recognition of
the IL
programmes.
Reporting of
recognition
procedures.
Launch of live
online IL modules
in different
institutions
Number of hits on
the web portal.
Number of hits
for the Innovative
online IL
modules.
Number of
students attending
IL programmes.
Evaluation report
of project and
curricular
management.
usually after a long
time.
Activities:
What are the key activities to be carried
out (grouped in Workpackages) and in
what sequence in order to produce the
expected results?
Inputs:
What inputs are required to implement
these activities, e.g. staff time,
equipment, mobilities, publications etc.?
Development
Constitution of the Didactic Working
Group
Guidelines for planning IL
programmes
IL Curriculum syllabus planning
Constitution of the Scientific Working
Group
Guidelines for IL programme
harmonised contents
Production and exchange of IL
harmonised
didactic materials
Constitution of Information Literacy
Training
Working Group
Defining training of IL
teachers/practitioners
Guidelines for training of IL
teachers/practitioners
Updating of IL training content
Constitution of the Information
Literacy
1. Module Working GroupDevelopment
of innovative online IL
modulesApproval of IL programmes
2. IL programme coordination,
3. timetabling and physical execution.
Staff costs for management of the project
Staff costs for 2 part-time secretaries
with grant holder for 36 months for each
of them
Staff costs for production and exchange
of harmonised didactic materials for
training activities, for teaching, for
development of innovative IL modules,
for institutional recognition of the IL
programmes, for quality control and
monitoring.
Flows for travel and stay of the
membership of the partnership.
Printing and publishing Guidelines
Printing and publishing
Recommendations and Regulations.
Equipment at the beneficiary
universities.
Printing of harmonised didactic
materials, brochure/leaflets, posters,
conference booklets and other
advertisement needs
Overheads (telephone, fax, etc.)
Translations and language revisions
Inter Tempus Project Coaching experts
Bank charges
Survey
TEMPUS
RINGIDEA
DWG Annual
Project ProgressSurvey,
December 2012
Data Analyses
Report
Assumptions, risks
and pre-conditions:
What pre-conditions are
required before the
project starts? What
conditions outside the
project’s direct control
have to be present for the
implementation of the
planned activities?
Survey
Common survey
about user
needs and level
of Information
literacy
knowledge for
Balkan
countries
partners in
TEMPUS
project _ May
2013
Data Analyses
Report
Concrete willingness of
the
institutions in
implementing
innovative procedures
and
techniques
Support for use of IL
programmes in curricula
4. Identification of indicators of progress
Quality Plan

Constitution of Evaluation
Working Group

Inter-Tempus Project Coaching
expert and

Evaluators

Monitoring of student attendance

Development of IL programme
quality guidelines for lasting
quality control system
Dissemination
 One day Conference for detailed
presentation of project
 Web publications and maintenance of
Web
Portal
 Dissemination materials for IL
Programme
 International Workshop
Exploitation

Liaison with agencies/Ministries
for approval.

Customisation of results to
enable transfer.

Promotion of project results on
project website
Publication of Network plan.
Appendix B - RINGIDEA PROGRESS Monitoringand Tracking
WP 01 Project Management
Activities
·
Management
1. Project structures and meetings.
2. Daily project management.
·
Development
3. Guidelines for planning IL programs.
4. IL Curriculum syllabus planning.
5. Definition of IL program harmonised
contents.
6. Guidelines for IL program
harmonised contents.
7. Production of IL harmonised didactic
materials.
8. Definition of training for IL
9. Guidelines for training of IL
10. Updating of IL training content.
11. Development of innovative online
IL modules.
12. Innovative online Il modules.
13. Implementation of IL programs.
14. IL program rollout.
15. Approval of guidelines and IL
program
·
Quality Plan
16. Project monitoring and evaluation
17. Lasting monitoring of IL programs
·
Dissemination
18. Public presentation of the project.
19. Dissemination of theproject steps.
20. Promotion of the IL program
21. Dissemination of the project results.
·
Exploitation
22. International recognition of the IL
program
23. Transfer of results
24. Sustainability
25. Western Balkan Network for IL
From
To
Month 1
Month 36
Partner Status
Remedial
Action
Appendix C - RINGIDEA Dissemination
Planned
Activities
One day
Conferenc
e for
detailed
presentati
on of
project
Description
of
PARTNER
disseminating
(event)
Type of material
(dissemination
Proof)
Dates/Period of
dissemination
Place/
Country
Target Group
Target group
Countries
Size of
informed
target
group
Expected
Outcomes
Raising
awareness
Limerick
web page
project
duration
Europe,
Internation
al
BCS,
London
UK
Solent
University,
UK
labour
market
Europe,
International
Academics
UK
30
Academics
at BCS
Uk
20
Mondial
librarians
and
specialists
Promotion,
sharing
Mondial
librarians
and
specialists
Promotion,
Sharing
MDX
Introduction
Leaflets
Δεκ-13
MDX
Introduction
Leaflets
Southampton
Solent
UTBV
Poster
presentation
Poster
IFLA
conference
Finland, 2012
Finland
International
federation of
Library
Association
UTBV
Journal
articles
Romanian Journal
of Library and
Information
Science, 2/2014
April-May
2014
Romania,
UTBV
International
commnunity
Promotion ,
Knowledge
Sharing
Promotion ,
Knowledge
Sharing
Promotion ,
Knowledge
Sharing
Appendix D - RINGIDEA Sustainability
Planned Activities
Liaison with
agencies/Ministries
for course approval.
Customisation of
results to enable
transfer (e.g.
traslation)
Promotion of project
results on project
website.
Publication of IL
Network plan
International
Conference
Offer CPD for large
organisations,
Libraries,
Universities
Offer Distance Mode
IL courses
PARTNER
All
Description
of
disseminatin
g (event)
Type of
material
(dissemina
tion
Proof)
Dates/Peri
od of
disseminat
ion
Place/
Country
Target
group
Target
Group
Countries
Western
Balkans
Education
Sector +
Industry
Western
Balkans
Size of
informed
target group
Expected
Outcomes
Credibility
Credibility
Bihac
&Internati
onal
Improvement
of learner
experience
Western
Balkans
Funding
generation
Internation
al
Funding
generation
THE (MIS)MATCH OF A UNIVERSITY-WIDE LIBRARY
PROGRAM FOR PHD-STUDENTS TO STUDENTS FROM THE
FACULTY OF ARTS AND HUMANITIES
Gunnstein Akselberg, Ane Landøy
University of Bergen, Norway
[email protected]; [email protected]
Abstract
The project «Information Management for Knowledge Creation» has resulted in a report: «PhD
candidates and the research process. The library's contribution» (Gullbekk et al 2013) and a net
based resource: PhD-on-track; phdontrack.net.
The web resource PhD-on-track contains three main parts: "Review and discover"; "Share and
publish" and "Evaluation and ranking". Each of the main parts focuses on a different quality of
the research processes of young scholars.
PhD-on-track seems to have a strong bias towards PhD-thesis in the form of a collection of
published journal articles. However, in Norway, the format of PhDs may be as monograph, or as
published articles with a summary. There are different preferences from the different faculties.
In this paper the authors will look closer at and evaluate how helpful the web resource will be for
PhD students from the Faculty of Arts and Humanities.
During the period 01 January 2008 - 31 December 2013 124 students at the Faculty of
Humanities, University of Bergen, defended their PhD dissertations. Of these 112 persons
defended PhD monographs, while the 12 others defended article-based dissertations. One of the
main questions of this paper is how the web resource PhD-on-track can be a useful tool both for
article-based doctoral dissertations and for PhD monographs.
Keywords: PhD; Norway; Web-resource; information needs; information use; academic writing
1. Introduction
The web resource PhD on track is the result of a collaborative project between the
libraries at the Universities of Bergen and Oslo, the Bergen University College and the
Norwegian School of Business and administration, also in Bergen, Norway, and the
library at the University of Aalborg in Denmark. These libraries had already
collaborated for several years on developing other web resources for library training and
education (see f.ex Sokogskriv.no; «Search and write») and had experienced that the
students of the highest level – PhD-students – the third cycle, in Bologna process
terminology, had radically different demands and expectations of library training and
education.
The libraries suggested a project to research this problem and to develop a special
resource for the PhD-students, and obtained funding from the National Library of
Norway. The main goal of the project was to develop evidence-based teaching and
training modules that the libraries could offer as part of their services for PhD-students,
both in ordinary teaching situations (seminars etc) and online.
The first phase of the project resulted in a report, on how PhD candidates identify and
evaluate academic resources and relevant literature, and how they use the services of
their academic libraries.
The report was based on research that was conducted as part of the “Information
Management for Knowledge Creation” project (2010-2013). The project was a
collaboration between the university libraries in Oslo, Bergen and Ålborg; the NHH
library; and the Bergen University College Library. The project received development
funding from the National Library of Norway (Gullbekk, Rullestad, Torras I Calvo
2013)
In the report the different research traditions from different subject areas are not
discussed specifically. The report contains a discussion of how PhD candidates relate to
the publishing of their own research, what they find challenging in these processes, and
what they expect in terms of support and counselling from the research libraries.
2. The web resource
The web page itself (www.phdontrack.net) contains three main headings
Review and discover; Share and publish; Evaluation and ranking; and each of these
have sub-headings.
Under «Review and discover» the sub-headings reviewing literature, searching your
field, systematic searching, referencing, and reference managers are to be found. Reason
to publish, where to publish, submitting articles, co-authorship, copyright, and Open
Access are found under «Share ad publish» while «Evaluation and ranking» contains the
sub-headings citation impact and the two different funding mechanisms where
publishing counts in Norway and Denmark.
During the development there were a lot of attention paid to feedback from the users.
This influenced the design, and what issues that were covered. (Gullbekk 27.03.2014)
The resource contains two short animations. It has text for each subject, that may be
expanded if there is special interest, and also dilemmas, where the PhD-students
themselves must reflect on issues of controversy.
3. Use and spread of PhD-on-track
The web resource was launched in May 2013, and information about it was rapidly
distributed on social media. As well as information and marketing from the
collaborating libraries, the rector of University of Oslo wrote about it on his blog, and
other university officials also.
PhD-on-track is made public with a CC BY-NC-SA-licence, enabling others to use it
further. Presently, more than 30 universities around the world link to the resource.
100
June on Una River 2014
Gunnstein Akselberg, Ane Landøy, The (Mis)match of a university-wide library program for PhD-students to
students from the Faculty of Arts and Humanities
4. PhD-on-track and academic libraries
Information literacy is a subject most Norwegian academic libraries are familiar with,
and there are some successful web tutorials of good quality developed. The National
Library has funded evaluation of three such tutorials, Viko, Søk og Skriv, and Råd og
vink, and also the resulting further development of the tutorials (Hyldegaard et al,
2011). One of the issues that emerged from the evaluation was the progression through
the study cycles, where the librarians was made aware of the quite different needs from
PhD-students, as opposed to students at Bachelor and even Masters level.
Even if Norwegian academic libraries traditionally has some staff with academic
backgrounds, there are few that has gone through a PhD-study themselves. On this
basis, a different approach for development of resources was taken.
Both the report and the web-resource are made available open access, and the web
resource can be used as a background for the academic library's teaching program in the
third cycle, incorporated in the program to larger or smaller extent, or just made
available as a resource. The report contains important evidence-based information for
anybody planning trainings for this group, and is a resource for the academic library in
itself.
5. PhD-on-track and students/academic staff
The web-resource has some aspects that are useful for students and academic staff in
general, and some that are more specific for students in different stages of their PhD or
in different subject areas. In the following we will look at the usefulness from the point
of view of academics within the Faculty of humanities.
6. The monograph tradition and Humanities
In the humanities and legal faculties the monograph genre is very strong; it is the genre
that dominates PhD-dissertations. Very few doctoral candidates in the humanities
defend article-based dissertations. However, the article-based dissertations dominate in
natural sciences and medicine, dentistry, psychology and economics.
There are several reasons why the monograph genre is so strong in the humanities –
from January 2008 to December 2013 112 of totally 124 PhD dissertations defended at
the Faculty of Humanities, University of Bergen, were monographs. Mainly, it is
because humanist research differs from research in other faculties. In the humanities, the
candidates make an individual choice of theoretical basis and scientific method. This
individual initiative is often leading the candidate to perform a comprehensive
registration before she or he can finally go ahead with her or his own registration or data
collection. This phase has often a strong theoretical scientific character, the candidates
have to read a lot of theory of science, and the goal is to put their own scientific work
into a larger historical and philosophic context. Also, they have to justify their choice of
academic approach, methodology and operationalization of research questions. This
work takes much time and has to be done before the candidate can start to write her and
his specific dissertation.
A monograph dissertation thus reflects important characteristics of the traditional
disciplines in humanities. The candidate has to obtain an extensive technical overview,
to be able to see the great relationships and draw the big pictures. The candidate should
101
also see his own scientific work in an overarching historical perspective, and moreover
in a historical and scientific theoretical critical light. This ideal has been kept alive up to
the present, and constitutes a defining characteristic of the humanities tradition and
doctoral monograph genre in humanities.
At the same time, even though there are far fewer doctoral thesis in the humanities in
article-based format, there are still PhD-candidates publishing articles or chapters in
anthologies parallel to writing a monograph for their PhDs.
7. Supervision at the Faculty of Humanities at University of Bergen
At the Faculty of Humanities there is a long tradition of having one mentor and
individual counselling. Only in recent years it has become relatively common to have
both a supervisor and one assistant supervisor, but most doctoral candidates still have
only one main supervisor. Individual tutoring is more or less predominant in the
humanities.
In special contexts, where doctoral candidates are related to a major project, collective
supervision including two or more candidates may be found. However, collective
supervision will in such case only be a supplement to the individual supervisions.
Collective supervision may also be related to academic seminars that are linked to a
larger research project. In such joint seminars the supervisor or supervisors may discuss
the project or chapter drafts from the candidates, or they comment the candidates’
analysis and interpretations. At the local and national research courses for PhDcandidates there often will be collective supervisions. Here the doctoral candidates can
present chapter drafts or theoretical and methodological issues for one or more teachers
and fellow students and receive feedback on these, which can have a direct impact on
design of their doctoral dissertations.
Otherwise, the individual supervisions are dominating both at the doctoral level and the
master level in the humanities. The doctoral candidate takes the initiative by making an
appointment with the supervisor in advance. The number of meetings that the candidate
may have with the supervisor, is often embodied in local regulations at the individual
universities and colleges. Moreover, several supervisors have regular supervision days
and regular supervision time. Many supervisors are still fairly flexible with regard to the
number of counselling sessions and time for instructions. The most important thing is
that the supervisor is available while the candidate needs to discuss current issues
related to the dissertation or to give response to a specific draft or specific chapters.
In the individual tutorials different aspects of theoretical basis, hypotheses, methods and
operationalizations, data collection, data processing, analysis, interpretations and
conclusions will be discussed. Individual counselling is thus a comprehensive activity
that puts great demands on both the candidate and the supervisor. Occasionally there
may a dispute between the candidate and supervisor regarding the implementation of the
doctoral project as a whole or various parts of the project.
8. Which qualities of PhD-on-track promote article-based dissertations?
PhD-on-track has as a primary purpose of facilitating the doctoral candidate's ability to
orient oneself and search in the large amount of literature found in books, journals and
electronic form online. The structure of the PhD-on-track, demonstrates explicitly how a
candidate can proceed to orient him or herself in the available literature. PhD-on-track
102
has three main modules: 1) Review and Discover, 2) Share and Publish, and 3)
Evaluation and ranking.
The first main module, Review and discover, has five sub-modules. The candidate will
gain knowledge about these aspects: a) reviewing literature, b) discovering your field, c)
systematic searching, d) referencing and f) reference managers. Each of these modules
have specific strategies that candidates should use to identify literature that are relevant
to the overall topic being studied or to specific issues addressed in the thesis.
The second main module, Share and Publish, has six sub-modules. Through these, the
candidates will gain knowledge of a) reasons to publish, b) where to publish, c)
submitting articles, d) co - authorship, e) copyrights, and f) Open Access. Researchers
are expected to communicate results by means of formalizing and publishing within
informal channels, and in these modules they will learn about strategies to find the most
relevant and useful publisher their own research results.
The third main module, Evaluation and ranking, have three sub- modules. Through
these knowledge modules, the candidate should obtain knowledge of a) citation impact,
b) bibliometric funding (Denmark), and c) weighted funding (Norway). Research
publications are continuously evaluated. Research is also subject of performance-based
funding. This demands awareness of where to publish and where to register their
publications. In this module the candidate will learn more about how publishing
activities are measured and ranked.
All three main modules are suitable for candidates who write article-based dissertations.
The first main module provides a useful starting point for a doctoral candidate to get on
with the job, no matter what type of genre the candidate writes within. The last two
main modules are particularly well suited to the candidates who write an article-based
dissertation, because the articles that go into the article-based dissertation primarily
should be published in a scientific journal or accredited in scientifically accredited
publishers.
9. Which qualities of PhD-on-track promote monograph dissertations?
As shown in paragraph 8 above, PhD-on-track are divided into three main modules:
Review and Discover, Share and publish, and Evaluation and ranking. All three main
modules are relevant to candidates who write article-based dissertations, but for
candidates who write a monograph it is particularly the first main module, Review and
discover, that is interesting.
There are two important differences between a monograph and article -based
dissertation. One is the formal structure. The other is the academic context of the
content.
The formal structure: An article-based dissertation is composed of academic articles –
which in principle should have been published in an accredited journal or by an
accredited publisher. A monograph, on the other hand, is a formal unified treatise in
which all the parts are chapters in a larger overall publication.
The academic context: An article-based dissertation is composed of individual articles,
usually 3–4, each of which deals with a specific topic or research question. These
articles should have an internal academic context that is signalled by means of a “cape”,
i.e. an introductory text that makes an account of a general academic context, but these
103
articles can be relatively independent of each other. In a monograph, on the other hand,
there is an internal scientific relationship between all chapters of the publication, and the
thesis is built up so that it makes a natural progression from the beginning to the end.
One chapter is based on the former chapters in the thesis. Few or none of the chapters
can be separated from the overall context, but they must be read and understood in the
overall context. This is in contrast to the articles in the article-based dissertation in
which articles can be read independently.
The way the PhD-on-track is structured favours the article-based dissertations, because
only the first main module, Review and discover, have direct relevance to the candidate
who writes a monograph thesis. The monograph should not be published in advance,
and it is not required that chapters or parts of chapters will be published in advance.
This would also be contrary to the monographs objectives.
Therefore, the other two modules, Share and publish and Evaluation and ranking, are
primarily of little interest and relevance to candidates who write monograph
dissertations. But the first module, Review and discover, is very useful and of high
interest for these candidates, especially because candidates who write monograph
dissertations – in addition to narrow-related topics – also are dependent on a broad
orientation in intellectual history and science theory. Here the module Review and
discover works well. Ideally, this module should be refined so that it became even more
useful for these challenges.
10. What challenges exist for PhD-on-track to be the best optimal tool for both
article-based and monograph dissertation?
The main challenges for the PhD-on-track to become the best optimal tool for both
article-based and monograph dissertation, is to make the three main modules relevant
for both kinds of dissertations. To do so, we think that the first main module has to be
modified, and that the two next main modules have to be reorganized.
First, the modification of the first main module, Review and discover, can be done by
structuring access to the content so that the candidates can more easily find relevant
material related to similar topics, intellectual history surveys, epistemology, ontology
and scientific theory.
Second, the two others modules should be reorganized to continue to promote the
interests and needs of the candidates who write article-based dissertations,
simultaneously as they are relevant for candidates who write monograph dissertations.
Focussing on how the candidate theoretically, structurally and very practically may
proceed in the preparation of scientific texts, and not singularly towards how and where
it is most useful to publish finished texts or papers, would make this tool even more
useful.
PhD-on-track is even today a good and useful tool and an essential complement to the
way supervision of PhD-candidates is happening and to the way PhD-candidates are
working. By modifying, supplementing and reorganizing PhD-on-track, it will become a
better guidance tool for supervisors and more effective working tool for the candidates.
The greatest challenge to accomplish this is to do PhD on-track more focused on the
dissertation process, on the writing process and on the design of an academic product.
104
Academic libraries can use tools such as PhD-on-track to become more attractive and
useful for both PhD-candidates and supervisors. This is important for the quality of
research. Thus, the libraries will be more closely integrated in the research support in
humanities faculties. This is one way academic knowledge will be made available to the
candidates. At the same time, libraries will become an even more important scholarly
arena in the candidates' work with the dissertations.
Litterature
Gullbekk E, Rullestad T, Torras I Calvo, MC (eds): “PhD-candidates and the research
process. The library’s contribution”. Skrifter fra Universitetsbiblioteket i Oslo 8, 2013.
http://www.ub.uio.no/om/forskning-prosjekter-publikasjoner/skrifter-ub/hefte08.pdf
[accessed March 30th 2014]
Gullbekk E: Presentation at the Norwegian Library Meeting 27.03.2014
Hyldegård J, Lund H , Moring C , Pors NO & Schreiber T: Studerende, læring og
webtutorials: En analyse af 3 norske læringssystemer. Royal School of library and
information Science, Copenhagen, 2011. http://curis.ku.dk/ws/files/47072681/
Studerende_l_ring_og_webtutorials.pdf [accessed March 28th 2014]
105
Other Papers
106
INFORMATION LITERACY IN THE UNITED STATES:
CONTEMPORARY TRANSFORMATIONS AND
CONTROVERSIES
Tefko Saracevic, Ph.D.
Distinguished Professor Emeritus
School of Communication and Information
Rutgers University, New Brunswick, New Jersey, USA
[email protected]
SUMMARY
The aim of this article is to provide an overview of library efforts toward information literacy in
the United States with a concentration on evaluation of the 2014 official suggestion by the
American Library Association (ALA) for a new framework for information literacy for higher
education.
Key words: Information literacy; United States; framework for standards
1. INTRODUCTION
Information literacy in the US has a long history. It started with library instruction, also
referred to as bibliographic instruction, at the end of 19 th and beginning of 20th century.
It transformed into information literacy by the end of 1980s (Behrens, 1994). While this
article concentrates on information literacy developments in the United States, it is fully
acknowledged that efforts in information literacy are a global phenomenon, involving
many institutions all over the world, many national and international organizations,
great many international conferences and meetings, and many international declarations
(Horton, 2007). Information literacy is a global concept and effort, way above any one
nation or country.
1.1. Back to the United States
Fueled by emerging challenges resulting from great changes in information technology
and rapid increase in available information the Association of College and Research
Libraries (ACRL) (a division of the American Library Association - ALA) issued a
landmark report about information literacy considering it “a survival skill in the
Information Age” (ACRL, 1989). The report also defined information literacy in
personal and behavior terms: “To be information literate, a person must be able to
recognize when information is needed and have the ability to locate, evaluate, and use
effectively the needed information.” This (and similar) definitions emphasizing personal
orientation were widely used ever since. A variety of educational efforts aimed at
creating and enhancing information literacy skills followed, as addressed in the next
section..
A decade later this was followed by a report providing a set of standards that provide “a
framework for assessing the information literate individual” (ACRL, 2000). Five
standards and twenty-two performance indicators were included, focusing upon the
needs of students in higher education and a range of outcomes for assessing student
progress toward information literacy. The standards with outcomes are suggested “as
guidelines for faculty, librarians, and others in developing local methods for measuring
student learning in the context of an institution’s unique mission” (ibid.)
To cover schools (kindergarten to grade 12) the American Association of School
Librarians (AASL) (also a division of ALA) issued its own standards focusing on
different school disciplines and also on learning for life: “with a heightened demand for
critical thinking and collaborative problem solving, students must develop the skills to
become lifelong learners.” (AASL, 2007).
Information literacy-specific journals appeared devoted to both research and practice
(e.g. journal Communications in Information Literacy, cited later in the text.)
Information literacy branched out to cover an ever expanding set of topics and
subtopics. As an example, University of Central Florida, Infolit (2014) provides “short,
to-the-point, tutorials to help you learn how to find, evaluate and use information.”
Currently it lists 14 modules (topics).
2. PRACTICE
In practice, efforts in information literacy are rapidly evolving and shifting, due to rapid
changes in information technology and users’ expectations and growing needs. It is not
surprising then that information literacy currently also subsumes digital literacy,
computer literacy, and even skills needed to use the Internet effectively. At times, this
involves showing the users how to navigate the information jungle. In other words, the
very pragmatic content of information literacy is in constant flux – a problem that must
be reckoned with from the start.
Many institutions, such eLibrary, Iowa State University (2013), keep providing and
updating information literacy guides, covering many fields and information literacy
topics. Libraries in academic institutions and schools provide regular courses related to
information literacy.
Here are some other major issues: Creation of information literacy skills often involves
instruction. A major problem is that librarians feel inadequately prepared for an
instructional role (Julian & Breu, 2005). They lack formal training in educational theory
and methods to start with. Furthermore, trainers need to be trained; rapid changes in
information systems and digital resources place librarians in a position of hard to keep
up by themselves – their own information literacy competencies have to be constantly
updated. Finally and most importantly, information literacy efforts require all kinds of
resources – human, technical, facilities, and the like. All this is costly and requires
money; financial difficulties are major hindrance.
2.1. Impact
All these activities had a wide impact. Great many academic and school libraries
developed strategies, and offered programs, courses, guides and the like for information
literacy, based on mentioned competency standards. Other countries used or adapted the
standards – impact was global. However, by the end of their first decade the world
around these standards changed.
3. PROPOSED NEW FRAMEWORK FOR INFORMATION LITERACY
At the start of 2014 an initial draft proposed a new framework for information literacy
for higher education (Association of College and Research Libraries, 2014). The
108
Tefko Saracevic, Information literacy in the United States: Contemporary transformations and controversies
purpose was to invite comments and stimulate discussion. It is not a final product. Thus,
any discussion, including this one is only a comment on the proposal.
A justification is offered:
“The changes in higher education, coupled with a more complex
information ecosystem than existed at the end of the last century,
demand new engagement with the concept of information
literacy.”
A broader agenda is sought:
“The Framework moves beyond the Standards’ conception of
information literacy, which provides a limited, almost formulaic
approach to understanding a complex information ecosystem.”
Even a new definition is offered using a notion of information ecosystem rather than
just information (bold in original):
“Information literacy combines a repertoire of abilities, practices,
and dispositions focused on expanding one’s understanding of the
information ecosystem, with the proficiencies of finding, using
and analyzing information, scholarship, and data to answer
questions, develop new ones, and create new knowledge, through
ethical participation in communities of learning and
scholarship.”
It is suggested that the expanded conception of information literacy also calls for a
creation of a more open framework. An approach called “threshold concepts” is used as
the basis for the Framework. Threshold concepts have grown out of pedagogical
research in the United Kingdom (Meyer & Land, 2003). They did not define the
concept, but offered the following instead of a definition:
“A threshold concept can be considered as akin to a portal,
opening up a new and previously inaccessible way of thinking
about something. It represents a transformed way of
understanding, or interpreting, or viewing something without
which the learner cannot progress.”
Characteristics of threshold concept are enumerated as (italics in original):
“Transformative... . Probably irreversible... . , Integrative... .
Possibly often (though not necessarily always) bounded... and
Potentially (and possibly inherently) troublesome... . “
3.1. Reactions, critiques
A special issue of the open access journal Communications in Information Literacy
(2013), is entitled “Reflecting on the Standards” with a number of articles on various
aspects connected with the mentioned standards and the framework for revision. Two
articles are chosen here to illustrate concerns and reactions.
Hofer et al (2013) first provide a summary of critiques of existing standards:
“...a key problem with the current document [i.e. ACRL, 2000
Standards]: ... It does not fulfill the basic function of providing
guidance to instructors in prioritizing what to teach.”
In that they offer an example of a glaring misunderstanding of what standards are all
about and what they stand for in general. Standards present a required or agreed level of
quality or attainment; by themselves they do not offer guidelines on how to achieve
them.
109
In conclusion, Hofer et al (2013) provide a support for threshold concepts as an
approach that will
“help by providing a logical rationale for avoiding content not clearly
connected to our disciplinary expertise.”
They do not suggest how this may be achieved.
In the same issue, Kuhlthau (2013) takes a very different approach – not even
mentioning threshold concepts:
“I propose three “rethinks” to consider in recasting the ACRL Standards for
information literacy for the coming decades. First, rethink the concept of
information need. Second, rethink the notion that information literacy is
composed of a set of abilities for “extracting information.” Third, rethink the
holistic process of learning from a variety of sources of information that is
central to information literacy. The necessity for these “rethinks” are grounded
in my extensive studies of students’ experience in the information search
process that reveal an evolving, dynamic, holistic process incorporating a
series of feelings (affective), thoughts (cognitive) and actions (physical)”
In other words, Kuhlthau makes a series of proposals grounded in experiments and
observations. These are evidence-based proposals worth considering as a base for
rethinking new information literacy standards.
Unfortunately, proposed framework for information literacy standards in the US is not
based on any evidence, observation or experience at all. The framework is based on
threshold concept which is not an appropriate and fruitful approach to using a pragmatic
framework for information literacy. It is a theory, but not a testable theory at all; thus it
is not a scholarly theory. Even though articles about threshold concept appeared as to
being appropriate or adaptable to several disciplines, the concept was never been tested
empirically or experimentally. Even though suggestions were made, it was never
applied pragmatically. There is no evidence-based practice of threshold concept in any
discipline. Thus, it is highly unlikely that the proposed framework for information
literacy can be fruitfully developed for empirical application based on threshold
concept.
4. CONCLUSIONS
As mentioned in the Summary, the aim of this article is to provide an overview of
library efforts toward information literacy in the United States with a concentration on
evaluation of the 2014 official suggestion by the American Library Association (ALA)
for a new framework for information literacy for higher education. In the next year or
two, new standards and then guidelines may emerge. They are needed.
However, it is highly unlikely that the currently proposed framework, with threshold
concept at its base, will serve fruitfully at all. This has implications not only for the
United States, but for the library community globally. Discuss! Talk about! Propose!
5. LITERATURE
 American Association of School Librarians-AASL. (2007). Standards for the 21st
century
learner.
Retrieved
from
http://www.ala.org/aasl/standardsguidelines/learning-standards
 American Library Association - ALA. (n.d.). Standards and Guidelines. Retrieved
from http://www.ala.org/tools/guidelines/standardsguidelines
110
Tefko Saracevic, Information literacy in the United States: Contemporary transformations and controversies
 Association of College and Research Libraries – ACRL (1989). Presidential
Committee on Information Literacy: Final Report. Retrieved from
http://www.ala.org/acrl/ publications/whitepapers/presidential
 Association of College and Research Libraries (2000). Information literacy
competency
standards
for
higher
education.
Retrieved
from
http://www.ala.org/acrl/standards/ informationliteracycompetency
 Association of College and Research Libraries (2014). Framework for information
literacy for higher education. Retrieved from http://acrl.ala.org/ilstandards/wpcontent/uploads/2014/02/Framework-for-IL-for-HE-Draft-1-Part-1.pdf
 Behrens, S.J. (1994), A conceptual analysis and historical overview of information
literacy. College & Research Libraries, 55(4), 309-322. Retrieved from
http://crl_55_04_opt.pdf
 Hofer, A.R., Brunetti, K., and Townsend L. (2013). A thresholds concepts approach
to the standards revision. Communications in Information Literacy, 7(2), 108-113.
Retrieved from: http://www.comminfolit.org/index.php?journal=cil&page=article&
op=view&path%5B%5D=v7i2p108&path%5B%5D=168
 Horton, F.W. Jr (2007). Understanding information literacy: A primer. Information
Society Division, Communication and Information Sector Paris: UNESCO.
Retrieved from http://unesdoc.unesco.org/images/0015/001570/157020e.pdf
 Iowa State University. eLibrary (2013). Information literacy guide. Retrieved from:
http://instr.iastate.libguides.com/content.php?pid=7930
 Julien, H. & Breu, R.D. (2005). Instructional practices in Canadian public libraries.
Library & Information Science Research, 27(3), 281–301.
 Kuhlthau, C. C. (2013). Rethinking the 2000 ACRL Standards: Some things to
consider. Communications in Information Literacy 7(3), 92-97. Retrieved from
http://www.comminfolit.org/index.php?journal=cil&page=article&op=view&path%
5B%5D=v7i2p92&path%5B%5D=166
 Lau, J. (2006, update 2012). Guidelines on information literacy for lifelong learning.
International Federation of Library Associations and Institutions - IFLA. Retrieved
from http://www.ifla.org/files/assets/information-literacy/publications/iflaguidelin
es-en.pdf
 Meyer, J. & and Land, R. (2003). Threshold concepts and troublesome knowledge:
Linkages to ways of thinking and practicing within the disciplines. ETL (Enhancing
Teaching-Learning Environments in Undergraduate Courses) Project occasional
report
no.
4.
University
of
Edinburgh,
UK.
Retrieved
from
http://www.etl.tla.ed.ac.uk/ docs/ETLreport4.pdf
 Reflecting on the Standards. (2013). Special issue. Communications in Information
Literacy, 7(2), 108-113. Retrieved from http://www.comminfolit.org/index.php?
journal=cil&page=issue&op=view&path%5B%5D=14&path%5B%5D=showToc
 University of Central Florida. (2014). Infolit – Information Literacy. Retrieved
from: https://infolit.ucf.edu/students/modules/
111
DIGITALIZACIJA STARIH NOVINA
Frida Bišćan
Gradska knjižnica „Ivan Goran Kovačić“
Lj. Šestića 1, Karlovac
[email protected]
SAŽETAK:
Narodne knjižnice su javne ustanove, mjesta pristupa znanju kojima je osnovno poslanje pružanje
usluga korisnicima što podrazumijeva kontinuiranu nabavu građe na različitim medijima.
Karlovačka knjižnica ima vrijednu zavičajnu zbirku, a veći dio starijeg fonda, uglavnom iz 19. i s
početka 20. stoljeća, imamo u samo jednom primjerku. Zbog zaštite građe i mogućnosti njezine
šire dostupnosti, započeli smo 2003. godine s digitalizacijom izvornika. Veliki interes naših
korisnika ponukao nas je u zadnjih nekoliko godina na digitalizaciju serijskih publikacija.
U prvom dijelu članku dat će se kratki osvrt na nove tehnologije i njihovu primjenu u
knjižnicama. Zatim će biti ukratko predstavljena zavičajna zbirka Knjižnice. U nastavku će se
razmotriti razlozi i ciljevi digitalizacije i razvoj projekta s opisom građe koja je odabrana za
digitalizaciju. U konačnici će biti prikazani rezultati i važnost digitalizacije za širu zajednicu.
Ključne riječi: digitalizacija, zavičajna zbirka, kulturna baština, karlovačka tiskana baština,
periodika, Karlovac
ABSTRACT:
Public libraries are public institutions, places where users have access to knowledge. Their
fundamental mission is providing services which include a continuous supply of materials in
various media.
Karlovac Library has a valuable Home Land Collection. There is only one copy of most of the old
stock, dated mostly from the 19th and the early 20th century. To protect the stock and make it
wider availabile, we started in 2003rd the digitization of the originals. Because oft he great
interest of our members, last few year we are focused on digitizing serials.
The first part of the paper will give a brief overview of new technologies and their application in
libraries. Then it will be briefly presented the Library home land heritage. Further, it will be
reconsidered the reasons and goals, and development of the project with a description of stock
selected for digitization. Finally, it will be presented the results and importance of digitization for
the wider community.
Keywords: digitizing, home land collection, cultural heritage, Karlovac printed heritage, serials,
Karlovac
1. UVOD
Narodne knjižnice su javne ustanove, a njihovo osnivanje, djelatnost, ustrojstvo i način
rada određeni su Zakonom o knjižnicama. 1 Određenje knjižnice kao javne ustanove
označava njezinu otvorenost javnosti, "služenje" javnosti, njezina djelatnost je
usmjerena na zadovoljavanje kulturnih i obrazovnih potreba lokalne zajednice. Osnovno
poslanje narodne knjižnice kao mjesta pristupa znanju i uslugama podrazumijeva i
1
Zakon o knjižnicama. Dostupno na: http://narodne-novine.nn.hr/clanci/sluzbeni/267274.html.
[01. svibnja 2012.]
kontinuiranu nabavu građe na različitim medijima. 2 Građa koju knjižnice posjeduju
dostupna je danas i putem elektroničkih kataloga na mrežnim stranicama, a time svim
potencijalnim korisnicima daje uvid u građu koju posjeduje, te mogućnostima i načinu
korištenja građe u knjižnici i izvan nje.
Gradska knjižnica „Ivan Goran Kovačić“ je jedna od najstarijih narodnih knjižnica u
Hrvatskoj. Njezin prednik je Ilirsko čitanja društvo, osnovano 1. ožujka 1838. godine u
svrhu očuvanja i brige za hrvatski jezik, promicanja pismenosti, književnosti i
nacionalnog duha.
Zadnjih nekoliko desetljeća svjedoci smo ubrzanog razvoja informacijskih tehnologija.
U današnjem globalnom svijetu i sami informacijski sustavi postali su sastavni dio tog
procesa, a sadržaji na novim medijima su svakodnevnica. U takvom globalnom
okruženju i knjižnice se moraju prilagođavati promjenama i dio svojih usluga usmjeriti
globalnoj interaktivnoj komunikaciji s korisnicima. Temeljna zadaća knjižnica je
prikupljanje informacija koje na zahtjev prosljeđujemo korisnicima. Korisničke skupine
danas su brojnije i razvijaju se zajedno s razvojem tehnologija. Mnogi korisnici svoje
zahtjeve za informacijama traže putem Interneta i drugih novih medija. Zahtjevi
suvremenog društva naveli su knjižnice na digitalizaciju fondova kako bi bili dostupni i
putem novih medija, odnosno kako bi informacije, bez obzira na kojem su mediju
pohranjene, mogle proslijediti svojim korisnicima. 3
Digitalne zbirke, ovisno o načinu nastanka, sadrže digitaliziranu građu koja je
originalno nastala na nekom drugom mediju, izvornih digitalnih izvora informacija i
omogućavanju pristupa elektroničkim izvorima izvan knjižnice. Ovdje će biti riječi o
digitalizaciji knjižnične građe što, pojednostavljeno, znači proces pretvaranja fizičke
jedinice u digitalne slike. Kao razlozi za provođenje digitalizacije navode se zaštita
izvornika (korisnicima se nudi el. verzija čime je izvornik zaštićen od oštećenja, a može
poslužiti i kao sigurnosna kopija u slučaju uništenja originala), povećanje dostupnosti
(jedinica je dostupna velikom broju korisnika istovremeno) i stvaranje nove ponude i
usluge za korisnike (mogućnost dostupnosti gradiva na daljinu, razmjena metapodataka
između institucija, upotpunjavanje fonda).4 Sve navedeno koristili smo kao smjernice
prilikom donošenja odluke o digitalizaciji građe zavičajnog fonda.
2. Karlovačko novinstvo
Zavičajna zbirka sadrži tiskanu građu i građu na drugim medijima koja pokriva područje
Karlovačke županije. Zbirka se temelji na fondu knjiga iz vremena osnivanja Ilirskog
čitanja društva 1838. godine, a sastoji se od knjiga, časopisa i kalendara (161 knjiga, 10
svezaka periodike i 2 godišta kalendara). Najveći dio Zavičajne zbirke danas sastoji se
2
IFLA-ine smjernice za narodne knjižnice / uredile Christie Koontz i Barbara Gubbin; [s
engleskog prevela Irena Kranjec]. 2. hrvatsko izd. (prema 2. izmijenjenom izd. izvornika).
Zagreb: Hrvatsko knjižničarsko društvo, 2011.
3
Stančić, Hrvoje. Digitalizacija. Zagreb: Zavod za informacijske studije Odsjeka za informacijske
znanosti Filozofskog fakulteta Sveučilišta, 2009.; str. 9-10. Živković, Daniela. Elektronička
knjiga. Zagreb: Multigraf, 2001. str. 93-100.; Buckland, Michael. Preoblikovanje knjižničnih
službi i usluga. Lokve: Naklada Benja; Rijeka: Gradska knjižnica, 2000. str. 13-15.
4
Nacionalni program digitalizacije arhivske, knjižnične i muzejske građe. Str. 9-10. Dostupno na:
http://www.kultura.hr/hr/Sudjelujte/Preuzimanja-i-dokumenti/Nacionalni-program-digitalizacijearhivske-knjiznicne-i-muzejske-grade.; Dobrić, Bruno. Digitalizacija i predstavljanje starih
istarskih novina na mreži. // Vjesnik bibliotekara Hrvatske 51,1/4(2008), 53-63.
114
Frida Bišćan, Digitalizacija starih novina
od monografskih publikacija: knjige karlovačkih autora, knjige tiskane u Karlovcu,
knjige o Karlovcu i Karlovačkoj županiji – oko 4.500 svezaka. Zbirka sadrži i pretiske
značajnijih naslova i autora, rukopisne ostavštine poznatih Karlovčana, hemeroteku,
doktorske i magistarske radnje, zemljopisne karte, fotografije, umjetničke slike, biste te
oko 2.000 plakata, i tzv. sitni tisak (programi, pozivnice, bilteni i sl.). Među
najvrednijima je svakako zbirka periodike koju čini više od 100 naslova, oko 450
godišta časopisa i novina.5
Gradska knjižnica „Ivan Goran Kovačić“ započela je projekt digitalizacije svoje
Zavičajne zbirke 2003. godine. Neposredni povod za pokretanje projekta je velika
potreba korisnika za podacima (obrazovne, znanstvene, stručne, informativne) i česti
zahtjevi upućeni knjižničarima za pomoć u pronalaženju informacija o zavičaju /
lokalnoj sredini za pisanje domaćih zadaća, referata, seminarskih, maturalnih i
diplomskih radnji, povijesnih i općenito znanstvenih istraživanja, kao i informacija o
svakodnevnom životu lokalne sredine.
Osnovni motiv bio je zaštita stare i vrijedne građe koju naša knjižnica posjeduje. Ova
građa važan je izvor podataka o životu u lokalnoj zajednici u određenim povijesnim
razdobljima, neophodan za obrazovne, znanstvene, stručne i informacijske potrebe ne
samo korisnika u lokalnoj zajednici, već i šire, korisnika iz naše zemlje, ali i
inozemstva.
Njihovu dostupnost korisnicima ograničava činjenica da su zaštićeni dio knjižničnog
fonda (ne mogu se posuđivati izvan knjižnice). Problem čini i pretraživanje građe jer dio
fonda (periodika) nije analitički obrađen pa su korisnici prinuđeni listati, što dovodi do
oštećenja građe. Digitalizacijom će fond biti fizički zaštićen jer će se koristiti
digitalizirani preslik, a korisnicima će biti dostupan u svako doba s mogućnošću
detaljnog pretraživanja.6
Prilikom odabira građe za digitalizaciju vodili smo se prvenstveno vrijednošću koju ta
građa ima za naš zavičaj i ljude, a time i za našu Zavičajnu zbirku. Također je bila
važna činjenica da posjedujemo samo jedan primjerak naslova, kao i fizičko stanje u
kojem se taj primjerak nalazi. Željeli smo zaštititi građu od daljnjeg oštećenja.
Redoslijed digitalizacije odredili smo prema učestalosti potražnje naših korisnika za
pojedinim naslovima, a rađena je u suradnji s Nacionalnom i sveučilišnom knjižnicom u
Zagrebu zato što oni posjeduju kompletna izdanja naslova koji nas zanimaju pa nam to
daje mogućnost stvaranja idealnog, odnosno potpunog primjerka.
Zbog bolje zaštite i očuvanja, svi naslovi su pohranjeni i na izravnim i na poluizravnim
sustavima za pohranu i prijenos podataka.7 Mikrofilmovi i DVD-i spremljeni su u
ormarima gdje su pravilno zaštićeni, a kopije su presnimljene na čvrsti disk. Ovi naslovi
dostupni su za pretraživanje našim korisnicima za sada samo off-line, na računalu u
prostoru Zavičajnog odjela. Kako bismo dobili u potpunosti obradiv i pretraživ tekst, u
međuvremenu smo svu digitaliziranu periodiku „provukli“ kroz program za optičko
5
Gradska knjižnica "Ivan Goran Kovačić", Karlovac. Karlovac : Gradska knjižnica "Ivan Goran
Kovačić", 2008. str. 113-120.
6
Nacionalni program digitalizacije arhivske, knjižnične i muzejske građe. Str. 9-10. Dostupno na:
http://www.kultura.hr/hr/Sudjelujte/Preuzimanja-i-dokumenti/Nacionalni-program-digitalizacijearhivske-knjiznicne-i-muzejske-grade.
7
znanosti Filozofskog fakulteta Sveučilišta, 2009. str. 116-117.
115
prepoznavanje slova (OCR), a trenutno radimo na ugrađivanju metapodataka. Kopiranje
periodike moguće je samo unutar ustanove na zahtjev korisnika.
Počeci tiskarstva u Karlovcu datiraju s početka 19. stoljeća, iz 1809. godine. Najstarija
registrirana tiskara bila je vlasništvo Gašpara Veisza gdje je 1811. tiskana prva
karlovačka knjiga. Tiskanje novina u Karlovcu započinje u drugoj polovici 19. stoljeća.
Najpoznatija karlovačka tiskara pripadala je Ivanu Nepomuku Prettneru, a značajne su
bile i tiskare Abela Lukšića, Dragutina Hauptfelda, Dragutina Fogine i u 20. stoljeću
Štamparski zavod „Ognjen Prica“.
U Prettnerovoj tiskari 1841. godine počinju izlaziti prve karlovačke novine Der Pilger
(na njemačkom jeziku). Godine 1860. Književni odbor Društva narodne čitaonice
podnosi zamolbu za izdavanje časopisa Karlovački viestnik. Prvi broj izdan je 2. siječnja
1861. godine, a urednik je bio Dragutin Accurti. Bio je to prvi karlovački časopis na
hrvatskom jeziku, a izlazio je šest mjeseci, nakon čega se gasi zbog nedostatka
sredstava. Iste godine, 1861., Lukšić pokreće prve hrvatske ilustrirane novine
Glasonoša.
U navedenom razdoblju u Karlovcu su izlazile sljedeće novine: Der Pilger (1841-1847),
Glasonoša (1861-1865), Glasonoša (1905-1909), Glasonoša (1942-1943), Karlovac
(1912-1914, 1919-1925), Karlovačke novine (1931-1932), Karlovačke novosti (1932),
Karlovački glasnik (1899-1903), Karlovački glasnik (1932-1941), Karlovački narodni
list (1940), Karlovački novi list (1934), Karlovački obrtnik (1937), Karlovački viestnik
(1861), Narodni glas (1906-1914, 1919-1921), Sloga (1886-1888), Sloga (1910-1919),
Svjetlo (1884-1886, 1888-1904).
Kao i u drugim dijelovima Hrvatske u tom razdoblju, očito je kako i Karlovac svojim
izdavaštvom prati i potiče razvoj kulture čitanja, pismenosti, te prosvjetni i kulturni
život. Svi navedeni listovi su neprocjenjiv izvor podataka o povijesti, društvenopolitičkom i kulturnom životu grada. Činjenica da se najveći dio njih održao duži niz
godina, govori u prilog tezi o popularnosti periodike u tom razdoblju, što je vjerojatno
uvjetovano i procesom opismenjavanja, pa samim time i većom potražnjom čitatelja za
lakšim štivom, a ujedno i aktualnim političkim, gospodarskim i kulturnim
informacijama.
Također, svaki se od njih u većem ili manjem opsegu bavi i radom Ilirske čitaonice, tj.
Gradske knjižnice. Neki listovi redovito donose članke u kojima su se iznosila različita
mišljenja, prikaz rada knjižnice, statistički podaci o broju korisnika, posuđenim
knjigama, a ponekad i socijalnoj strukturi čitatelja. S obzirom na manjak originalnih
podataka, ovi zapisi su istovremeno izvor za različite aspekte istraživanja (povijesti,
uspješnosti djelovanja, obnove fonda, usporedbe s djelovanjem ostalih knjižnica).
Iz svega navedenog vidljivo je da karlovačka periodika ima i povijesnu i kulturološku
vrijednost. Ona je svjedočanstvo jednog vremena iz kojeg je vidljiva uloga Karlovca
kako u povijesno-političkom tako i kulturnom razvoju Hrvatske druge polovice 19. st.,
kao i učešću u razvoju tiskarstva na našim prostorima. „Pogotovo stare dnevne novine
omogućuju rekonstrukciju „pamćenja“ povijesne svakodnevice određenog grada,
odnosno regije, što je jedna od zadaća knjižnica za koju korisnici posljednjih godina
pokazuju sve veće zanimanje.“8
8
Dobrić, Bruno. Digitalizacija i predstavljanje starih istarskih novina na mreži. // Vjesnik
bibliotekara Hrvatske 51,1/4(2008), str. 57.
116
Frida Bišćan, Digitalizacija starih novina
U nedostatku izvorne građe, stare novine su važan izvor za istraživanje lokalne povijesti
i pojedinih segmenata društvenog i kulturnog života, pa tako i povijesti knjižnice.
Zaključak
Razvoj digitalizacije u 21. stoljeću je neosporan kao i potreba uključivanja knjižnica u
razvoj tehnologija i njihovu primjenu u vlastitoj sredini.
Iz prethodnog je teksta vidljiva uloga i nastojanje karlovačke Knjižnice da kroz
digitalizaciju promovira svijest o tiskanom kulturnom nasljeđu, kao i da uvođenjem
novih usluga doprinosi većoj dostupnosti informacija što širem krugu korisnika i time
daje svoj doprinos u razvoju knjižničarstva. Cijeli projekt je – osim na zaštitu građe –
prvenstveno usmjeren prema svim sadašnjim i potencijalnim korisnicima ove građe.
Projektom digitalizacije realizirali smo nekoliko ciljeva.
Osnovni cilj bio je promocija zavičajne i kulturne tiskane baštine korištenjem
najsuvremenije tehnologije i postupaka digitalizacije što je, barem što se periodike tiče,
u potpunosti ostvareno. Osigurali smo zaštitu originala, a istovremeno omogućili
dostupnost najširem krugu korisnika u zemlji i inozemstvu putem Interneta čime smo
dobili nove korisnike.
Namjera nam je bila digitalizacijom doći do idealnog primjerka što je također uspješno
provedeno, a čime smo znatno obogatili vlastiti fond i povećali mogućnosti istraživanja
zavičajnih tema.
Uz to, značajna korist od projekta bit će i to što će knjižnice ostvariti svoju zadaću
osiguravanja dostupnosti građe koju prikupljaju, a knjižničarima će biti olakšano
snalaženje u velikom broju podataka koji su pohranjeni u zbirkama zavičajnih novina te
će informacije o tome, koje na zahtjev pripremaju za korisnike, biti brže i kvalitetnije.
Procesom digitalizacije doprinosimo razvoju knjižnične djelatnosti u regiji, te ga
smatramo osnovom za dalji razvoj digitalnih zbirki u narodnim knjižnicama.
Literatura
1. Dobrić, Bruno. Digitalizacija i predstavljanje starih istarskih novina na mreži. //
Vjesnik bibliotekara Hrvatske 51,1/4(2008), 53-63.
2. Gradska knjižnica "Ivan Goran Kovačić", Karlovac. Karlovac: Gradska knjižnica
"Ivan Goran Kovačić", 2008.
3. IFLA-ine smjernice za narodne knjižnice / uredile Christie Koontz i Barbara
Gubbin; [s engleskog prevela Irena Kranjec]. 2. hrvatsko izd. (prema 2.
izmijenjenom izd. izvornika). Zagreb: Hrvatsko knjižničarsko društvo, 2011.
4. Nacionalni program digitalizacije arhivske, knjižnične i muzejske građe. Dostupno
na: http://www.kultura.hr/hr/Sudjelujte/Preuzimanja-i-dokumenti/Nacionalniprogram-digitalizacije-arhivske-knjiznicne-i-muzejske-grade.
5. Stančić, Hrvoje. Digitalizacija. Zagreb: Zavod za informacijske studije Odsjeka za
informacijske znanosti Filozofskog fakulteta Sveučilišta, 2009.
6. Zakon o knjižnicama. Dostupno na: http://narodne-novine.nn.hr/clanci/
sluzbeni/267274.html
117
DIGITALIZATION OF OLD NEWSPAPERS
Frida Bišćan
Gradska knjižnica „Ivan Goran Kovačić“, Lj. Šestića 1, Karlovac
[email protected]
ABSTRACT
Public libraries are public institutions, places where users have access to knowledge. Their
fundamental mission is providing services which include a continuous supply of materials in
various media.
Karlovac Library has a valuable Home Land Collection. There is only one copy of most of the old
stock, dated mostly from the 19th and the early 20th century. To protect the stock and make it
wider available, we started in 2003rd the digitization of the originals. Because of the great
interest of our members, last few years we are focused on digitizing serials.
The first part of the paper will give a brief overview of new technologies and their application in
libraries. Then it will be briefly presented the Library home land heritage. Further, it will be
reconsidered the reasons and goals, and development of the project with a description of stock
selected for digitization. Finally, it will be presented the results and importance of digitization for
the wider community.
Keywords: digitizing, home land collection, cultural heritage, Karlovac printed heritage, serials,
Karlovac
1. Introduction
Public libraries are public institutions and their establishing, operating, persisting and
way of working are set by the Law of libraries. 1 Determination of library as public
institution means its openness toward the public, „serving“ the public, its work is
oriented on a fulfilling of cultural and educational needs of local community. The main
purpose of the public library, as a place of access to the knowledge, considers
continuous suppleness of materials in a different Medias.2 Materials which libraries
posses are available today through electronic catalogues on web pages, and by that gives
to all its potential users allowance to see all materials the library posses, as well as
possible ways of its usage inside and outside the library.
Public library „Ivan Goran Kovačić“ is one of the oldest public libraries in Croatia. Its
publisher is Društvo Ilirskog čitanja, founded on 1st of March 1838, with the purpose to
save and take care of Croatian language, promotion of literacy, literature and national
spirit.
In the last ten years we are witness of an accelerated development of information
technology. In now days global world information systems have become the component
of the process and new Medias are our reality. In such global environment libraries
have to adjust to changes and to direct part of their services to the global interactive
communication with users. The main purpose of libraries is collecting of information
1
Law of libraries. Available at: http://narodne-novine.nn.hr/clanci/sluzbeni/267274.html. [01.
May 2012.]
2
IFLA guidelines for public libraries / edited by Christie Koontz and Barbara Gubbin; [translated
from English by Irena Kranjec]. 2nd Croatian edition (made by 2 nd changed edition of original).
Zagreb: Hrvatsko knjižničarsko društvo, 2011.
which we send to our users on their demand. Groups of users today are numerous and
they are developing together with technology development. Many users look for their
demands for information through the internet and other new Medias. Demands of
modern society made public libraries to digitalize its funds in order to be available
through new Medias, and to provide information, to its users no matter in what media
they are saved.3
Digital collections, reliant on the way of its origin, have digitalized material that
originates from other Medias, first source of digital information and provides access to
electronic sources outside the library. Here we will discuss digitalization of library
materials, which simply considers process of making physical units into digital images.
Reasons for conduction of digitalization are: protection of sources (users are provided
electronic version which protects source from damage and also can be used as safe copy
in a case of destruction of the original), increase of availability (unit is available to the
large number of users at the same time) and production of new proposal and service for
users (available possibility of distance materials, exchange of meta data between
institutions, fulfilment of funds).4 Everything mentioned above is used as guide lines
during making a decision about digitalization of Home Land collection materials.
2. Karlovac newspaper
Home Land collection is consisted of printed materials and materials in other Medias at
the area of Karlovac parish. Collection is based on the book fund from the year 1838
when society of Društvo Ilirskog čitanja existed and is consisted from books, magazines
and calendars (161 books, 10 volumes of periodicals and 2 years of calendar). The main
part of Home Land collection today is made from monographic publications: books
from Karlovac authors, books printed in Karlovac, books about Karlovac and its parish
– around 4.500 volumes. Collection has prints of important titles ant authors, handwrites
heritage of famous persons form Karlovac, hemeroteques, doctorates and master thesis,
geographical maps, photographs, arctic paintings, busts, and around 2000 posters and so
called small prints (programmes, invitations, bulletins and similar). The most valuable
is collection of periodicals consisted from more than 100 titles, around 450 annual
magazines and newspaper.5
City library “Ivan Goran Kovačić” has started project of digitalization its home land
collection in the year 2003. Direct motive for starting this project is a large need of
users for information (educational, scientific, professional, informative) and frequent
requests are sent to librarians for help in finding information about home land / local
community for writing of homework, papers, seminars, master and doctoral degrees,
3
znanosti Filozofskog fakulteta Sveučilišta, 2009.; page 9-10. Živković, Daniela. Elektronička
knjiga. Zagreb: Multigraf, 2001. page 93-100.; Buckland, Michael. Preoblikovanje knjižničnih
službi i usluga. Lokve: Naklada Benja; Rijeka: Gradska knjižnica, 2000. page 13-15.
4
National programme of digitalization of archive, library and museum materials, page 9-10.
Available at: http://www.kultura.hr/hr/Sudjelujte/Preuzimanja-i-dokumenti/Nacionalni-programdigitalizacije-arhivske-knjiznicne-i-muzejske-grade; Dobrić, Bruno. Digitalizacija i predstavljanje
starih istarskih novina na mreži. // Vjesnik bibliotekara Hrvatske 51,1/4(2008), 53-63.
5
Public library "Ivan Goran Kovačić", Karlovac. Karlovac: Gradska knjižnica "Ivan Goran
Kovačić", 2008. page 113-120.
120
Frida Bišćan, Digitalization of old newspapers
historical and generally scientific researches, as well as information on everyday life of
local community.
The main motive was to protect old but valuable materials that library possess. These
materials are important sources of information about life in local community in a certain
historical periods, necessary for educational, scientific, professional and informative
purposes, not only users in local community, but wider, for users from our country and
abroad.
Their availability for users is limited by the fact that they are protected part of library
fund (they can not be borrowed outside the library). The problem is also research of
materials, since part of library fund (periodicals) is not analytically processed, so users
need to list, and by that materials get damaged. By digitalization fund will be physically
protected since digitalized images will be used and it will be available to the users
anytime with possibility of detailed research.6
During choosing materials for digitalization we considered values of certain material for
our land and people as well as for our home land collection. Also the fact that we
possess only one example of the title was important together with physical condition of
the item. We wanted to protect material from further damage.
The schedule of digitalization has been determinate according to frequency of search
from our users of a certain title and we cooperated with National and University library
in Zagreb since they possess all editions of titles we are interested in and that gives us
possibility for making ideal and complete item.
For better protection and security all titles are also saved on direct and semi-direct
systems for data capture and transmission.7 Microfilms and DVDs are captured in
lockers where are safely protected and copies are saved on hard disc. These titles are
available for our users only off-line for now, on the computer in the home land
department. To get completely useable and researchable text, in meantime we “slipped”
all digitalized periodicals through the programme for optical recognizer of letters
(OCR), and at the moment we are working on imputing of meta data. Copying of
periodicals is possible only inside the institution and on demand of the user.
First prints in Karlovac are from the beginning of 19 th century from the year 1809. The
oldest registered print store was in Gašpar Veisz property, where in the year 1811 the
first Karlovac book was printed. Printing of newspapers in Karlovac starts at the second
half of 19th century. The most famous print store belonged to Ivan Nepomuk Prettner,
and the important ones were print stores from Abel Lukšić, Dragutin Hauptfeld,
Dargutin Fogin and in the 20th century printing agency „Ognjen Prica“.
In Prettner's print store in 1841 the first Karlovac newspapers were published named
Der Pilger (on German language). In 1860 literature council of Public library asked
permission for publishing of the magazine Karlovački viestnik. The first number was
published on 2nd of January 1861, and director was Dragutin Accurti. It was the first
Karlovac magazine on Croatian language, and it was released for six months and after
that it is cut down in order to finances shortage. The same year, 1861, Lukšić starts the
first illustrated Croatian newspapers called Glasonoša.
6
National programme of digitalization of archive, library and museum materials, page 9-10.
Available at: http://www.kultura.hr/hr/Sudjelujte/Preuzimanja-i-dokumenti/Nacionalni-programdigitalizacije-arhivske-knjiznicne-i-muzejske-grade.
7
znanosti Filozofskog fakulteta Sveučilišta, 2009. page 116-117.
121
In period mentioned the following newspapers were publishing in Krlovac:
Der Pilger (1841-1847), Glasonoša (1861-1865), Glasonoša (1905-1909), Glasonoša
(1942-1943), Karlovac (1912-1914, 1919-1925), Karlovačke novine (1931-1932),
Karlovačke novosti (1932), Karlovački glasnik (1899-1903), Karlovački glasnik (19321941), Karlovački narodni list (1940), Karlovački novi list (1934), Karlovački obrtnik
(1937), Karlovački viestnik (1861), Narodni glas (1906-1914, 1919-1921), Sloga (18861888), Sloga (1910-1919), Svjetlo (1884-1886, 1888-1904).
Same as in other parts of Croatia in that period it is obvious that Karlovac, with its
publishing, follows and supports development of reading culture, literacy, as well as
educational and cultural life. All newspapers mentioned are priceless source of
information on history, social, political and cultural life of the city. The fact is that the
most of them existed for many years, which is confirmed by popularity of periodicals in
that period that is probably caused with the process of literacy and by that with larger
need of readers for easier literature as well as for current political, economy and cultural
information.
Also, each of them is dealing more or less with work of Ilir reading room, in fact City
library. Some titles regularly brought articles where different opinions were discussed,
presentation of library work, statistics on number of users, borrowed books, and
sometimes social structure of readers. Considering deficit of original data, these
transcriptions are at the same time source for different aspects of research (history,
successful work, fund restore, comparison with the work of other libraries).
From the mentioned above, it is obvious that Karlovac periodicals have got historical
and cultural value. It is testimony of a certain time from which we can see importance
of Karlovac as a historical, political and cultural development of Croatia in the second
half of 19th century as well as participation in development of printing in our areas.”
Especially old newspapers give reconstruction of “memory” of historical every day life
of a certain city, region which is one of the library tasks, for whom users are showing
much more interests.” 8
With deficit of original materials, old newspapers are important source of local history
and certain segments of social and cultural life, as well as history of the library.
Conclusion
Development of digitalization is undeniable in 21 st century as well as need of including
of libraries in technology development and its usage in its own area.
From the text above it is evident role of Karlovac Library that through digitalization
promotes conscious about printed inheritance and by introducing the new services gives
larger contribution to information availability to the wider range of users and by that it
gives its own contribution to the library’s development. The whole project is, besides
protection of the material, primary directed toward all temporary and potential users of
the materials. By project of digitalization we realized several goals.
The main goal was promotion of Home Land and cultural printed heritage by using
modern technology and process of digitalization what is completely done, at least in
department for periodicals.
We provided security of originals and at the same time provided availability to the
8
Dobrić, Bruno. Digitalizacija i predstavljanje starih istarskih novina na mreži. // Vjesnik
bibliotekara Hrvatske 51,1/4(2008), page 57.
122
Frida Bišćan, Digitalization of old newspapers
widest number of users in the country and abroad through the Internet and by that we
got new users.
Our intention was to reach ideal example with digitalization which we achieved so we
enriched our fund and raised possibilities of research of home land topics.
Besides, the important benefit of the project is for libraries to realise their task of
insurance of gathered material availability, and for libraries it will be easier to deal with
the large number of information saved in collections of Home Land newspapers, and
asked information will be faster and better.
By process of digitalization we are giving our contribution to the library development in
the region and we consider it the basic for further development of digital collections in
public libraries.
Literature
1.
2.
3.
4.
5.
6.
Dobrić, Bruno. Digitalizacija i predstavljanje starih istarskih novina na mreži. //
Vjesnik bibliotekara Hrvatske 51,1/4(2008), 53-63.
Gradska knjižnica "Ivan Goran Kovačić", Karlovac. Karlovac: Gradska knjižnica
"Ivan Goran Kovačić", 2008.
IFLA-ine smjernice za narodne knjižnice / uredile Christie Koontz i Barbara
Gubbin; [s engleskog prevela Irena Kranjec]. 2. hrvatsko izd. (prema 2.
izmijenjenom izd. izvornika). Zagreb: Hrvatsko knjižničarsko društvo, 2011.
Nacionalni program digitalizacije arhivske, knjižnične i muzejske građe. Dostupno
na: http://www.kultura.hr/hr/Sudjelujte/Preuzimanja-i-dokumenti/Nacionalni-progr
am-digitalizacije-arhivske-knjiznicne-i-muzejske-grade.
Stančić, Hrvoje. Digitalizacija. Zagreb: Zavod za informacijske studije Odsjeka za
informacijske znanosti Filozofskog fakulteta Sveučilišta, 2009.
Zakon o knjižnicama. Dostupno na: http://narodne-novine.nn.hr/clanci/
sluzbeni/267274.html
123
MEDIA MANIPULATION
Esther Molnár
EDUTUS College, 1114 Budapest, 11-13 Villányi Street
[email protected]
“The most effective way to conquer a man is to capture his mind.
Control a man’s mind and you control his body.” (Steven Jacobson)
ABSTRACT:
The title of this paper could well be “The truth will set you free” as carved in stone above the
main entrance of many libraries yet it tries to enhance the topic of information literacy from a
different point of view. Scientific proof suggests that our technological achievements have a grip
on us and became a tool for mass manipulation. This interdependency will be discussed in the
following pages through the views of McLuhan. Moreover, the reader will encounter some
notions of “media control” strategies described by Noam Chomsky or Steven Jacobson.
Key words: media ecology, propaganda, media control, cultural/psychological standardization,
manufacture of consent, evolution of media ownership, global village
1. INTRODUCTION
With the advent of the 21st century drastic changes in technology occurred thus allowing
us getting information instantly. This globalizing process led to a trend by which
everybody watches the same movies, wears the same brands and of course getting
information from the same source – in one word: the cultures have been standardizing.
Marshall McLuhan’s short summary exemplifies how human history has been shaped
by the numerous inventions and how these influence the relationship between media and
culture. What has to do it with our topic? Everything. For we are no longer masters of
the universe, what we created (technology) turned against us like the monster in
Frankenstein. This intricate association is visible by the usage of the medium itself:
after some time it becomes the extension of ourselves while encouraging different habits
and emphasizing different senses. McLuhan pointed this effect of the symbolic
environment on contemporary society by dividing human history into four periods: a
tribal age, a literate age, a print age and an electronic age. With the invention of a new
media technology the world changed rapidly pushing the development into a new level.
In the tribal age the senses of hearing, touch or taste were far more developed then
seeing. The spoken word was the primarily source of information since it was
immediate and alive. With the age of literacy the sounds had been turned into visible
objects by becoming the heir apparent. Words are no longer alive and immediate.
“Literacy also jarred people out of collective tribal involvement into ‘civilized’ private
detachment. Reading words, instead of hearing them, transforms group members into
individuals.” (McLuhan “Media Ecology” in Griffin, 2009:325) The tribe no longer
needed to come together to get information. In the print age the visual dependence was
more widespread like the mass production of identical products. With the advance of the
electronic age the power of the printed word lost its importance for the electronic media
“are retribalizing the human race. Instant communication has returned to a prealphabetic oral tradition where sound and touch are more important than sight” (326).
The electronic media bring us in touch with everyone, everywhere, instantaneously and
thanks to this constant contact with the world we now live in a global village. This
digital age is characterized by personalized electronic media and the emergence of
“digital tribes” forming around beliefs, notions, values, interests, and having a “tribal
warfare mentality”. Thus everyone can decide whether this digital era is a Faustian
bargain or not.
With that said, let us pay a close attention to our main topic, namely, in what way can
be the technological tools turned against us.
2. MEDIA=MANIPULATION?
As described by McLuhan, in this digital era it is easy for everyone to gain access to
information: switch on the TV or the radio, read a newspaper or just go to the internet –
in sum, the best and fastest way is the mass media. However, the problem is by deciding
the credibility of these data. That leads us to the assumption that we all are dependent
on the media thus making us vulnerable. In the coming chapter I would like to discuss
Iulia Bîlbîe’s work on the various means of manipulation through mass media.
2.1. Media manipulation tools
Bîlbîe enhanced the importance of mass media in our everyday life for we no longer
take books into our hands to acquire knowledge rather we use the digital tools thus
“converting the target [ourselves], turning it into one dependent on the influence of the
source transmitting the message” (Bîlbîe, 2005:4). This leads us to the conclusion that
information appearing in the media can be manipulated to unknown degrees.
Manipulation knows different shapes: education, politics, religion and mass media.
However it can appear in other forms such as persuasion and misinforming. Former can
be called any attempt to convince somebody to accept your ideas or adopt certain
behaviour. According to Bîlbîe this can be clearly seen in the means of propaganda
(mentioned by Noam Chomsky as well) and the best example could be the Japanese
attack on Pearl Harbour and the passionate speech of the president back then. But it
cannot be unnoticed Hollywood’s part in Reagan’s Cambodia- and Nicaragua warfare
by releasing the movie “Rambo”. Misinforming is called any attempt to influence the
enemy’s decision, in other words, “creating a false reality so convincing that the enemy
considers it fair” (23). In sum, it can be a dangerous weapon because it can be used to
find excuses, distracting attention, discredit a person or create conflicts between nations
and finally, manipulate public opinion. Bîlbîe argues that in order to manipulate the
masses successfully, it has to be done on society’s level for individuals act always under
the majority’s pressure. She also mentions the intensity of the information transmitted in
the media for in the long term repetition has the biggest impact. It is a commonplace to
say that information with negative content can be memorized easily and used in context
in the press like “tragedy”, “scandal” (e.g. Strauss Kahn). Howard Koch once
mentioned in his book “The Panic Broadcast” that “we are ready to believe almost
anything if it comes from a recognized authority” (in Jacobson, 1985:10).
As Bîlbîe emphasizes, the importance of mass media lies in the fact that in the end the
source will be forgotten anyway but the information stays like the created opinion.
126
Esther Molnár, Media manipulation
Picture 1: Thomas Jefferson said “the man who never looks into a newspaper is better informed
than he who reads them”
2.2 Mind control
In the following pages I try to outline the principles of mind programming along to the
book “Mind Control in the United States” (1985) of Steven Jacobson, furthermore, I
give a short summary on the development of media ownership in the last decades.
Jacobson is a film technician thus he gained experience in subliminal techniques used in
the communication media. Subliminal perception, according to him, is a deliberate
process created by communications technicians, “by which you receive and respond to
information and instructions without being consciously aware of the instructions”
(Jacobson, 1985:1). He described two principles of mind control: distraction and
repetition. Former focuses “the attention of the conscious mind on one or more of the
five senses (sight, sound, touch, smell and taste) in order to program the subconscious
mind” (1985:4). This notion applies to the propaganda as well. Repetition of the
information “imbeds it in your subconscious mind so that your acceptance of its truth
(accuracy) becomes a conditioned response. You accept this information as true without
thinking whenever it is presented to you again” (5). Of course, the well-known tools for
it are the TV, radio and (3D) movies like Neil Postman pointed out when he said that
television changes the form of information and turns everything into entertainment.
Jacobson extended this idea and stated that information control can be found in the areas
of education as well.
The same principles apply here: to program students to accept information that is not
true – to be specific, not to question the source of it just repeat it like parrots.
“Education of the young is used to condition them to what comes later, thus eliminating
the difference between propaganda and teaching.” (Jacques Ellul, 1973:13 in Jacobson,
1985:17) The interrelation of propaganda and education can be seen for both aim to
distract attention by which “the mind is conditioned with vast amounts of information
posing as ‘facts’ and ‘knowledge’ dispensed for ulterior motives” (Ibid, p. vi. in
Jacobson, p. 17). This could be dangerous for students will not think over what they
read and will accept its truth automatically. According to Noam Chomsky, a propaganda
can only be effective if the “facts” can be made accepted by the literate class too.
However, without mass media, propaganda could not be effective and this leads us to
the notion of “psychological uniformity”. America has always been facing the problem
of cultural variety for the numerous settlers across the globe. These people came all
over the world, bringing their diverse traditions so the solution was psychological
127
standardization. According to Jacobson, this assimilation could only be accomplished
by creating the American way of life as portrayed by the “American Dream”.
Notwithstanding the fact that it had economic benefits as well for it cleaned the way to
mass production. This led to the next step, namely, this universality was spread
worldwide: “the dominance in the American market was carried abroad by the major
companies and has cultural, social and political consequences” (Compaine, 1979:190 in
Jacobson, 21). This was heightened by the spread of American films and evoke a desire
in the Europeans for American goods thus “colonizing their subconscious” too.
Jacobson calls it “cultural invasion” but we can refer to it as globalisation as well, either
way, the effect is the same: we all watch the same movies or news channels and read the
same magazines. Yes, we do. Although on the surface there seem to be different news
channels (BBC, CNN) and different motion picture companies but in reality they all are
in one hand. The reason for this is that “only through concentration in a few hands of a
large number of media can there be an orchestration and continuity to propaganda and
the application of scientific methods to influence the public.” (Ellul, 1973:103 in
Jacobson, p.20.)
Picture 2: Media ownership in the last decades
From the diagram above it becomes clear that in the last 20 years the 50 companies
merged into only 5 greater companies. This does not mean that they disappeared but
they became subsidiaries. The AOL Time Warner company owns 292 smaller ones like
eBay, Citigroup, American Express, Sony, Amazon.com but has TV channels like HBO
or CNN too. Viacom owns CBS, Nickelodeon and Paramount Pictures whereas Sony
has Columbia Pictures. We can see that the companies cover many fields from cinemas
to magazines thus enhancing the control over the flow of information. Jacobson went
further by stating that the companies are in the hands of the global elite and the aim is
that “the new dynasties of political control through international financial alliances. The
goal was to create a world-wide system of financial control in order to dominate the
economy of the world and the political system of each country” (W. Cleon Skousen,
“The Naked Capitalist,” 1970:7, in Jacobson, 1985:25).
128
Esther Molnár, Media manipulation
3. WHAT YOU NEVER HEAR IN THE MEDIA
In this chapter I want to pay particular attention to Noam Chomsky’s work “Media
Control” (1997) and his analysis of democracy. His piece of work is of great importance
for it gives us a glimpse into the mechanics of manipulation. Like a coin has two sides,
so does the notion of democracy. In one way, the public “has the means to participate in
some meaningful way in the management of their own affairs and the means of
information are open and free” (Chomsky, 1997:6). On the other hand, there is an
alternative understanding of it, withheld from the majority of the public for in that case
it “must be barred from managing of their own affairs and the means of information
must be kept narrowly and rigidly controlled” (7). The difference between the two is
clear.
According to Chomsky, manipulation can be achieved through propaganda. One can
recall the same idea by Jacobson when he also pointed out that with propaganda
“distraction draws attention away from information that is true and […] repetition of the
false information imbeds into your subconscious mind” (Jacobson, 1985:14). Chomsky
defines propaganda in terms of “manufacture of consent” because it has the aim “to
bring about agreement on the part of the public for things that they did not want” (11).
He introduces the notions of “spectator democracy” and characterizes society in the
following way: at the top is the “specialized class” (a class of “responsible men”) who
control society, it is composed of a small elite, an intellectual community who “can
understand the common interests, what all of us care about, and these things elude the
general public” (12). For them, the other people belong to the “stupid masses” who are
too dumb to think for themselves. Now, before we all began to hate Chomsky for his
statements, one thing has to be added: he only wanted to clarify the intention of the
ruling elite and reveal the methods of manipulation.
He went so far on defining Walter Lippmann’s “progressive democracy” theory.
Lippmann, one of the founding fathers of CFR, was the inventor of PR. According to
him, there are classes of citizens: there is a specialized class (who have to run the
political, economic systems) and there is the sphere of the “bewildered herd” (Chomsky,
13). The latter’s task is only to be “spectators” and not participants in action – it
reminds us a bit of George Orwell’s “Animal Farm”. Lippmann states that “the mass of
the public are just too stupid to be able to understand things” (14). The main task would
be to tame the heard through the manufacture of consent (media, education, popular
culture) and “have to provide them some tolerable sense of reality” (15). Chomsky
comes up with some examples like the presidency of Woodrow Wilson in which the
government wanted to take part in the war against Germany. It succeeded in the end, by
turning the population into a hysterical, war-mongering mob. By the hysterical Red
Scare the government managed to destroy the unions, eliminated freedom of the pressand political thought. It could be effective, for Wilson recruited members of the
educated class to make his beliefs accepted by the other members of society.
We might well recall Seneca’s quote on “fallaces sunt rerum species” and this can be
mentioned along with Public Relations. The United States was a pioneer in its
development and its commitment was “to control the public mind” as it leaders put it
(18). A problem arose when the citizens began to realize the truth and shared their views
with each other. Moreover, they began to start strikes for their rights. This was
unacceptable in the eyes of the business community (the ruling class) and decided to
take immediate steps: they presented the strikers as disruptive, harmful to the public and
against common interests. Chomsky mentioned the well-functioning formula that can be
129
used all the time the elite want to strengthen its power – it is called the “Mohawk Valley
formula”, namely, “mobilizing community opinion in favour of vapid, empty concepts
like Americanism” (21). The main thing is to shout empty slogans that nobody is going
to be against and everybody is going to be for (in reality, nobody even knows what they
mean). Chomsky draws our attention to the dangers of the mass media for he claims that
the population ought just to be sitting in front of the TV “and having drilled into their
heads the message, which says, the only value in life is to have more commodities or
live like that rich middle class family you are watching and to have nice values like
harmony and Americanism” (23).
Further, he explains how the mechanics of history really work: through the engineering
of consent America was able to “conquer” other countries like South Vietnam or others
enlisted in sophisticated detail by John Perkins in his “Confessions of an Economic Hit
Man” (2004). It is always useful to present a “parade of enemies” (be it Hussein or
Osama bin Laden) for this gives the entitlement to the government to take means and
“protect” its people from that fear. But in reality, we only have to fear from them in
power.
3. CONCLUSION
In the final analysis, I would like to add a quotation from George Orwell’s work “1984”
that describes precisely the main theme of this paper: “Who controls the past controls
the future: who controls the present controls the past.” My aim was to throw light upon
the advances of information technology and its impact on our lives from a different
point of view. As many authors mentioned in their works, we are victims of our
technology and dependent on gaining information for being “up-to-date” about the
things in the world. On the other hand, we must choose with care the sources we draw
our data from.
4. LITERATURE
Bîlbîe, Iulia (2005): „Manipulation through Mass Media. Brief Analysis of Means”
Chomsky, Noam (1997): „Media Control. The Spectacular Achievements of
Propaganda”, Seven Stories Press.
Compaine, Benjamin M. (1979): “Who Owns the Media: Concentration of Ownership
in the Mass Communications Industry”, Knowledge Industry Publications, New York.
Ellul, Jacques (1973): „Propaganda. The Foundation of Men’s Attitudes”, Vintage
Books. A Division of Random House, New York.
Jacobson, Steven (1985): „Mind Control in the United States”, Critique Pub.
Skousen, W. Cleon (1970): “The Naked Capitalist”. Salt Lake City, Utah: author’s
private edition.
„Vision Report Watch: A New World Order Watch Media Publication”, May 2012
Issue 23.
130
PERCEPCIJA „PISMENOSTI 21. ST.“ U ŠKOLSKIM KNJIŽNICAMA
KARLOVAČKE ŽUPANIJE
PERCEPTION OF "THE 21st CENTURY LITERACY" IN SCHOOL
LIBRARIES OF KARLOVAC COUNTY
Jasmina Milovčić
Gradska knjižnica „Ivan Goran Kovačić“Karlovac, Lj.Šestića 1, Karlovac, Hrvatska,
[email protected]
SAŽETAK:
Informacijska i medijska pismenost, sa primarnom ulogom u svakodnevnom život, značajna su
sastavnica rada školskih knjižnica. Analizirajući „Pismenosti 21. st.“ kroz kratko istraživanje
školskih knjižnica Karlovačke županije predstavljena je medijska percepcija njihova djelovanja.
Ključne riječi: informacijska pismenost; medijska pismenost; školska knjižnica; mediji
ABSTRACT:
Information and media literacy, with a primary role in everyday life, are significant component of
the work of school libraries. Analyzing "the 21st century literacy" is a short survey of school
libraries within Karlovac county presentingatured media perception of their actions.
Key words: information literacy; media literacy; school library; media
1. INFORMACIJSKA PISMENOST
Suvremeno informacijsko društvo prebogato je informacijama; doslovno smo
svakodnevno zasipani informacijama.
Informacija je: neophodna za kreativnost i inventivnost; osnovni izvor u postupku
učenja i razmišljanja; čimbenik koji omogućuje bolje akademske i poslovne uspjehe te
bolju zdravstvenu skrb; važan je izvor za nacionalni društveni i ekonomski napredak. 1
Obavijest, informacija kao osnovni fenomen informacijske znanosti definira se kao:
opći komunikacijski fenomen, kao svojstvo materije, kao događaj, kao reducirana
neizvjesnost, kao struktura, kao surogat znanja.2
Informacijski bum 20. stoljeća nametnuo je pojam informacijske pismenosti koji je po
prvi put naglasio Paul Zurkowski u dokumentu Okruženje informacijskog servisa:
odnosi i prioriteti.
Informacijske kompetencije kao vještine potrebne su nam za prepoznavanje potrebe za
informacijom, pronalaženje, vrednovanje, korištenje i rekonstrukciju sadržaja znanja
pronađenih informacijskih izvora. Informacijska pismenost pomaže pojedincu da kroz
interakciju s informacijskim izvorom propitkuje, provjerava, odbacuje ili modificira
svoja znanja i konstrukte stvarnosti, samostalno odabire i prerađuje informacije te stvara
hipoteze i donosi odluke.
Godine 1989. Američko knjižničarsko društvo (ALA) formulira jednu od najčešće
citiranih definicija informacijske pismenosti. Po ovoj su definiciji informacijski
pismene osobe definirane kao „one koje su naučile kako učiti... jer znaju kako je znanje
1
Lau, J. Smjernice za informacijsku pismenost u cjeloživotnom učenju: završna verzija,
recenzirano 30. srpnja 2006. /s engleskoga prevela Ivana Faletar. Zagreb: Hrvatsko knjižničarsko
društvo, 2011. str. 19
2
Tuđman, M. Obavijest i znanje: s rječnikom osnovnih pojmova. Zagreb: Zavod za informacijske
studije, 1990. str. 199
organizirano, kako pronaći informacije, i kako ih koristiti na svima razumljiv način. To
su osobe pripremljene na učenje tijekom cijelog života”. 3
Informacijski pismen korisnik uspješno i učinkovito: pristupa informacijama, vrednuje
informacije kritički i kompetentno, točno i kreativno koristi informacije. 4
Informacijsku pismenost (IP) smješta se u širi društveni kontekst te se posebno ističe
etička dimenzija i kritičko mišljenje kao ključnu dionicu koncepta. Informacijsko se
opismenjavanje sastoji od usvajanja primjerenog informacijskog ponašanja u svrhu
dolaženja do one informacije koja će zadovoljiti informacijsku potrebu i to bez obzira
na medij, a uključuje i kritičku osviještenost o važnosti mudrog i etičkog korištenja
informacija. Važno je da IP ne bude reducirana na knjižnične ili računalne vještine već
se poima kao odgovor na kulturni, društveni i ekonomski razvoj informacijskog
društva.5
2. MEDIJSKA PISMENOST
Informacijska pismenost u smislu vrednovanja informacija, shvaćanja pouzdanosti i
vjerodostojnosti informacije u uskoj je vezi s medijskom pismenošću te ih objedinjuje
pojam „pismenosti 21. stoljeća“. Definirajući medijsku pismenost kao sposobnost da se
informacija vrednuje, analizira, procjeni i razmjeni u svim svojim oblicima dovodi nas
do polja vrednovanja koje je značajno u odnosu IP i medijske pismenosti. Informacija u
principu ne dolazi neutralna i potrebno je posjedovati prosudbene kriterije. Građanin
treba biti sposoban učiniti i više nego samo vrednovati informaciju, već i detektirati
dvostruka mjerila i razumjeti komercijalne pritiske. 6
Važnost medijske pismenosti ponajprije se ogleda u utjecaju medija na glavne
demokratske procese. Za demokratsko sudjelovanje građana potrebne su vještine
kritičkog mišljenja i samoizražavanja.7
Informacijska i medijska pismenost pretpostavka su za cjeloživotno učenje. Dokument
Europske komisije pod naslovom „Ključne kompetencije za cjeloživotno učenjeEuropski referentni okvir“ navodi osam ključnih područja kompetencija za cjeloživotno
učenje: komuniciranje na materinskom jeziku, na stranom jeziku, matematička
pismenost, digitalna kompetencija, „učiti kako učiti“, međuljudska i građanska
kompetencija, poduzetnička kompetencija, kreativno izražavanje .8
3
Špiranec, S.; Banek-Zorica, M. Informacijska pismenost: teorijski okvir i polazišta. Zagreb:
Zavod za informacijske studije Odsjeka za informacijske znanosti Filozofskog fakulteta
Sveučilišta, 2008.
4
Vrednovanje usvojenosti vještina informacijske pismenosti. // Znanjem do znanja: prilog
metodici rada školskog knjižničara / Jasmina Lovrinčević…[et al.]. – Zagreb: Zavod za
informacijske znanosti Filozofskog fakulteta Sveučilišta u Zagrebu, 2005. str. 50-69.
5
Lasić-Lazić, J.; Banek-Zorica, M.; Špiranec,S. Izgubljeni u novim obrazovnim okruženjima:
pronađeni u informacijskom opismenjivanju.// Medijska istraživanja: znanstveno-stručni časopis
za novinarstvo i medije = Media research: Croatian journal for journalism and the media. God.18
(2012), 1, str. 125-142.
6
Žitinski, M. Što je medijska pismenost? Dostupno na: http://hrcak.srce.hr/index.php?show=
clanak&id_clanak_jezik=58603 (13.05.2014.)
7
Šikić, T. Medijska pismenost, pismenost 21. stoljeća. Dostupno na: http://www.zbornica.com/
index.php?option=com_zoo&task=item&item_id=250&Itemid=108 (13.05.2015.)
8
Preporuka Europskog Parlamenta i savjeta; Ključne kompetencije za cjeloživotno učenje –
Europski referentni okvir. Dostupno na: http://hrcak.srce.hr/index.php?show=clanak&id_
clanak_jezik=92192 (13.05.2014.)
132
Jasmina Milovčić, Percepcija „pismenosti 21. st.“ u školskim knjižnicama Karlovačke županije
U zadnje vrijeme učestala je upotreba pojma transpismenosti (transliteracy). Ovaj izraz
svoje korijene ima izvan knjižnice a započeo je kao deskriptivan koncept dizajniran s
ciljem razumijevanja navigacije kroz različite medije. Zagovornici transpismenosti
smatraju je korisnom dopunom informacijskoj pismenosti. Njena definicija odnosila bi
se na sposobnost čitanja, pisanja i komuniciranje preko različitih platformi, alata i
medija i predstavlja ujedinjenu perspektivu pismenosti u 21. st. Ona ne pretpostavlja
nov
način ponašanja niti nove komunikacijske stilove nego generira razmišljanja o
ljudskoj komunikaciji s pojavom mreže (Interneta). 9
3. MEDIJI
Komunikacija (lat. communicare – učiniti općim) je razmjena informacija, ideja i
osjećaja verbalnim i neverbalnim sredstvima, prilagođena društvenoj prirodi situacije, tj.
situacijskom kontekstu.10
Mediji kao sastavni dio kulture, imaju dvojaku ulogu: istovremeno informiraju i
oblikuju društvenu zajednicu. Oni su između ostalog, sredstvo komunikacije kulturnih
ustanova i njihovih javnosti, te izraz kulture ovih javnosti. Mediji kroz komunikaciju
kulture stvaraju zajedničke vrijednosti i temelj društvenih veza.
Medijskoj i informacijskoj pismenosti UNESCO daje primarnu ulogu u svakodnevnom
životu. To leži u srži slobode izražavanja i informiranja - jer osnažuje građane za
razumijevanje funkcija medija i drugih informacijskih usluga, kako bi kritički
vrednovali njihov sadržaj, a kako bi donijeli odluku. Ove dvije pismenosti definira kao
skup kompetencija potrebnih za život i rad, a izvor informacijskih usluga su knjižnice,
arhivi, muzeji, Internet.11
4. ŠKOLSKA KNJIŽNICA I „PISMENOSTI 21. STOLJEĆA“
Školska knjižnica je informacijsko, kulturno i medijsko središte škole. Važan je
društveni čimbenik u razvoju jedne od temeljnih životnih kompetencija,
komunikacijskih vještina. Mediji kao infrastruktura i posrednik komunikacije jedna su
od „javnosti“ koje su u interakciji sa školskom knjižnicom. Svojim „velikim
potencijalom utjecaja“ u prenošenju informacija, a pod utjecajem društvene sfere,
mediji kao (dobri) saveznici doprinose stvaranju imidža školske knjižnice.
U društvu koje kapital definira najvećim kapitalom školska knjižnica započinje „svoju
preobrazbu u informacijski servis škole preuzimajući nove specifične zadaće. Školska
knjižnica postaje mjesto partnerskog odnosa učenika, nastavnika i knjižničara te je
otvorena za promjene jer se uvjeti života i rada, kao i znanstvene činjenice i tehnološka
12
dostignuća, stalno mijenjaju.“
Istraživanje:
Analizirano je prisustvo školskih knjižnica Karlovačke županije u lokalnim medijima:
tiskovinama i web portalima. Pošlo se od stajališta da mediji imaju ključnu ulogu u
9
What is Transliteracy? Dpstupno na: http://librariesandtransliteracy.wordpress.com/what-istransliteracy/(13.05.2014.)
10
Renata Fox, Poslovna komunikacija: Hrvatska sveučilišna naklada, Zagreb, 2001.
11
UNESCO. Dostupno na: http://www.unesco.org/new/en/communication-and-information/
media- development/media-literacy/mil-as-composite-concept/ (13.05.2014.)
12
Kovačević, D.; Jadranka Lasić-Lazić, Jasmina Lovrinčević, Školska knjižnica - korak dalje:
Filozofski fakultet, Zavod za informacijske studije Odsjeka za informacijske znanosti: Altagama,
Zagreb, 2004.
133
informiranju i oblikovanju javnosti. Uzorak analize obuhvatio je tiskovine: Večernji
list, Karlovački tjednik te web portale: Ka portal, Radio Mrežnicu i Trend portal.
Analiza medija imala je dvije svrhe: vidjeti prisutnost školskih knjižnica; tematsko
prepoznavanje školskih knjižnica – imidž u lokalnim medijima. Analiza članaka i
priloga pokrivala je razdoblje kalendarske godine 2013. te potvrdila hipotezu da su
školske knjižnice vrlo slabo zastupljene. Prema tipovima analiziranih članaka gotovo
uvijek je to vijest ili sažeti prikaz nekih informacija, a vrlo rijetko, u samo dva slučaja
proširena vijest. Svi članci i prilozi pozitivno su predstavili aktivnosti.
Rezultati istraživanja:
Metodom analize sadržaja dobiveni su sljedeći rezultati: u dvije tiskovine i na tri portala
lokalnog karaktera školske knjižnice zastupljene su (direktno i indirektno) 43 puta: u
tiskovinama 22 članka, 21 prilog na portalima. Školske knjižnice nisu direktno
zastupljene u naslovima članaka i priloga, osim u jednom slučaju: „Uređenje knjižnice i
dnevnog boravka zahvaljujući europskim sredstvima“ - Trend portal. Prilozi su
fotografijama popraćeni 27 puta, od toga 7 je fotografija školskih knjižnica. Bitna je
prisutnost plakata u izvještavanju kojim su popraćene manifestacije i kampanje: Noć
knjige, Tulum slova. Mediji su izvještavali o sljedećim temama: izložbe, donacije,
gostovanja, kampanje i manifestacije, suradnja s udrugama, projekti. Rubrike u kojima
su zastupljene navedene teme su sljedeće: Život oko nas; Poticanje čitanja: Obični ljudi;
Županija; Školstvo; Vijesti; Kultura; Mozaik; Događaji; Gradska kronika; „Školski
tjednik“ rubrika je u tjedniku „Karlovački tjednik“ u kojoj su predstavljene dvije
osnovne škole iz Duge Rese, u čijem sklopu je predstavljena djelatnost knjižnica.
Valja istaknuti projekt LIBROTEKA (Prva ulična knjižnica u Hrvatskoj), koji je
zastupljen u 5 članaka (proširena vijest) i 4 priloga na portalima. Projekt Tulum slova
predstavljen je 5 puta na portalima. Zanimljivo je da je ista tematika, na jednom istom
portalu, predstavljena u tri uzastopna mjeseca, bila zastupljena u različitim rubrikama:
Poticanje čitanja, Obični ljudi; Županija. IPA Projekt „Djeca za budućnost - učenje u
Krnjaku i Vojniću iz multikulturalne perspektive" u sklopu kojega će biti uređena i
opremljena školska knjižnica zastupljen je u pet medija: tri portala i dvoje tiskovine.
Ovo su dvije teme koje su predstavljene kroz oblik proširene vijesti.
Provedeno istraživanje potvrđuje stajalište o pasivnosti školskih knjižnica u
komunikaciji s javnosti. Članci indirektno izvještavaju o aktivnostima knjižnice,
proaktivan nastup nije prisutan. Navodeći prethodno ulogu i značaj školskih knjižnica
za cjelokupan razvoj društva, ovim istraživanjem nije potvrđeno isto. Upitno je da li je
uzrok tome nezainteresiranost medija za „naše“ teme ili pasivan stav školskih
knjižničara u promociji i stvaranju pozitivnog imidža knjižnice i same knjižničarske
struke. Zasigurno je to kombinacija navedenih pretpostavki. Prema rezultatima
provedenog istraživanja za zaključiti je da školske knjižnice Karlovačke županije nisu
prepoznate kao značajan segment cjeloživotnog učenja. Prepoznaje ih se u vrijeme
nacionalnih manifestacija, kampanja ili projekata. Sadržajno su prepoznate po
izložbama, akcijama, no njihovi fondovi i ostale usluge nisu predstavljene. Njihova
uloga u informacijskoj i medijskoj pismenosti je ključna. Potrebno je pozicioniranje
upravo na ovoj razini što bi u konačnici rezultiralo aktivnim sudjelovanjem građana u
akcijama za boljitak školskih knjižnica. Ovo je svrha promocije za koju je suradnja s
medijima nezaobilazna.
134
Jasmina Milovčić, Percepcija „pismenosti 21. st.“ u školskim knjižnicama Karlovačke županije
5. ZAKLJUČAK
Uloga knjižnica u informacijskom društvu je neupitna. Temeljna pismenost ustupila je
mjesto pismenostima 21. st. Knjižnice, a napose školske temeljna su infrastruktura
cjeloživotnog učenja sa segmentima informacijske i medijske pismenosti. Mediji kao
dio kulture, a s velikom mogućnosti utjecaja u komunikaciji društvenih događaja, važan
su suradnik u radu školskih knjižnica. Analizom njihove prisutnosti u lokalnim
medijima istražen je način komunikacije između školske knjižnice i javnosti. Rezultati
istraživanja pokazali su nedostatnu zastupljenost; nedovoljnu prepoznatljivost svih
mogućnosti i zadaća školske knjižnice te relativno pasivnu komunikaciju školskih
knjižničara. U svom djelovanju nedovoljno se posvećuju marketingu, izgradnji
prepoznatljivog imidža koji bi osigurao bolje mjesto u obrazovnoj zajednici, bolje
razumijevanje i podršku svih javnosti: korisnika, građana, medija, ustanova i institucija
kao potencijalnih partnera i suradnika.
6. LITERATURA
Fox, R. Poslovna komunikacija: Hrvatska sveučilišna naklada, Zagreb, 2001.
Kovačević, D.; Jadranka Lasić-Lazić, Jasmina Lovrinčević. Školska knjižnica - korak
dalje: Filozofski fakultet, Zavod za informacijske studije Odsjeka za informacijske
znanosti: Altagama, Zagreb, 2004.
Lasić-Lazić, J.; Banek-Zorica, M.; Špiranec, S. Izgubljeni u novim obrazovnim
okruženjima: pronađeni u informacijskom opismenjivanju. // Medijska istraživanja:
znanstveno-stručni časopis za novinarstvo i medije = Media research: Croatian journal
for journalism and the media.
Lau, J. Smjernice za informacijsku pismenost u cjeloživotnom učenju: završna verzija,
recenzirano 30. srpnja 2006. /s engleskoga prevela Ivana Faletar. Zagreb: Hrvatsko
knjižničarsko društvo, 2011.
Preporuka Europskog Parlamenta i savjeta; Ključne kompetencije za cjeloživotno
učenje – Europski referentni okvir. Dostupno na: http://hrcak.srce.hr/index.php?show=
clanak&id_clanak_jezik=92192 (13.05.2014.)
Šikić,T. Medijska pismenost, pismenost 21. stoljeća. Dostupno na: http://www.zbornica.
com/index.php?option=com_zoo&task=item&item_id=250&Itemid=108 (13.05.2015.)
Špiranec,S.;Banek-Zorica,M.Informacijska pismenost: teorijski okvir i polazišta.
Zagreb: Zavod za informacijske studije Odsjeka za informacijske znanosti Filozofskog
fakulteta Sveučilišta, 2008
Tuđman, M. Obavijest i znanje: s rječnikom osnovnih pojmova. Zagreb: Zavod za
informacijske studije, 1990.
UNESCO.
Dostupno
na:
http://www.unesco.org/new/en/communication-andinformation/media-development/media-literacy/mil-as-composite-concept/
135
UNESCO-ov Manifest za školske knjižnice. Dostupno na: http://dzs.ffzg.unizg.hr/
text/unesco.pdf (13.05.2014.)
Vrednovanje usvojenosti vještina informacijske pismenosti. // Znanjem do znanja:
prilog metodici rada školskog knjižničara / Jasmina Lovrinčević…[et al.]. – Zagreb:
Zavod za informacijske znanosti Filozofskog fakulteta Sveučilišta u Zagrebu, 2005
What is Transliteracy? Dostupno na: http://librariesandtransliteracy.wordpress.com/what-is
transliteracy/(13.05.2014.)
Žitinski, M. Što je medijska pismenost? Dostupno na: http://hrcak.srce.hr/index.php?
show=clanak&id_clanak_jezik=58603 (13.05.2014.)
136
INFORMACIONA PISMENOST – MEHANIZAM ODBRANE OD
FENOMENA VIŠKA INFORMACIJA
INFORMATION LITERACY – A PROTECTION MECHANISM
AGAINST INFORMATION REDUNDANCY
Anđela Kuprešanin Vukelić
Fakultet političkih nauka
Bulevar Vojvode Petra Bojovića 1A, BanjaLuka, Republika Srpska, BiH
[email protected]
SAŽETAK:
Danas se sve više raspravlja o mehanizmima koji bi omogućili da se iz mnoštva informacija, uz
stalno povećanje broja njihovih prenosilaca (masovnih medija), odabere ona koja je potrebna.
Umjesto iznalaženja načina kako da se dođe do informacije u uslovima oskudice, pred nama je
problem kako doći do neophodne informacije u situaciji kada vlada obilje istih. Realno ne
možemo očekivati da će se broj informacija umanjiti, zbog čega se novonastaloj situaciji obilne
informacijske ponude moramo na najbolji način prilagoditi. U tom smislu neophodno je pronaći
mehanizme koji će omogućiti da se velika količina lako dostupnih informacija na najbolji način
iskoristi.
U radu se konstatuje da je upravo sticanje informacione pismenosti jedan od ključnih
mehanizama odbrane od postojeće hiperponude informacija koja je određena kao fenomen viška
informacija. Savladavanjem ove vrste pismenosti svaki pojedinac kao pripadnik informacionog
društva bit će u mogućnosti da iskoristi pozitivne a istovremeno prevaziđe negativne efekte
fenomena viška informacija, koji društveno nisu zanemarivi.
Ključne riječi: informaciona pismenost, fenomen viška informacija, informacija, informaciono
društvo, informaciono-komunikacione tehnologije.
ABSTRACT
Mechanisms that would enable choosing necessary information among loads of them are ever
more debated today as the number of information channels (mass media) is constantly increased.
Instead of finding the right way of getting a piece of necessary information where they are scarce,
we face the issue of trying to get necessary information in a situation where they basically
abound. Realistically speaking, we cannot expect that the amount of information will decrease
and that is why we need to adjust in the best possible way to the situation of information
abundance. It is therefore necessary to find mechanisms that would enable the abundance of
easily available information to be used in the best possible way.
This paper showcases that becoming informationally literate is one of key protection mechanisms
against the existing hyper-availability of information denoted as an information overload
phenomenon. By mastering this kind of literacy every individual as a member of information
society will be in a position to use positive effects of information overload and, at the same time,
to overcome its negative effects that cannot be socially neglected.
Key words: information literacy, information overload phenomenon, information, information
society, information and communication technologies.
1.UVOD
Svjedoci smo mnoštva promjena koje su iznjedrile sve razvijenije informacionokomunikacione tehnologije. Jedna od ključnih posljedica neprestanog usavršavanja ovih
tehnologija jeste prelazak iz društva oskudice informacija u društvo obilja informacija i
njihove sve veće uloge i značaja. Za označavanje ovih promjena sintagma informaciono
društvo je postala širokoprihvaćen terminus technicus (Subotić, 2011). Razvoj
informaciono-komunikacionih tehnologija je sa jedne strane rezultirao pojavom novih
prenosilaca informacija dok je sa druge strane znatno doprinio usavršavanju postojećih.
U tom smislu mogu se izdvojiti masovni mediji među kojima posebno mjesto zauzima
internet. Njihova brojnost i tehnička savršenost dovele su do pojave fenomena viška
informacija. Sama formulacija pojave obilja informacija kao fenomena viška
informacija ukazuje na postojanje problema u smislu da je svakodnevna količina
ponuđenih i lako dostupnih informacija mnogo veća od one koju pojedinac može da
procesuira. Sveprisutnost informacija kao i znatno olakšan pristup njima sami po sebi
nisu dovaljan preduslov za dostizanje nivoa opšteinformisanih i znanjem potkrepljenih
građana kao pripadnika informacionog društva. „Pojedinci i zajednice uvijek su imali
problem sa informacijama. Taj problem je hiljadama godina bio u tome da se o
značajnim oblastima života proizvede dovoljno informacija i da se ljudima omogući
pristup njima, ali, s razvojem masovnih medija, naročito u posljednjih pola vijeka,
problem informacija se od obezbjeđivanja njihove dostupnosti pretvorio u zaštitu od
njihovog prevelikog obima“ (Poter, 2011: 27). Mnogo bogatija ponuda informacija
posredstvom medija istovremeno otežava njihovu kontrolu. Za uspješan izbor potrebnih
od mnoštva ponuđenih informacija, nije važno samo znati koje informacije tražimo, već
je neophodno da znamo ignorisati nepotrebne informacije. „Vještina je zaštiti se od onih
99,99% ponuđenih informacija koje čovjek ne želi (i, naravno, iskoristiti do posljednjeg
slovca onaj posljednji promil)“ (Eriksen, 2003: 29).
Širenje informacijske ponude ne znači automatski povećanje znanja. Tek dobro
filtrirane informacije predstavljaju dobru podlogu za sticanje znanja i dostizanje nivoa
razumijevanja, iz čega i proističe pitanje mehanizama za filtriranje informacija. Iako se
sa razvojem informaciono-komunikacionih tehnologija vrijeme za pronalaženje
potrebnih informacija znatno skraćuje, s druge strane produžava se vrijeme koje je
neophodno za odabir odgovarajućih od mnoštva ponuđenih informacija i njihovo
sređivanje. Naime, „čovjek trećeg milenijuma i informacijskog društva mora da nauči
kako da izbjegne opasnosti preobilnog, istovremenog djelovanja informacija i pronađe
odgovarajuće informacije koje su mu neophodne kao oslonac u svakodnevnom životu“
(Hamović, 2008: 229). Zbog postojećeg jaza između onoga što informacioni kanali
mogu da pruže i onoga što čovjek može uspješno da iskoristi kvalitetan procesor
informacija postaje prava vrijednost. Kako bi se iskoristile prednosti revolucionarnog
razdoblja u kojem rast količine raspoloživih informacija znatno premašuje rast ljudskih
potreba za njima, neophodna je primjena konkretnih metoda, kojima „savremeni čovjek
može pokušati da ublaži efekte preopterećenja informacijama, da poboljša svoje
sposobnosti prilagođavanja i sagleda i iskoristi pozitivne strane fenomena obilja
informacija“ (Vitković, 2005: citirano u Hamović, 2008: 230). U pogledu metoda, mjera
ili mehanizma, čijim bi se sprovođenjem bar djelimično prevazišle negativne posljedice
koje sa sobom nosi fenomen viška informacija kao naročito važno može se izdvojiti
ovladavanje vještinama koje se stiču informacionim opismenjavanjem.
2. INFORMACIONA PISMENOST – VJEŠTINA ZA 21. VIJEK
Koncept informacione pismenosti nastaje u ranim 70-im godinama 20. vijeka. Termin
prvi put 1974. godine koristi Paul Zurowski, definišući informacionu pismenost kao
djelotvorno korišćenje informacija u kontekstu rješavanja problema (Bawden, 2001: 9).
Razvoj informaciono-komunikacionih tehnologija učinio je dostupnim ogromnu
količinu informacija, međutim, pokazalo se da sama tehnologija nije dovoljna, u smislu
138
Anđela K. Vukelić, Informaciona pismenost – mehanizam odbrane od fenomena viška informacija
efektivnog korišćenja informacija. Razvoj i dostupnost tehnologije, kao i savladavanje
vještina potrebnih za njenu upotrebu, tek su prvi korak za potpuno iskorišćavanje
potencijala informacionog društva. Pojedinac danas, kako bi uspješno odgovorio na
izazove novog doba, čije su neke od odrednica globalizacija, umrežavanje, brz
tehnološki razvoj, te ubrzano zastarijevanje informacija i znanja, mora biti osposobljen
da koristeći se tehnologijama u bujici informacija zna raspoznati koja mu je informacija
potrebna i kako je koristiti.
Kako bi bio omogućen izbor potrebnih od mnoštva ponuđenih informacija, neophodna
je upravo informaciona pismenost. Pojedini autori na važnost informacione pismenosti
ukazuju nazivajući je ključnom vještinom za preživljavanje u informacionom društvu.
Koliko je informaciona pismenost bitna za život i uspjeh savremenog pojedinaca, te za
dalji razvoj informacionog društva istakli su još 1989. godine stručnjaci Američke
asocijacije biblioteka (ALA) u svom izvještaju o uticaju eksplozije informacija na
američko društvo, ali i šire. Kako se navodi u izvještaju, svi ljudi u informacionom
društvu trebalo bi da imaju pravo na informacije koje mogu da unaprijede njihov život,
ali isto tako moraju biti sposobni da iz širokog dijapazona dostupnih informacija i
njihovih izvora izdvoje baš one informacije koje su im potrebne za ostvarivanje ličnih i
poslovnih ciljeva (American Library Association Presidential Commitee on Information
Literacy Final Report, 1989).
Definicije informacione pismenosti su mnogobrojne, međutim jednu od najčešće
citiranih definicija ove vrste pismenosti formulisala je ALA 1989. godine, prema kojoj
informaciona pismenost predstavlja sposobnost uviđanja potrebe za informacijom te
posjedovanje znanja o tome kako naći, procijeniti i iskoristiti najbolje i najnovije
informacije koje su na raspolaganju kako bi se riješio određeni problem ili donijela neka
odluka. Informaciono pismene osobe prema ALA-inom izvještaju definišu se kao „one
koje su naučile kako učiti (...) jer znaju kako je znanje organizovano, kako pronaći
informacije i kako ih koristiti na svima razumljiv način (...) To su osobe pripremljene na
učenje tokom cijelog života“ (Isto). Sheila Webber sa Univerziteta u Šefildu, u Velikoj
Britaniji, vodeći svjetski stručnjak u oblasti informacione pismenosti, smatra da je
„informaciona pismenost usvajanje adekvatnih oblika ponašanja koji vode pronalasku
informacije korišćenjem bilo kog načina ili medijuma, koji na najbolji mogući način
zadovoljava potrebe za informacijama, koje vode njihovom mudrom i etičkom
korišćenju u društvu. Ključna disciplina informacionog društva“ (Sheila, citirano kod
Crnogorac, 2010: 271).
Iz navedenih određenja informacione pismenosti primjetno je da je ona višeslojan
koncept, a takvim ga čini to što bi informaciono pismen pojedinac trebalo ne samo da
informacije koristi efektivno i etički ispravno, već i da razumije ekonomske, pravne i
društvene implikacije njihove upotrebe i dijeljenja. Kompleksnost koncepta
informacione pismenosti ogleda se i u tome što je ona neodvojiva od drugih oblika
savremene pismenosti poput bibliotečke, medijske, informatičke (kompjuterske i
mrežne), digitalne i vizuelne pismenosti. To svakako ne podrazumijeva njihovo
poistovjećivanje, ali je evidentno da su ove vrste pismenosti velikim dijelom preduslov
za sticanje informacione pismenosti.
U smislu definisanja informacione pismenosti kao i ukazivanja na njenu ulogu i značaj
u informacionom društvu ne može se zanemariti važnost Američke asocijacije
biblioteka, ali isto tako, neophodno je ukazati na najnovije trendove ne samo u
poimanju informacione pismenosti već i u kreiranju novih modela koji svoju praktičnu
primjenu pronalaze u procesu informacionog opismenjavanja. Uporedo sa neprestanim
139
promjenama uslova u kojima živi savremeni pojedinac, neophodno je i kontinuirano
iznalaženje najboljih načina za njegovo prilagođavanje tim promjenama. Primjer za to u
pogledu informacione pismenosti kao neophodnog načina, odnosno vještine za uspješno
funkcionisanje pojedinca u uslovima hiperponude informacija, je revidiranje starog i
nastanak novog SCONUL modela sedam stupova informacione pismenosti.
3. NOVI SCONUL MODEL SEDAM STUPOVA INFORMACIONE
PISMENOSTI
Definicija informacione pismenosti kao sposobnosti da se prepozna potreba za
informacijom, te sposobnosti da se ta informacija pronađe, procijeni i uspješno koristi
razrađena je u modelu sedam stupova informacione pismenosti koji se odnose na sedam
ključnih informacionih vještina.1 Ključne informacione vještine predstavljaju sedam
koraka ka informacionoj pismenosti. 2 Značaj ovog modela ogleda se u tome što je on
usvojen širom svijeta od strane bibliotekara i nastavnika, kao sredstvo pomoću kojeg
oni prenose, odnosno, razvijaju informacione vještine kod učenika.
Međutim, u cilju prilagođavanja ovog modela najnovijim uslovima u kojima živi
savremeni pojedinac, 2011. godine članovi radne grupe SCONUL jednim ga dijelom
revidiraju. Naime, na LILAC (Information Literacy) konferenciji održanoj u aprilu 2011.
godine u Londonu Moira Bent i Ruth Stubbings kao predstavnici SCONUL Radne grupe
za informacionu pismenost pokrenuli su novu verziju SCONUL modela sedam stupova
informacione pismenosti. Iako osnovni principi na kojima se zasniva originalni model
ostaju na snazi, prema mišljenju ovih stručnjaka, zbog toga što u 2011. godini živimo u
drugačijem informacionom svijetu u odnosu na godinu kada je nastao prvobitni model,
proširivanje postojećeg modela pokazalo se neophodnim.
Kako bi novonastali model bio relevantan za različite zajednice korisnika i različite
starosne grupe, u odnosu na prethodno opisani, ovaj model je predstavljen kao generički
„osnovni“ model za visoko obrazovanje, koji također ima sedam ključnih elemenata,
koji su preimenovani, ali i dalje pokrivaju iste osnovne oblasti. Ističući kako je
informaciona pismenost u 21. vijeku ključni atribut za sve, bez obzira na starost ili
1
Model je 1999. godine predstavila Radna grupa za informacionu pismenost u okviru britanskog
Društva fakultetskih, narodnih i univerzitetskih biblioteka (Society of College, National and
University Libraries – SCONUL), u dokumentu pod nazivom Informacione vještine u visokom
obrazovanju: SCONUL pozicioni dokument, zbog čega je ovaj model i postao poznat kao
SCONUL model sedam stupova informacione pismenosti.
2
Sposobnost da se prepozna kada je informacija potrebna, te da se ta potreba analizira (razliku
između onoga što znamo i onoga što bismo trebali da znamo SCONUL stručnjaci nazvali su
„informacionim jazom“); sposobnost da se identifikuje više različitih načina da se taj jaz
premosti; sposobnost izrade strategije za lociranje informacija, koja je neophodna zbog toga što
ne postoji jedna univerzalna strategija koja bi bila odgovarajuća za pristup svim vrstama izvora
informacija; posjedovanje znanja i vještina, koje informaciono pismenoj osobi nakon osmišljene
strategije za pristup izvorima informacija, omogućavaju realizaciju tog pristupa i izdvajanje
potrebnih informacija; sposobnost da se uporede i pravilno procijene informacije dobijene iz
različitih izvora što je naročito važno s obzirom na količinu informacija koja je danas dostupna;
sposobnost da se prikupljene informacije adekvatno organizuju, iskoriste i prenesu drugim
korisnicima u smislu etički ispravnog korišćenja informacija; sposobnost da se pronađene
informacije sintetizuju sa već postojećim, doprinoseći time stvaranju novog znanja, odnosno
korisne osnove na kojoj se može graditi novo znanje (Information skills in higer education: a
SCONUL position paper, 1999).
140
iskustvo, predstavnici SCONUL grupe u dokumentu u kojem je predstavljen novi
model, proces razvijanja informacione pismenosti kod pojedinca vide kao kontinuiran,
cjelovit proces sa često simultanim aktivnostima ili procesima koji mogu biti
obuhvaćeni u sedam stupova informacione pismenosti. U okviru svakog stup pojedinac
može da se razvije od „novajlije“ do „eksperta“ napredujući kroz svoje učenje tokom
života, ali isto tako je moguće njegovo kretanje niz stup Oni naročito naglašavaju da se
u razvoju informacione pismenosti mora uzeti u obzir kontekst šireg informacionog
pejzaža u kojem pojedinac funkcioniše, kao njegov lični pejzaž informacione
pismenosti (Bent, 2011). Novi model, također, definiše osnovne vještine, kompetencije
(sposobnosti), stavove i ponašanja (razumijevanje) koji čine suštinu razvoja
informacione pismenosti. Doživotno učenje, efikasno korišćenje biblioteke,
razumijevanje pročitanog, mudro korišćenje informacija, organizovanje resursa, razvoj
ideje, korišćenje informacione tehnologije, posjedovanje znanja o tome gdje tražiti
informaciju, tumačenje informacije, sumiranje, te razumijevanje funkcionisanja
informacija, su, prema autorima novog modela, vještine koje čine informacionu
pismenost (Stubbings, 2012).
U skladu sa namjerom da se model može primjenjivati u specifičnim situacijama, serija
tzv. „objektiva“ razvijena je za potrebe različitih populacija korisnika. Oni mogu da
proširuju ili pojednostave osnovni model u zavisnosti od populacije na koju se odnosi.
Tvorci ovog modela zamislili su ga kao trodimenzionalno kružno „zdanje“, zasnovano
na informacionom pejzažu, koji obuhvata svijet informacija kako ga doživljava bilo koji
pojedinac u tom trenutku, tj. informacije o ličnom pejzažu pismenosti pojedinca,
njegove sposobnosti, prošlost i iskustva koja bitno utiču na proces razvoja informacione
pismenosti. Međutim, ono što je posebno važno i na šta se kružnom prirodom modela
nastoji ukazati je to da informaciono opismenjavanje nije linearan proces, iz čega
proističe da se osoba može razvijati u kontekstu informacione pismenosti, unutar
nekoliko stupova istovremeno i nezavisno, mada su oni u praksi često usko povezani.
Slika 1: Novi SCONUL model sedam stupova informacione pismenosit3
Na slici se mogu uočiti pojmovi kao nazivi stupova koji čine model informacione
pismenosti. Svaki od navedenih stupova obuhvata niz sposobnosti ili vještina koje se
stiču informacionim opismenjavanjem: upravljati (manage) – sposobnost organizovanja
informacija profesionalno i etički; procijeniti (evaluate) – sposobnost upoređivanja i
procjenjivanja informacija i podataka; predstaviti (present) – sposobnost primjenjivanja
stečenih znanja, što podrazumijeva sposobnost predstavljanja rezultata istraživanja,
sintezu novih i starih informacija i podataka u svrhu stvaranja novog znanja, te
sposobnost širenja znanja na različite načine; prikupiti (gather) – sposobnost
pronalaženja potrebnih informacija i podataka, kao i poznavanje načina kako im
3
www.slideshare.net/fmmacle/sconul-7-pilars. Pristupljeno: 02.04.2014. u 11:00.
141
pristupiti; identifikovati (identify) – sposobnost identifikovanja lične potrebe za
informacijom; planirati (plan) – osmišljavanje strategije za lociranje informacija;
obuhvatiti (scope) – procjenjivanje postojećeg znanja i identifikovanje praznina. U
odnosu na prvobitni model može se uočiti da su ključne vještine u osnovi iste, dok su
neki od principa na kojima se zasniva novi model bitno izmijenjeni. Oni se odnose na
fleksibilnost i prilagodljivost, cikličnost, mogućnost primjene novog modela na
različitim populacijama korisnika, zatim na korišćenje isključivo standardne
(bibliotečke, akademske) terminologije, obavezno proširivanje od vještina na stavove i
ponašanja, i na laku primjenljivost u praktičnim situacijama (Stubbings, 2012).
4. DRUŠTVENA OPRAVDANOST APOSTROFIRANJA ULOGE I ZNAČAJA
INFORMACIONE PISMENOSTI U ODNOSU NA FENOMEN VIŠKA
INFORMACIJA
Podatak da se informacije uopšte u prosjeku uvećavaju za oko 30% na godišnjem nivou
svakako nam ukazuje da živimo u vremenu u kojem je obilje informacija evidentno.
Ovakav trend rasta broja informacija na globalnom nivou za posljedicu, pored
pozitivnih, ima i negativne efekte. Neki od njih su: problem nedostatka pažnje i
konfuzija (Naj, 2006; Eriksen, 2003; Bal, 1997), nemogućnost pridavanja smisla
informacijama (Kin, 1995, Bodrijar, 1985), pribjegavanje konzumiranju kratkih i lakih
sadržaja (Todorović, 2010; Eriksen, 2003), produbljivanje jaza u sferi znanja
(Kunczik/Zipfel, 2006) i ugrožavanje demokratije (Čomski, 1997). Ublažavanju
navedenih negativnih efekata fenomena viška informacija koji društveno nisu
zanemarivi znatno može doprinijeti ovladavanje vještinama koje se stiču informacionim
opismenjavanjem. Informaciono nepismeni građani su „ekonomski siromašni, kulturno
dezorijentisani, socijalno frustrirani i nesigurni, nespremni za dijalog, politički
lakovjerni, nekritični, nemotivisani, sa niskim ambicijama“, te „nikako ne mogu da se
uklope u rastuće i zahtjevne izazove informacione ere ...“ (Crnogorac, 2010: 272). Na
važnost informacionog opismenjavanja građana nastoji se ukazati i time što je za
ostvarenje ovog procesa neophodna zajednička odgovornost mnogih, od formalnog
obrazovnog sistema, kulturnih ustanova do međunarodnih i privrednih organizacija i
vlada. Neke od značajnih organizacija koje se ističu po broju strategija i inicijativa u
pogledu informacione pismenosti, poput UN-a, EU-a ili UNESCO-a, uviđaju da će
uspjeh u 21. vijeku zavisiti od sposobnosti pronalaženja i korišćenja informacija
(Špiranec, 2003). S obzirom na broj, kao i na sadržaj raznih dokumenata evidentno je da
je uključivanje cjelokupnog društva u novo informaciono doba politika koja se naročito
posljednjih godina nalazi u samom vrhu prioriteta vlada mnogih država.
Razlozi zbog kojih se ukazuje na važnost informacionog opismenjavanja građana
proističu iz samog karaktera savremenog društva, odnosno njegovih osnovnih obilježja.
Razvoj i sve veća primjena informaciono-komunikacionih tehnologija uticali su na
velike promjene u društvu, te su znatno doprinijeli transformaciji iz industrijskog u
informaciono društvo, kao i u društvo utemeljeno na znanju, u kojem privredni razvoj i
kvalitet života pojedinca uveliko zavise od znanja i pronalaženja, obrade i primjene
informacija. Informaciono društvo je „društvo za koje je karakterističan visok stepen
zavisnosti ekonomskih, političkih, kulturnih, i uopšte društvenih struktura (i
diskursivnih formacija) od čovjeku eksternih procesa obrade informacija“
(Milovanović, n.d).
142
S obzirom na ulogu i značaj informacije u savremenom društvu, te na njihovu količinu
koja se gotovo svakodnevno povećava, informaciona pismenost, pod kojom se
podrazumijevaju vještine koje znatno olakšavaju ali isto tako doprinose kvalitetnijoj
obradi informacija, svakako se može odrediti kao vještina za 21. vijek. Iako se, kada je
riječ o mjerama kontrole prekomjerne količine informacija, može govoriti, osim o
informacionoj pismenosti i o drugim mjerama, koje, također, mogu doprinijeti
iskorišćavanju pozitivnih efekata ove pojave, ipak se informaciona pismenost u odnosu
na njih može izdvojiti kao ključna. Kako ističe Biljana Vitković palijativni mehanizmi,
odnosno, rješenja koje ona vidi kao jedini mogući izlaz iz situacije informacijskog
overlouda upravo „se izgrađuju kombinacijom vještina koje se nazivaju informaciona
pismenost i koje se stiču u procesu doživotnog učenja“ (2009: 108).
A da je
informaciona pismenost jedna od ključnih vještina za uspjeh pojedinaca u savremenom
društvu, te da je informaciono opismenjavanje građana jedan od bitnih procesa za razvoj
društva u cjelini, kroz svoja određenja informacione pismenosti potvrđuju brojni autori,
kao i dokumenti, strategije i inicijative koje su donesene upravo u tom cilju. Jedan od
takvih dokumenata je Aleksandrijska izjava o informacionoj pismenosti i doživotnom
učenju u kojoj se ova dva koncepta, između ostalog, određuju i kao „svetionici
informacionog društva koji osvjetljavaju puteve razvoja, napretka i slobode“.
5. ZAKLJUČAK
Posjedovanje informacione pismenosti može se postaviti kao imperativ u razvoju
informacionog društva. Osmišljavanje programa ili modela za sprovođenje
informacionog opismenjavanja građana trebalo bi da bude ne samo stvar pojedinca već
društva u cijelosti. U tom pravcu posebno značajnu ulogu može odigrati obrazovni
sistem. Djeca već od osnovne škole, pa čak i ranije imaju pristup različitim vrstama
medija kao dominantnim izvorima raznovrsnih informacija, čime se ostvaruje prvi
preduslov za mogućnost njihovog djelovanja. Potencijalni uticaji medija nisu bezazleni,
na šta bi se mladima trebalo ukazati. Posjedovanje i kontinuirano razvijanje vještina
koje se stiču informacionim opismenjavanjem učinit će ne samo mlade već i svakog
građanina kao pripadnika informacionog društva sposobnim da iskoristi prednosti a
istovremeno izbjegne opasnosti koje su sa sobom donijeli novi informacioni tokovi.
Razlika između društava ne ogleda se toliko u razvoju i primjeni informacionokomunikacionih tehnologija koliko u spremnosti da se na izazove kao rezultate njihovog
razvoja na pravi način odgovori.
Informaciona pismenost je važna za proces učenja, za unapređenje kvaliteta i
produktivnosti poslovanja, kvaliteta života i za podizanje nivoa građanskog aktivizma.
Njena važnost proističe i iz same uloge informacije kao nezamjenljivog resursa za
sticanje i širenje znanja, s tim da samo posjedovanje informacija ne podrazumijeva
istovremeno i posjedovanje znanja. U pogledu odnosa informacije i znanja ključno je
razvijanje sposobnosti da se pronađene informacije sintetizuju sa već postojećim,
doprinoseći time stvaranju novog znanja, odnosno korisne osnove na kojoj se ono može
graditi. Ova sposobnost je u radu predstavljena kao sedmi stup SCONUL modela
informacione pismenosti, kojem prethode brojne vještine koje se stiču kontinuiranim
procesom informacionog opismenjavanja. Vještine koje se stiču ovim procesom su
neophodne za uspjeh savremenog pojedinca koji među brojnim informacionim
plastovima mora da izabere odgovarajući i da iz njega izvuče samo njemu potrebne
informacije.
143
LITERATURA:
1. Alexandria Manifesto on Libraries, the Information Society in Action (2005).
Preuzeto 05.03. 2014. sa http://www.ifla.org/en/publications/alexandria-manifestoon-libraries-the-information-society-in-action
2. American Library Association Presidential Commitee on Information Literacy Final
Report (januar, 1989.). Preuzeto 27.03.2014. sa http://www.ala.org/ala/mgrps/divs/
acrl/publications/whitepapers/presidential.cmf
3. Bal, F. (1997). Moć medija. Beograd: Clio.
4. Bawden, D. (2001).
Information and Digital Age. New York: Journal of
Documentation.
5. Bawden, D. (2001). Information and digital literacies; a review of concepts.
Preuzeto 21. 02. 2014. sa http://gti1.edu.um.es:8080/jgomez/hei/internet/bawden.pdf
6. Bent, M./Stubbings, R. u ime SCONUL Working Group on Information Literacy
(2011.). The SCONUL Seven Pillars of Information Literacy: Core Model for
Haiger Education. Preuzeto 28.03.2014. sa http://www.sconul.ac.uk/groups/
information_literacy/seven_pillars.html
7. Bodrijar, Ž. (1991). Simulakrum i simulacija. Novi Sad: Svetovi.
8. Crnogorac, V. (2010). Svetlost Aleksandrijskih svetionika – informaciona
pismenost, doživotno učenje i biblioteke [Elektronska verzija]. Kultura br. 129, str.
265–276.
9. Eriksen, T. H. (2003). Tiranija trenutka: brzo i sporo vreme u informacionom
društvu. Beograd: Biblioteka XX vek.
10. Hamović, Z. (2008). Uvođenje u Internet. Dodatak u knjizi Vuksanović, D., Knjiga
za medije – mediji za knjigu. Beograd: Clio.
11. Kin, Dž. (1995). Mediji i demokratija. Beograd: Filip Višnjić.
12. Kunczik, M./Zipfel, A. (2006). Uvod u znanost o medijima i komunikologiju.
Zagreb: Zaklada Fridrich Ebert.
13. Milovanović, G. (n.d). Pojam informacionog društva: neka shvatanja informacionog
društva. Preuzeto 10.03. 2014. sa http://www.bos.rs/cepit/idrusto2/tema1/
14. Naj, Dž. J. (2006). Kako razumevati međunarodne odnose: uvod u teoriju i istoriju.
Beograd: Stubovi kulture.
15. Poter, Dž. (2011). Medijska pismenost. Beograd: Clio.
16. Stubbings, R. (2012). The SCONUL Seven Pillrs of Information Literacy. Preuzeto
02.04.2014. sa www.slideshare.net/fmmacle/sconul-7-pilars.
17. Subotić, O. (2011). Informaciono kontrolisano društvo. Stari Banovci; Beograd:
Berner.
18. Špiranec, S. (2003). Informacijska pismenost – ključ za cjeloživotno učenje.
Edupoint časopis, časopis o primjeni informacijskih tehnologija u obrazovanju, br.
17, str. 5–15 (http://edupoint.carnet.hr/casopis).
19. Todorović, N. (2010). Zagađenje preobiljem informacija. CM, časopis za
upravljanje komuniciranjem br. 17, str. 87–93.
20. Vitković, B. (2007). Informacijsko preopterećenje: konceptualni okvir strukture
istraživanja. CM, časopis za upravljanje komuniciranjem br. 4, str. 25–55.
21. Vitković, B. (2009). Preopterećenje informacijama: kako naći relevantne
informacije. CM, časopis za upravljanje komuniciranjem br. 12, str. 87–113.
144
WEB RESURSI U PODRUČJU KULTURE – PREZENTACIJSKA
LOGIKA INSTITUCIJE
Almedina Salihagić
Komisija za očuvanje nacionalnih spomenika – biblioteka i dokumentacioni centar
Obala Kulina bana 1
71 000 Sarajevo
www.kons.gov.ba
[email protected]
SAŽETAK:
Digitalna tehnologija je danas prisutna u svim vrstama poslovanja, što je omogućilo nove načine
komunikacije. U takvom društvu opće globalizacije kategorija prostora i vremena nisu iste kao
ranije, jer je putem Mreže veliki broj informacija dostupan uvijek i na bilo kojem mjestu. Ove
nove mogućnosti dovele su do redefiniranja pojma kulture i proširile ga na novi pojam digitalne
kulture. Virtuelno okruženje omogućuje kulturnim ustanovama da svoje poslove organiziraju na
novim osnovama, u skladu sa potrebama različitih kategorija korisnika. U društvu u kojem
dominiraju savremene tehnologije i brz prijenos informacija, vidljivost i ostvarivanje interakcije
sa korisnicima je postala jedna od najvažnijih komponenata u radu kulturnih institucija. Rad se
bavi primjerima prezentacije kulturnog sektora u mrežnom okruženju na primjeru web-stranice
Komisije za očuvanje nacionalnih spomenika (u daljem tekstu Komisija), koja se bavi
materijalnom baštinom Bosne i Hercegovine. Dat je osvrt na sadržajnu strukturu web-stranice te
konstatirana potreba za redizajnom stranice uz poboljšanje postojećih sadržaja, kao i
koncipiranje potpuno novih sadržaja. Cilj rada je naglasiti važnost kreiranja vizuelnog identiteta
digitalnog prikaza ustanove, koji mora proizlaziti iz djelatnosti kojom se ustanova bavi. U radu je
istaknuta hitna potreba za redizajniranjem web-stranice, jer njene trenutne mogućnosti ne mogu
kvalitetno i adekvatno odgovoriti na prezentacijske potrebe Komisije.
Ključne riječi: digitalna kultura, informacione tehnologije, kulturni sektor, web-stranice,
Komisija za očuvanje nacionalnih spomenika, vizuelni identitet, informacione tehnologije
1. UVOD
Brzi razvoj informacijsko-komunikacijskih tehnologija utječe na način rada kulturnog
sektora, tj. stvara novi kontekst u kojem kulturne ustanove djeluju. Nove informacijske
tehnologije omogućile su nove načine komunikacije informacijama, a digitalizacija je
omogućila lahku i brzu reprodukciju, spremanje, distribuciju i korištenje različitih vrsta
sadržaja i informacija. Svaki novi medij transparentniji je od prijašnjeg, jer je nastao na
iskustvu „starih“ medija. U tom kontekstu web je „bolji“ jer je interaktivan, a jedina
ograničenja su mu nekompatibilnost između različitih hardverskih platformi, za koja
nema stvarnih razloga već su nastala kao posljedica ekonomskih težnji različitih
kompanija.
Ova promjena komunikacijskih okolnosti utječu na društvene odnose što se direktno
odrazilo na odnose između stvaraoca kulturnog sadržaja i korisnika. Umjesto pasivnog
čekanja korisnika, svi stvaraoci kulturnog sadržaja prinuđeni su smišljati inovativne
načine kako privući pažnju i obrazovati javnost o kulturnom sadržaju institucije. U tom
je procesu posebno važno ostvariti komunikaciju sa ciljnim skupinama korisnika i
javnosti te stvaranje željenog imidža u društvu. U afirmaciji kulturnog identiteta i
promociji kulturne komunikacije web-stranice i kulturni portali imaju jednu od važnijih
uloga, prvenstveno u stvaranju Kulturne mreže.
2. KULTURNI SEKTOR I NOVE MOGUĆNOSTI KOMUNIKACIJE
Pojmovi kulture, komunikacije i tehnologije međusobno su povezani, a kulturne
vrijednosti društva se odražavaju i u virtuelnom svijetu. Ta bi se sfera mogla opisati kao
svijet mogućnosti koje se izvode iz digitalnog modela i uputa korisnika (Lévy, 2001:
57). Pristup internetu za korisnike znači jednostavan pristup različitim informacijama i
sadržajima kao što su: muzika, videozapisi, film, slike, tekst i ostali oblici digitalnih
kulturnih dobara, tj. dokumentirane kulturne baštine koja je dostupna putem mreže.
Jednostavan pristup kulturnim dobrima na interentu za korisnike je vrlo privlačan,
zanimljiv i moglo bi se reći važan u novim odnosima u informacijskom društvu.
Virtuelno okruženje omogućuje kulturnim ustanovama da svoje poslove organiziraju na
novim osnovama, u skladu sa potrebama različitih kategorija korisnika – od naučnih
radnika, do šire publike koja, također, nije homogena kategorija. Stoga institucije koje
su zadužene za određeni kulturni sektor od državnog do lokalnog nivoa u svom radu ne
mogu ignorirati trendove digitalizacije postojećih sadržaja kao i novonastale digitalne
sadržaje. Od kulturnih se institucija očekuje da se prilagode novim trendovima i
očekivanjima korisnika te svoju „imovinu“ koja je upravo sadržaj, tj. ne samo fizički
atrefakti ili dokumenti, putem novih znanja i ICT-a tehnologija efikasnije prezentiraju i
ponude korisnicima. Pored činjenice da je neka informacija dostupna na mreži, to
nikako ne znači da će je korisnik jednostavno pronaći. Kulturne ustanove traže strategije
za efikasnu ponudu svog sadržaja i komuniciranje sa korisnicima. Istovremeno korisnici
pokušavaju filtrirati brojne informacije u potrazi za relevantnim informacijama. U tom
su procesu mehanizmi selekcije vrlo važni zbog velike količine dostupnih informacija
na mreži. Istraživanjem na internetu može se utvrditi u kojoj je mjeri i na koji način je
kulturni sektor usvojio nove mrežne (i virtuelne) načine rada. U društvu u kojem
dominiraju savremene informacione tehnologije i brz prijenosa informacija, vidljivost i
ostvarivanje interakcije sa korisnicima postala je jedna od najvažnijih komponenata u
radu kulturnih institucija. Za dugoročno stvaranje dobrih rezultata na ovom polju
neophodno je nekoliko komponenti:
 definiranje jasnog cilja i svrhe;
 digitalni sadržaji;
 ciljana publika/korisnici;
 pregledna web-stranica (jednostavna za pronalazak željenih informacija);
 ažuriranost stranice;
 unaprijeđenje stranice i redizajniranje.
2.1. WEB-STRANICA KOMISIJE ZA OČUVANJE NACIONALNIH
SPOMENIKA
Kada govorimo o mogućnostima koje nam nude informacione tehnologije, potrebno je
istaći da je Komisija za očuvanje nacionalnih spomenika (u daljem tekstu Komisija) bila
jedna od prvih državnih kulturnih institucija u Bosni i Hercegovini koja je putem webstranice 2003. godine prezentirala svoj rad široj javnosti. Komisija je od samog početka
svog rada uvidjela važnost web-komunikacije kao sistema koji „otvara“ instituciju široj
javnosti i čini njene sadržaje i informacije jednako dostupnim za sve zainteresirane
korisnike. Sa druge strane, tek je od 2006. do 2008. godine na državnom nivou
pokrenut projekt E-vlada, sa preporukama i smjernicama za elektronsko poslovanje svih
državnih institucija. Projekt je rezultirao usvajanjem "Uputstva o izradi i održavanju
146
Almedina Salihagić, Web resursi u području kulture – prezentacijska logika institucije
službenih internetskih stranica institucija BiH" ("Službeni glasnik BiH", broj 21/09).
Analizom web-stranice Komisije (iz 2003.) ustanovljeno je da sadržajno odgovara sa
oko 90 % preporuka iz Uputstva. Potrebno je istaći da web-stranica, posmatrana
sadržajno, pruža dosta podataka koji su dostupni na jezicima naroda u BiH i engleskom
jeziku kao što su:
 zakonski okvir za djelovanje Komisije;
 članovi Komisije;
 nacionalni spomenici (uključujući i Listu peticija i Privremenu listu i Listu
najugroženijih spomenika);
 aktivnosti Komisije (sjednice, posjete Komisije općinama, projekti i
konferencije, saopćenja za javnost, saradnja, izložbe, aktivnosti na Kampanji
za zaštitu ugroženog naslijeđa, Izvještaji o radu Komisije itd.);
 biblioteka i dokumentacioni centar (dokumentarna građa o nacionalnim
spomenicima);
 galerija fotografija nacionalnih spomenika;
 tekuće aktivnosti.
Slika 1: Izgled web-stranice Komisije (Izvor: www.kons.gov.ba)
Sa aspekta „vidljivosti“ rada u digitalnom prostoru, Komisija se trudi uspostaviti
interakciju sa korisnicima i javnošću upravo putem weba. Najznačajniji dio webstranice svakako je baza podataka u kojima se nalaze odluke (opis dobra, historijski
podaci, prethodna zaštita, stanje na terenu i dr.) za sve proglašene nacionalne
spomenike (za koje je odluka objavljena u Službenom glasniku BiH), a od kojih svaka
predstavlja nezaobilazan izvor podataka za pojedini spomenik za svakog pojedinca ili
instituciju koja se bavi proučavanjem naslijeđa Bosne i Hercegovine ili je na bilo koji
način povezana sa zaštitom naslijeđa.
Putem web-stranice Komisija obavještava javnost o datumima sjednica, izložbi,
novoproglašenim nacionalnim spomenicima, radovima u sklopu projekata Komisije,
projektima i stručnim konferencijama na kojima su učestvovali stručni saradnici.
Također je pružen uvid u resurse (dokumentarnu građu o nacionalnim spomenicima)
kojima raspolaže Komisija, a koji su stavljeni na raspolaganje svim zainteresiranim
korisnicima. Putem web-stranice je osigurana provedba Zakona o slobodi pristupa
informacijama (PS BIH broj 57/00 23. oktobra 2000. godine Sarajevo) u BiH putem
Vodiča za pristup informacijama kojima raspolaže Komisija. Svoju funkciju da
147
informira javnost o aspektima rada i djelovanja Komisije web-stranica je u potpunosti
ispunila. Osim toga, stranica je ponudila i neke reprezentativne digitalne prezentacije
naslijeđa od čega izdvajamo:
 fotogalerija o nacionalnim spomenicima;
 posteri spomenika za izložbu "Kulturno pamćenje – blago koje nestaje" (koju
Komisija realizira već 10 godina);
 interaktivna videoigra za najmlađe "Moja BiH – moje naslijeđe" (čiji cilj je
stjecanje znanja o naslijeđu).
Slika 2: Ponuda digitalne baštine na web stranici Komisije (Izvor: www.kons.gov.ba)
2.2. VIZUELNI (NE)IDENTITET
Budući da će potencijalni posjetitelji prvo „upoznavanje“ sa institucijom imati preko
web-stranice o njoj ovisi prvi dojam koji ostavljamo na korisnike naših informacija i
sadržaja. Ukoliko je stranica loša, nisu velike šanse da će se posjetitelji zadržati i
provjeriti sadržaj. Posjetitelj mora biti u stanju u nekoliko klikova doći do informacije
koju traži. Ukoliko u tome ne uspije, potražiti će drugu stranicu i teško da će se više
vratiti. Posmatrano sa tog aspekta, web-stranica Komisije je zastarjela, nedovoljno
jasna, bez jasno sistematiziranog sadržaja, a na njoj se ne možete jednostavno pronaći
traženi podatak, čak i onda kada znate šta tražite. Stranica, nažalost, nije mijenjana od
svog pokretanja, a tokom vremena došlo je do zastarijevanja tehničke infrastrukture
web-stranice, što je dovelo do smanjenog plasmana digitalnih sadržaja, zbog
nemogućnosti unosa podataka napravljenih u formatima koji izvornom web-stranicom
nisu bili podržani.
Svjesni činjenice da je stranicu neophodno redizajnirati nekoliko puta, rađena je
evaluacija sadržaja i vizuelnog identiteta stranice na osnovi upita za korisnike (koji su u
najvećoj mjeri studenti) i tima saradnika čiji je rad usko vezan sa digitalnim i
informacionim tehnologijama. Rezultati upita za korisnike dali su odgovore na to kako
„nas drugi vide“, a to je da sadržaj web-stranice nije jednostavno i lahko pretraživ, da
vizuelni identitet nije privlačan, da nedostaju izbornici te da su podaci nejasno
definirani. Na osnovi provedene evaluacije i upita korisnika potvrđeno je da je
neophodno redizajnirati stranicu što je prije moguće. S obzirom na utvrđene činjenice
tim koji će realizirati redizajn web-stranicu postavlja veliku odgovornost. Svakako je u
pitanju složen proces, s obzirom na to da Komisija posjeduje podatke oko 800 tekstova i
preko 10 000 fotografija za nacionalne spomenike, značajan broj PDF-dokumenta i
tehničke dokumentacije koju je potrebno prezentirati i staviti na raspolaganje
korisnicima.
148
Redizajnom web-stranice omogućilo bi se poboljšanje postojećih sadržaja, kao i
koncipiranje potpuno novih sadržaja. Cilj redizajna stranice je precizna identifikacija
institucije prilikom ulaska korisnika na stranicu, zatim vizualna dopadljivost, kvalitetan
sadržaj i struktuirana mogućnost povezivanja podataka. Prilikom redizajniranja stranice
potrebno je pažljivo planirati strukturu stranice fokusirajući se na sljedeće:
 strukturu sadržaja;
 dizajn (vizuelni identitet i atraktivan izgled);
 jednostavnost pregleda i upotrebe za korisnike;
 mogućnost dograđivanja i proširivanja;
 razvijanje strukture koja će podržati aplikacije vezane za online baze podataka;
 dati kratko objašnjenje pojedinačnih sadržaja;
 osigurati sprovođenje statistike o posjetama web-stranice i preuzimanju
sadržaja;
 mogućnost konvertiranja različitih formata.
Potrebno je kreirati privlačnu naslovnu stranicu sa koje se jasno vidi čime se institucija
bavi i što se od sadržaja nudi. Web-stranica mora biti sažeta i čitljiva jer njom šaljemo
poruku svojim sadašnjim i budućim korisnicima. Objektivno, web-stranica je dobra
ukoliko zadovoljava sljedeće kriterije:
 posjetitelji se vole zadržavati na stranici;
 stranica je napravljena u skladu sa generalnim pravilima struke;
 web-stranica nije trošak nego investicija u instrument za povećanje
prezentacije rada institucije.
Bez sadržajne kvalitete podataka, jednostavnog dizajna i kvalitetnog vizuelnog
identiteta na web-stranici, koja treba korespondirati sa djelokrugom rada Komisije,
razočarat ćemo i udaljiti korisnike. Kako je Komisija institucija kulture, koja je svojim
radom ostvarila značajan ugled, velika je šteta što trenutna web-stranica zbog
zastarjelosti ne prezentira kvalitetno instituciju.
Pored toga najveća šteta za proučavanje i zaštitu naslijeđa jeste što digitalni kulturni
sadržaji nisu na jednostavan način putem web-stranice dostupni korisnicima. Od 2012.
godine pokušavaju se stvoriti uvjeti koji bi rezultirali izdvajanjem finansijskih sredstava
za pokretanje redizajna web-stranice, nažalost taj projekt neće biti realiziran u 2014.
godini.
3. ZAKLJUČAK
Uzmu li se u obzir učinci inovativnih informacijskih i komunikacijskih tehnologija i
digitalne kulture na dinamiku razvoja i promjene sa kojima se susreću kulturne
institucije, jasno je da one moraju uložiti značajne napore da javnosti što bolje
prezentiraju svoj rad i digitalnu kulturnu baštinu. Virtuelno okruženje omogućuje
kulturnim ustanovama da svoje poslove organiziraju na novim osnovama, u skladu sa
potrebama različitih kategorija korisnika – od naučnih radnika, do šire publike koja,
također, nije homogena kategorija.
Kada govorimo o mogućnostima koje nam nude informacione tehnologije potrebno je
istaći da je Komisija za očuvanje nacionalnih spomenika (u daljem tekstu Komisija) bila
jedna od prvih državnih kulturnih institucija u Bosni i Hercegovini koja je putem webstranice 2003. godine prezentirala svoj rad široj javnosti. Sa aspekta „vidljivosti“ rada u
digitalnom prostoru Komisija se trudi uspostaviti interakciju sa korisnicima i javnošću
upravo putem web-stranice. Tim putem Komisija obavještava javnost o datumima
149
sjednica, izložbi, novoproglašenim nacionalnim spomenicima, radovima u sklopu
projekata, projektima i stručnim konferencijama na kojima su učestvovali stručni
saradnici. Također je pružen uvid u dokumentarnu građu o nacionalnim spomenicima
kojima raspolaže Komisija, a koji su stavljeni na raspolaganje svim zainteresiranim
korisnicima.
Međutim, stranica nije mijenjana od pokretanja (10 godina), a tokom vremena došlo do
vizuelne, sadržajne i tehničke infrastrukture web-stranice, što je dovelo do smanjenog
plasmana digitalnih sadržaja zbog nemogućnosti unosa podataka napravljenih u
formatima koji izvornom web-stranicom nisu bili podržani. Nažalost, zbog zastarjelosti
stranice Komisija nije u mogućnosti da objavljuje digitalne materijale svojih aktivnosti
koje u svojoj strukturi imaju tekst i tehničku dokumentaciju. S obzirom na to da webstranica ne može u potpunosti i kvalitetno prezentirati rad institucije i sadržaj podatka,
nametnula se potreba za redizajnom stranice. Na taj način bi se omogućilo poboljšanje
postojećih sadržaja, kao i formiranje potpuno novih sadržaja.
Cilj redizajna stranice je precizna identifikacija institucije prilikom ulaska korisnika na
stranicu, zatim vizualna dopadljivost, kvalitetan sadržaj i struktuirana mogućnost
povezivanja podataka. Zaključak je da trenutni izgled web-stranice ne daje realnu sliku
institucije, ona na internetu nije kvalitetno prezentirana i zbog toga je potrebno je što
prije krenuti u realizaciju projekta redizajna stranice Komisije. Da bismo bili u korak sa
intenzivnom interkulturalnom komunikacijom koja potiče nove oblike kulturne
raznolikosti u umreženim identitetima na globalnom, regionalnom i nacionalnom nivou,
neophodno je da u taj projekt krenemo odmah. Potrebno je kreirati privlačnu naslovnu
stranicu sa koje se jasno vidi čime se institucija bavi i što se od sadržaja nudi. Webstranica mora biti sažeta i čitljiva jer njom šaljemo poruku svojim sadašnjim i budućim
korisnicima.
4. BIBLIOGRAFIJA:
 Brofi, Piter. Biblioteka u dvadeset prvom veku: nove usluge za informaciono doba,
Beograd: Clio, 2005.
 Dražin-Trbuljak, Lada. Redizajn web stranice muzejkog dokumnetacijskog centra,
hpt: www.mdc.hr: od muzeja za muzeje, Muzeologija 41/42, Zagreb: Muzejski
dokumentacijski centar, 2007. (266-276). Dostupno na: http://hrcak.srce.hr/index.
php?show=toc&id_broj=6249.
 Lévy, P. Cyberculture. University of Minnesota Press, 2001.
 Light, Richard. Web stranica CIDOC-A analiza slučaja o ponovnoj upotrebi
informacija, Muzeologija 41/42, Zagreb: Muzejski dokumentacijski centar, 2007.
(35–41). Dostupno na: http://hrcak.srce.hr/index.php?show=toc&id_broj=6249.
 Homadovski, Aleksandar. Transformacije institucija kulture − Suvremene muzejske
destinacije i utjecaji vrijednosti industrijskog brandinga, Prostor 17, Arhitektonski
fakultet: Zagreb, 2009. (386-398). Dostupno na: www.hrcak.srce.hr/file/70202
 Pavelin, Goran. Analiza web stranica hrvatskih arhiva s aspekta javnih programa.
Dostupno na: 630787.Arhivi_javni_programi.docx bib.irb.hr/datoteka/630787.
 Rizvić, Selma. Digitization and Multimedia Presentation of Cultural Heritage in
Bosnia and Herzegovina, 3D Technologies as Communcation Tool of 21st Century,
IK3DT: Ljubljana, 2009.
150
 Selimović, Dino; Rizvić, Selma. "DIGI.BA" - Digitalizacija i informatizacija
kulturne baštine BiH. Dostupno na: http://elibrary.matf.bg.ac.rs/bitstream/handle/
123456789/2030/013%2520SELIMOVIC%2520RIZVIC.pdf?sequence=1.
 Strategija kulturne politike u Bosni i Hercegovini, Sarajevo 2008. Dostupno na:
www.mcp.gov.ba/org_jedinice/sektor_nauka_kultura/.../strategije/?id.
 Strateški plan Komisije za očuvanje nacionalnih spomenika. Sarajevo, 2013. (interni
akt).
 Nadrljanski, Đorđe. Informatička pismenost i informatizacija obrazovanja,
Informatologija, Vol. 39. No. 4. Zagreb: Hrvatsko komunikološko društvo, 2013.
(262–66). Dostupno na: www.hrcak.srce.hr.
 Uzelac, Aleksandra. Digitalna kulturna dobra u informacijskom društvu između
javne domene i privatnog vlasništva, Medij. istraž. (god. 10, br. 1) 2004. (37–53).
 ____________, Kulturne mreže i kulturni portali – nova infrastruktura kulturnog
sektora, Muzeologija 41/42, Zagreb: Muzejski dokumentacijski centar, 2007. (42–
51). Dostupno na: http://hrcak.srce.hr/index.php?show=toc&id_broj=6249.
 Zakon o slobodi pristupa informacijama u Bosni i Hercegovini. Parlamentarna
Skupština BiH broj. 57/00 Sarajevo, 2000. Dostupno na: http://www.mpr.gov.ba/
pristup_info/default.aspx?id=2574&langTag=bs-BA.
151
WEB RESOURCES IN THE FIELD OF CULTURE – PRESENTATION
LOGIC OF INSTITUTION
Almedina Salihagic
Commission to Preserve National Monuments – Library and Documentation Centre
Obala Kulina Bana, number 1
71000 Sarajevo
www.kons.gov.ba
[email protected]
SUMMARY:
Digital technology nowadays exists in all business segments, providing for new communication
methods. In such a society faced with general globalisation, the notions of space and time are no
longer the same as before given the fact that the web makes a large amount of information
accessible anytime, anyplace. Such new horizons have made us redefine the concept of culture,
expanding it to the new concept of digital culture. The virtual environment allows the cultural
institutions to organise their business on new foundations, meeting the needs of many types of
different users. In the society which is dominated over by modern technologies and fast
information transmission, the visibility and the achievement of interaction with users have
become some of the most fundamental aspects of work in the cultural institutions. This paper
deals with the samples of the presentation of culture sector in the web environment, using as the
sample the website of the Commission to Preserve National Monuments (hereinafter:
Commission), which deals with the material heritage of Bosnia and Herzegovina. It provides for
an overview of contextual structure of the website, and recognizes the need for the website redesign, along with boosting the existing content, as well as the developing entirely new content.
The objective of this paper is to highlight the importance of creating visual identity of the
institution’s digital presentation, from which it must be clear what activities the institution is
engaged in. It also accentuates the urgent need for the website re-design, as its current potentials
cannot respond to the presentation needs of the Commission in a qualitative and adequate
manner.
Key words: digital culture, information technologies, culture sector, web pages, the Commission
to Preserve National Monuments, visual identity, information technologies.
1. INTRODUCTION
The rapid expansion of information-communication technologies affects the mode of
operation of the culture sector, more specifically it establishes a new contextual
framework within which cultural institutions perform their work. New information
technologies have provided new forms of communication by means of information,
whereas digitalisation enables easy, simple and fast reproduction, storage, distribution
and application of new types of content and information. Each new media is more
transparent than the previous one, as its creation is based on the experience of the “old”
media. Within such a context, web is “better”, given that it is interactive, while its only
limitations lie in the incompatibilities between different hardware platforms, this having
no grounds, considering that they have emerged as a result of economic aspirations of
various companies.
Such a change in communication circumstances affects social relations, this directly
reflecting on the relations between the designers of cultural content and its users.
Instead of awaiting the users passively, the cultural content designers are compelled to
think of innovative methods in order to attract the attention and educate the public about
cultural content of the institution. Within this process, it is of special significance to
establish communication with the target user groups and the public, and to create a
desired image in the society. In the affirmation of cultural identity and the promotion of
cultural communication, the websites and cultural portals have one of the major roles,
primarily in the creation of a Cultural web.
2. CULTURE SECTOR AND NEW COMMUNICATION POTENTIALS
The concepts of culture, communication and technology are interrelated, whereas
cultural values of the society reflect on the virtual world. The virtual sphere might be
described as the world of potentials that are derived from the digital model and the
recommendations by users (Lévy, 2001: 57). For all the users, internet access signifies a
simple access to various information and content, such as: music, videos, movies,
photos, texts and other forms of digital cultural property, i.e. documented cultural
heritage that is available through the Web. Easy access to cultural property on the
internet is found by the users as a very attractive and interesting method, and we could
say a very important one for the new relations in the information society.
The virtual environment enables cultural institutions to organise their operations on new
foundations, in accordance with the needs of various types of users – from scientific
workers to general public, which is not a homogeneous user type either. Therefore,
those institutions entrusted with the culture sector, from the state down to the local
level, cannot ignore the trends of the digitalisation of existing content as well as newly
designed digital content in performing their work tasks. The cultural institutions are
expected to adjust to these new trends and user expectations, and to more efficiently
present and offer their “property”, which actually represents the content and not just
pure physical artefacts or documents, to the users through newly obtained knowledge
and ICT technologies. The fact that certain information is available on the Web does not
mean that the user will find it easily. The cultural institutions are searching for the
strategies to efficiently offer their own content and achieve better communication with
the users. At the same time, the users are trying to filtrate out numerous information in
searching for relevant data. In this process, the selection mechanisms are of great
importance due to a massive amount of information available on the Web. Internet
research can lead to the conclusion to what extent and in what a manner the culture
sector has adopted new network (including virtual) operation modes. In the society
which is dominated over by modern information technologies and fast information
transmission, the visibility and the achievement of interaction with the users have
become some of the most fundamental aspects of work in the cultural institution. For
the long term accomplishment of good results in this particular field, it is necessary to
establish a few components:
 Definition of clear objectives and purposes;
 Digital content;
 Target audience/users;
 Well laid-out webiste (desired information easy to find)
 Website updating;
 Improvement of the wegsite and its redesign
2.1. WEBSITE OF THE COMMISSION TO PRESERVE NATIONAL
MONUMENTS
When we talk about the potentials of information technologies, it needs to be
highlighted that the Commission to Preserve National Monuments (hereinafter:
154
Almedina Salihagić, Web resources in the field of culture – presentation logic of institution
Commission) was one of the first state cultural institutions in Bosnia and Herzegovina
to present its work to wide audience through the website in 2003. Since the beginning of
this work, the Commission has recognised the importance of web communication as the
system which “opens” the institution to general public and makes its content and
information easily accessible to all interested users. On the other hand, it was only in the
period 2006-2008 that the state level has seen the launch of the project E-government,
including recommendations and guidelines for electronic business to all state
institutions. The project resulted in the adoption of the “Guidance on Designing and
Maintaining Official Internet Sites of BiH” (“BiH Official Gazette” no. 21/09). The
analysis of the Commission’s web page (as of 2003) led to the conclusion that that site
corresponds to the Guidance recommendations to about 90%. It needs to be emphasised
that the website, from the contextual point of view, provides a lot of information that are
available on all languages officially used in BiH, as well as in English language such as:
 Legal framework for the work of the Commission;
 Commission members;
 National monuments (including the List of Petitions, the Provisional List and the
List of Heritage at Risk);
 Commission activities (session, Commission visits to municipalities, projects and
conferences, press releases, cooperation, exhibitions, activities in the Campaign for
Protection of Heritage at Risk, reports on the Commission work etc.);
 Library and Documentation Centre (documentary material on national monuments);
 Photo gallery of national monuments;
 Ongoing activities
Figure 1: Lay-out of the Commission’s web site (Source: www.kons.gov.ba)
From the standpoint of the “visibility” of work in the digital space, the Commission is
striving to establish interaction with users and public through the Web. The most
important segment of the website is certainly the database, carrying the decisions
(description of the monument, historical information, protection up to date, condition of
the site etc.) for all designated national monuments (for which the decision has been
published in the BiH Official Gazette), each of them representing essential source of
information on any individual monument for each individual or an institution dealing
with the study of Bosnia and Herzegovina heritage, or is in any way associated with the
heritage protection.
Through its website, the Commission informs the public about the dates of its session,
exhibitions, newly designated national monument, all activities deriving from the
Commission’s projects, other projects and scientific conferences, at which various
expert associates have taken participation. It also provides an insight into resources
(documentary material on the national monuments) in possession by the Commission,
which are made available to all interested users. The website ensures the
155
implementation of the Freedom of Access to Information Act (PS/Parliamentary
Assembly of BiH, no. 57/00, dates 23rd October 2000, Sarajevo) in BiH via the Guide
on Access to Information held by the Commission. This website has entirely achieved
its objective to inform the public about all aspects of the Commission’s work and
activities. Apart from this, the website offers some representative digital heritage
presentations, of which we highlight:
 Photo gallery of national monuments;
 Posters on the monuments for the Exhibition “Cultural memory – a vanishing
treasure (having been organised by the Commission for already 10 years);
 Interactive video games for the youngest population „My BiH - My Heritage“
(the aim of which is to gain knowledge about heritage).
Figure 2: Digital heritage presentation on the Commission’s web site (source: www.kons.gov.ba)
2.2. VISUAL (NON) IDENTITY
Given the fact that a potential visitor will make his initial acquaintance with the
institution through its website, the first impression to be left on the user of our
information and content depends on it. Should the website be of bad quality, there are
poor chances that the visitor will spend some time on it and further search through its
contents. The visitor must be enabled to reach needed information with only a few
clicks. If he/she fails to do so, they will move to another page, and it is hard to expect
that they will return to our website. Observing the situation from this aspect, we can say
that the Commission’s website is out-dated, unclear, without properly systematized
content, where you are unable to find easily desired information, even when you know
what to look for. Unfortunately, the site has not been modified since its launch, while
over time the technical infrastructure of the website has become out-dated, which has
led to the reduction of the placement of digital content due to the inability to store data
created in the formats not being supported with the initial website.
Aware of the fact that the website needs to be redesigned, the evaluation of the content
and visual identity of the page have been made a few times, based on the user survey
(which mostly involved the students) and the survey of the associates whose work is
closely linked to digital and information technologies. The user survey results have
provided us with an overview as to “how others see us” and their answers actually tell
us that the content of the website cannot be easily and simply searched, that the visual
identity is not appealing, that it lacks menu and that data are vaguely defined. This
evaluation and the user survey basically reiterate that the webpage needs to be
redesigned as soon as possible. Given the aforementioned facts, the team which will
carry out the website redesign process is faced with a great responsibility. This is
certainly a complex process, considering the fact that the Commission is in possession
of such data including around 800 texts and over 10 000 photographs related to the
156
national monuments, significant number of PDF documents and technical
documentation that needs to be presented and made available to all the users.
The website redesign would provide for improvement of existing content, as well as
formation of entirely new content. Objective of the website redesign is to enable the
user to accurately identify the institution when opening its website, followed by visual
attractiveness, the content quality and the structured possibility of data linking. In the
website redesign process, it is necessary to carefully plan the structure of the website,
placing the focus on the following.
 Content structure;
 Design (visual identity and attractive layout);
 Easy search and user instructions;
 Possibility for upgrading and expansion;
 Develop structure that will be able to support applications related to the online
databases;
 Provide statistics on the website visits and the content download;
 Possibility to convert different formats.
It is necessary to make a home page attractive, where one can clearly see what the
institution deals with and what it offers in terms of content. The website needs to be
concise and readable, as it provides us with the possibility to send our messages to
current and potential users. Objectively speaking, the website is good if it meets the
following criteria:
 Visiters prefer to spend some time on that website;
 The website has been designed in compliance with the general professional rules;
 The web page is not an expense, but an investment into the instrument allowing for
enhanced presentation of the institution’s work.
Without data quality content-wise, simple design and good visual identity on the
website, which should correspond to the scope of the Commission’s work, we will
continue to make the users disappointed, further distancing them away from us. As the
Commission is the institution of culture, which has reached good reputation based on its
work, it is very detrimental for us that the current website fails to present the institutions
in a qualitative manner, due to being out-dated.
Apart from this, the biggest damage in studying and protecting the heritage lies in the
fact that the digital cultural context of the website is not made easily available to users.
Since 2012, the efforts have been made to create such conditions which would result in
the allocation of financial resources for launching the website redesign, but
unfortunately this project shall not see the light in 2014.
3. CONCLUSION
Taking into account the effects of innovative information and communication
technologies and digital culture on the dynamics of development and changes faced by
the cultural institution, it becomes clear that these institutions must make significant
efforts to better present their work and digital cultural heritage to general public. Virtual
environment enables cultural institutions to organise their operations on new
foundations, in accordance with the needs of various types of users – from scientific
workers to general public, which is not a homogeneous user type either.
157
When we talk about potentials of information technologies, it needs to be highlighted
that the Commission to Preserve National Monuments (hereinafter: Commission) was
one of the first state cultural institutions in Bosnia and Herzegovina to present its work
to wide audience through the website in 2003. From the standpoint of “visibility” of
work in the digital space, the Commission is striving to establish interaction with the
users and public through its website. Through its website, the Commission informs the
public about the dates of its sessions, exhibitions, newly designated national
monuments, all activities deriving from the Commission’s projects, other projects and
scientific conferences, at which various expert associates have taken participation. It
also provides an insight into documentary material on the national monuments, in
possession by the Commission, which is made available to all interested users.
However, the website has not been modified since its launch (for about 10 years), while
over time its visual, contextual and technical infrastructure has become out-dated, which
has resulted in reduced placement of digital content due to inability to insert such data
made in the format not supported with the initial website. Due to the fact that the
website is unfortunately out-dated, the Commission is unable to publish digital
materials of its activities, which in their structure carry the texts and technical
documents. Given that the website cannot entirely and in a qualitative manner present
the work of the institution and the content of its information, the need for the website
redesign has been imposed. Like this, the existing content would be boosted and entirely
new contents would be formed.
Objective of the website redesign is to enable the user to accurately identify the
institution when opening its website, followed by visual attractiveness, the content
quality and structured possibility of data linking. The conclusion is that the current
layout of the website does not give a realistic image of the institution, lacking in quality
of its presentation on the internet, and therefore it is of significance to launch the
redesign project of the Commission’s website as soon as possible. In order to keep up
with the intensive intercultural communication, which stimulates new forms of cultural
diversity in the networked identities on the global, regional and national level, it is
necessary to launch this project. We should create such an attractive website, which
clearly shows what the institution deals with and what content it may offer. The website
needs to be concise and readable, as it allows us to send our messages to the current and
potential users.
4. BIBLIOGRAPHY:
 Brofi, Piter. The library in the twenty-first century: new services for information
age, Belgrade: Clio, 2005.
 Dražin – Trbuljak, Lada. Redizajn web stranice muzejkog dokumnetacijskog centra,
(Web site redesign of the Museum Documentation Centre) hpt: www.mdc.hr: od
muzeja za muzeje, Muzeologija (from a museum for the museums, Museology),
41/42, Zagreb: Muzejski dokumentacijski centar, 2007. (266-276). Available on:
http://hrcak.srce.hr/index.php?show=toc&id_broj=6249
 Lévy, P. Cyberculture. University of Minnesota Press, 2001.
 Light, Richard. Web stranica CIDOC-A analiza slučaja o ponovnoj upotrebi
informacija, Muzeologija (CIDOC website – analysis of the case on the reuse of
158










information) 41/42, Zagreb: Muzejski dokumentacijski centar, 2007. (35-41).
available on: http://hrcak.srce.hr/index.php?show=toc&id_broj=6249
Homadovski, Aleksandar. Transformacije institucija kulture − Suvremene muzejske
destinacije i utjecaji vrijednosti industrijskog brandinga, (Transformation of the
institutions of culture – Modern museum destinations and influence of the value of
industrial branding) Prostor 17, Arhitektonski fakultet: Zagreb, 2009. (386-398).
available on: www.hrcak.srce.hr/file/70202
Pavelin, Goran. Analiza web stranica hrvatskih arhiva s aspekta javnih programa,
(Analysis of the websites of the Croatian Archives from the standpoint of public
programs) available on: 630787.Arhivi_javni_programi.docx bib.irb.hr/datoteka/
630787.
Rizvić, Selma. Digitization and Multimedia Presentation of Cultural Heritage in
Bosnia and Herzegovina, 3D Technologies as Communication Tool of 21st Century,
IK3DT: Ljubljana, 2009.
Selimović, Dino i Rizvić, Selma. „DIGI.BA“ - Digitalizacija i informatizacija
kulturne baštine BiH, (Digitalisation and informatisation of BiH cultural heritage)
available on: http://elibrary.matf.bg.ac.rs/bitstream/handle/123456789/2030/013%
2520SELIMOVIC%2520RIZVIC.pdf?sequence=1
Strategija kulturne politike u Bosni i Hercegovini, (Strategy for Cultural Policy in
Bosnia and Herzegovina) Sarajevo 2008. available on: www.mcp.gov.ba/org_jedi
nice/sektor_nauka_kultura/.../strategije/?id...
Strateški plan Komisije za očuvanje nacionalnih spomenika (Strategic Plan of the
Commission to Preserve National Monuments). Sarajevo, 2013. (internal document)
Nadrljanski, Đorđe. Informatička pismenost i informatizacija obrazovanja,
Informatologija, (Information technologies literacy and informatisation of education,
Informatology) Vol. 39. No. 4. Zagreb: Hrvatsko komunikološko društvo, 2013.
(262- 66). available on: www.hrcak.srce.hr
Uzelac, Aleksandra. Digitalna kulturna dobra u informacijskom društvu između
javne domene i privatnog vlasništva, (Digital cultural property in the information
society between the public domain and the private ownership) Medij. istraž. (god.
10, br. 1) 2004. (37-53).
______________, Kulturne mreže i kulturni portali – nova infrastruktura kulturnog
sektora, Muzeologija (Cultural webs and cultural portals – new infrastructure of
culture sector, Museology) 41/42, Zagreb: Muzejski dokumentacijski centar, 2007.
(42 -51). available on: http://hrcak.srce.hr/index.php?show=toc&id_broj=6249
Freedom of Access to Information Act, BiH Parliamentary Assembly, number 57/00
Sarajevo, 2000. available on: http://www.mpr.gov.ba/pristup_info/default.aspx?
id=2574&langTag=bs-BA
159
AUTENTIFIKACIJSKO-AUTORIZACIJSKA RJEŠENJA COBISS
I ŠIBOLETIZACIJA INTERNET SERVISA
COBISS AUTHENTICATION/AUTHORISATION SOLUTIONS
AND SHIBBOLETHISATION OF WEB SERVICES
Miran Petek, mr. Pero Šobot
Institut informacijskih znanosti (IZUM), Maribor, Slovenija (http://www.izum.si)
[email protected], [email protected]
SAŽETAK:
IZUM i biblioteke nude svojim korisnicima brojne informacijske servise, a većina tih servisa
omogućuje, odnosno zahtijeva prijavu korisnika. Prijava se izvodi na osnovu korisničkog imena
i šifre i omogućuje autentifikaciju i autorizaciju korisnika. Takvim mehanizmom IZUM upravlja
na osnovu podataka identiteta/članova u COBISS sistemu. Ove godine planiramo uvođenje
jedinstvene prijave (Single Sign-On) preko programske komponente Shibboleth. Rezultat tih
nastojanja je Federacija COBISS AAI koja predstavlja infrastrukturni servis za prijavu
korisnika u različite bibliotečko-informacijske servise.
Ključne riječi:
informacijska pismenost, informacijska tehnologija, informacijski sistemi i servisi, COBISS.SI,
baze podataka članova biblioteka, autentifikacija, autorizacija, AAI, Federacija COBISS AAI,
Shibboleth, LDAP, IdP, Identity Provider, Service Provider
SUMMARY:
IZUM and libraries offer their users a number of information services and the majority of these
provide or require user logins. The login is carried out on the basis of a username and
password and provides user authentication and authorization. Such mechanism is managed by
IZUM on the basis of identity/member data in the COBISS system. This year, IZUM plans to
implement a Single Sign-On via the Shibboleth software component. The result of these efforts is
the COBISS AAI Federation, which represents an infrastructure service for a user login to
different library information services.
Key words:
information literacy, information technology, information system and services, COBISS.SI,
databases of library members, authentication, authorisation, AAI, COBISS AAI Federation,
Shibboleth, LDAP, IdP, Identity Provider, Service Provider.
1. UVOD
Sažmimo uvodne riječi sa IX. Međunarodne konferencije bibliotekara (Bećiraj, 2012),
gdje autori opisuju shvatanje informacijske pismenosti (IL) i pojma informacijska
tehnologija (IT), da bismo mogli da objasnimo zašto smo se odlučili da nastavimo i
nadogradimo naš članak sa prošlogodišnje konferencije (Šobot, 2013). Američka
asocijacija biblioteka (The American Library Association) nudi nam najprihvatljiviju
definiciju za informacijsku pismenost: „Informacijska pismenost predstavlja skup
umijeća koje su pojedincu potrebne da 'prepozna kada je informacija potrebna te da
bude u stanju da locira, vrednuje i efikasno upotrebi traženu informaciju.' Informacije
su dostupne preko biblioteka, javnih izvora, organizacija s posebnim interesovanjima,
preko medija i interneta – a sve više informacije stižu do pojedinca u nefiltriranom
obliku, uz pitanje o njihovoj autentičnosti, validnosti i pouzdanosti. Konačno,
informacijski pismeni ljudi su oni pojedinci koji su se naučili kako treba učiti. Oni
znaju kako treba učiti, jer znaju kako su informacije organizovane, kako se mogu
pronaći i upotrijebiti na način na koji i ostali iz njih mogu nešto naučiti.“ I o relaciji
između IT i IL: „Informacijska pismenost povezana je sa umijećima informacijske
tehnologije, a ujedno vrši širok utjecaj na pojedinca, obrazovni sistem i društvo u
cjelini. Umijeća informacijskih tehnologija omogućuju pojedincu upotrebu računara,
programske opreme, baza podataka i drugih tehnologija za postizanje širokog spektra
akademskih, profesionalnih i ličnih ciljeva. Informacijski pismeni pojedinac
neizbježno razvija neke od tehnoloških vještina.“ (ALA, 2000)
Informacijska pismenost usko je povezana s bibliotekama, a biblioteke sa bibliotečkoinformacijskim sistemima. Za skoro cijelu regiju istočnog Balkana to je COBISS
sistem. Zato su bibliotečko-informacijski servisi (IZUM za Sloveniju, nacionalni
COBISS centri za ostale države u mreži COBISS.Net, 2014) zaduženi i za
organiziranje pristupa stranim bazama podataka i servisima te za organiziranje
stručnog obrazovanja i savjetovanja na području svoje djelatnosti. Dakle, nude brojne
internet-informacijske servise i njihovim korisnicima, odnosno bibliotekama, savjetuju
kako da ih koriste. Biblioteke opet pomažu kod upotrebe servisa svojim korisnicima.
Većina internet-informacijskih servisa omogućuje, odnosno iziskuje prijavu korisnika.
To posebno važi za informacijske servise koji omogućuju personalizaciju usluga, tj.
podešavanja koja korisnici mogu postaviti prema ličnoj želji i na taj način servis
prilagoditi svojim željama i potrebama. Pri tom se postavlja pitanje, kakav mehanizam
prijavljivanja upotrijebiti. Treba ustanoviti da li se od korisnika zahtijeva samo
autentifikacija ili i autorizacija, što zavisi od usluge koju biblioteka nudi svojim
korisnicima i licencnih dogovora koje biblioteke imaju s provajderima informacijskih
usluga.
Postoje brojni autentifikacijsko-autorizacijski sistemi. U bibliotečko-informacijskim
sistemima najčešće se koristi LDAP (Lightweight Directory Access Protocol). Ovaj
sistem obezbjeđuje dovoljnu mjeru opšte informacijske bezbjednosti, kao i
bezbjednosti ličnih podataka. IZUM podržava LDAP (2014) autentifikacijska rješenja
i nudi ih slovenačkim bibliotekama. Rezultat toga su brojni, već realizirani projekti, što
će biti prikazano u nastavku rada.
Nadogradnju LDAP protokola predstavlja dopuna programskim modulom Shibboleth
koji omogućuje jedinstvenu prijavu korisnika u različite informacijske servise.
Obezbjeđuje tzv. Single Signe-On, odnosno ukida potrebu ponovnog prijavljivanja
korisnika. Federacija COBISS AAI predstavlja rezultat projekta jedinstvene prijave na
osnovu podataka o članovima biblioteka u COBISS sistemu i obezbjeđuje
autentifikacijsku i autorizacijsku infrastrukturu za prijavljivanje korisnika u
informacijske servise koje biblioteke nude svojim korisnicima.
Svojom značajnom ulogom, IZUM, kao bibliotečko-informacijski servis, redovno
aktivno učestvuje i u projektima i djelatnostima koji čine osnovnu infrastrukturu za
razvoj doživotnog učenja. Ove godine također smo učestvovali u manifestaciji T(eden)
V(seživljenskega) U(čenja) (Sedmica doživotnog učenja) pod sloganom „Parada
učenja 2014“ (Dnevi učečih se skupnosti 9-17. maj) koji predstavlja jednu od
najudarnijih promocijskih kampanja na području obrazovanja i učenja u Sloveniji
(TVU, 2014) i dio je međunarodnog projekta festivala učenja.
162
Miran Petek, Pero Šobot, Autentifikacijsko-autorizacijska rješenja COBISS i šiboletizacija
Internet servisa
2. INFORMACIJSKI SERVISI U SLOVENAČKIM BIBLIOTEKAMA
Slovenačke biblioteke koriste brojne informacijske servise na internetu.
2.1. Bežični pristup internetu
Danas, u vrijeme dominacije mobilnih uređaja, bežični pristup internetu shvata se kao
usluga bez koje biblioteka ne može zadovoljiti želje savremenog korisnika. U
akademsko-istraživačkom okruženju, bežični pristup internetu potvrdio se preko
međunarodnog projekta Eduroam (2014), o kojem u Sloveniji brine Arnes (2014). Riječ
je o globalnom servisu bežičnog pristupa sa prostora obrazovnih institucija, članica
projekta. To su univerziteti, istraživački instituti, srednje i osnovne škole i vrtići koji
zaposlenima, studentima i istraživačima omogućuju bezbjednu i jednostavnu upotrebu
njihovih mobilnih uređaja (prijenosni računar, tablica, pametni telefon) prilikom
pristupa internetu. Dodatna vrijednost ovog servisa jeste mogućnost upotrebe servisa na
svim lokacijama institucija širom svijeta koje učestvuju u projektu Eduroam. U projektu
trenutno učestvuju 54 države. U praksi, to znači da je servis npr. dostupan slovenačkom
profesoru ili studentu u vrijeme posjete ili studija na stranom univerzitetu izvan
Slovenije.
Za ostale „neobrazovne“ biblioteke IZUM, na osnovu iste infrastrukture poput
Eduroama, nudi bežični pristup internetu preko projekta Libroam (2014). Servis
prvenstveno koriste opšte biblioteke koje ne mogu da koriste usluge Arnesa. U projekt
Libroam uključeni su i Narodna i univerzitetna knjižnica u Ljubljani i Univerzitetna
knjižnica Maribor koje, osim univerzitetskim svoje usluge nude ostalim članovima
biblioteke. Mrežu Libroam mogu koristiti i korisnici Eduroam mreže, jer se
upotrebljava ista tehnološka platforma koja obezbjeđuje kompatibilnost obje mreže.
2.2. Daljinski pristup informacijskim servisima
U svjetskim okvirima, EZproxy (2014) je najčešće korišten alat za obezbjeđivanje
usluga pristupa informacijskim izvorima. Provajder programske opreme je OCLC
(2014). Taj alat je veoma rasprostranjen i u Sloveniji, jer omogućuje daljinski pristup
servisima, bez obzira na fizičku lokaciju korisnika (također od kuće). Primarni način
pristupa informacijskim izvorima uređuje se na osnovu IP adresa institucija, a budući da
provajderi informacijskih izvora ne dozvoljavaju „registraciju“ IP adresa izvan lokacija
institucija naručioca servisa, upravo je alat EZproxy veoma priručan servis za
obezbjeđivanje pristupa izvan registriranih IP adresa.
Alat EZproxy Univerzitet u Ljubljani koristi preko portala Mrežnik (2014) o kojem
brine Narodna i univerzitetna knjižnica. Univerzitet u Mariboru također koristi taj alat
preko portala Univerzitetne knjižnice u Mariboru (UKM, 2014). Opšte biblioteke
također su pretplaćene na brojne informacijske izvore i daljinski pristup uređuju alatom
EZproxy. IZUM takvu mogućnost pristupa informacijskim izvorima obezbjeđuje
ostalim bibliotekama koje nemaju sopstvena rješenja za daljinski pristup preko portala
(Oddaljen dostop IZUM, 2014).
2.3. Baze podataka i metapretraživači
U najznačajnije bibliotečke usluge svakako spada pristup bazama podataka. U Sloveniji
je ponuda veoma široka. Postoje nacionalni konzorci za nabavku baza podataka i eizvora koji uključuju sve univerzitetske korisnike i najznačajnije istraživačke institucije.
Postoji i mnogo individualnih dogovora s provajderima informacijskih izvora i
163
pojedinim bibliotekama. Izdavači, agregatori i ostali provajderi specijaliziranih baza
podataka slovenačkim bibliotekama nude šarolik spektar sadržaja, kako akademske
tematike tako i tematike zanimljive za opšte korisnike. Posebno su interesantne baze
podataka s punim tekstom (full text), a u posljednje vrijeme i e-knjige. Sve češće
biblioteke se odlučuju za nabavku građe koja zamjenjuje klasična štampana izdanja.
Neke biblioteke prelaze na tzv. e-only modele narudžbina.
Metapretraživači i discovery alati olakšavaju korisnicima pretraživanje informacija i
literature koja im je potrebna za njihove istraživačko-obrazovne potrebe. IZUM nudi
servis Metaiskalnik (2014) koji omogućuje istovremeno pretraživanje po različitim
informacijskim izvorima. Tim alatom korisnik štedi vrijeme potrebno za izbor pojedinih
informacijskih izvora i izvođenje upita na različitim portalima i grafičkim interfejsima
različitim tehnikama pretraživanja. Discovery alati, koji se širom svijeta sve više koriste
i polako potiskuju klasične bibliotečke portale za pretraživanje informacija, korisnicima
olakšavaju taj posao, jer je pretraživanje po centralnom indeksu mnogo brže,
jednostavnije i lakše za korisnika. Discovery alati se koriste i u Sloveniji, a IZUM u
svom programu rada planira implementaciju rješenja u okviru sistema COBISS/OPAC.
2.4. Moja biblioteka u COBISS/OPAC-u
Moja biblioteka jedna je od najznačajnijih funkcionalnosti COBISS/OPAC-a
(COBISS.SI, 2014). Ona omogućuje uvid u pozajmljenu građu pojedinog člana i
mogućnost online produžavanja roka pozajmice. Online rezervacije građe također su
veoma korištena opcija koja, zajedno sa međubibliotečkom pozajmicom, korisniku nudi
mogućnost naručivanja građe iz „fotelje“. Mobilna aplikacija mCOBISS (2014) dodatno
doprinosi lagodnosti servisa. Jedna od funkcija, koju su korisnici tražili i koja je u
posljednje vrijeme dodana u Moju biblioteku, jeste pregled historijata pozajmljene
građe. Svakako, ne smijemo zaboraviti na pregled dugovanja i ograničenja koje
korisnici imaju u svojoj biblioteci. Mogućnost uključivanja obavještavanja e-poštom ili
SMS-om korisniku može olakšati kontrolu nad pravovremenim vraćanjem građe i
primanjem različitih obavještenja biblioteke o događajima i značajnim informacijama.
Funkcionalnosti Moje biblioteke svakako se šire sa svakom novom verzijom
COBISS/OPAC-a.
2.5. Internet forumi, internet kursevi i drugo
Veoma korisne stručne diskusije o bibliotečkim temama često se razvijaju na tzv.
internet-forumima. IZUM također nudi tri takva e-foruma (Spletni forumi, 2014).
Učesnici raspravljaju na temu katalogizacije, opšteg rječnika predmetnih odrednica
COBISS i referentnog servisa Pitaj bibliotekara i na taj način doprinose boljem
razumijevanju tematike, a također i postavljanju vizije daljeg razvoja pojedinih
područja. Učenje na web-u (Spletno učenje, 2014) koje IZUM nudi pomoću alata
Moodle, veoma je korisno pomoćno sredstvo za učenje i osposobljavanje naših
korisnika. Naročito krajnjih korisnika biblioteka kojima, pomoću video sadržaja,
pripremljenih zadataka, testova te mogućnosti samostalnog učenja, pomažemo da
steknu znanja o pretraživanju informacija u sistemu COBISS/OPAC i ostalim
informacijskim izvorima, kao što su Web of Science, ProQuest i EBSCO.
164
Internet servisa
2.6. Ostali servisi koje nude biblioteke
U zanimljivije bibliotečke servise spada usluga „Otvaranje vrata“ koju koriste
Univerzitetna knjižnica Maribor i Narodna i univerzitetna knjižnica, Ljubljana. Članovi
tih biblioteka, pomoću članske karte, mogu otvoriti vrata određenih bibliotečkih
prostora poput čitaonice. U Ljubljani je zaživio projekt Urbana (2014) koji pametnom
karticom omogućuje upotrebu bibliotečkih usluga kao što su usluga javnog autobuskog
prijevoza, parkiranja, posjeta muzejima i ostalih usluga grada Ljubljane. Brojne
biblioteke koriste knjigomate koji olakšavaju vraćanje pozajmljene građe. Pojavljuju se
i novi servisi upravljanja štampanja sadržaja na štampaču (npr. PaperCat), što
predstavlja dodatnu ponudu biblioteke. Većina biblioteka korisnicima obezbjeđuje
pristup personalnim računarima na lokacijama biblioteke. Portali elektronskih knjiga,
npr. BIBLOS (2014), prvi slovenački portal s takvom ponudom omogućuje pozajmicu
ili kupovinu e-knjiga. Iz dana u dan, takvih je servisa sve više, te možemo očekivati da
će ubuduće i ponuda biblioteka biti šarolika i prilagođena savremenom načinu življenja.
Cilj ovog rada nije u tome da detaljno opisuje ponudu biblioteka prisutnu u slovenačkoj
bibliotečkoj sferi, jer je opširnije opisano u prošlogodišnjem zborniku radova (Šobot,
2013). Svim spomenutim servisima zajednička je činjenica da iziskuju prijavu
korisnika, odnosno upotrebu korisničkog imena i šifre, čime korisnik dokazuje identitet
u svojoj biblioteci, a time i pravo pristupa. Potreba za prijavljivanjem u spomenute
servise može postojati zbog autorizacije koju informacijski servis iziskuje od korisnika
i/ili zbog personalizacije podešavanja koja korisnik u servisu koristi (npr. pohranjivanje
upotrebljenih zahtjeva za pretraživanje, podešavanja korisničkog interfejsa, uključivanje
usluga obavještavanja itd.). Uslov za mogućnost prijave jeste postojanje elektronske
baze podataka/evidencije o članovima biblioteke.
3. BAZE PODATAKA O ČLANOVIMA BIBLIOTEKA U SISTEMU COBISS
Većina slovenačkih biblioteka koristi automatiziranu pozajmicu građe koja je
omogućena u okviru segmenta COBISS/Pozajmica i predstavlja jednu od značajnijih
lokalnih aplikacija bibliotečkog informacijskog sistema COBISS. Značajan dio tog
segmenta jeste baza članova biblioteke (evidencija članova). Bibliotekari imaju
mogućnost upisivanja, ažuriranja i brisanja ličnih podataka članova u svojoj lokalnoj
bazi. Osim pozajmice građe, segment pozajmice omogućuje i produžavanje roka
pozajmice, vraćanje, rezervacije i evidentiranje izgubljenih primjeraka građe,
evidentiranje i podmirivanje potraživanja prema članovima te pretraživanje i ispis
podataka o članu, izradu i brisanje opomena, upis napomena o članovima i mnoge
druge funkcije. Ukratko, evidencija članova omogućuje bibliotekarima uvid u podatke
i aktivnosti pojedinih članova biblioteke.
Upisivanje i ažuriranje podataka o članovima uglavnom se izvodi ručno, a to je
moguće raditi i automatizirano. U Sloveniji se automatizirano ažuriranje podataka
izvodilo prvenstveno u univerzitetskim bibliotekama u kojima postoje univerzitetske
evidencije studenata i zaposlenih u tzv. LDAP imenicima. Te podatke IZUM
konvertira u zapise čitljive u COBISS-u i izvodi automatizirano ažuriranje podataka o
članovima biblioteke. IZUM također priprema rješenja koja će omogućiti direktno
obuhvatanje i ažuriranje podataka iz već pripremljenih evidencija i registara
Ministarstva za obrazovanje, školstvo i sport RS.
Spomenimo samo nekoliko podataka koji se mogu bilježiti kod pojedinog člana
biblioteke i koji su važni za prijavu korisnika u informacijske servise. Broj upisa člana
165
obezbjeđuje jedinstvenu identifikaciju člana u pojedinoj biblioteci i koristi se prilikom
autentifikacije, odnosno dokazivanja identiteta u biblioteci. Kategorija člana (studenti,
zaposleni, penzioneri, zaposleni na univerzitetu, zaposleni u matičnoj ustanovi itd.)
također je jedan od značajnijih podataka o članu koji se često koristi za autorizaciju
člana, odnosno kao kriterij za određivanje nadležnosti članu (npr. omogućen pristup
licencnim informacijskim izvorima). Mogu se evidentirati i mnogi drugi podaci o
identifikaciji članova (ime i prezime, broj indeksa, broj ličnog dokumenta), lični
podaci (datum rođenja, spol, mjesto rođenja itd.), podaci o obrazovanju i članovima
porodice, roditeljima i starateljima i mnogi drugi podaci.
IZUM posvećuje posebnu pažnju pristupu osjetljivim ličnim podacima. U Sloveniji je
na snazi veoma strog Zakon o zaštiti ličnih podataka (ZVOP) koji, kako provajderima
informacijskih servisa (npr. IZUM), tako i bibliotekarima koji rade na segmentu
automatizirane pozajmice građe, nalaže obaveze i odgovornosti u oblasti
obezbjeđivanja privatnosti i bezbjednosti ličnih podataka.
4. AUTENTIFIKACIJSKO-AUTORIZACIJSKI PROTOKOLI
U dosadašnjem dijelu članka upoznali smo neke informacijske servise koje biblioteke
nude svojim korisnicima. Možemo konstatovati da će ponuda takvih internet-servisa
ubuduće biti sve veća i ujedno prilagođena potrebama korisnika. To uključuje, kako
mobilnost, interaktivnost tako i aspekt društvenih komunikacija koje donose
savremena tehnologija i način obrazovanja te stil života korisnika uopšte.
Brojne internet usluge omogućuju korisnicima prilagođene funkcionalnosti koje
korisnicima olakšavaju rad i alat prilagođavaju ličnim preferencijama pojedinca. One
podržavaju tzv. personalizaciju parametara. U okviru web interfejsa pojedine
aplikacije, korisnik ima mogućnost da pohrani već upotrebljene zahtjeve za
pretraživanje čime dobija na vremenu, jer nema potrebe da ponovo upisuje izraz za
pretraživanje koji je ranije koristio. Provajderi u svojim alatima e-poštom nude i
mogućnost obavještavanja o pojedinim događajima, npr. objavljivanju novog članka
nekog autora ili nove brojeve časopisa. Neki servisi dopuštaju mogućnost
prilagođavanja interfejsa aplikacije (boje, logotipi itd.) koje korisniku web lokaciju
približavaju u smislu web okruženja koje je za njega prijatnije. Neki pretraživači,
ličnim podešavanjima, omogućuju utjecaj na algoritam relevantnosti koji korisnik
koristi, i to tako da korisnik određuje stepen svog obrazovanja ili bira željeno
istraživačko područje. Ukratko, dodatna ponuda funkcionalnosti veoma je raznolika.
Ipak, ako želi da je koristi, korisnik se mora prijaviti, odnosno autentificirati. Ako se
korisnik ne prijavi, te dodatne funkcionalnosti ne može da koristi, već može da
upotrebljava samo podrazumijevane osnovne funkcije. Zbog licencnih uslova, neki
informacijski servisi traže prijavu korisnika i za samu osnovnu upotrebu servisa.
Primjeri takvih informacijskih servisa su Web of Science, ProQuest, Scopus,
EBSCOHost itd.
Za prijavu korisnika u internet servise potrebni su podaci o članovima. Već smo
konstatovali da slovenačke biblioteke imaju baze/evidencije svojih članova u segmentu
COBISS/Pozajmica. Drugi zahtjev za povezivanje sa servisima je neki od
autentifikacijsko-autorizacijskih protokola koji će obezbijediti vezu između baza
članova biblioteka i njihovih informacijskih servisa.
Postoje brojni protokoli koji obezbjeđuju tu vezu. LDAP, SIP, CAS, RADIUS,
Shibboleth, CGI i drugi. IZUM je najprije koristio SIP protokol koji smo u posljednje
166
Internet servisa
vrijeme zamijenili LDAP protokolom i ove godine ga nadogradili programskim
modulom Shibboleth. U nastavku će biti prikazana ta rješenja.
4.1. LDAP PROTOKOL
LDAP (Lightweight Directory Access Protocol) je protokol za autentifikaciju koji se
najčešće koristi u bibliotečko-informacijskim servisima. Sa SSL-om (Secure Sockets
Layer), preko podrazumijevanog porta 636, obezbjeđuje dovoljan nivo opšte
bezbjednosti informacijskih sistema, kao i bezbjednosti ličnih podataka koju određuje
Zakon o zaštiti ličnih podataka (ZVOP).
U osnovi, za autentifikaciju korisnika potreban je LDAP imenik korisnika, a budući da
biblioteke već koriste svoje baze članova u sistemu COBISS, IZUM je uspostavio
LDAP server za komunikaciju između baza članova i informacijskih servisa prema
standardnom protokolu LDAP. LDAP imenik korisnika nudimo samo nekim
slovenačkim institucijama koje nemaju mogućnost automatizirane pozajmice građe (a s
samim tim i baze članova) ili nemaju svoju biblioteku. Takav je slučaj Agencija za
istraživačku djelatnost RS za koju IZUM nudi LDAP hosting.
Slika 1 prikazuje osnovni koncept mehanizma prijavljivanja COBISS preko protokola
LDAP. Pristup informacijskom servisu (npr. Libroam, Moja biblioteka u
COBISS/OPAC-u, EZproxy, Metaiskalnik, Mrežnik, itd.) obezbjeđuje LDAP server na
osnovu podataka o članovima iz COBISS/Pozajmice preko LDAP protokola. Prilikom
prijavljivanja u informacijski servis korisnik upiše korisničko ime i šifru koja se
provjerava u bazi članova. Ako je šifra pravilna, korisnik će biti autentificiran u
informacijski servis. U suprotnom, biće odbijen. Neki servisi traže i autorizaciju
korisnika, tj. provjeravanje dodatnih podataka/atributa o članu, kao što su kategorija
člana (student, zaposlen na univerzitetu itd.).
Informacijski servis
LDAP server
COBISS3/
Pozajmica
COBISS2/
Pozajmica
autorizacija.dat
autorizacija.dat
Slika 1: Osnovni koncept mehanizma prijavljivanja COBISS preko protokola LDAP
Autorizacijska pravila upisuju se u posebnu datoteku koja se provjerava prilikom
prijave u informacijski servis. Autorizacijska pravila usaglašavaju se između IZUM-a i
biblioteke koja obezbjeđuje servis svojim korisnicima. Ujedno se moraju uvažavati
licencni uslovi koji su dogovoreni s ponuđačem informacijskog servisa. Prilikom
prijave u informacijski servis može se uvažavati lokalna politika biblioteke koja može
da odbije prijavu za određene članove biblioteke, npr. za korisnike koji imaju dug u
biblioteci ili neko drugo ograničenje pristupa e-izvorima, odnosno bibliotečkim
uslugama. Ti uslovi se također usaglašavaju između IZUM-a i biblioteke.
167
Slika 2: Pojednostavljeni prikaz autentifikacijsko-autorizacijskog mehanizma COBISS preko
protokola LDAP
Slika 2 predstavlja pojednostavljen prikaz autentifikacijsko-autorizacijskog mehanizma
COBISS preko protokola LDAP. Informacijski servisi, koje nude IZUM i slovenačke
biblioteke, koriste prijavu na osnovu LDAP protokola SSL preko LDAP servera koji
komunicira s bazama podataka članova biblioteka u sistemu COBISS. Neke biblioteke
još koriste staru platformu COBISS2/Pozajmica, a sve više njih prelazi na novu
platformu COBISS3/Pozajmica. Server LDAP predstavlja centralnu aplikaciju
mehanizma prijavljivanja, dok su baze članova osnovni izvor podataka o članovima koji
su potrebni za omogućavanje autentifikacije i autorizacije u informacijske servise. Neki
informacijski servisi traže samo autentifikaciju korisnika (Libroam, Odpiranje vrat,
MyPC, Biblos itd.), dok drugi opet traže više podataka o korisnicima – tzv. autorizaciju
(EZproxy, Metaiskalnik itd.).
Slabost takvog LDAP sistema prijavljivanja ogleda se u tome što korisnik u svaki od
servisa mora da se prijavljuje ponovo, iako je prethodno već obavio prijavljivanje u neki
od njih. Budući da informacijski servisi funkcionišu na različitim platformama i
serverima, nisu međusobno aplikacijski povezani, te zato postupak autentifikacije i
autorizacije korisnik mora izvesti svaki put posebno. Da bismo izbjegli postupak
ponavljanja i osigurali ne samo „Same Sign-On“, već i „Single Sign-On“ potrebna je
implementacija aplikativnog modula koji bi osigurao takvu funkcionalnost. Naročito u
akademsko-istraživačkim krugovima zapadnog svijeta potvrdio se Shibboleth kao
aplikativni međučlan između informacijskog servisa i provajdera identiteta.
4.2. SHIBBOLETH
Shibboleth (2104) je aplikacija otvorenog koda koja obezbjeđuje komunikaciju između
internet servisa i provajdera identiteta. On obezbjeđuje Single Sign-On ili jedinstvenu
prijavu korisnika. Korisniku, koji se prijavi u prvi shibbolethiziran informacijski servis,
osigurana je prijava i u ostale shibbolethizirane servise, bez potrebe za ponovnim
upisivanjem korisničkog imena i šifre, jer je svoj identitet već dokazao prijavljivanjem u
prvi informacijski servis. Za obezbjeđivanje takvog mehanizma prijavljivanja potrebna
je implementacija Shibboleth modula, kako na strani informacijskog servisa –
168
Internet servisa
Shibboleth SP (Service Provider) – tako i na strani provajder identiteta – Shibboleth IdP
(Identity Provider).
IZUM je ove godine nadogradio postojeći LDAP server sa IdP rješenjem zasnovanim
na SimpleSAMLphp (2014) tehnologiji i povezao ga s Shibboleth modulom aplikacije
EZproxy, te na taj način shibbolethizirao udaljen pristup. Sljedeći informacijski servis
za koji smo omogućili takvu prijavu jeste Web of Science provajdera Thomson Reuters.
Budući da neki provajderi informacijskih servisa traže nadogradnju IdP-ova u
federaciju, što se odražava u metapodacima koje provajder servisa i provajder identiteta
razmjenjuju prilikom međusobnog povezivanja, IZUM je izveo nadogradnju LDAP
autentifikacijsko-autorizacijskog mehanizma u Federaciju COBISS AAI.
5. FEDERACIJA COBISS AAI
Federacija COBISS AAI (Authentication and authorization infrastructure) predstavlja
rezultat IZUM-ovih autentifikacijsko-autorizacijskih rješenja koje bibliotekama u
COBISS sistemu, odnosno njihovim krajnjim korisnicima, obezbjeđuje jedinstvenu
prijavu u informacijske servise. Svaka biblioteka, čija je pozajmica podržana
automatiziranim segmentom COBISS/Pozajmice, uključena je u tu federaciju.
Trenutno se sistem koristi samo u Sloveniji, s tim što IZUM namjerava da ga
nadogradi i za ostale COBISS sisteme izvan Slovenije, odnosno za COBISS.Net.
Federacija COBISS AAI predstavlja prirodnu izgradnju sistema (Šoštarič, 2013), jer su
ostvareni svi uslovi za međusobno priznavanje identiteta koje korisnici imaju u svojim
bibliotekama. U slučaju Federacije COBISS AAI riječ je o okruženju povezanih
organizacija – biblioteka koje međusobno već sarađuju na uzajamnom projektu
COBISS, a sa AAI-om, sinergija tehnološkog i organizacijskog povezivanja povećava
se i širi na područje mehanizama prijavljivanja.
Ove godine IZUM je obezbijedio mogućnost prijavljivanja za sve članice slovenačkog
konzorcija Web of Science preko Federacije COBISS AAI, što prikazuje slika 3. Među
ponuđenim opcijama AAI federacija, korisnik izabere Federaciju COBISS AAI, nakon
čega sistem traži i upisivanje korisničkog imena i šifre koju korisnik upotrebljava u
svojoj biblioteci. U slučaju pravilnog unosa, korisnik će biti uspješno prijavljen na
korisnički račun matične institucije informacijskog servisa Web of Science, uključujući
sve dostupne baze podataka i funkcionalnosti koje korisniku omogućuje provajder
Thomson Reuters na osnovu formalnog dogovora s bibliotekom.
Slika 3: Prijava u informacijski servis Web of Science preko Federacije COBISS AAI
169
IZUM se dogovara i sa ostalim svjetskim provajderima informacijskih usluga, kao što
su Elsevier, ProQuest, EBSCO, Oxford Journals i dr. za uspostavljanje mehanizma
prijavljivanja, te se može očekivati da će takva autentifikacijsko-autorizacijska
infrastruktura zamijeniti ostala aplikativna rješenja koje biblioteke trenutno koriste
prilikom omogućavanja udaljenih pristupa informacijskim servisima. Na raspolaganju
će biti i mogućnost zamjene klasičnog IPpristupa koji je primarno ograničen samo na
pristup iz prostora institucija članica, a ne i izvan njih.
Slika 4: Pojednostavljen prikaz autentifikacijsko-autorizacijskog mehanizma preko Federacije
COBISS AAI
Slika 4 predstavlja pojednostavljeni prikaz autentifikacijsko-autorizacijskog mehanizma
preko Federacije COBISS AAI. Cilj IZUM-a je da šiboletizira sve internet servise koje
nudi i da preko federacije COBISS AAI obezbijedi i olakša upotrebu internet servisa za sve
biblioteke u COBISS sistemu. Pred nama se nalaze brojni izazovi, jer provajderi
informacijskih servisa nude različite pristupe i tehnička rješenja povezivanja. IZUM će
tome znati da se prilagodi i da obezbijedi infrastrukturna rješenja.
6. ZAKLJUČAK
U svom kooperativnom odnosu, slovenačke biblioteke i IZUM omogućuju svojim
korisnicima prijavljivanje u brojne informacijske servise kojih će ubuduće biti sve
više. Ta se prijava zasniva na autentfikacijsko-autorizacijskom mehanizmu COBISS
koji je ove godine nadograđen u Federaciju COBISS AAI. Federacija predstavlja
osnovnu infrastrukturu za prijavu koja će ubuduće zamijeniti dosadašnja rješenja i na
taj način obezbijediti jednu od značajnijih funkcionalnosti za prijavljivanje, odnosno
Single Sign-On. Sa ostalim aplikativnim rješenjima, koja IZUM planira tokom
sljedećih godina, a u koje spada Accounting linking (mogućnost povezivanja različitih
identiteta korisnika, kako unutar COBISS sistema, tako i izvan njega – Google
account, Twitter account …), olakšat ćemo i poboljšati korisnička iskustva
informacijskih servisa. Trenutno se takva rješenja koriste samo u Sloveniji, s tim što
IZUM namjerava da tu infrastrukturu ponudi i ostalim članicama sistema COBISS.Net,
što bi uskoro trebalo da uslijedi.
170
Internet servisa
7. LITERATURA
ALA (2000). Information Literacy Competency Standards for Higher Education, preuzeto
maj 14, 2014 sa http://arizona.openrepository.com/arizona/bitstream/10150/105645/1/
standards.pdf
Arnes. (2014). Preuzeto maj 14, 2014 sa http://www.arnes.si
BIBLOS. (2014). Preuzeto maj 14, 2014 sa http://www.biblos.si/lib/
Bećiraj, A., Findrik, N., Knežević, R. (2012). Information literacy and lifelong
learning programmes in Western Balkans (Tempus project 517117). Zbornik radova
IX. Međunarodne naučne konferencije Juni na Uni “Informacijska pismenost –
cjeloživotno učenje”, 7-11.
COBISS.Net. (2014). Preuzeto maj 14, 2014 sa http://www.cobiss.net/
COBISS.SI (2014). Preuzeto maj 14, 2014 sa http://www.cobiss.si/
Eduroam. (2014). Preuzeto maj 14, 2014 sa http://www.eduroam.si/
EZproxy. (2014). Preuzeto maj 14, 2014 sa http://www.oclc.org/ezproxy.en.html
LDAP. (2014). Preuzeto maj 14, 2014 sa http://www.openldap.org/
Libroam. (2014). Preuzeto maj 14, 2014 sa http://home.izum.si/cobiss/libroam/
mCOBISS. (2014). Preuzeto maj 14, 2014 sa http://m.cobiss.si/
Metaiskalnik. (2014). Preuzeto maj 11, 2014 sa http://home.izum.si/izum/
Metaiskalnik/
Moja knjižnica. (2014). Preuzeto maj 14, 2014 sa http://www.cobiss.si
Mrežnik. (2014). Preuzeto maj 14, 2014 sa http://www.nuk.uni-lj.si/nuk/mreznik.asp
OCLC. (2014). Preuzeto maj 14, 2014 sa http://www.oclc.org/
Oddaljen
dostop
IZUM.
(2014).
preuzeto
maj
14,
2014
sa
http://home.izum.si/izum/ft_baze/oddaljen_dostop.htm
Shibboleth. (2014). Preuzeto maj 14, 2014 sa https://shibboleth.net/
SimpleSAMLphp. (2014). Preuzeto maj 14, 2014 sa https://simplesamlphp.org/
Spletni forumi. (2014). Preuzeto maj 14, 2014 sa http://home.izum.si/cobiss/e-forumi/
Spletno učenje. (2014). Preuzeto maj 14, 2014 sa http://izobrazevanje.izum.si/
Šobot, P., Šoštarič, D., Petek,. M. (2013). Povezivanje baza i servisa sistema
COBISS.SI sa različitim informacionim servisima. Zbornik radova X Međunarodne
naučne konferencije bibliotekara Juni na Uni, “Informacijska pismenost – cjeloživotno
učenje”, 34-39.
Šoštarič, D. (2013). Koncept avtentikacijske in avtorizacijske infrastrukture v okolju
COBISS. Organizacija znanja, 2013/(1-4), 1-6
TVU. (2014). Teden vseživljenjskega učenja 2014. Preuzeto Maj 14, 2014 sa
http://tvu.acs.si/koledar/izvajalci/index.php?id=2890
UKM. (2014). Preuzeto maj 14, 2014 sa (http://www.ukm.si/podrocje.aspx?id=1126)
Urbana. (2014). Preuzeto maj 14, 2014 sa http://www.jhl.si/enotna-mestna-karticaurbana
171
INFORMACIJSKA PISMENOST ZA PRIPREMU ISPITA I IZRADU
PISANIH RADOVA (SEMINARA I ZAVRŠNIH RADOVA) NA STUDIJU
STRANOGA JEZIKA
INFORMATION LITERACY IN EXAM PREPARATION AND
WRITING PAPERS (SEMINARS AND FINAL) AT THE FOREIGN
LANGUAGE FACULTY
mr. Jasmina Tockić-Ćeleš, Dragana Šenda
Univerzitet u Bihaću, Pedagoški fakultet, Luke Marjanovića bb, Bihać
SAŽETAK:
U ovom radu se daje kratki prikaz koncepta informacijske pismenosti i standarda informacijske
pismenosti za studente. Predstavljen je i analiziran istraživački projekt o informacijskoj pismenosti
studenata 4. godine studija Engleskog jezika i književnosti i Njemačkog jezika i književnosti
Pedagoškog fakulteta u Bihaću, koji je uključio anketu i radionicu. Projekt pokazuje da su studenti
nedovoljno upoznati s pojmovima informacijska i informatička pismenost i da ih većina ne razlikuje,
kao i pojmove savremene pismenosti. U okviru ankete studenti su imali mogućnost odgovoriti na
pitanja u vezi sa izvorima informacija, savremenu pismenost, informacijsku i informatičku pismenost i
sposobnosti u procesu učenja i izrade pisanih radova, te su tako pokazali da nedovoljno poznaju te
pojmove. Nakon anketiranja su se kroz dvosatnu radionicu (workshop) upoznali detaljnije s pojmovima
savremene pismenosti, kao i fazama u izradi pismenih radova prema standardima o informacijskoj
pismenosti za studente/nastavnike. Osnova radionice je bio i kratak pregled koncepta informacijske
pismenosti. U evaluaciji radionice konstatovano je da studenti nakon toga prepoznaju proces dolaska
do informacija, njihovoga pravilnoga korištenja u procesu učenja i pisanja seminarskih i završnih
radova. Studenti su uočili razliku između informacijske i informatičke pismenosti i shvatili važnost
principa „učiti kako učiti“ u procesu cjeloživotnoga učenja, posebno bitnoga u nastavničkom pozivu.
Ključne riječi: informacijska i informatička pismenost, standardi informacijske pismenosti, anketa i
radionica, savremena pismenost, cjeloživotno učenje
ABSTRACT:
This paper gives a brief overview of the concept of information literacy and standards of information
literacy for students.The research project on information literacy of 4th year students of English
Language and Literature and German Language and Literature Faculty of Pedagogy in Bihac was
presented and analyzed. It included a questionnaire and workshop. The project shows that students are
not sufficiently familiar with the concepts of information and computer literacy. Most of them are not
able to differentiate between them, or between other notions of contemporary literacy. As a part of the
survey, students had the opportunity to answer questions relating to sources of information, modern
literacy, information and computer literacy and skills in the learning process and the development of
written works, and they also demonstrate that insufficient knowledge of these concepts. After the
interview, they had the two-hour workshop introducing them in detail, with contemporary notions of
literacy, as well as stages in the development of written works by the standards of information literacy
for students/teachers. The basis of the workshop was a brief overview of the concept of information
literacy. After the evaluation of the workshop it was concluded that the students are able to identify the
process of obtaining information, its proper use in the process of learning and writing papers and
finishing works. Students have noticed the difference between information and computer literacy and
realized the importance of the principle of "learning to learn" in the process of lifelong learning,
especially essential in this vocation.
Key words: information and computer literacy, standards of information literacy, questionnaire and
workshop, modern literacy, lifelong learning
1. UVOD
U svijetu tehnologije je napredak velikim koracima izmijenio u kratkom vremenu
mogućnost pristupa informacijama na svim naučnim poljima. Takav je slučaj i sa
učenjem stranoga jezika i izučavanjem jezika kao predmeta naučnoga istraživanja.
Svakodnevno je širi dijapazon teorija i naučnoistraživačkih rezultata vezanih za jezik
kao sistem i naučne discipline, za interdisciplinarne nauke koje nam pomažu da u
nastavi na studiju dođemo do boljih rezultata (kao što je metodika nastavnoga rada) i za
jezički fond koji se obogaćuje novim složenicama, izvedenicama i tuđicama, a da ne
spominjemo skraćenice kojima se u elektronskom svijetu u sve većem obimu koristimo.
Prateći naučna dostignuća i prikupljajući informacije za svoje ispite i pismene radove,
studenti se susreću sa različitim izvorima informacija počev od usmenih, koje dobiju
direktno na predavanjima i vježbama, preko pisanih, u knjigama i časopisima koje
koriste za pripremanje ispita i pismenih radnji, pa sve do elektronskih sa kojima se
susreću na internetu, u obliku CD-a i DVD-a ili drugih vrsta elektronskih zapisa. U tom
obilju informacija oni stvaraju svoj lični i jedinstven sistem za prikupljanje i
razvrstavanje informacija prema svojim potrebama i interesima. Nije dovoljno samo
imati pristup internetu i neograničenom broju informacija, treba se snaći na tom
području i izdvojiti potrebno i korisno. Tako Sonja Špiranec u svom radu navodi: „No
pokazalo se da sama tehnologija nije dovoljna. Dostupnost tehnologije i vještine
potrebne za njezinu uporabu tek su prvi korak za puno iskorištavanje potencijala
informacijskog društva. Pojedinac danas mora biti osposobljen da koristeći se
tehnologijama dođe do potrebnih informacija, da u bujici informacija zna raspoznati
koja mu je informacija potrebna i kako je koristiti.“ (Špiranec, 2003: 5)
Cilj ovoga istraživačkoga projekta je da se kod studenata razvije svijest o potrebi za
informacijskom pismenošću i usmjeri ih u prikupljanju informacija i njihovom
korištenju u pripremi ispita i pisanih radova, kao i o principu „učiti kako učiti“ kao
osnovi njihovog nastavničkog poziva.
U radu je primijenjena anketa da bi se došlo do potrebnih podataka o informisanosti
studenata i održana radionica sa studentima na istu temu, da bi proširili svoje znanje o
pojmovima savremene pismenosti, posebno informacijske pismenosti.
Polazi se od pretpostavke da studenti prikupljaju informacije za ispite i pismene radove
neplanirano i neorganizovano i koriste ih veoma često i bez odgovornosti prema
autorima da budu pravilno citirani. Sljedeća pretpostavka je da studenti pri tome ne
posvećuju pažnju principu „učiti kako učiti“ koji im treba biti vodilja u nastavničkoj
profesiji i što će u svom radu u struci prenositi na nove generacije i u svom
cjeloživotnom učenju. Pretpostavka je i da studenti ne vladaju pojmovima savremene
pismenosti.
2. OSVRT NA POJMOVE IZ PODRUČJA INFORMACIJSKE PISMENOSTI
U savremenu pismenosti se pored informacijske pismenosti ubrajaju: digitalna,
informatička, knjižnična i medijska pismenost. Koncept informacijske pismenosti
nastao je i razvijao se uz napredak informacijske i komunikacijske tehnologije u ranim
70-ima 20. vijeka. Sam termin prvi put 1974. godine uvodi Paul Zurowski, koji je u tom
periodu postao vodeća ličnost američke informacijske industrije. On definiše
informacijsku pismenost kao učinkovito korištenje informacija u kontekstu rješavanja
problema (Bawden, 2001: 9).
U potrazi za definicijom o informacijskoj pismenosti nailazi se na jednu koja se
najčešće koristi i koju je formulisalo Američko bibliotekarsko društvo (American
Library Association: ALA) 1989. godine. Prema ALA-inom Izvještaju (Presidential
Committee, 1989), informacijski pismene osobe se definišu kao „one koje su naučile
174
Jasmina Tockić-Ćeleš, Dragana Šenda, Informacijska pismenost za pripremu ispita i izradu
pisanih radova (seminara i završnih radova) na studiju stranoga jezika
kako učiti… jer znaju kako je znanje organizovano, kako pronaći informacije i kako ih
koristiti na svima razumljiv način… To su osobe pripremljene na učenje tokom cijelog
života”. ALA navodi standarde o informacijskoj pismenosti u Uputama za predavače sa
sastanka iz juna, koji predstavljaju prikaz Standarda informacijske pismenosti za
nastavnike (Information Literacy Standards for PK-12 Pre-Service Teachers).
Istraživanje Biblioteka upućuje na Standarde informacijske pismenosti i osposobljenosti
za visoko obrazovanje (ACRL 2000) te se odražava kroz faze u procesu istraživanja
kroz koje student prolazi: (1) Definiše i jasno iznosi potrebu za informacijama, planira
strategije i odabira alate za pronalaženje odgovarajuće informacije. (2) Pronalazi i
odabira podatke na temelju njihove prikladnosti prema potrebama specifično definisane
informacije. (3) Organizuje i analizira informacije za odgovarajuću upotrebu za potrebe
specifično definisane informacije. (4) Procesuira, sintetizira, te prikazuje informacije na
način koji je prikladan za namjenu za koju je potrebna informacija. (5) Ocjenjuje
pojedinačne dijelove informacija za odgovarajuću upotrebu, kao i proces traženja
informacija u cjelini. (6) Zna kako etički koristiti i širiti informaciju.
Prateći potrebe za organizovanom mrežom saradnje u oblasti informacijske pismenosti
u svijetu se organizuju i brojni skupovi koje potiču nacionalne biblioteke i udruženja
bibliotekara, jer se ne zadržavaju više u svom području rada na organizaciju
pohranjivanja i distribucije samo knjiških i novinskih zabilješki svojim članovima. Na
tim skupovima se uvezuju naučnici iz raznih oblasti i izdaju svoje deklaracije o
informacijskoj pismenosti. Jedna od njih je i Havanska deklaracija iz 2012. god. koja se
bazira na svojim prethodnicama počev još od 1997. godine. Cilj ove deklaracije je da
kombinuje glavne pojmovne, filozofske i istražne aspekte prijašnjih deklaracija (Ciudad
Juarez, 1997-1999-2002; Prag, 2003; Alexandria, 2005; Toledo, 2006; Lima, 2009;
Paramillo, 2010; Murcia, 2010; Maceió 2011; Fez, 2011), te da preporuči provođenje
nekoliko praktičnih i konkretnih aktivnosti iz perspektive zajedničkog rada i razvoja
mreža koje će dovesti do povećanja informacijske pismenosti u tim okvirima. Taj skup
je stvorio mogućnost da se okupi što više različitih stručnjaka, bibliotekara, obrazovnih
institucija i članova koji pripadaju organizaciji Ibero - American countries, radi
razmjene i razumijevanja svojih vizija, iskustava i razmišljanja na temu informacijske
pismenosti IL-INFOLIT - forum za škole, akademske i javne bibliotekare za razmjenu
ideja o programima informacijske pismenosti i iskustava (Havana Declaration, 2012: 1).
UNESCO ističe da informacijsko društvo i njegova tehnologija povećavaju mogućnost
pristupa podacima, ali je za njihovo korištenje potrebno znati prikupljati informacije,
odabirati ih, svrstavati, baratati i služi se njima (Delors, 1994: 24).
Evropsko podneblje također širi ideju informacijske pismenosti kroz različite vrste
projekata počevši od: EU-ovog projekta DEDICATE, osnivanja NORDInfolita u
skandinavskim zemljama, projekta Big Blue u Velikoj Britaniji, inicijative Ministarstva
obrazovanja i nauke u Njemačkoj o budućnosti naučnih informacija u toj zemlji i
mnogih sličnih koji su nakon toga slijedili i u ostalim zemljama širom Evrope.
3. REZULTATI ANKETE I RADIONICE
U ovom istraživačkom projektu učestvovalo je 33 studenta 4. godine Pedagoškog
fakulteta u Bihaću: 18 studenata Odsjeka za engleski jezik i književnost i 15 studenata
Odsjeka za njemački jezik i književnost. U prvom dijelu projekta su studenti anketirani.
U drugom dijelu projekta je odrađena dvosatna radionica o informacijskoj pismenosti,
175
pri čemu se pored osnovnih pojmova razgovaralo i o standardima informacijske
pismenosti i fazama u izradi seminarskih i završnih radova.
3.1. Prikaz rezultata ankete
Anketa o informacijskoj i informatičkoj pismenosti za studente 4. godine na odsjecima
stranoga jezika na Pedagoškom fakultetu u Bihaću je sprovedena u svrhu konstatacije:
koje izvore najviše koriste u pripremi za ispite i pismene radove, da li poznaju standarde
informacijske pismenosti i sposobnosti koje se trebaju primijeniti u procesu učenja i
izrade pisanih radova, da li razlikuju informacijsku i infomatičku pismenost i da li su
studenti dovoljno upoznati sa pojmovima savremene pismenosti.
Tabela 1: Izvori informacija koje studenti koriste za pripremu ispita i izradu pisanih radova
Naziv izvora
informacija
Broj studenata koji
koriste taj izvor
U procentima od 33
anketiranih
web stranice
udžbenici
rječnici
stručne knjige
enciklopedije
naučnoistraživački radovi
ostalo
32
31
24
17
12
12
96,96
93,93
72,72
51,51
36,36
36,36
9
27,27
Iz Tabele 1 je vidno da 96,96% anketiranih studenata na prvo mjesto od izvora
informacija stavlja web stranice, dok drugo mjesto prema mišljenju anketiranih
zauzimaju udžbenici i to 93,93%. Treće mjesto je zastupljeno rječnicima s 72,72%, jer
se radi o studentima stranih jezika, koji u svim stručnim predmetima imaju potrebu
konsultovati se s rječnicima svih vrsta. Enciklopedije i nučnoistraživački radovi su
zastupljeni sa po 36,36% i ostali izvori informacija s 27.27%.
Tabela 2: Sposobnosti u procesu učenja i izradi pisanih radova
Mjesto koje
zauzima u
procesu
1.
2.
3.
4.
5.
Prepoznavanje
potrebe za
informacijom
16
8
5
2
2
Pronalaženje
informacije
17
16
0
0
0
Analiza i
vrednovanje
informacije
0
5
17
8
3
Korištenje
informacije
0
3
10
17
3
Objavljivanje
informacije/
prezentacija rada
0
1
1
6
25
Tabela 2 donosi pregled odgovora studenata o postavljanju sopstvenog redoslijeda za
sposobnosti u procesu učenja i izrade pisanih radova. Anketa daje rezultate da 16 ili
48,48% anketiranih postavlja na prvo mjesto sposobnost prepoznavanja potrebe za
informacijom, dok 17 ili 51,51% anketiranih smatra da je za taj proces na prvom mjestu
potrebna sposobnost pronalaženja informacija. Kod analize i vrednovanja informacija
se 3 anketiranih ili 9,09% opredijelilo da tu sposobnost stavi na posljednje mjesto, a kod
korištenja informacija 9,09% smatra da ona dolazi kao završna u tom procesu. Nadalje,
25 ili 75,75% anketiranih smatra objavljivanje informacija završnom fazom, dok 8 ili
24,24% tu sposobnost ne stavlja na posljednje mjesto u ovom procesu.
Anketa daje rezultate da 10 ili 30,30% anketiranih prepoznaje šta obuhvata informatička
pismenost, 17 ili 51,51% anketiranih to prepoznaje djelimično, ubrajajući tu i svijest o
problemu pouzdanosti i vjerodostojnosti informacija i upućenost pri odabiru i
176
Jasmina Tockić-Ćeleš, Dragana Šenda, Informacijska pismenost za pripremu ispita i izradu
pisanih radova (seminara i završnih radova) na studiju stranoga jezika
vrednovanju informacija, dok 6 ili 18,18% anketiranih ne prepoznaje šta obuhvata
informatička pismenost. U okviru određenja šta od ponuđenih 10 pojmova obuhvata
savremena pismenost, 14 ili 42,42% anketiranih je ubrojalo čitanje i pisanje u
savremenu pismenost i 18 ili 54,54% komunikativne sposobnosti, dok su se za stvarne
elemente savremene pismenosti izjasnili na sljedeći način: 32 ili 96,97% za
informatičku pismenost, 60,60% medijsku, 57,58% informacijsku, 45,45% digitalnu i
21,21% knjižničnu pismenost.
3.2. Pregled rada u radionici
Sa studentima su u radionici odrađeni sljedeći koraci za izradu pisanih radova (prema
standardima informacijske pismenosti koji su navedeni u ovom radu): (1) Odrediti
informacijski
problem
(formulisanje
upita,
definisanje
ključnih
riječi,
proširenje/sužavanje strategije pretraživanja); (2) Koje su vrste informacijskih izvora i
kako ih koristiti? (knjige, rječnici, priručnici, stručni časopisi, baze podataka, internet);
(3) Kako pronaći informacijske izvore?; (4) Koje strategije pretraživanja primijeniti?
(indeks, ključne riječi, sintaksa); (5) Informacije na webu; (6) Vrednovati informacije;
(7) Pridržavati se etike za korištenje izvora (citiranje, plagijati).
U pisanju seminarskih i završnih radova studentu je potreban veliki broj informacija. On
posjeduje određena znanja o temi koju želi obraditi, no treba ih dopuniti i razraditi. U
saradnji sa nastavnicima i asistentima studenti se usmjeravaju u radu kroz tri faze:
1. odabir i definiciju teme seminara/završnoga rada,
2. pronalaženje i prikupljanje sadržaja za seminar/završni rad, analizu i vrednovanje
informacija i
3. korištenje i objavljivanje informacija.
U samom početku je student prilično nesiguran i nema definisano mišljenje o procesu
rada i prikupljanja informacija, uz pomoć nastavnika i asistenata se njegovo mišljenje
kristalizira, usmjerava, pojačava se njegov interes za istraživački rad i on se fokusira na
rješavanje istraživačkoga problema. On traži informacije, dokumentuje rezultate
pretraživanja, razvrstava ih i analizira. U tom procesu prolazi kroz različite faze da bi
došao do konačnice - pisanoga rada i stoga te faze treba dobro poznavati i postupno ih
pratiti u procesu dolaska do informacija i njihove primjene. Ovdje je veoma bitno da je
student upoznat sa standardima informacijske pismenosti, koji su navedeni u 2. dijelu
ovoga rada i koji su relevantni u procesu izrade seminarskih i završnih radova, i da se
uputi na izvore informacija počev od pretraživanja u bibliotekama sve do interneta. I u
bibliotekama se odvijaju obrazovne aktivnosti koje se usmjeravaju na razvoj
informacijske pismenosti „kako bi korisniku omogućili usvajanje vještina pristupa i
korištenja izvora bez obzira na to gdje se oni nalaze“ (Špiranec, 2003: 8). Vezano za
samu tehniku pisanja rada, student se za izradu seminara i završnog rada upućuje da
prati Upute za pisanje seminarskih i završnih radova koje su dostupne na web stranici
Fakulteta, kao i u printanoj formi u biblioteci. Nakon obavljene radionice je urađena i
evaluacija cijeloga projekta sa studentima.
4. ZAKLJUČAK
Obrazovne ustanove trebaju biti nosioci informacijske pismenosti i cjeloživotnoga
učenja ujedno usmjeravajući na važnost biblioteka u procesu dolaska do informacija. To
se posebno odnosi na visokoškolske ustanove koje obrazuju nastavni kadar. Samim
izborom nastavničkog poziva, kao životnoga opredjeljenja, treba se usmjeriti na
177
cjeloživotno učenje i podučavanje drugih ne samo novim sadržajima nego i sistemu
učenja, odnosno „učiti kako učiti“. U pripremanju svojih ispita i pisanju seminarskih i
završnih radova studenti se na odsjecima za strani jezik Pedagoškog fakulteta
pripremaju jednim dijelom i za odabir strategija učenja, prikupljanje i korištenje
informacija uz podršku nove tehnologije za pronalaženje informacija, biblioteka, medija
i svega ostaloga što im stoji na raspolaganju. Dobro informisani studenti nisu samo
uspješniji u rezultatima njihovih ispita, nego obogaćuju i svoje komunikacijske
sposobnosti i upotpunjuju svoje pisane radove stečenim informacijama iz stručnih i
općih područja. Na kraju radionice je u evaluaciji potvrđena pretpostavka da studenti
nesistematski postupaju s informacijama u procesu učenja i izrade pisanih radova,
zanemarujući često i pravila citiranja, te da nisu vladali pojmovima savremene
pismenosti. Studenti su se izjasnili da ne posvećuju dovoljno pažnje principu
cjeloživotnoga učenja, što je i bila pretpostavka koja je inicirala ovaj projekt. Provedeni
istraživački projekt pokazuje da postojeći pristup pripremanju ispita i pisanju pismenih
radova treba proširiti i temeljno planirati kroz faze i obuhvatiti informacijsku pismenost,
koja se direktno veže za cjeloživotno učenje i strategije učenja. Imajući u vidu rezultate
ovoga istraživačkoga projekta, informacijsko opismenjavanje se treba usmjeriti
uglavnom na izgradnju i njegovanje vještina kritičke evaluacije, tumačenja i sinteze
informacija, koje bi studentima pomogle prevazići stadij površnog pronalaženja
informacija i omogućiti im da detaljno sagledaju informacijske prostore u kojima uče i
istražuju, a koji su direktno vezani za struku: strani jezik koji studiraju, nastavu stranoga
jezika i metodiku nastave stranoga jezika.
LITERATURA:
1. American Library Association. EBSS Instruction for Educators Committee 20062007 – 2009-2010. Information Literacy Standards for PK-12 Pre-Service Teachers.
Retrieved July 17, 2010. http://connect.ala.org/files/39851/ebssstandardsrvsdjune
0610_pdf_16275.pdf
2. Bawden, David (2001): Information and digital literacies; a review of concepts.
3. Delors, Jacques et al. (1994): Učenje: blago u nama: Izvješće UNESCO-u
Međunarodnog povjerenstva za razvoj obrazovanja za 21. stoljeće. Educa. Zagreb.
4. Havana Declaration (2012) – fifteen information literacy actions... … for
collaborative work on generation of networks for development of information
literacy in Ibero-American countries (Latin America, Spain and Portugal).
http://www.ifla.org/files/assets/information-literacy/publications/Declaration/ILINFOLIT.Havana.Declaration.%282012%29.pdf
5. Presidential Committee on Information Literacy: Final Report. 1989.
http://www.ala.org/Content/NavigationMenu/ACRL/Publications/White_Papers_an
d_Reports/Presidential_Committee_on_Information_Literacy.htm
6. Špiranec, Sonja (2003): Informacijska pismenost – ključ za cjeloživotno učenje.
CARNet - Časopis Edupoint, str. 4 – 14, godište III, broj 17, Zagreb.
178
INFORMACIJSKA PISMENOST U VISOKOM OBRAZOVANJU U BiH
– STUDIJA SLUČAJA PEDAGOŠKOG FAKULTETA U BIHAĆU
INFORMATION LITERACY IN B&H HIGHER EDUCATION – A
CASE STUDY OF THE PEDAGOGICAL FACULTY IN BIHAĆ
Alma Žerić, Alma Huskić
Univerzitet u Bihaću, Pedagoški fakultet u Bihaću, Luke Marjanovića bb
[email protected]; [email protected]
SAŽETAK:
Cilj ovog članka je da prikaže trenutno stanje informcijske pismenosti u visokom obrazovanju u
BiH, kao i da predloži rješenja i načine poboljšanja. Nove informacije i razvoj tehnologije u 21.
stoljeću su promijenile visoko obrazovanje na svjetskoj razini ostavljajući neke zemlje manje
spremnima za promjenu od drugih. Ipak, jedan od najvažnijih aspekata svih institucija visokog
obrazovanja je naučiti svoje studente vještinama potrebnim za cjeloživotno učenje, i na taj način
omogućiti im kontinuirani rast u svim sferama života, profesionalnom i ličnom. Razvoj takvih
generičkih vještina i intelektualnih sposobnosti doprinosi da osoba razvija vještine efikasnijeg
rješavanja problema, donošenja odluka kritičkog razmišljanja i rasuđivanja. Sposobnost da se
pronađe, upravlja i koristi informacija jedna je od takvih vještina, ujedno i jednostavna definicija
pojma koji je stekao veliki značaj u obrazovanju 21. stoljeća, a to je, informacijska pismenost.
Informacijska pismenost je postala jednom od najistaknutijih komponenti pomenutog
cjeloživotnog učenja. Zbog ogromnog utjecaja tehnologije na biblioteke, studenti ih smatraju
manje važnim jer oni vjeruju da je internet svjetska biblioteka, ipak nisu svjesni činjenice da su
biblioteke jedan od najvažnijih komponenti u informacijskom dobu. Zbog spomenutog ogromnog
značaja informacijske pismenosti u visokom obrazovanju ova studija je istražila percepciju
informacijske pismenosti kod studenata engleskog jezika i književnosti.
Ključne riječi: informacijska pismenost, visoko obrazovanje, cjeloživotno učenje
ABSTRACT:
The aim of this article is to review and critique the current state of information literacy in higher
education in B&H, and to propose solutions and ways of improvement. New information and
technological developments of the 21st century have changed higher education on a global level
leaving some countries less prepared for the change than others. Still, one of the most important
aspects of all higher education institutions is to equip its students with skills necessary for them to
become lifelong learners, and in such a way enable continuous growth in all spheres of life,
professional and personal. Developing such generic skills and intellectual abilities results in
individuals with more effective problem solving skills, decision making skills, critical thinking and
reasoning. The ability to find, manage and use information is one of such skills and also a simple
definition of a term which has gained much importance in the 21 st century education, that is,
information literacy. Information literacy has become one of the most prominent components of
the fore mentioned lifelong learning. Because of the enormous effect of technology on libraries,
students consider them less important since they believe that the Internet is the world’s library,
yet they are unaware of the fact that libraries are one of the most important components of the
information age. Due to this enormous importance of information literacy in higher education
this study investigated B&H EFL students’ perceptions of their informational literacy.
Key words: information literacy, higher education, lifelong learning
1. INTRODUCTION
Universities are Alma Mater in the full meaning of the word. They are educational
institutions which provide students some scientific knowledge and prepare them for
professional careers. In the 21st century, we have seen and will continue to see rapid
change in how we advance knowledge in higher education in our country as a result of
new information and technological developments. In the era of information explosion,
the need to be information literate cannot be magnified. And therefore students are
expected to develop such skills to appropriately source information for the realization of
their academic pursuit. Major changes in higher education are occurring worldwide.
Rader and Allan (2006) observe that these changes affect every segment of society and
all levels of education. Since it is an important aspect of all levels of education along
with all disciplines and learning environments, it forms the basis for lifelong learning.
Therefore, it enables learners to gain such intellectual and generic skills to become more
independent, to extend their knowledge through search and to accept greater control
over their own learning. In the process of lifelong learning, the most important
components are libraries, even though technology has left a huge effect on them. As the
most important objective of libraries has always been exchange of knowledge, they
should fulfil different roles in 21st century. They should go beyond their traditional
reference and lending services by maintaining easy access to needed information, by
upgrading their services in a digital age for online use. New generations of students are
unaware of the fact that libraries play a significant role in providing a good education
and knowledge as they are helping them to find, preserve and organize information.
This study investigates whether undergraduate students at the Pedagogical faculty in
Bihać possess the information literacy skills, how often they use them for the purposes
of their education and where they acquired them.
2. INFORMATION LITERACY
The phrase information literacy first appeared in print in a 1974 report by Paul G.
Zurkowski. He said an information-literate person is “anyone who had learned to use a
wide range of information sources in order to solve problems at work and in his or her
daily life” (Bawden, 2001:9). Two years later, Burchinel (1976: 11) suggested ‘’To be
information literate requires a new set of skills. These include how to locate and use
information needed for problem solving and decision making efficiently and
effectively.’’ Its meaning changed over the years, especially thanks to the development
of technology. Although the issues raised by technology can dominate the teaching
exchange, the core definition of information literacy deals with how people search for
information and how they transfer those skills to a variety of needs. The American
Library Association (ALA) Presidential Committee on Information Literacy (1989)
defines an information literate person as somebody who is ‘’able to recognise when
information is needed and have the ability to locate, evaluate, and use effectively the
needed information.’’ The term information literacy is becoming more and more
important in the higher education, as well as in the contemporary life which is filled
with everyday technological advancements and changes and is also abundant in vast
resources of information. This complex nature of information sources has infiltrated all
spheres of modern life, from academic studies to the work place and even personal
lives. Due to the abundant availability of information through media, the Internet,
libraries, etc. individuals are faced with unfiltered and sometimes unreliable sources in
terms of their authenticity and validity. Another aspect that adds to this complexity are
different forms of media – textual, graphical and aural. Such a vast quantity of
information which is of uncertain quality is one of the new challenges that the modern
society faces. Even though the 21st century individual is able to access more information
in a shorter time, it does not necessarily mean that they will result in a more informed
180
Alma Žerić, Alma Huskić, Informacijska pismenost u visokom obrazovanju u BiH – studija
slučaja Pedagoškog fakulteta u Bihaću
individual without them mastering a specific set of abilities necessary for an effective
use of that information.
As it was previously mentioned, information literacy is nowadays present in all levels
of education, from primary school to higher education and also in all learning
environments which makes it one of the foundations for the process of lifelong learning.
It allows students to become more in control over their own learning and in such a way
creates an environment which learner-centred and promotes learner autonomy.
The (US) Association of College and Research Libraries (ACRL, 2000) defines the key
areas of desirable behaviour, namely, that the information literate student should
possess the following skills:
1. determines the nature and extent of the information needed;
2. accesses needed information effectively and efficiently;
3. evaluates information and its sources critically and incorporates selected information
into his or her knowledge base and value system;
4. uses information effectively to accomplish a specific purpose;
5. understands many of the economic, legal, and social issues surrounding the use of
information and accesses and uses information ethically and legally.
3. HIGHER EDUCATION AND INFORMATION LITERACY
One of the most important tasks of any higher education institution is to implement into
its learners a set of skills enabling them to become lifelong learners. The ability of
reasoning and critical thinking are essential in facilitating students’ learning how to
learn process. By creating such learners, higher education institutions such as colleges
and universities create a fertile soil for a lifetime of growth whether it is in the aspect of
professional, career wise or simply personal life, a productive member of the society. It
is obvious form what important role information literacy plays in the process of lifelong
learning. The information literacy skills previously mentioned go beyond the classroom
and help individuals in becoming more proficient in all areas of life.
According to Johnston Bill and Sheila Webber’s Information Literacy in Higher
Education: a review and case study (2003:340), there has already been substantial
international debate and research on information literacy, and there have been repeated
efforts to draw up skill lists, standards and models (but generally not curricula) relating
to information literacy. Key points to emerge are that:
1. the international profile of information literacy is growing and should be taken
seriously as the appropriate vehicle for integrating responses to the information society
from the library computer and pedagogical communities;
2. there is a body of theory and practice relevant to higher education, graduate careers,
the workplace and citizenship. The body of knowledge, methods and skills described as
information literacy goes well beyond library and information ‘search and find’ skills or
IT fluency characterisations, and requires integration into the curricular structure of
higher education;
3. in some countries, concern with improving IT competency may have diverted
attention away from serious engagement with the challenges posed by education for
information literacy.
The face of higher education has changed drastically in the past few decades due to the
growing importance of information literacy. A student in the 90s would have viewed the
library as its predominant source of information. However, due to the technological
181
boom of the past few years, it is almost impossible to imagine modern campus without
access to both libraries and other technological sources of information.
3. CASE STUDY
Academic progress depends on the use of information. Since an efficient use of
information relies on a number of different skills this study tries to explore if students
possess the skills necessary for an efficient use of information. We were testing the
skills the student should possess according to The (US) Association of College and
Research Libraries (ACRL, 2000):
SKILL 1 – How would you grade your skills when it comes to determining the nature
and extent of the information needed (e.g. defining and articulating the need for
information and identifying a variety of types and formats of potential sources for
information)
SKILL 2 - How would you grade your skills when it comes to accessing needed
information effectively and efficiently (e.g. constructing and implementing effectivelydesigned search strategies and extracting, recording, and managing the information and
its sources)
SKILL 3 - How would you grade your skills when it comes to evaluating information
and it sources critically and incorporate selected information into her knowledge base
and value system (e.g. summarizing the main ideas, articulating and applying initial
criteria for evaluating both the information and its sources and interpretation of the
information through discourse with others)
SKILL 4 - How would you grade your skills when it comes to using information
effectively to accomplish a specific purpose individually or as a member of a group (e.g.
applying new and prior information to the planning and creation of a particular product
or performance and communicating it effectively to others)
SKILL 5 - How would you grade your skills when it comes to understanding many of
the economic, legal, and social issues surrounding the use of information and access and
use information ethically and legally (e.g. following laws, regulations, institutional
policies, and etiquette related to the access and use of information resources and
acknowledging the use of information sources in communicating the product or
performance).
The tests subjects were 81 undergraduate students of the English Language and
Literature at the Pedagogical faculty in Bihać. The data was collected through the use of
a questionnaire. After the students were familiarized with the meaning of the term
information literacy and with all that it includes, there were asked to grade their
information literacy skills on a scale from 1 to 5, after which they graded their overall
proficiency in information literacy. They were also asked to state where they acquire
these skills. They were also questioned on the predominant source of information during
their education, how often they use technology as a part of their education. And since
they are students of a foreign language, they were asked to state how often they use
technology at Faculty while learning the four language skills (reading, writing, speaking
and listening).
The study tries to answer the following question:
 Where B&H students acquire their information during their undergraduate studies?
 How proficient the B&H students are when it comes to information literacy skills?
 How often is technology integrated into the learning of four language skills?
182
3.1. Results of the study
When asked which source of information they use the most during their university
education, a staggering 80 students (98.76%) state the Internet as their predominant
source of information during their university education, only 1.23%, that is one student,
lists the library as being the primary source of information. This is not so surprising
since only 37 students (45.67%) are members of the university library. 78 students
(96.29%) of them use Google as their search engine, only 2 students (2.46%) use
Internet explorer, and one student (1.23%) lists Mozilla as their favourite search engine.
When it comes to the proficiency of B&H students’ information literacy skills, overall
40 students (49.38%) deem themselves as good, 38 students (46.91%) as fair and only 3
students (3.7%) as having poor skills. Most of them state that they have acquired skills
outside of an educational institution, 46 students (56.79%), 19 students (23.45%)
acquire them during their education and 16 students (19.75%) give a combination of
these two.
The specific skills defined by the ACRL are presented in table 1. The students graded
them on a scale from 1 to 5, 1 being the lowest and 5 being the highest. When it comes
to determining the nature and extent of the information needed, most of them, 36
students (44.44 %) graded their abilities as a 4. As far as the second skill, accessing
needed information effectively and efficiently, 34 students (41.97 %) grades their
abilities as a 4. Concerning the third skill, evaluating information and it sources
critically and incorporate selected information into her knowledge base and value
system, 36 students (43.2 %) grades their abilities as a 4. As for the fourth skill, using
information effectively to accomplish a specific purpose individually or as a member of
a group, 33 (40.74 %) students graded their abilities as a 4. When it comes to the fifth
skill, understanding many of the economic, legal, and social issues surrounding the use
of information and access and use information ethically and legally, 37 students
(45.67%) graded their abilities as a 3.
Table 1: Information literacy skills
SKILL 1
SKILL 2
GRADE 1
(%)
1 (1.23%)
GRADE 2
(%)
4(4.93%)
3 (3.7%)
GRADE 3
(%)
30 (37.03%)
27 (33.33%)
GRADE 4
(%)
36 (44.44%)
34 (41.97%)
SKILL 3
SKILL 4
SKILL 5
1 (1.23%)
2 (2.46%)
6 (7.4%)
3 (3.7%)
10 (12.3%)
27 (33.33%)
19 (23.45%)
37 (45.67%)
35 (43.2%)
33 (40.74%)
23 (28.39%)
GRADE 5 (%)
11 (13.58%)
16 (19.75%)
12 (14.81%)
26 (32.09%)
9 (11.11%)
Table 2 shows that a very high percentage of students use technology often at home, 74
students (91.35 %), and 57 students (70.37 %) state that they do not use technology so
often at the Faculty.
Table 2: Use of technology
OFTEN (%)
NOT SO OFTEN (%)
NOT AT ALL (%)
AT HOME
74 (91.35%)
7 (8.64%)
-
AT THE
FACULTY
7 (8.64%)
57 (70.37%)
17 (20.98%)
183
When it comes to the four language skills which are a crucial part of any foreign
language learning process, more than half of the students stated that they do not use
technology so often while learning these four skills at faculty. Table 3 shows the
percentages of using technology while teaching reading (51.85 %), writing (49.38 %),
speaking (54.32 %) and listening (50,61 %).
Table 3: The four skills
OFTEN (%)
READING
WRITING
SPEAKING
LISTENING
28 (34.56%)
13 (16.04%)
13 (16.04%)
36 (44.44%)
NOT SO OFTEN
(%)
42 (51.85%)
40 (49.38%)
44 (54.32%)
41 (50.61%)
NOT AT ALL (%)
11 (13.58%)
28 (34.56%)
24 (29.62%)
4 (4.93%)
An alarming number of students of the Pedagogical faculty in Bihać state that they do
not even use libraries as a source of information during their education. One of the
reasons for this might be the fact that the students are not even aware of the many
benefits of using a library. It might be a good idea to raise awareness among the
students about the different ways in which they can benefit from using the library as a
source of information. The overall information literacy skills of students of the
Pedagogical faculty in Bihać were assessed as good, including all the five specific
information literacy skills. Even though the students assessed their abilities as quite
good (most of them graded themselves with a grade 4 on a scale from 1 to 5), only a
small percentage list using these skills often when learning how to read, write, speak
and listen at the faculty. If we want to implement the skills of lifelong learning into our
students, it seems only logical that these numbers should be much higher.
4. CONCLUSION
As we become more immersed in the information age and as information literacy gains
more and more importance in everyday life, the ability to access, evaluate and use
information becomes essential for lifelong learning and education. Information literacy
is about searching and finding, evaluating and using the information to solve problems,
and wherever it comes from, the library, the Internet as the world's library or any other
source, the most important thing is to possess such skills and abilities to, first of al,
understand and than evaluate information. We can definitely agree that technology has
done and will continue to do a great job in helping language learning, but this is just the
beginning of the age of technology enhanced education. Nevertheless, what teachers
should always have in mind is that technology is just a tool, and students' learning
achievement relies on appropriate and creative instruction. If the teacher is aware of all
the entanglements of using technology to design creative activities, technology will
work harder and better for foreign language education.
5. LITERATURE
1. American Library Association. EBS Instruction for Educators Committee 2006-2007
– 2009-2010. Information Literacy Standards for PK-12 Pre-Service teachers. Retrieved
July 17, 2010.
184
2. Johnston, Bill and Sheila Webber (2003): Information Literacy in Higher Education:
A Review and case study. Studies in Higher Education, pages 335-352, Volume 28,
Issue 3, England.
3. Lee g. Burhinel (1976): The Communications Revolution: America's Third Century
Challenge Originally presented in The Future of Organizing Knowledge: Papers
Presented at the Texas A & M University Library's Centennial Academic Assembly.
Texas.
4. Wang, LI (2005): The Advantages of Using Technology in Second Language
Education. T.H.E. Journal, T.H.W. Wilson Company.
5. Presidential Committee on Information Literacy: Final Report. 1989.
http://www.ala.org/acrl/publications/whitepapers/presidential
6. Spitzer, Kathleen et al. (1998). Information Literacy: Essential Skills for the
Information Age. Clearinghouse on Information and Technology. New York.
185
OVERVIEW OF INFORMATION LITERACY INITIATIVES
IN THE SARAJEVO CANTON
dr. sc. Lejla Hajdarpašić
Senior Teaching Assistant at Department of Comparative Literature and Librarianship,
Faculty of Philosophy in Sarajevo
[email protected]
dr. sc. Senada Dizdar
Prof. at Department of Comparative Literature and Librarianship,
[email protected]
Alma Mešić, MA
Graduate Student of Art History / Contemporary and Modern Art and Librarianship,
[email protected]
Abstract
In recent period in the Sarajevo Canton information literacy (IL) has become a subject of interest
of a small but representative group of interested researchers as well as individual institutions that
oriented great efforts towards highlighting the significance of the IL in contemporary information
environment and promoting IL as a fundamental part of participatory societies. In this regard,
this paper will try to provide an overview of some selected representative IL initiatives in the
Sarajevo Canton, comment those initiatives and highlight future steps that need to be done in
order to fully acknowledge the significance of IL in B&H education context.
Keywords: information literacy, lifelong learning, University of Sarajevo, Sarajevo
Canton, IL
1. FOREWORD
Alexandria Proclamation on Information Literacy and Lifelong Learning from 2005 and
the recently structured Moscow Declaration on Media and Information Literacy (MIL)
from 2012 both accentuate that in the contemporary environment individuals and
societies require new spectrum of competencies as well as knowledge in order to create,
organize, evaluate and use information and knowledge in every aspect of their lives.
Expectedly due to the undisputed importance of IL, numbers of different educational
institutions, professional organizations etc. in the last decade oriented great efforts
towards implementing IL contents in their specific environments. Given that diversity
and number of IL initiatives (both in developed countries and countries in transition) is
determinate by different social and other issues that overlap education and other
systems, in regard to specific social and other complexities of Bosnian and
Herzegovinian wider environment, certain IL activities in the Sarajevo Canton in recent
period seem somewhat encouraging in terms of recognizing and promoting IL as
fundamental of emerging knowledge societies. By providing an overview of selected
representative IL initiatives in the Sarajevo Canton in this regard, this paper will also
accentuate what future efforts need to be oriented towards actual implementing of IL
contents in B&H education environment.
2. UNIVERSITY OF SARAJEVO EFFORTS IN PROMOTING IL CONCEPT
As a key driving force of development of higher education and science in Bosnia and
Herzegovina, University of Sarajevo (UNSA) in recent period expectedly throw series
of activities took a leading role in promoting IL concept in local and wider B&H
education community. Beside to certain members of academic community and
librarians1 that try to introduce, promote and define the term information literacy on
several University Consultations on the reform of higher education and the
implementation of the Bologna Process at the University of Sarajevo, acknowledging
that processes of structuring and implementation of IL programs in higher education
institutions can improve the quality of education and meet the requirements of the
Bologna reform, UNSA through its active participation in European Union funded
Project “Developing information literacy for lifelong learning and knowledge economy
in Western Balkan countries”2 made additional considerable efforts to promote the IL
concept as a sine qua non of modern complex information environment, to raise
awareness of the importance of the lifelong learning concept and its connection to IL in
order to create conditions for the improvement in this domain. In this regard, since the
beginning of the mentioned Project (November, 2011) and among other concrete
activities, UNSA conducted survey on the status of IL in faculties and academies of the
University of Sarajevo3, actively participated in structuring following documents:
Integrating Information Literacy into Academic Curricula of Balkan Countries
Universities,Guidelines for planning Information Literacy Programs in Western Balkan
countries, Defining Information Literacy Program Harmonized Contents etc. published
the publication Information Literacy: Guidelines for Innovative Network Modules
Developing.4 It is expected that in upcoming period UNSA active participation in
Project “Developing information literacy for lifelong learning and knowledge economy
in Western Balkan countries” and its cooperation with partner institutions as well as
engagement of individual higher education institution will result with the actual
implementation of IL programs for undergraduate and postgraduate students at UNSA.
2.2. IL Activities at Faculty of Philosophy
Regarding the IL initiatives of individual faculties and academies of the University of
Sarajevo (members and associate members of the University) efforts of the Faculty of
Philosophy oriented toward implementing IL contents are especially representative. The
innovative Program of pedagogical training of teacher witch realization is managed by
Department of Education recognized the importance of IL concept, followed the
recommendations of contemporary international standards related to pedagogical
1
See: Horton, Forest Woody. Overview of Information Literacy Resources Worldwide. Paris:
UNESCO, 2013. URL: http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/
news/overview_info_lit_resources.pdf (16th March 2014)
2
Project official web site available at: http://ringidea.org/ (16th March 2014)
3
See: Hajdarpašić, Lejla. Muslić, Fuada. Isović, Jasmina. Information Literacy and Faculties /
Academies of University of Sarajevo / Zbornik radova IX Međunarodne naučne konferencije
bibliotekara „Juni na Uni“: Informacijska pismenost – cjeloživotno učenje. Bihać: Kantonalna i
univerzitetska biblioteka Bihać, 2012, pp. 49-57.
4
By authors dr. sc. Senada Dizdar, dr. sc. Lejla Turčilo, Baba Ešrefa Rašidović and dr. sc. Lejla
Hajdarpašić.
188
Lejla Hajdarpašić, Senada Dizdar, Alma Mešić, Overview of Information Literacy initiatives in
the Sarajevo canton
training of teachers and in Ac. Year 2011/2012 this Program was redefined and in its
structure the content Information Literacy was introduced. After the inclusion of IL
content in PON 2011/2012 an exhaustive comparison of expected learning outcomes (of
performed instructions) with actual learning outcomes derived from evaluation sheets
was conducted5 and its findings indicated how participants perceived the newly
introduced content as extremely useful and that they are planning to transfer acquired
information competencies in their private and professional lives. On the basis of
conducted comparison in the PON 2012/2013 and PON 2013/2014 the content
Information Literacy was once again introduced. Inclusion of Information Literacy
content in mentioned cycles was performed in cooperation with the information
professionals from the Department of Comparative Literature and Librarianship. In this
regard, all cycles of the PON could be interpreted as a good example of possible
cooperation models in realization of IL contents that acknowledges the interdisciplinary
approach to education process, the role of information professionals in IL instructions
etc.
In order to promote and implement IL concept in the Canton of Sarajevo and to
establish concept of lifelong learning at the Faculty of Philosophy Sarajevo another
Project was launched: School Libraries as a Means to Develop a Democratic Society
through Strengthening Information Literacy and Lifelong Learning 6 that was granted by
Office of Public Affairs, U.S. Embassy Sarajevo, Bosnia and Herzegovina in 2013. The
project goal was to promote, implement and strengthen IL in 39 high-school libraries
across Canton Sarajevo in order to help developing a critical attitude of youth towards
received information. Following long-term impacts of mentioned Project were
recognized:
1. Creation of a corresponding legal framework (laws, regulations, standards,
curricula, school curricula, strategies for increase of literacy, educational
reform, etc.) for the work of libraries and librarians.
2. Increasing sensitivity and involvement of wider community in the role of the
school library and lifelong learning.
3. Creation of an optimal environment for the development and implementation
of permanent library programs and Projects, which would include support to
reading programs.
4. Meeting the rights, needs and requests of students in adapting the library’s
collection, space, equipment and offers.
It can be reasonably expected that this Project will in future help increase the quality of
education in this Canton, help develop independency and creativity of students, and
establish pre-conditions for developing civil society with core competencies of a
knowledgeable society.
5
See: Mavrak, Mirjana. Hajdarpašić, Lejla. Informacijska pismenost i pedagoško obrazovanje
nastavnika = Information Literacy and Pedagogical Training of Teachers / 6 Savjetovanje o
reformi visokog obrazovanja "Kontinuitet reforme visokog obrazovanja". Sarajevo: Univerzitet,
2012, pp. 165-179.
6
Project was headed with dr. sc. Ivo Komšić, Dean of the Faculty of Philosophy, dr. sc. Adila
Pašalić - Kreso, professor at Department of Education and dr. sc. Senada Dizdar, professor at
Department of Comparative Literature and Librarianship.
189
3. IL PROGRAMS IN LIBRARIES
Implementation of IL programs in libraries of the Sarajevo Canton is relatively
unsatisfactory. Public, academic, school and other libraries in the Sarajevo Canton, with
few exceptions, still mainly perform on regular basis traditional user education
programs.
The National and University Library of Bosnia and Herzegovina within its Center for
Permanent Education of Librarians periodically realizes Information Literacy Course
for librarians (both those who are graduate librarians or library science masters and
those who come from other disciplines than library science but have meet the
certification exam in the National and University Library and received title professional
librarians). The mentioned Center for Permanent Education of Librarians in The
National and University Library of Bosnia and Herzegovina was formed in 1999 with
the mission to educate librarians in IL, library classification, cataloging, concept of
intellectual freedom etc. According to the mission of the Center, the IL Course is held
once a year.
Regarding the IL programs that are realized in academic libraries of the Sarajevo
Canton especially is representative and unique in its activities the Library of Faculty of
Economics and Business.7 Mentioned Library frequently, every week, realizes
Information Literacy Course within Library facilities and by employee information
professionals. Target audiences of IL programs are BA, MA and PHD students of the
Faculty that find course contents extremely useful and very satisfactory in terms of
realization as the analysis of the survey on quality of performed instruction discovered 8.
Experience of library professionals in performing a wide range of IL instructions,
reached learning outcomes of IL programs etc. make this Library IL activities as a
example of good practice in performing IL programs in academic libraries.
4. NON-GOVERNMENTAL ORGANIZATION ACTIVITIES
IL as a meta competency of lifelong learning became a subject of interest of several
NGO organizations in Sarajevo Canton as well. In this regard, one of the projects in the
Sarajevo Canton that was released with the mission of implementing concept of IL in
the Canton of Sarajevo is entitled Education of High School Librarian for the
Knowledge Society in the Sarajevo Canton. Mentioned project was realized with the
help of the Federal Ministry of Education and Science in 2013 9. The first phase of this
Project was to examine the state of school libraries in Sarajevo Canton, present the
research results to relevant institutions and define the objectives that need to be archived
in order to create the basis for the implementation of IL. Regarding to the mission of
this Project, the second phase of Project was to promote the IL to all interested parties:
7
Available at: http://www.efsa.unsa.ba/bic/ (16th March 2014)
See: Sabljaković, Biserka. Informacijsko opismenjavanje korisnika biblioteke Ekonomskog
fakulteta = User education of information literacy in library of the Faculty of Economics / V
Savjetovanje Reforma visokog obrazovanja "Daljnji trendovi reforme visokog obrazovanja po
bolonjskim principima". Sarajevo: Univerzitet, 2011, pp. 87-100.
9
The organization name which is headed for this Project is non - governmental organization
„Korak dalje - KOD 21“ and the representative of the organization is dr. sc. Senada Dizdar,
professor at Department of Comparative Literature and Librarianship at the Faculty of
Philosophy, University of Sarajevo.
8
190
Lejla Hajdarpašić, Senada Dizdar, Alma Mešić, Overview of Information Literacy initiatives in
the Sarajevo canton
the school management, social and political organizations, professional associations,
librarians and finally to train school librarians to implement IL programs.
Non-governmental organization “Pravo Ljudski” also made an effort in order to
increase awareness about IL and its benefits in education context. NGO “Pravo Ljudski”
prepared a manual ZUMIRAJ PRAVA U ŠKOLI: Interaktivna edukacija putem audiovizuelnih materijala10. It was presented in February 2013 with the support and
assistance of teachers/professors from all over Bosnia and Herzegovina. The
methodology is developed in collaboration with the People in Need (Prague, Czech
Republic) in order to adapt their educational program One World in Schools
(www.oneworldinschools.cz) in Bosnia and Herzegovina. The program goal is to
familiar high school student with various current topics that are part of their local and
global realities, including topics on IL that were also recognized as priority thematic
units. “Train the Trainer” activities regarding the methodology were performed with 70
teachers already and in upcoming period 300 teachers from Bosnia and Herzegovina
will participate in such programs.
5. CONCLUSION
Since the formal introduction of IL term in the Sarajevo Canton education environment,
throw different efforts of small group of interested researchers as well as individual
institutions, IL concept tried to be promoted as sine qua non of contemporary
information landscape. Different IL initiatives in the Sarajevo Canton accentuated that
information literacy forms the basis for lifelong learning and that it is common to all
learning environments. Following those efforts, all education institutions, individual
organization, libraries etc. in the Sarajevo Canton and consequently in Bosnia and
Herzegovina in upcoming period must continue to promote the IL concept, to address
the strong interconnection between IL and lifelong learning, to continuously raise
awareness among B&H education environment about differences between information
literacy and IT skills and so on. In order to raise awareness on significance of IL in
contemporary society and accordingly to structure and include IL programs into their
specific curriculums, closer cooperation especially between education institutions is
needed because only by join efforts IL can be presented as fundamental of emerging
knowledge societies.
6. LITERATURE AND RESOURCES
Hajdarpašić, Lejla. Muslić, Fuada and Isović, Jasmina. Information Literacy and
Faculties / Academies of University of Sarajevo / Zbornik radova IX Međunarodne
naučne konferencije bibliotekara „Juni na Uni“: Informacijska pismenost – cjeloživotno
učenje. Bihać: Kantonalna i univerzitetska biblioteka Bihać, 2012, pp. 49-57.
Mavrak, Mirjana and Hajdarpašić, Lejla. Informacijska pismenost i pedagoško
obrazovanje nastavnika = Information Literacy and Pedagogical Training of Teachers /
10
Available at: http://www.pravoljudski.org/index.php?lang=ba (17th March 2014)
191
6 Savjetovanje o reformi visokog obrazovanja "Kontinuitet reforme visokog
obrazovanja". Sarajevo: Univerzitet, 2012, pp. 165-179.
Sabljaković, Biserka. Informacijsko opismenjavanje korisnika biblioteke Ekonomskog
fakulteta = User education of information literacy in library of the Faculty of
Economics/V Savjetovanje Reforma visokog obrazovanja "Daljnji trendovi reforme
visokog obrazovanja po bolonjskim principima". Sarajevo: Univerzitet, 2011, pp. 87100.
The Alexandria Proclamation on Information Literacy and Lifelong Learning, 2006.
Available at: http://portal.unesco.org/ci/en/ev.phpURL_ID=20891&URL_DO=DO_
TOPIC&URL_SECTION=201.html (16 March 2014)
The Moscow Declaration on Media and Information Literacy, 2012. Available at:
http://www.ifla.org/files/assets/information-literacy/publications/moscow-declarationon-mil-en.pdf (16 March 2014)
TEMPUS Project “Developing information literacy for lifelong learning and knowledge
economy in Western Balkan countries” Available at: http://ringidea.org/ (17 March
2014)
ZUMIRAJ PRAVA U ŠKOLI: Interaktivna edukacija putem audio-vizuelnih materijala/
ed. Monja Šuta – Hibert and Alina Trkulja. Sarajevo: Udruženje građana Pravoljudski,
2012. Available at: http://www.pravoljudski.org/index.php?lang=ba (17 March 2014)
192
INFORMATION PORTAL OF SCHOOL LIBRARIES IN THE
SARAJEVO CANTON
dr. sc. Adila Pašalić Kreso, academician, dr. sc. Senada Dizdar, dr. sc. Lejla
Hajdarpašić, Alma Mešić, MA
Summary
In order to promote, implement and strengthen information literacy in 39 high school libraries of
the Canton Sarajevo, during 2013 and 2014 project entitled “School Libraries as a Means to
Develop a Democratic Society through Strengthening Information Literacy and Lifelong
Learning” was realized by the Department of Comparative Literature and Librarianship and the
Department of Education of Faculty of Philosophy in Sarajevo. Project resulted, among other
things, with the construction of School Libraries Information Portal that is the first recorded
attempt to connect school librarians of the Sarajevo Canton and other interested parties online
and familiarize them about the latest activities, projects, innovative programs in the field of
information literacy and school librarianship. This paper will first shortly present implementation
phases of the mentioned Project and in parallel to discussion of the long term impacts of the
Project paper will outline the major benefits of the specialized information portal construction for
the Bosnian and Herzegovinian school librarianship.
Keywords: information literacy, lifelong learning, Faculty of Philosophy in Sarajevo, School
Libraries Information Portal
1. FOREWORD
Information literacy (IL) as a Meta competence of lifelong learning is common to all
disciplines, to all learning environments, and to all levels of education 1. As accentuated
for example by the ACRL Task Force, in contemporary information environment,
information literate individual is able to:
 Determine the extent of information needed
 Access the needed information effectively and efficiently
 Evaluate information and its sources critically
 Incorporate selected information into one’s knowledge base
 Use information effectively to accomplish a specific purpose
 Understand the economic, legal, and social issues surrounding the use of
information, and access and use information ethically and legally. 2
In this regard and in order to enhance critical thinking skills of students and educate
them how to identify, find, organize, evaluate and use information effectively and
ethically in contemporary complex and information overloaded environment, secondary
school libraries as information and learning centers must orient great effort towards
implementing diverse information literacy programs for students.
1
Presidential Committee on Information Literacy. Final Report. Chicago: American Library
Association,
1989.
URL:
http://www.ala.org/acrl/publications/whitepapers/presidential
(10.04.2014.)
2
Information Literacy Competency Standards for Higher Education / Approved by the Board of
Directors of the Association of College and Research Libraries on January 18, 2000, Endorsed by
the American Association for Higher Education (October 1999) and the Council of Independent
Colleges (February 2004). American Library Association, 2000.
URL: http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf (10.04.2014.)
Considering that implementation of IL programs in high school libraries of the City of
Sarajevo is quite unsatisfactory due to the low awareness on significance of IL, primary
education system that is anachronistic in terms of teaching, often practice of identifying
informatics literacy as IL etc., project “School Libraries as a Means to Develop a
Democratic Society through Strengthening Information Literacy and Lifelong Learning”
was launched during 2013 with the main goal to promote and raise awareness about
significance of IL with the school management and its information professionals.
Project was focused on strengthening existing information literacy competences of
school librarians and training them to design and implement innovative IL programs
within their respective school environments and resulted among other things with the
creation of the “School Libraries Information Portal” whose significance, structure and
content as well as future planned development will be outlined in this paper.
2. PROJECT “SCHOOL LIBRARIES AS A MEANS TO DEVELOP A
DEMOCRATIC SOCIETY THROUGH STRENGTHENING INFORMATION
LITERACY AND LIFELONG LEARNING”
The educational system in Bosnia and Herzegovina, that was confirmed repeatedly
(Pašalić Kreso, 2009; Zgaga, 2006), for the most part is still focused on teaching
students facts and not teaching them how to receive, process, and assign values to
information With the growing use and presence of Internet, high-school student are
exposed to substantial amounts of information of all sorts, through web-sites, forums,
discussion boards, blogs etc. Not much of this information could or can be factual, but it
may strongly shape the opinions or thoughts of a student whose entire learning path has
been to receive and perceive all information as facts. In a democratic society, where
everyone is given the right and responsibility to be a decision-maker, especially in the
context of a fragile and recovering society, empowering youth to search for,
comprehend, process and adequately use information is the key to development of both
the society and economy (The OECD DeSeCo Project, 2005). In this regard,
Department of Education, Faculty of Philosophy, University of Sarajevo and
Department of Comparative Literature and Librarianship, Faculty of Philosophy,
University of Sarajevo3 during the 2013, with the financial support of the Embassy of
the United States in Bosnia and Herzegovina, implemented a project called "School
library services in development of a democratic society by strengthening information
literacy and lifelong learning." The project was focused on the promotion,
implementation and strengthen of information literacy in 39 high-schools of the
Sarajevo Canton and during the project implementation, group of professors, teachers
and scientific workers have oriented great efforts towards:
1. Researching and analyzing the current situation in the libraries and librarian
profession in high-schools of Canton Sarajevo
2. Realization of series of workshops that helped delineating professional and
generic competencies of a school librarian
3. Strengthening existing information literacy competencies of school librarians
3
Project coordinators were Dr. Adila Pašalić - Kreso, academician, in front of the Department of
Education, Faculty of Philosophy, University of Sarajevo and Dr. Senada Dizdar in front of the
Department of Comparative Literature and Librarianship, Faculty of Philosophy, University of
Sarajevo.
194
Adila Pašalić Kreso, Senada Dizdar, Lejla Hajdarpašić, Alma Mešić, Information portal of
school libraries in the Sarajevo canton
4.
5.
Improving the pedagogical competencies of the librarian and their didactic and
methodic skills in communication and education of other target groups
(students, teachers, school management, etc.)
Raising awareness of the modern role of the library as an information center
for life-long learning etc.
2.1. Information portal of school libraries in the Sarajevo Canton
There is no doubt that the school library needs to become a central place in the highschools of Canton Sarajevo, where student can learn how to access pertinent
information, where student can develop an attitude of forming critiques towards certain
information received, and where a future citizen of a democratic society is formed.
Hence information literacy and lifelong learning cannot only be limited and linked to
education as increasing one’s knowledge fund, as it is linked to understanding and
critical reflection on the nature of the information and its social, cultural and
philosophical context (more: A Good School Library, 2002; Indiana Study, 2007;
Realizing the importance of school libraries in the process of (re) building society
(more: The Indiana study, 2007; Frantsi et al., 2002; The School Library: Today and
Tomorrow, 2002) the above mentioned Project resulted, among other things, with the
construction of School Libraries Information Portal4 (Image 1) that is the first recorded
attempt to connect school librarians of the Sarajevo Canton and other interested parties
online and familiarize them about the latest activities, projects, innovative programs in
the field of information literacy and school librarianship.
Image 1: www.ipzb.ba - Home page
Thus, Information Portal of the School Libraries is a specialized portal created with the
current aim to unite and inform librarians in primary and secondary schools of Bosnia
and Herzegovina, (currently Canton Sarajevo) and all other interested parties about the
latest activities, projects, innovative programs in the field of school librarianship in
Bosnia and Herzegovina5.
Librarian’s principle of openness and widely use of Word Press for designing web
presentations, “as a free and open source blogging tool and a content management
4
Available at: www.ipzb.ba (12 March 2014)
The editors of the Portal are dr. sc. Lejla Hajdarpašić from Faculty of Philosophy in Sarajevo,
Department of Comparative Literature and Librarianship and Alma Mešić, MA - graduated
Student of Art History / Contemporary and Modern Art and Librarianship, Faculty of Philosophy
in Sarajevo.
5
195
system (CMS) based on PHP and MySQL, which runs on a web hosting service.“ 6,
determinate the use of Word Press to built a web presentation of Portal. Due to its plugin7 architecture and flexible graphic user interface, Word Press was the optimally
chosen solution capable to meet the primal goals of Portal creation.
The content of the Portal is divided into the corresponding sections:
1. Projects, that are linked with Portal (include latest news in the field of high school
librarianship)
2. The library's innovative program that includes examinations of current programs in
fields of librarianship, education, etc.
3. Jurisprudence, public and legal documents relevant to school library and
librarianship in Bosnia and Herzegovina, but also documents relevant to education
process
4. Sections of current authors that contributed to the Portal contents and their affiliation
5. Educational material that is used in the workshops. This section will also in future
include other material relevant to the corresponding area
6. Contact information in order to connect both individuals and organizations (schools,
school libraries, etc.)
Simple graphical interface allows any user to search for information as well as to review
and evaluate the content of the Portal and in order to be search engines friendly, the
content of Portal is labeled with metadata and tags, but also with description and
keywords. Metadata set includes the author, keywords, description, type of document,
copyright, tags, and other core information that will help visitors to make familiar with
Portal content (Image 2).
Image 2: Meta tags for educational material located on Portal
Generic Meta tags are placed in header of web presentation through admin Control
Panel. Also, Meta Tag plug-ins are used in order to customize each meta tags, and to
allow meta information to describe better each page, category or post on Portal.
The content of the Portal, besides news, texts, etc. as mentioned also includes
educational material that was created during the workshops realization within the
mentioned Project by B&H experts8. Acknowledging the affiliation of authors, it can be
6
Word Press. “Word Press Web Hosting”, May 2013. Available at: https://wordpress.org/hosting/
(13 March 2014)
7
In computing, a plug-in is a software component that adds a specific feature to an existing
software application.
8
Content is created by following authors: dr. sc. Adila Pašalić – Kreso, academician, Faculty of
Philosophy, University of Sarajevo, dr. sc. Jadranka Lasić-Lazić, Faculty of Philosophy,
University of Zagreb, dr. sc. Senada Dizdar, Faculty of Philosophy, University of Sarajevo, dr. sc.
Jasmina Lovrinčević, The Josip Juraj Strossmayer University of Osijek, dr. sc. Mirjana Mavrak,
Faculty of Philosophy, University of Sarajevo, dr. sc. Dinka Kovačević, The Josip Juraj
196
concluded that content of Portal beside to its informative role has a significant
educational and scientific nature as well (Image 3).
Image 3: www.ipzb.ba – Category of educational material for librarians/students/etc
Primal mission of the Portal is to be opened for all interested participants with the aim
of linking and connecting high-school librarians, but also for collaboration. In addition,
the content, which includes scientific and teaching material, could easily in future form
the basis of a digital repository for librarians, teachers and students, specifically
disciplinary repository that for example R. Vrana defines as a “digital repository that
serves certain scientiﬁc discipline, or several closely related disciplines” (Vrana: 2011:
57).
3. PORTAL FURTHER AIMS AND THINGS TO BE DONE
The leading role in participation in this platform is assigned to the librarians that
continuously need to add to their list of competencies new knowledge and skills that
will enable them to adequately train youth (high-school students). The role of librarian
within school environment becomes particularly important, especially if we consider the
already established and accepted impact of information literacy and lifelong learning on
the overall economic and social development. In this regard and in order to please the
mission of Portal in the future, it is necessary to firstly:
- Connect all B&H school librarians as well as other interested parties
(students, teachers, librarians) with a Portal
- Promote Portal within the school librarianship and wider community and
inform about Portals objectives and content
- Exploit developed competencies of librarians in order to improve the Portal
- Encourage the creation of new content that will be stored on the
corresponding sections of the Portal.
It is expected that above mentioned activities will in upcoming period, among other
thing, greatly help:
- Librarians to educate the new user groups (school management, principals,
pedagogues, teachers and also students’ parents) for use of multimedia sources
and their proper use, which could be located and linked at the Portal
- Increase the use and quality of available educational materials in local
language (in e-form) which is presently in this field negligibly low
Strossmayer University of Osijek, dr. sc. Lejla Hajdarpašić, Faculty of Philosophy, University of
Sarajevo, mr. sc. Emina Dedić - Bukvić, Faculty of Philosophy, University of Sarajevo and
Monja Šuta Hibert, MA, NGO “Pravo Ljudski”.
197
-
-
Present libraries and information science activities through the use of modern
technologies
Increase sensitivity and involvement of wider community regarding the role of
the school library in education process
Create an optimal environment for the development and implementation of
permanent library programs and projects, which would include support to
reading programs
Meet the rights, needs and requests of students in adapting the library’s
collection, space, equipment etc.
School Libraries Information Portal has a great potential to increase the quality of
education in Sarajevo Canton and wider community through developing independency
and creativity of high-school librarians, their affirmation as professionals, together with
pupils. This Portal, according to its mission, will assist and motivate activities of
transforming the school library into a place of preparing one for an active participation
in a democratic society through processes of strengthening information literacy
competences of high-school children and encouraging lifelong learning.
4. CONCLUSION
Assuming that the Information Portal of School Libraries could someday become a
significant virtual platform for learning and sharing knowledge lead us to a point
where we must consider redefining Portal in its virtual architecture and place a base
for a specific digital repository. In this process, the information literacy is becoming a
key competence for, as Carmel Mc Naught in her essay “The Synergy between
Information Literacy and eLearning“concludes, not only individual learning and the
development of individual but also a social responsibility.
Portal has a tendency to help formation of disciplinary directory for school library,
teachers, librarians and students, yet now, the Portal in its original, starting version has
a unquestionable potential to become a comprehensive virtual platform that will help
researchers, librarians, students and all other interested parties gain necessary
information within the framework of school librarianship in Bosnia and Herzegovina
and a platform that by informing and connecting targeted group simultaneously
encourages creation among them.
5. LITERATURE AND RESOURCES
1. Frantsi, H., Kolu, K. and Salminen, S. A Good School Library. The Finnish National
Board of Education, The School Library Association in Finland, 2002.
2. Information Literacy Competency Standards for Higher Education / Approved by
the Board of Directors of the Association of College and Research Libraries on
January 18, 2000, Endorsed by the American Association for Higher Education
(October 1999) and the Council of Independent Colleges (February 2004). American
Library Association, 2000. URL: http://www.ala.org/acrl/sites/ala.org.acrl/
files/content/standards/standards.pdf (13 April 2014)
3. Information Portal of School Libraries in the Canton Sarajevo. Available at:
www.ipzb.ba (12th March 2014)
4. Lynch, Clifford. “Digital collections, digital libraries and the digitization of cultural
heritage information”. First Monday, 7(5), 2002. pp. 30-36.
198
5. Mavrak, Mirjana and Hajdarpašić, Lejla. Informacijska pismenost i pedagoško
obrazovanje nastavnika = Information Literacy and Pedagogical Training of
Teachers / 6 Savjetovanje o reformi visokog obrazovanja "Kontinuitet reforme
visokog obrazovanja". Sarajevo: Univerzitet, 2012, pp. 165-179.
6. McNaught, Carmel. „The Synergy between Information Literacy and eLearning“.
Computer Supported Cooperative Work, Volume 33, 2006. pp 29-43.
7. Pašalić Kreso, Adila. “The War and Post-War Impact on the Educational System of
Bosnia and Herzegovina” in Majhanovich, S. Fox, Ch. and Pašalić Kreso, A.: Living
Together, Education and Intercultural Dialog, Springer, 2009, pp. 67- 88;
8. Presidential Committee on Information Literacy. Final Report. Chicago: American
Library Association, 1989.
URL: http://www.ala.org/acrl/publications/whitepapers/presidential 13th
9. The Indiana study: How Students, Teachers & Princiopals Benefit from Strong
School Libraries. AIME: Indianopolis, 2007.
10. The OECD DeSeCo Project: The Definition and Selection of Key Competencies,
Executive Summary, 2005. Available at: http://www.oecd.org/pisa/35070367.pdf
(5th April 2014)
11. The School Library: Today and Tomorrow. Published by the IFLA School Library
Section to commemorate its 25 anniversary, 2002.
12. Vrana, Radovan. “Digital repositories and the future of preservation and use of
scientific knowledge”. Informatol. 44, 2011, 1, pp. 55-62.
13. Wegner, E. Communities of practice: Learning, meaning and identity. Cambridge:
Cambridge University Press, 1998.
14. Word Press. Available at: https://wordpress.org (13th March 2014)
15. Zgaga, P. (ed). “The Situation of Education in South-East Europe”. Ljubljana:
CEPS, 2006.
199
ОСТАЦИ ПАРОХИЈСКЕ БИБЛИОТЕКЕ ИЗ XIX ВЕКА У СЕЛУ
МЕДНА КОД ВАРЦАР ВАКУФА (МРКОЊИЋ ГРАДА)
Мр Радован Пилиповић
Архив Српске православне цркве
(Београд, Република Србија)
Сажетак: У раду се даје преглед и опис библиотечке грађе у власништву православне
парохије у селу Медна код Варцар Вакуфа, данашњег Мркоњић Града. Књиге које су имале
превасходно своју ритуалну функцију представљају сведочанство не само култне, него и
културне историје и говоре о везама поменутог краја са другим регијама, барем по
питању ефеката библиотечке продукције која је задовољавала потребе источног
хришћанства на простору Босне и Херцеговине.
Кључне речи: Штампана књига, култ и ритуал, конфесионално одређење писмености,
парохија, Медна, Босанска Крајина.
I Писменост и њен верски значај
У селу Медна недалеко од Мркоњић Града у оквиру парохијског верског
комплекса Српске православне цркве налази се колекција књига која припада и
извире из идејног света православног хришћанства. С обзиром на несрећне и
дисконтинуиране прилике које су карактеристичне за нестабилно подручје
Балканског полуострва, овако сачувана збирка штампаних богослужбених књига,
представља модел на основу кога би могле да се реконструишу друге парохијске
библиотеке српске етничке заједнице Босне и Херцеговине, а посебно Босанске
Крајине.
Писменост која израња из наглашеног верског поимања света протеже се у Босни
и Херцеговини од раног средњег века. Она се без теолошких елемената и
параметара и адекватне контекстуализације не може разумети, нити се културна
историја може на прави начин представити. Сама реч култура, садржи у себи
појам култног и трансцедентног. Секуларизација је временом брисала
домнинацију ритуалне сврхе. У сваком случају, поменута збирка црквених књига
остаје важно сведочанство посебно исказане микроисторије, културног трага и
путовања књиге, то јест, на првом месту њене набавке, сврхе, употребе, њеног
значења и вредности.
За разлику од ислама, чији се култ испуњује читањем и тумачењем једне књиге –
Ал Корана1, у православном хришћанству богослужење византијског типа
спроводи се уз помоћ читаве библиотеке. Аналогно исламу код хришћана Свето
Писмо игра базичну улогу, али се химнографија посебно развијала остављајући за
собом компликовану књижевну историју. Молитве се групишу у дневни,
недељни, месечни и годишњи циклус читања. Читање Јеванђеља, Апостола,
Часослова, Псалтира, Служебника, Октоиха, Требника, Пентикостара има своје
тачно прописано место и свој нарочити смисао. 2
1
Лазар Милин, Историја религије, Београд 1977, стр. 130-133.
Уп. Димитрије Богдановић, Стара српска библиотека, у: Студије из српске
средњовековне књижевности, Београд 1997, стр. 5-79.
2
II Историјске и географске цртице о Медни
Село Медна налази се у општини Мркоњић Град3 у долини мање реке Медљанке
и заузима не много стрме обронке планине Димитор, док је са друге стране село
ограничено реком Саном. Сеоски атар заузима површину од око 100 km2 и
поседује највише извора у читавој општини. Село обилује и шумом, пашњацима,
као и налазиштем угља и алабастра. О имену места постоје две етиолошке
легенде: једна каже да су место турски освајачи у XVI веку прозвали Медина (што
на арапском језику значи утврђено насеље) и то по тврђави која се налазила према
селу Слатина, али по другој причи село је добило име по меду. Старији људи су
на питање одакле су знали рећи да су из Медине, иако је временом преовладао
облик Медна.4
Данашња парохија медљанска се у другој половини 19. века црквеноадминистративно делила на две. По евиденцији из 1882. године Доња Медна у
којој је службовао свештеник Симо Берић обухватала је Медну и Трново са 180
кућа и 1456 становника. У Горњој Медној, пак, био је Томо Берић, а ову парохију
су чинила мања насеља Илићи и Лекићи са 100 домова и 652 становника. Обе
парохије су биле у протопрезвитерату герзовачком.5 Годину дана касније
ситуација се променила тек толико што је Доња Медна бројала 193 куће и имала
1460 становника.6
Православни храм у Медној је грађен од 1883. до 1886. године, а црква је уведена
у богослужбену употребу освећењем које је извршио митрополит дабробосански
Георгије Николајевић 1887. године. Од средине, али и нешто пре 1850-их година
па надаље у парохији су служили следећи свештеници: Симо Берић, Тома Берић,
Симеун Берић, Илија Берић, Симо Берић млађи (1883-1902), затим Чедо Марјанац
и Павле Убовић (1902-1910).7
За време службовања ових свештеника искристалисала се парохијска библиотека
у фондовском смислу.
III Каталог старе Медљанске библиотеке
1. Служебник, Москва 1794. На овој књизи постоји изузетно занимљив запис из
1865. године који у преводу са старијег језика гласи: „Ово је књига Ђуре Бабића,
ако се украде нека се познаде, украсти се не мере док је Ђуре жива“, док нови
власник није постао „Тодор Тешић“. Даље, један запис из 1879. године говори о
смрти „Стаке [к]ћери Ђуре Бабића“. Први запис, својеврсни екс-либрис Ђуре
Бабића има старински призвук и сасвим је очигледно да је то српски превод и
подражавање античким екс-либрисима. Ево, на пример, како је гласио један у
Западној Европи, коришћен на рукописима и у многим библиотекама на почетку
3
Кроз читав 19. век град се звао Варцар Вакуф, а име Мркоњић Град му је дато 1925.
године према псеудониму краља Петра I Карађорђевића из времена Босанскохерцеговачког устанка 1875-1878. године.
4
Епископ Хризостом Јевић, Чудо у Медној – Бог је с нама!, Медна 2006, стр. 10-11.
5
Шематизам православне митрополије и архидијецезе дабро-босанске за годину 1882,
уредио Ђорђе Николајевић, Сарајево 1882, стр. 37.
6
Шематизам православне митрополије и архидијецезе дабро-босанске за годину 1883,
уредио Ђорђе Николајевић, Сарајево 1883, стр. 50.
7
Епархија бихаћко-петровачка – Први шематизам 2010, Босански Петровац 2011, стр. 369.
202
Radovan Pilipović, Ostaci parohijske biblioteke iz XIX veka u selu Medna kod Varcar Vakufa
(Mrkonjić Grada)
6. века: „Qui rapiet librum istum non videbit Iesum Christum sed ibit infernum et
manebit in aeternum inter bracchia diabolorum per omnia saecula saeculorum“. 8
(Превод: Ко украде ову књигу неће видети Исуса Христа, него ће ићи у пакао и
остати тамо довека у рукама ђавола у све векове векова). Наш Ђуро Бабић се
више уздао у своју снагу („док је Ђуре жива“) него у неку духовну санкцију и
метафизичку казну.
2. Служебник, Београд 1836. (Штампан за време кнеза Србије Милоша
Обреновића и београдског митрополита Петра Јовановића). Постоји мање читљив
запис на дну последње стране: „Писа ... Никола, Азари[ј]е из Пецке“...
3. Књига ова „Псалтир“ у којој се налазе обичне катизме, песме и изабрани
паслми заједно са Уставом за њихово држање и остало, одштамано је са
благословом (дозволом) Архиепископа и Митрополита Карловачког Г. Стефана
[Станковића], У Будиму Граду 1844, у Царско-краљевској Угарској
универзитетској типографији. То је „илирски Псалитр“ (Psaltir illyrisch), односно
Псалтир штампан на црквенословенском језику за потребе Српске цркве у држави
Хабзбурга. Доживео је више издања попут следећег, а сретали смо га у многим
другим парохијама Западне Босне, као нпр. у Ливну.
4. Књига ова „Псалтир“ у којој се налазе обичне катизме, песме и изабрани
паслми заједно са Уставом за њихово држање и остало, одштамано је са
благословом (дозволом) Архиепископа и Митрополита Карловачког Г. Стефана
[Станковића], У Будиму Граду 1845, у Царско-краљевској Угарској
универзитетској типографији. Има запис власника: „Симо, Симо, Симо Берић“, а
затим обавештење: „Воду пије Симо Берић“....„милос(о)т“, што би можда могло
бити сведочанство о држању строгог поста и покајничком тражењу Божије
помоћи.
5. Пентикостар, Беч 1855.
6. Октоих од гласа првог до гласа петог, Беч 1855. Запис сведочи о власништву:
„Општина Медна храм Рождества Богородичиног, прилог од Царства, 13.
септембар 1887“. Књига је у српску црквену општину дошла као поклон
окупационих власти Аустро-Угарске монархије.
7. Антологион или Цвјетослов, Беч 1855.
8. Часослов за употребу Свете православне цркве источног вероисповедања,
Београд, Књигопечатња Кнежевине Србије 1857. Поред записа на корицама
постоји интересантан цртеж са потписом: „Крест Кранитељ“, што је симболичкоапотропејско прослављање моћи Часног Крста, а значи „Крст Чувар – Заштитик“.
9. Цветни триод, (штампан у време руског цара Александра Николајевича 18181881) Записи: 1. „Ово је књига Пентикостар мене попа Симе Берића из села
Медне од кадилука Ђалисара, године Христове 1866.“. Ђалисар односно
„Ђулхисар“ је место Језеро. 2. „Симо Берић, свештеник млађи, 1893. године, 3.
марта“.
10. Часослов, (штампан у време „великог војводе српског и цара аустријског
Франца Јозефа I). Војводство Србија и Тамишки Банат је назив за
круновину Аустријског царства која је постојала на подручју данашње
8
Messalino secondo il rito detto di S. Pio V decreto del Sommo Pontefice Giovani XXIII del 23.
luglio 1960, latino e italiano, Roma 2009, стр. 1.
203
Војводине између 1849. и 1860. године. Записи на последњој страници су део
молитве и имена за молитвено сећање житеља места Медне.
11. Требник, (штампан у време „цара аустријског Франца Јозефа Перваго“).
12. Служебник „попа Симе Берића“, из прве половине 19. века, уметнут је
поменик са именима парохијана, предвуковски правопис.
13. Требник, 19. век, нема ближих библиографских података, кожни повез.
14. Требник, исечених корица, ово је очигледно намерно урађено да би се лакше
носио и њиме служило као важном приручном књигом.
15. Псалтир, Београд 1875. (Књига је штампана за време београдског
митрополита Михаила Јовановића).
16. Октоих од првог до петог гласа, има запис појца: „Саво Обрадовић црквени
пјевчић“
17. Октоих од петог гласа: Има записе корисника: 1. „Саво Обрадовић црквени
пјевчић“ 2. „Симо син покојнога Даке Опарнице“, пре 1894 године. 3. „Писа Симо
Ђаковић, син Дакин 1892. године“.
18. Василије Николајевић, Велики типик то јест Устав црквени..., Нови Сад
1892.
19. Служебник, Сарајево 1898.
20. Свештено Јеванђеље, Сарајево 1890. Има новији запис: „8. (21.) септембра
1963. епископ бањалучки Андреј посетио Медну „служио Св. Архијерејску
Литургију и обновио Св. Трпезу“.
21. Апостол, Сарајево 1892.
22. Деловодни протокол из 1912. године. Ради се о класичној архивској књизи која
прати канцеларијско пословање и проток докумената у тадашњој службеној
комуникацији. Не спада у библиотечку грађу, али се физички налази поред старих
књига.
IV Осврт на крају
Развијеног верског живота и остварене религиозне праксе код традиционалних
православних хришћана не може бити без књиге. Православни Срби у Босни и
Херцеговини услед политичких прилика нису имали сопствено штампарство у
континуитету него су се све до пред крај 19. века ослањали на књижарску
продукцију православних Срба у Аустро-Угарској, Кнежевини Србији, а нешто
мање на руско издаваштво богослужбених књига, иако је и оно било присутно. 9 У
распону од готово 100 година, од почетка до краја 19. века у Медној се сусрећу
све богослужбене књиге потребне за испуњавање дневног, недељног, месечног и
годишњег круга класичног богослужбеног устава (типика) наслеђеног још из
византијских времена. Најстарији су, свакако, служебници у којима су молитве
главних служби (Света Литургија и друго) које изражавају средиште учења и
морала православног хришћанства. Занимљиво да оне књиге које се често користе
9
Ипак, не треба сметнути с ума да је прва штампарија на простору Босне и Херцеговине
почела са радом 1519. године у Горажду, а основао ју је Божидар Горажданин, доневши
штампарске справе из Венеције, одакле се штампарија 1523. године, због најезде Турака,
премешта у град Трговиште (Румунија). Те прве књиге су биле црквене садржине:
Служебник (1519), Псалтир (1521) и Молитвеник (1523).
204
Radovan Pilipović, Ostaci parohijske biblioteke iz XIX veka u selu Medna kod Varcar Vakufa
(Mrkonjić Grada)
приликом вршења обреда (крштење, венчање, сахрана и друге сличне молитве
приватне побожности) не налазимо у уредном стању очуваних књижних блокова
и са читљивим библиографским подацима.
Како се примичемо крају 19. века тако се сусрећу православне богослужбене
књиге које су штампане на територији Босне и Херцеговине, а са санкцијом
највиших верских ауторитета Српске православне цркве. Ово је био корак
тадашње Земаљске владе којом је требало верски живот православних Срба
поменутих области и на овај начин учинити независним од Карловачке,
Београдске митрополије или од Руског царства.
Медљанска библиотека је редак пример солидне сачуваности читаве колекције
богослужбених књига у једној парохији на подручју Босанске Крајине са којом се
може испунити византијски богослужбени устав, класични ритуални концепт
источно-православне побожности и вероисповедања.
V Извори и литература
а. Извори:
Парохијска библиотека при храму Рођења Пресвете Богородице у Медној
б. Литература:
Шематизам православне митрополије и архидијецезе дабро-босанске за годину
1882, уредио Ђорђе Николајевић, Сарајево 1882.
Лазар Милин, Историја религије, Београд 1977.
Димитрије Богдановић, Стара српска библиотека, у: Студије из српске
средњовековне књижевности, Београд 1997.
Епископ Хризостом Јевић, Чудо у Медној – Бог је с нама!, Медна 2006.
Епархија бихаћко-петровачка – Први шематизам 2010, Босански Петровац 2011.
Messalino secondo il rito detto di S. Pio V decreto del Sommo Pontefice Giovani XXIII
del 23. luglio 1960, latino e italiano, Roma 2009.
205
THE REMAINS OF THE XIX CENTURY PAROCHIAL
LIBRARY IN MEDNA VILLAGE NEAR VARCAR VAKUF
(MRKONJIĆ GRAD)
Radovan Pilipović, MA
the Serbian Orthodox Church Archives
(Belgrade, the Republic of Serbia)
Abstract: This paper provides an overview and a description of the library’s resources in the
possession of an orthodox parish in Medna village near VarcarVakuf, the present-day Mrkonjić
Grad. The books that once had primarily ritual function bear testimony not only to cult but also
cultural history and they attest to the ties of the mentioned area with other regions, at least in
terms of the library’s production effect that satisfied the needs of Eastern Christianity in Bosnia
and Herzegovina territory.
Key words: Printed book, cult and ritual, denominational determination of literacy, parish,
Medna, Bosanska Krajina.
I Literacy and its religious importance
In Medna village, near Mrkonjić Grad, within the parochial denominational complex of
the Serbian Orthodox Church, there is a collection of books that belongs to and
originates from the world of ideas of Orthodox Christianity. Considering the
unfortunate and discontinuous conditions characteristic for the unstable territory of the
Balkan Peninsula, such a preserved collection of printed liturgical books represents a
model based on which other parochial libraries of Serbian ethnical community in
Bosnia and Herzegovina could be reconstructed, especially in Bosanska Krajina.
Literacy that emerges from a prominently religious understanding of the world has been
widespread in Bosnia and Herzegovina since the early Middle Ages.Neither can it be
understood without theological elements, parameters and adequate contextualisation,
nor can cultural history be presented in a proper manner. The very word “culture”
contains in itself the notion of cultural and transcendental. Over time, secularization
erased the domination of ritual purpose.At any rate, the mentioned collection of church
books remains an important testimony of a uniquely expressed micro-history, cultural
trace and the journey of a book, that is, first of all its acquisition, its purpose, usage, its
meaning and value.
Unlike Islam, whose cult is filled with reading and interpreting of one book - AlQur’ān1,the Byzantine liturgy in Orthodox Christianity is done with the help of an entire
library.Analogous toIslam, the Bible has an essential role with Christians, but
hymnography developed independently, leaving behind a complex literary history.
Prayers are grouped into daily, weekly, monthly and yearly cycles of reading. The
reading of the Evangeliary, the Apostles, the Book of Hours, the Psalter, the
“Služebnik” (Liturgikon), the Octoechos, the Breviary and the Pentateuch has their
exactly prescribed order and their unique meaning.2
1
Lazar Milin, The History of Religion, Belgrade 1977, p. 130-133.
Cf. Dimitrije Bogdanović, Old Serbian Library, in: Studies from Serbian Medieval Literature,
Belgrade, 1997, p. 5-79.
2
II Historical and geographical storiettes about Medna
Medna village is situated in the municipality of Mrkonjić Grad 3, in the valley of a small
river Medljanka and it stretches over mildly steep slopes of mountain Dimitor, while the
river Sana forms a border on the other side of the village.The territory of the village
covers around 100km2 and has the greatest number of springs in the entire municipality.
The village is rich in forests, pastures as well as alabaster and coal deposits. There are
two legends about the name of the village: one states that in the XVI century the
Turkish invaders named the area “Medina” (which means “fortified settlement” in
Arabic) after the fortress that was near Slatina village, but according to another story,
the village was named after “honey” (“med” is the Serbian word for “honey”). The
elderly would say that they came from Medina when asked about their birthplace,
although the name Medna prevailed in time. 4
The present-day parish of Medna was divided into two ecclesiastically and
administratively separate parishes in the second half of the XIX century. Based on the
records from 1882, Donja Medna, where the reverend Simo Berić officiated, used to
include Medna and Trnovo with 180 homes and 1456 inhabitants. In Gornja Medna,
however, Tomo Berić officiated and this parish consisted of smaller communities
named Ilići and Lekići with 100 homes and 652 inhabitants. Both parishes were in the
Proto-presbyterate of Gerzovo.5 One year later, the situation changed only to the extent
that Donja Medna had 193 homes and 1460 inhabitants. 6
The building process of the Orthodox Church in Medna lasted from 1883 until 1886,
and it became open for liturgy when it was sanctified by the Dabar-Bosnian
Metropolitan George Nikolajević (Georgije Nikolajević) in 1887. From mid 1850s,
although even before that period onwards, the following priests were officiating in that
parish: Simo Berić, Toma Berić, Simeun Berić, Ilija Berić, Simo Berić Junior (18831902), then Čedo Marjanac and Pavle Ubović (1902-1910).7
During these priests’ officiating, the parish library took a more definite shape in terms
of its resources.
III The Catalogue of the old Medna Library
1. Služebnik (Liturgikon), Moscow, 1794. There is an exceptionally interesting
inscription from 1865 on this book whose translation from an old language states: “This
is Đuro Babić’s book, if anyone should steal it, let that be known, it cannot be stolen as
long as Đuro is alive”, until the new owner became “Todor Tešić”. Furthermore, an
1879 inscription speaks of the death of “Staka, the daughter of Đuro Babić”. The first
inscription, Đuro Babić’s ex-libris of sorts, has an archaic tone and it is quite obvious
that it is a Serbian translation and a support to antique ex-libris. For instance, here is one
3
Throughout the entire 19th century, the city was called VarcarVakuf, and it was named Mrkonjić
Grad in 1925 after the pseudonym of King Petar I of Serbia (king Petar I Karadjordjević) from the
time of the First Herzegovina Uprising 1875-1878
4
Bishop Hrizostom Jević, Miracle in Medna– God is with us!,Medna 2006, p. 10-11.
5
The Schematism of Dabar-Bosnian Orthodox Mitropolitanate and Archidioceses for the year
1882,redacted by Đorđe Nikolajeveć, Sarajevo 1882, p. 37.
6
The Schematism of Dabar-Bosnian Orthodox Mitropolitanate and Archidioceses for the year
1883, redacted by Đorđe Nikolajević, Sarajevo, 1883, p. 50.
7
The Eparchy of Bihac-Petrovac– The first Schematism of 2010,Bosanski Petrovac 2011, p. 369.
208
Radovan Pilipović, The Remains of the XIX Century Parochial Library in Medna Village near
Varcar Vakuf (Mrkonjić Grad)
that was used in Western Europe on manuscripts in many libraries at the beginning of
the 6th century:
„Qui rapiet librum istum non videbit Iesum Christum sed ibit infernum et manebit in aet
ernum inter bracchia diabolorum per omnia saecula saeculorum“.8 (Translation: The
one who steals this book shall not see Jesus Christ, but shall go to hell and remain there
in the devil’s hands until the end of time). Our Đuro Babić relied more on his own
strength (“as long as Đuro is alive”) than on a spiritual sanction and metaphysical
punishment.
2. Služebnik (Liturgikon), Belgrade, 1836. (Printed during the reign of Miloš Obrenović
I, the Prince of Serbia and the Metropolitan of Belgrade, Petar Jovanović). A less
intelligible inscription can be found at the bottom of the last page: “Wrote…Nikola,
Azari[j]e from Pecka”…
3. This book “Psalter” which contains ordinary kathismas, poems and chosen psalms
together with the Constitution for their possession and such, was printed with the
blessing (permission) of the Archbishop and Metropolitan of Karlovci G. Stefan
[Stanković], in Buda in 1844, in Royal-Imperial Hungarian University typography. It is
an “Illyrian Psalter”, (Psaltirillyrisch), that is, a Psalter printed in the Church Slavonic
language for the needs of the Serbian Church in the Habsburg Monarchy. It was
successfully published several times, such as the one given here, and we have come
across it in many other parishes of Western Bosnia, for instance, in Livno.
4. This book “Psalter” which contains ordinary kathismas, poems and chosen psalms
together with the Constitution for their possession and such, was printed with the
blessing (permission) of the Archbishop and the Metropolitan of Karlovci G. Stefan
[Stanković], in Buda in 1845, in Royal-Imperial Hungarian University typography. It
has the owner’s inscription that states: “Simo, Simo, Simo Berić”, and then a
notification: “Simo Berić drinks water”… “mercy”, which might be a testimony to
keeping a strict fast and contriteasking for God’s help.
5. Pentacostarion, Vienna, 1855.
6. Octoechos from the First Voice to the Fifth Voice, Vienna, 1855. The inscription
testifies to the ownership: “The Medna Municipality, The Church of Virgin Mary’s
Nativity, the contribution of the Empire, September 13 th, 1887”. The Serbian parish
received the book as a present from the occupying government of the Austro-Hungarian
Monarchy.
7. Anthologion or Florilegium, Vienna, 1855.
8. The Book of Hours given to the Holy Orthodox Eastern Church of religion to use it,
Belgrade, Book-stamping of the Principality of Serbia (Knjigopečatnja Kneževine
Srbije), 1857. There is an intriguing drawing with a signature next to the inscription on
the book: “Cross the Provider”, which is a symbolic and apotropaic celebration of the
power of the Holy Cross, and it means: “Cross the Guardian – Protector”.
9. Floral Triodion (printed during the reign of Alexander II of Russia 1818-1881).
Inscriptions: 1. “This is the Pentateuch book that belongs to me, the Reverend Simo
Berić from the village of Medna, the kadiluk of Đalisar, in the Year of the Lord
1866.”Đalisar, that is “Gülhisar” is the town called Jezero. 2. “Simo Berić, junior priest,
1893, March the 3rd”.
8
Messalino secondo il rito detto di S. Pio V decreto del Sommo Pontefice Giovani XXIII del 23.
luglio 1960, latino e italiano, Roma 2009, p. 1.
209
10. The Book of Hours, (printed during the reign of “the Grand Duch of Serbia and the
Emperor of Austria, Franz Joseph I”). The Duchy of Serbia and Banat of Temeschwar is
the name for the Crown land of the Austrian Empire which existed in the territory of the
present-day Vojvodina between 1849 and 1860. The inscriptions on the last page are a
part of a prayer and the names written in prayerful remembrance of the village Medna’s
inhabitants.
11. Breviary, (printed during the reign of “the Austrian Emperor, Franz Joseph I”).
12. Služebnik (Liturgikon) of “the Reverend Simo Berić”, from the first half of the 19th
century, with an inserted commemorative list of parishioners’ names written in
orthography that pre-existed Vuk Stefanović Karadžić, reformer of Serbian language
1847.
13. Breviary, from the 19th century, there is no further bibliographic data, it has leather
binding.
14. Breviary, with its binding removed, which was obviously done in order to be carried
more easily and used as an important reference book.
15. Psalter, Belgrade, 1875 (The book was printed during the reign of the Metropolitan
of Belgrade Mihailo Jovanović).
16. Octoechos from the First Voice to the Fifth Voice, it has an inscription of the
chorister: “Savo Obradović the church chorister”.
17. Octoechos from the Fifth Voice: it has the users’ inscriptions: 1. “Savo Obradović,
the church chorister” 2. “Simo, the son of the late Daka Oparnica”, before 1894
3.“Written by Simo Đaković, the son of Daka, the year 1892”.
18. Vasilije Nikolajević, The Great Typikon or the Church Constitution…, Novi Sad
1892.
19. Služebnik (Liturgikon), Sarajevo 1898.
20. Evangeliary (Svešteno Jevanđelje),Sarajevo, 1890. There is a new inscription: “the
8th (21st) of September 1963, bishop of Banja Luka Andrej visited Medna, “served the
Divine Archiereus Liturgy and restored the Divine Table”.
21. Apostle, Sarajevo 1892.
22. Registry from 1912. It is a classic archival book that follows office management and
the flow of documents in the official communication of that time. It is not found among
the resources of the library, but it is physically present beside old books.
IV The Final Retrospection
A well-developed religious life and a successful religious practice cannot exist without
books among traditional Orthodox Christians. Due to certain political circumstances,
Orthodox Serbs in Bosnia and Herzegovina never had their own printing in continuity,
but they were forced to rely on the book production of Orthodox Serbs in the AustroHungarian Empire, the Principality of Serbia and, although it was present as well, to a
lesser extent on Russian publishing of liturgical books up until the end of the 19 th
century.9 Spanning almost a hundred years, from the beginning until the end of the 19 th
9
Still, one should not forget that the first printing office in Bosnia and Herzegovina started
working in 1519 in Goražd, and it was founded by Božidar Goraždanin when he brought printing
machines from Venice, and then the printing office was moved to the city of Trgovište (Romania)
in 1523 due to Turkish invasions. Those first books had liturgical content: Služebnik-Litrugikon
(1519), Psalter (1521), and Prayer Book (1523).
210
century, Medna collected all liturgical books necessary for fulfilling the daily, weekly,
monthly and yearly cycle of a classic Canon Law (Typikon) inherited from the
Byzantine era. The oldest ones are most certainly the “služebnik books” (liturgikons) in
which main service prayers can be found (the Divine Liturgy, etc.) which express the
core of the learning and the moral of the Orthodox Christianity. Interestingly, the
frequently used books during performing rites (such as baptism, marriage, funeral and
other similar prayers of personal piety) cannot be found in good condition among wellpreserved book blocks and with intelligible bibliographic information.
As we approach the end of the 19th century, so the Orthodox liturgical books printed in
the territory of Bosnia and Herzegovina start to “reunite”, together with the sanction of
the highest-ranking religious authorities of the Serbian Orthodox Church. This was the
step of the existing Temporal government that was supposed to give further
independence to the religious life of Orthodox Serbs in the aforementioned areas from
the influence of the the Metropolitanate of Karlovci, Belgrade and the Russian Empire.
The Medna Library is a rare example of a fairly well-preserved complete collection of
liturgical books in one parish in the territory of Bosanska Krajina that can fulfill the
needs of the Byzantine Canon Law, the classic rite concept of the Eastern-Orthodox
piety and worship.
V Sources and Bibliography
а. Sources:
The parochial library within The Church of Virgin Mary’s Nativity in Medna
b. Bibliography:
(The Schematism of Dabar-Bosnian Orthodox Mitropolitanate and Archidioceses for
the year 1882, redacted by Đorđe Nikolajević, Sarajevo 1882.)
(The Schematism of Dabar-Bosnian Orthodox Mitropolitanate and Archidioceses for
the year 1883, redacted by Đorđe Nikolajević, Sarajevo, 1883.)
Лазар Милин, Историја религије, Београд 1977.
(Lazar Milin, The History of Religion, Belgrade, 1977.)
Димитрије Богдановић, Стара српска библиотека, у: Студије из српске
средњовековне књижевности, Београд 1997.
(Dimitrije Bogdanović, Old Serbian Library, in: Studies from Serbian Medieval
Literature, Belgrade, 1997.)
Епископ Хризостом Јевић, Чудо у Медној – Бог је с нама!, Медна 2006.
(Bishop Hrizostom Jević, Miracle in Medna– God is with us!, Medna 2006.)
Епархија бихаћко-петровачка – Први шематизам 2010, Босански Петровац 2011.
(The Eparchy of Bihac-Petrovac – The first Schematism of 2010,Bosanski Petrovac
2011.)
Messalino secondo il rito detto di S. Pio V decreto del Sommo Pontefice Giovani XXIII
del 23. luglio 1960, latino e italiano, Roma 2009.
211
VI Илустрације/Illustrations
1. Запис Ђуре Бабића из 1865. године као exlibris
The inscription by Đuro Babić in 1865 as ex-libris.
2. Цртеж у Часослову из 1857. године
A drawing in The Book of Hours in 1857.
212
3. Увез књиге из средине 19. века
Binding of a mid-19th-century book.
4. Насловна страна Псалтира, Беч 1844.
213
The front page of Psalter, Vienna, 1844.
5. Насловна страна Јеванђеља, Сарајево 1890.
The front page of Evangeliary, Sarajevo, 1890.
214
UTICAJ INFORMACIONO-KOMUNIKACIONE TEHNOLOGIJE
NA STVARANJE NOVE GENERACIJE UČENIKA
INFLUENCE OF INFORMATIONAL COMMUNICATIONAL
TECHNOLOGY TO CREATING NEW GENERATION OF
PUPILS
Doc. dr. Nebojša Macanović
Fakultet političkih nauka Banja Luka
Univerzitet u Banja Luci
Bulevar vojvode Petra Bojovića 1A, Banja Luka
[email protected]
Apstrakt: Zahvaljujući razvoju medijske tehnologije današnje generacije učenika uče mnogo
brže. Djeca (učenici) svakodnevno komuniciraju koristeći internet, e-poštu, chatove, forume,
klipove, SMS-e,... Takvi vidovi komunikacije postaju prirodno okruženje u kojima djeca odrastaju,
ali i način usvajanja znanja i njihovog obrazovanja. Oni primaju, obrađuju i skladište brojne
informacije na sasvim drugačiji način od ranijih generacija koje nisu odrastale uz nove
tehnologije koje se danas koriste. Nove generacije učenika zahvaljujući razvoju informacionokomunikacione tehnologije u mogućnosti su da obavljaju više poslova istovremeno. Oni sve više
usvajaju informacije i znanja kroz neformalne i informalne oblike učenja. Upravo takve promjene
zahtijevaju i prilagođavanje obrazovnog sistema, prije svega škola, koje moraju redefinisati svoju
ulogu u savremenom društvu, ako žele da uvaže potrebe i interesovanja kojima teže nove
generacije učenika. Polazeći od toga cilj ovoga rade jeste da se ukaže na obilježja „nove
generacije učenika“, kao i značaj digitalne tehnologije koju ona ima u odrastanju i obrazovanju
istih, te ukaže na potrebu stvaranja novih školskih modela i novih paradigmi u obrazovanju.
Ključne riječi: digitalna tehnologija, učenici, obrazovanje, škola.
Summary: Due to development of media technology, today’s generations of pupils learn much
faster then before. Children (pupils) communicate every day by using internet, e-mail, chat,
forums, sms, etc. These forms of communications become natural environment in which children
grow, but also natural way for education and accepting of new knowledge. They accept, precess
and store numerous information in completely different way comparing to former generations
which did not use modern technology. New generation of pupils, thanks to development of
informational communicational technology, have ability to work on more tasks at same time. They
accept knowledge through informal forms of education. These changes also demand adjusting of
educational system, schools primarily, which have to redefine it's role in modern society if they
want to follow interest of new generations of pupils. Having this in mind, goal of this paper is to
point out to characteristics of „new generation of pupils“, and to importance of digital
technology which it has in their growing and education. It’s goal also is to point out the need for
creating new school models and new educational paradigm.
Key words: digital technology, pupils, education, school
1. UVOD
Bez obzira što živimo u svijetu globalizacije, tehnološke revolucije, umrežavanja svijeta
mi i dalje primjenjujemo tradicionalan način obrazovanja koji je u minimalnim
okvirima doživio neke korekcije kada je u pitanju uvođenje informacionekomunikacione tehnologije kao savremenog oblika učenja. I dalje je dijete u pasivnom
položaju kada je u pitanju učenje u školama. Ipak, zahvaljujući novim vidovima
komuniciranja djeca su, svjesno ili ne, izložena svakodnevnom „bombardovanju”
raznim informacijama, koje oni filtriraju i skladište na sasvim drugačiji način nego
ranije. Zahvaljujući internetu djeca brzo dolaze do informacija, veoma lako razmjenjuju
znanja i iskustva, upoznaju druge, istražuju...
S tim u vezi u knjizi „Pedagoška futurologija“ (2012) prof. Nenada Suzića pokušava
dati viziju obrazovnih odgovora na društvene promjene koje se očekuju u prvoj polovini
XXI vijeka. Između ostalog on ukazuje da učeća civilizacija donosi nove uloge u
društvu. Uz život u učećoj civilizaciji ljudi će biti motivisani za permanentno učenje, jer
će ono predstavljati značajan uslov slobode i sreće pojedinca. Kada govori o budućnosti
samog znanja on ističe da će znanje postati najprofitabilnija roba, ali ne znanje kao
reprodukcija činjenica, nego nalaženje i upotreba informacija – znanje u primjeni.
O ulozi informacione-komunikacione tehnologije kao neophodnog aspekta u razvoju i
obrazovanju mladih ukazuju radovi i mnogih autora (Rastek, 2003., Turkle, 1997., Stoll,
L., Fink, D., 2000), koji prepoznaju nove potrebe mladih i značaj digitalne tehnologije u
zadovoljavanju istih. Današnji učenici su se radikalno promijenili. Oni nisu promijenili
samo odjeću i stil u odnosu na prijašnje, nego na potpuno drugačiji način razmišljaju i
obrađuju informacije od svojih prethodnika. Oni prolaze i doživljavaju drugačija
iskustva od prijašnjih učenika. Zahvaljujući eri tehnologije stvorena je nova generacija
učenika koja znanja usvaja na drugačiji način od onoga u školama. Ova činjenica
ukazuje na potrebu radikalnih promjena u obrazovnom sistemu koji je neophodno
redizajnirati i prilagoditi potrebama novih generacija mladih ako želimo da ih
pripremimo za život i izazove u XXI vijeku.
2. NOVA GENERACIJA UČENIKA – „HOMO ZAPPIENSE“
Oblinger (2003) smatra da se u obrazovnom sistemu javljaju „novi“ učenici koji su se
formirali pod utjecajem svjetskih zbivanja i novih tehnologija. Ti učenici nisu pasivni
konzumenti obrazovnih izvora znanja. Krajem 80-ih godina XX vijeka djeca su rađana
u naprednom tehnološkom okruženju. Današnji učenici, od vrtića do fakulteta, prva su
generacija koja je odrasla uz digitalnu tehnologiju, sa kompjuterskim mišem u ruci,
daljinskim TV upravljačem, mobilnim telefonom i drugim elektroničkim uređajima za
komunikaciju i zabavu. Ta ista generacija očekivana je posljedica uključivanja
savremenih digitalnih tehnologija u svakodnevni život, gdje se sve tehnološke prednosti
koriste u svrhu jednostavnije komunikacije, učenja ili igranja. Mnogi alati digitalnog
doba kao što su računarske igre, internet, e-pošta, messenger, wiki i blogovi integralni
su dijelovi njihovog života (Veen, 2003). Došlo je vrijeme ličnih i participirajućih
medija. Upotreba mass medija opada, dok online komuniciranje s vršnjacima,
pretraživanje informacija i zabava na internetu, svakim danom postaje sve popularnije
(Wijngaards, Fransen, Swager, 2006). Tehnologija je drastično promijenila način na koji
današnja generacija djece (učenika) živi, uči, razmišlja. Riječ je o homo zappiens
generaciji, djeci kojoj su lični računar, internet, mp3, mobitel, te svi „stari“ mediji, činili
prirodno okruženje za odrastanje. Homo zappiensi predstavljaju generaciju koja je
rođena sa kompjuterskim mišem u rukama i kompjuterskim ekranom kao prozorom u
svijet (Tapscott, 1998).
Izraz Homo zappiens osmislio je i prvi put javno predstavio na konferenciji u Oslu,
2000. godine, nizozemski univerzitetski profesor Wim Veen, koji se godinama bavi
uticajem informaciono-komunikacione tehnologije na obrazovanje i pedagogiju. Naziv
216
Nebojša Macanović, Uticaj informaciono-komunikacione tehnologije na stvaranje nove
generacije učenika
homo zappiens izveden je iz latinske riječi „homo“ (čovjek) i onomatopeje mahanja
laserskim oružjem „zap-zap-zap“ odnosno prebacivanja televizijskih kanala uz pomoć
daljinskog upravljača. Homo zappiensi igraju računarske igrice, komuniciraju uz pomoć
raznih alata i softvera, sklapaju virtualna prijateljstva, preferiraju internet i mobilne
telefone umjesto štampanih medija (Veen & Vrakking, 2006).
Homo zappiensi predstavljaju generaciju za koju je učenje igra. Njima škola predstavlja
mjesto za druženje s prijateljima, a ne mjesto za učenje (Veen, 2003). Ta generacija
djece (učenika) odrasla je uz tehnologiju i uči kroz kompjuterske ekrane, ikone,
zvukove, slike i računalne igre, istražujući i ispitujući druge. Kao očekivana posljedica
javio se i drugačiji način zaključivanja, nelinearan pristup učenju, informacije se
usvajaju brže, radi se više zadataka odjednom (multi-tasking) itd. Homo zappiense
karakterišu 4 vještine i to: ikoničke vještine, multi-tasking, istovremena obrada
različitih vrsta informacija i nelinearni pristup učenju (Veen & Vrakking, 2006).
Njihov način traganja za novim informacija o nečemu što ih zanima najčešće počinje
tako što će prvo pretražiti internet, tako što će upisati ključne riječi u pretraživač (npr.
Google) ili će uzeti mobilni telefon i nazvati svoje prijatelje. Razni sadržaji nude se i
kroz wiki stranice i blogove (videoblog, fotoblog, crtež, audio zapis) te se mogu vidjeti,
kreirati, razmijeniti, komentarisati. Jednostavno rukovanje digitalnim zapisima, brojni i
jednostavni softveri te besplatni medijski prostor u cyber spaceu osigurali su mlađoj
populaciji kreiranje vlastitog medijskog svijeta. Homo zappiensi su naučili snalaziti se u
svijetu informacija i uspješno se nositi sa preopterećenošću informacija klikanjem (npr.
PC miša) (Veen, 2003). Naučili su na koji način kvalitetno i efikasno prolaziti kroz
mnoštvo informacija, kako komunicirati i na vrlo lagan i brz način razmjenjivati
informacije, te priključiti se mreži vršnjaka. Oni su svjesni da postoji ogromna količina
znanja koja je, uz pomoć tehnologije, brzo i lako dostupna te izgrađuju svoj profil
znanja u trenutku kada ih to zanima i kada procijene da im to treba za zapošljavanje,
hobi ili nešto drugo. „Homo zappiensi su samousmjeravajući učenici, 'nano' učenici,
digitalni mislioci, iskusni komunikatori i kreativni rješavači problema, te su razvili nove
vrijednosti u suprotnosti s vrijednostima prijašnjih generacija pripremajući se za
kreativno i haotično društvo” (Vrcelj, Klapan, Kušić, 2009:757). Upravo takav sistem
vrijednosti i odnos prema znanju često dovodi do nerazumijevanja i neprihvatanja nove
generacije učenika od strane ranijih „preddigitalnih” generacija.
Kako bi naglasio razliku između nove generacije učenika i prijašnjih generacija Prensky
(2001) je upotrijebio termine digitalni urođenici i digitalne pridošlice. Današnje učenike
nazvao je digitalnim urođenicima jer su oni izvorni govornici digitalnog jezika računala,
igrica i interneta. Nas ostale, koji nismo rođeni u digitalnom svijetu, ali smo se u
jednom trenutku života našli okruženi novom tehnologijom, naziva digitalnim
pridošlicama. Digitalne pridošlice socijalizirali su se na drugačiji način i uvijek će
jednom nogom ostati u prošlosti. Razlika između digitalnih urođenika i pridošlica
vidljiva je i u nekim svakodnevnim poslovima koje obavljamo pa tako npr. digitalni
urođenik neće printati svoju e-poštu i dokument će uređivati i čitati direktno na
računaru. „Istraživanja dječjeg ponašanja često idu u prilog da djeca mnogo nauče uz
pomoć računarskih igrica i online komuniciranja. Usprkos tome, mnoge obrazovne
institucije, nastavnici i roditelji se žale na današnju generaciju djece i mnogi od njih
smatraju da su sve te tehnološke naprave i softveri gubitak vremena, da loše utiču na
zdravlje djece i da vode u socijalnu izolaciju” (Vrcelj, Klapan, Kušić, 2009:757).
217
Ono što je indikativno u odnosu na ranije generacije koje nisu odrastale uz savremena
tehnološka dostignuća jeste da se danas djeca sve više igraju uz pomoć računara igrajući
razne igrice i učestvujući aktivno u njima kao sudionik, te da se sve manje igraju u
dvorištima. Oni na virtuelan način pronalaze nove prijatelje, često sudionike u igri i
razmjeni informacija. Također, polaskom djece u školu ona aktivno počinju da koriste
mobilne telefone koje im roditelji kupuju, prije svega, da ih mogu kontrolisati. Djeca
jako malo koriste telefon u tu svrhu, a sve više u početku, za igranje igrica, a kasnije za
traženje zanimljivih podataka uz pomoć pretraživača i interneta. Zbog obaveza roditelja,
ali i sigurnosti djece, oni sve više vremena provode u zatvorenom prostoru (stanu), a sve
manje na igralištima, parkovima, šetnjama.. U takvim okolnostima djeca svoju potrebu
za igrom, druženjem, interesovanjem, zadovoljavaju uz pomoć široke lepeze
informaciono-kominikacionih sredstava koja su danas dostupna većini porodica.
Ponekad, na takav način, roditelji kupuju svoj mir nakon iscrpljujućeg dana. Ipak,
pretpostavljamo da bi i ranije generacije imale drugačiji pristup u organizaciji
slobodnog vremena i načina na koji bi ga iskoristili da su im ova tehnološka dostignuća
bila dostupna.
Iako mnogi stručnjaci kritikuju i ukazuju da ovakav uticaj informacione-komunikacione
tehnologije može imati negativan odraz na pravilan razvoj djeteta, pogotovo na njihovo
zdravlje, sasvim je jasno da živeći i radeći u informacionom dobu ovakav vid odrastanja
postaje neminovnost, a na našem obrazovnom sistemu i drugim faktorima socijalizacije
ostaje zadatak da se prilagode potrebama nove generacije djece (učenika).
3. UTICAJ DIGITALNE TEHNOLOGIJE I MEDIJA NA OBRAZOVANJE
UČENIKA
Za današnje škole možemo reći da su konfekcijske škole, jer se u svim školama kroz
razredno-predmetno-časovni sistem ostvaruje isti nastavni plan i program uz iste ili
približno iste objektivne uslove. Dominira nastava koja je prvenstveno usmjerena na
nastavnika. Učionice su uređene i opremljene za frontalnu nastavu u kojoj učenici sjede
u potiljak, a nastavu organizuje nastavnik ispred njih na svom stolu uz pomoć table ili
savremene nastavne tehnologije. Za većinu nastavnika je važno kako se u školi
ostvaruje propisani nastavni plan i program. Za vrijeme ostvarivanja nastavnog
programa učenici moraju sjediti, slušati i gledati te raditi ono što im je naređeno. Malo
je pedagoških situacija koje karakteriziraju strategije aktivnog učenja (problemsko
učenje, učenje istraživanjem, projektna nastava, simulacije i igre) i učioničkih aktivnosti
koje homo zappiensima omogućuju da koriste njihove vještine (Vrcelj, Klapan, Kušić,
2009).
Brojne promjene u društvu utiču da se i škola mora prilagoditi diskontinuitetu
suvremenog doba koji tradicionalno orijentiranu prosvjetnu koncepciju čini prilično
nestabilnom. Digitalna tehnologija postala je dio obrazovanja i utiče na potrebe i
interesovanja današnjih učenika, nastavne planove i programe te na cjelokupnu
organizacijsku strukturu obrazovnih institucija. Nezavisno učenje nemoguće je
kvalitetno i u cijelosti organizovati unutar razredno-predmetno-časovnog sistema.
Učenici trebaju raditi nezavisno i sarađivati s drugima na interdisciplinarnim sadržajima
(temama) koristeći tehnologiju (npr. razni oblici e-učenja). Provjera znanja više nije
samo nastavnikova obaveza, već u velikoj mjeri i obaveza učenika. Upotreba digitalnih
portfolia za svakog pojedinog učenika efikasan je način na koji homo zappiensi mogu
prikazati svoje kompetencije. U skladu s navedenim, svi subjekti procesa nastave i
218
generacije učenika
učenja moraju preuzeti nove uloge i odgovornosti. Međutim, i veliki problem u
obrazovanju učenika predstavljaju nastavnici koji još uvijek govore jezikom
preddigitalnog doba i poučavaju generaciju koja taj jezik ne razumije, odnosno homo
zappiense koji govore potpuno drugačijom jezikom. Uloga nastavnika više nije uloga
predavača nego uloga voditelja, mentora, saradnika, savjetnika, organizatora,
istraživača. Oni se moraju prilagođavati novim potrebama učenika i od modela
prenosioca znanja preći na ulogu voditelja ili savjetnika. Umjesto da samo prenose
znanje, nastavnici bi trebali kreirati strukture i mreže koje će stimulisati učenje i vještine
učenja. Učenicima ne trebamo servirati znanje nego ih učiti kako da i sami pronalaze
znanje, jer ćemo ih tako na najbolji način pripremati za budućnost i sve složenije
zahtjeve koje pred njih postavlja svijet odraslih. Upravo iz tog razloga, a uslijed
svakodnevnih promjena i priliva novih informacija o tehnološkim dostignućima,
učenicima su sve više neophodna znanja i vještine iz sfere digitalne komunikacije kako
bi što brže usvajali, pratili, prihvatali i memorisali nove informacije.
Tehnologija i mediji su se promijenili. Izmijenjeno je i društveno okruženje. Svijet je
postao umrežen i povezan. U ovom okruženju ogromnih promjena, metodologija
dizajniranja koja se koristi za unapređenje učenja ostaje neobično staromodna –
stvorena za vrijeme i potrebe koje više ne postoje. Često se govori da je vrijeme da se
odbaci sadašnji model obrazovanja, školski model, odnosno industrijski model, u korist
onoga koji više odgovara svijetu s kojim će se učenici suočiti nakon završetka
školovanja, modelom koji prepoznaje razliku između obrazovanja i cjeloživotnog
pothvata zvanog učenje, odnosno modelom učenja ili kako ga još naziva C. Libmann,
„znanje-dob“ modelom (Lackney, 2001).
Dinamične promjene dovode do toga da znanje brzo zastarijeva, te nam je neophodna
škola budućnosti koja daje dobru osnovu za buduće učenje, koja će nas medijski
opismeniti i osposobiti za kritičko razmišljanje, tj. naučiti kako da analiziramo podatke,
da prosuđujemo argumentima i postavljamo prava pitanja. Nažalost, u današnjim
školama djeca i dalje nisu medijski pismena. U školama se poezija, kratke priče i
romani i dalje tretiraju kao jedine forme jezičkih izražaja vrijedne edukacije. Djecu i
dalje ne učimo da analiziraju značenje reklame ili tv priloga, niti da uviđaju estetske
vrijednosti neke serije ili filma. Kao rezultat toga, većina djece je medijski nepismena, a
potreba za medijskom edukacijom još uvijek je futurologija za naš obrazovni sistem.
Činjenica je da mladi danas primaju gotovo sve informacije putem popularne kulture, tj.
masovnih medija, dok u školama još uvijek ne uče gotovo ništa što bi im pomoglo da
shvate tu popularnu kulturu. Ukoliko im pomognemo, medijska pismenost omogućit će
mladima da postanu kritički mislioci, a ne pasivni posmatrači. S tim u vezi i budućnost
škole za XXI vijek svakako će zavisiti i od osposobljenosti nastavnika da u svoj
nastavni rad uključi multimedijske tehnologije ili da ga bar multimedijski obogati.
Uvažavajući „neke nove klince”, njihove potrebe i interesovanja, škole se trebaju
prilagođavati njima; umjesto zapamćivanja i reprodukcije dobivenih informacija, valja
provocirati intelektualnu revoluciju u razredima. Međutim, postoje mišljenja da je
isprobani način rada u školama dobar te da tehnologija nije promijenila paradigme
pedagogije. Prema D. Thornburgu, u Thornburg institut ističe se: „Promjene paradigma
dolaze kad tehnologija prekida status quo“ (Lackney, 2001). S obzirom na to, možemo
sa sigurnošću reći da zasad tehnologija nije stvorila promjenu paradigmi u obrazovanju.
Naš osnovni model učenja gotovo je isti kao i prije izuma računara. Prošlih godina
219
doticali smo rubove reformi u debatama o Deweyu, Piagetu, Gardneru, Vigotskym i
drugim velikim misliocima pedagogije.
Bez obzira na brojne nedostatke našeg obrazovnog sistema činjenica je da se posljednjih
decenija desio mali pomak ka poboljšanju strategije podučavanja, ali je osnovna
pretpostavka bila da su srž škole, nastavni plan i program, te pedagogija zdravi i ne
trebaju promjene. Međutim, uvažavajući one koji se u školama obrazuju, obrazovne
sisteme i institucije trebalo bi redizajnirati u cijelosti. Tradicionalna frontalna
predavanja, standardizovani kurikulumi i provjere znanja te grupe učenika istog uzrasta
(razredi) neprikladna su organizacijska struktura u današnje vrijeme i za potrebe
današnjih učenika – homo zappiensa. Sa sigurnošću možemo tvrditi da nam je u
današnje vrijeme nužno potreban radikalni prekid sa istrošenim načinima u pedagogiji i
redizajniranje postojećih obrazovnih sistema i institucija te nema nikakve sumnje da će
tehnologija u tome odigrati glavnu ulogu. Iako su mnoge zemlje uložile ogromne napore
i novac za redizajniranje starih privrednih sistema i ekonomija prema modernim
društvima, to se ipak nije dogodilo i sa obrazovnim sistemima. Valja vjerovati da će
homo zappiensi nametnuti potrebu njihova uvažavanja i da će kreirati buduću školu.
Oni je i već sada kreiraju ali zbog snažnog uticaja onih koji su davno prestali učiti i ići u
korak sa tehnološkim razvojem nova generacija učenika, njihova nova vizija učenja i
dalje se ignoriše, jer „tehničari dječijih duša“ određuju šta i kako učiti.
Nove generacije učenika sve više pokazuju interesovanje za virtuelno učenje. Svakako
da će veoma brzo virtuelne škole postati značajna alternativa klasičnom školovanju.
Virtualne škole su obrazovne organizacije koje nastavu i kurseve izvode preko interneta
ili pomoću web baziranih metoda, što je prirodan nastavak razvoja i primjene
tehnologija i učenja na daljinu (e-learning, distance learning) (Damjanović, 2013).
Virtuelnih škola ima na svim kontinentima. a najviše ih je u SAD. Prva virtuelna škola
otvorena je u Kaliforniji 1991. godine. U SAD oko 3% ukupne školske populacije
pohađa potpuni ili djelimični K-12 program u virtuelnim školama (uzrast 6-18 godina).
Popularnost virtualnih škola u SAD raste uslijed sve učestalijih pojava učeničkog nasilja
i raznih drugih oblika netolerancije. Istraživanja su pokazala da ni komponenta
socijalizacije ličnosti nije ugrožena kod učenika koji pohađaju virtualne škole –
naprotiv, veliki broj tih učenika redovno upražnjava razne sportske,
kulturno-umjetničke i društveno-korisne aktivnosti. Širom Evrope ima preko 70
virtuelnih škola u 19 zemalja, ali broj učenika u virtualnim školama ne prelazi ni 1%
ukupne školske populacije. Glavna prepreka za širu primjenu virtuelnih škola u Evropi
je pravna regulativa i konzervativna priroda resornih ministarstava. Učenici i studenti
virtualnih škola kroz online učenje vježbaju i važne vještine upravljanja vremenom,
konstantno unapređuju svoju informatičku pismenost, mogu da kontaktiraju sa
vršnjacima iz čitavog svijeta, da uspostave sopstveni način učenja praveći lični raspored
časova i tempo usvajanja gradiva. Rješavanje problema i zadataka uključuje i grupni rad
i diskusije sa kolegama i nastavnikom, neposredno ili putem interneta.
Virutelne škole obezbijeđuju obrazovanje i učenicima koji su u dužem vremenskom
periodu bolesni ili hospitalizovani, licima sa posebnim potrebama, licima sa
privremenim ograničenjem kretanja, đacima-putnicima, trudnicama, bračnim parovima
sa malom djecom, učenicima koji imaju fobiju od škole, učenicima koji su bili izloženi
nasilju ili uznemiravanju u školi, licima koja ne znaju domicilni jezik (imigranti), licima
koja su napustila školovanje ili žele da se doškoluju odnosno dokvalifikuju, studentima
koji žele da ubrzaju studiranje...
220
generacije učenika
U velikom broju slučajeva, virtualne škole su odraz lokalnih ili nacionalnih potreba i
politike, izraz tražnje na određenoj teritoriji ili lokaciji. Ukazujući na ove aspekte za
očekivati je da će veoma brzo virtuelne škole postati značajna alternativa klasičnom
školovanju u čitavom svijetu.
ZAKLJUČAK:
Živimo u svijetu globalizacije, a ona ima i određene zahtjeve – stalno ulaganje u znanje,
tehnologije, istraživanje i razvoj. Ako neko počne zaostajati u procesu globalizacije ili
se na vrijeme ne uključi u savremene procese, bitno zaostaje. Današnji se svijet sve više
„otvara“ i „smanjuje“ i otuda je stvorena već dobro poznata uzrečica o svijetu kao
„globalnom selu“. Zahvaljujući globalizaciji nestaju granice između država i znanje
postaje jedna od glavnih roba sa kojom se danas trguje u svijetu. Upravo zbog ovakvih
dinamičkih dešavanja u društvu i potreba „nove (homo zappiens) generacije učenika“
mijenja se razumijevanje procesa obrazovanja, uloge, mjesta, vremena i načina na koje
se ono provodi te se sve više propagiraju koncepti i ideje „učenja u pravo vrijeme“ (justin-time learning), „učenja na zahtjev“ (learning-on-demand), „učenja samo koliko je
potrebno“ (just enough learning) i „učenja samo za tebe“ (just for you learning).
Stajališta koja na znanje gledaju kao cjelinu sastavljenu od „znati šta“ (eksplicitno) i
„znati kako“ (prešutno) bivaju zamijenjena sa „znati gdje“. Za većinu je škola
karakteristično da na učenika gledaju kao na homo sapiensa, a njegova „inteligencija“
se mjeri količinom zapamćenih, odnosno reprodukovanih informacija. U skladu s
takvim stanovištem, efikasnost škole mjeri se „kognitivnim postignućem“ uz pomoć
testova. Zbog toga, reforme škola se vrlo često kreću od jedne krajnosti na drugu gubeći
stalo iz vida potrebe današnjeg čovjeka.
Nove generacije učenika odrastaju uz nova tehnološka dostignuća koja moraju biti i
sastavni dio obrazovanja, ako želimo da odgovorimo na njihove zahtjeve. Kakvu školu i
obrazovanje trebamo u XXI vijeku najbolje oslikava Tofflerova (1981) misao da u XXI
vijeku neće biti nepismen onaj koji ne zna da čita i piše, nego onaj koji ne želi da uči.
Ova misao najbolje oslikava sve one aspekte kojima društvo treba da teži, te ukazuje
kakvo nam je obrazovanje potrebno u novom vijeku.
Bez obzira koliko se tradicionalni sistem obrazovanja odupire promjenama, one su
neminovne i polako ulaze u škole kroz neke sadržaje, metode i tehnike koje savremeni
nastavnici prepoznaju i kreiraju, a kao rezultat takvog načina rada oni imaju zadovoljne
učenika, aktivne i znatiželjne da sami tragaju za znanjem, da ga nadograđuju koristeći
nove vidove informacione-komunikacione tehnologije. Da bismo pratili promjene i
prilagođavali se njima i sama nauka, u ovom slučaju pedagogija, mora da mijenja svoje
paradigme i teži novim savremenijim oblicima učenja, da razvija svijest kod učenika o
potrebi učenja kroz čitav život, da ih priprema za budućnost i izazove s kojima će se
susretati, da ih medijski opismeni kako bi bili sposobni analizirati brojne informacije s
kojima se svakodnevno susreću, te da steknu kompetencije za kritičko razmišljanje i da
se aktivno uključe u sve što donosi novi talas procesa globalizacije, a ne samo da budu
pasivni posmatrači..
Danas mladi sve više znanje usvajaju kroz razne vidove neformalnog i informalnog
učenja, te na takav način zadovoljavaju svoje potrebe i interesovanja. Formalno
obrazovanje više nije jedini vid učenja. Nove su generacije učenika sve više samostalne
u istraživanju, kreiranju, filtriranju i zadržavanju novih informacija. Njihovo
funkcionisanje u svijetu neprestanih promjena sve je više zavisno od digitalne
221
tehnologije. Upravo iz tog razloga neophodna je transformacija obrazovnog sistema i
prilagođavanje istog novim obrazovnim okvirima koji se sve više oslanjaju na
dostignuća informacione tehnologije. Također, nove generacije učenika sve više uviđaju
značaj cjeloživotnog učenja za njihov budući razvoj i obrazovanje, kao i potrebu
informacijske pismenosti u prevazilaženju brojnih društvenih izazova u XXI vijeku –
vijeku digitalizacije i neprestanih promjena.
LITERATURA:
1. Damjanović, D. (2013). Virtuelne škole. Preuzeto: 25.12.2013. s http://www.
http://pripremazacas.wordpress.com/ostalo/virtuelne-skole/
2. Lackney, J. A. (2001). Classrooms of the Future: Thinking Out of the Box. School
Design Research Studio, University of Wisconsin-Madison. Preuzeto 12.01.2014. s
http://schoolstudio.engr.wisc.edu/futureclassrooms.html
3. Oblinger, D. (2003). Understanding the New Students. Educause. Preuzeto
21.01.202014. s http://net.educause.edu/ir/library/pdf/erm0342.pdf
4. Prensky, M. (2001). Digital Natives, Digital Immigrants. MCB University
Press, Vol. 9 No. 5, October 2001. Preuzeto 26.01.2014. s http://www.marcprensky.
com/writing/Prensky/pdf
5. Rastek, R. (2003). The new brain: How the Modern Age is Rewiring Your Brain.
New York, NY: Rodale.
6. Stoll, L., Fink, D. (2000). Mijenjajmo naše škole: Kako unaprijediti djelotvornost i
kvalitetu škola. Zagreb: Educa.
7. Suzić, N. (2012). Pedagoška futurologija: EKTOS: Banja Luka.
8. Tapscott, D. (1998). Growing up Digital, The Rise of the Net Generation. New York:
McGraw-Hill.
9. Turkle, S., (1997). Life on the Screen, Identity in the Age of the Internet. New York:
Simon & Schuster.
10. Toffler, A. (1981). Future shock: The third wave. New York: Bantam Books.
11. Veen, W. & Vrakking, B. (2006). Homo Zappiens, Growing up in a Digital Age.
London: Network Continuum Education.
12. Veen, W. (2003). A new force for change: Homo Zappiens. The Learning
Citizen,7,5-7.
13. Vrcelj, S., Klapan, A., Kušić,S. (2009). Homo Zappiensi – kreatori nove škole. U
Zborniku: Buduća škola. str. 751-763. Beograd: Srpska akademija obrazovanja.
14. Wijngaards, G., Fransen, J., Swager, P. (2006). Teenagers and their digital world:
What teachers and parents should know (Original title – Jongeren en hun digitale
wereld: Wat leraren en ouders eigenlijk moeten weten. Centre for Learning,
INHOLLAND University for Applied Sciences. Assen: Van Gorcum.
222
SUPERVIZIJA U SOCIJALNOM RADU – CJELOŽIVOTNO
UČENJE IZ ISKUSTVA
SUPERVISION IN SOCIAL WORK - LIFELONG LEARNING
FROM EXPERIENCE
doc. dr. Jagoda Petrović
Fakultet političkih nauka Banja Luka,
Bulevar Petra Bojovića 1A
[email protected]
SAŽETAK
U profesijama u kojima ljudi rade sa ljudima, supervizija je nezaobilazna karika. Socijalni rad je
profesija u kojoj se pruža podrška ljudima koji imaju poteškoće u psihosocijalnom funkcionisanju.
Socijalni radnici su veoma izloženi riziku od profesionalnog sagorijevanja. Zato je supervizija
važan vid psihosocijalne podrške socijalnim radnicima.
Supervizija ima tri komplementarne funkcije: administrativnu, edukativnu i podržavajuću. Cilj
supervizije je razvoj organizacionih, stručnih i moralnih kapaciteta socijalnih radnika. Krajnja
svrha je kvalitetno pružanje usluga korisnicima. U procesu supervizije socijalni radnici razvijaju
znanja i vještine nakon formalnog obrazovanja. Ovaj oblik cjeloživotnog učenja specifičan je po
tome što je to učenje iz iskustva.
U BiH supervizija u socijalnom radu dobija sve više na značaju. O tome govore zakonske odredbe
o obaveznom uvođenju usluga supervizije u praksu socijalnog rada, kao i edukacija iz supervizije
na visokoškolskim ustanovama.
Ključne riječi: supervizija, socijalni rad, cjeloživotno učenje, učenje iz iskustva
ABSTRACT:
In professions where people work with people, supervision is an unavoidable link. Social work is
a profession, which provides support to people who have difficulties in psycho-social functioning.
Social workers are highly exposed to the risk of professional burnout. This is why supervision is
an important aspect of psycho-social support to social workers.
Supervision has three complementary functions: administrative, educational and supportive. The
objective of supervision is to develop organizational, professional and moral capacities of social
workers. The ultimate purpose is to provide a good quality customer service. In the process of
supervision, social workers develop the knowledge and skills after completion of their formal
education. This form of lifelong learning is specific in being experience-based learning.
In BiH, supervision in social work has becoming of an increasing importance. This is confirmed
by the legal provisions on mandatory introduction of supervision services into social work
practice and education in supervision at higher education institutions.
Key words: supervision, social work, lifelong learning, learning from experience
1. UVOD
U vremenu brzih promjena, tržišne kompeticije i visokih profesionalnih standarda sve
više je profesija koje se bave razvojem ljudskih resursa, unapređenjem međuljudskih
odnosa, jačanjem individualnih i grupnih sposobnosti neposrednih izvršilaca. U
profitnom sektoru su sve zastupljenije specifične vrste usluge kao što su seminari o
komunikacijskim vještinama, team-building, te posebni oblici savjetovanja, poput
coachinga, organizacionog razvoja i supervizije.
Kontinuiran lični razvoj postaje imperativ za profesionalce u svim oblastima rada. To
posebno važi za tzv. „pomažuće“ profesije, kao što su psihološko i pedagoško
savjetovanje, psihoterapija ili socijalni rad. U profesijama u kojima ljudi rade sa
ljudima, supervizija postaje nezaobilazna karika uspješnog pružanja usluga krajnjim
korisnicima.
Pored nadzorne funkcije, u superviziji se prepoznaju edukativna i podržavajuća
funkcija. Svaka od njih podrazumijeva kontinuirano učenje, koje se nastavlja nakon
završetka formalnog obrazovanja. Specifikum supervizije, kao vida cjeloživotnog
učenja, jeste učenje iz iskustva. U socijalnom radu supervizanti, bilo da su o pripravnici
ili već iskusni socijalni radnici, na supervizijskim sastancima iznose problematične
slučajeve iz svoje svakodnevne prakse. Proradom u grupi, pod vještim vodstvom
supervizora, oni uče i time podižu nivo svojih stručnih sposobnosti, poznavanja
upravnih procedura, samopuzdanja i motivisanost za rad. Istovremeno, predupređuju
profesionalno sagorijevanje. Krajnja svrha učenja je podizanje kvaliteta usluga koje
pružaju krajnjim korisnicima - ljudima u stanju socijalne potrebe.
2. FUNKCIJE SUPERVIZIJE U SOCIJALNOM RADU
Na sjednici odbora Međunarodne asocijacije škola socijalnih radnika održanoj januara
2014. godine, prihvaćena je nova globalna definicija socijalnog rada: „Socijalni rad je
praktično utemeljena profesija i akademska disciplina koja promoviše socijalnu
promjenu i razvoj, socijalnu koheziju i osnaživanje te oslobađanje ljudi. Principi
socijalne pravde, ljudskih prava, kolektivne odgovornosti i poštovanja različitosti u
središtu su socijalnog rada. Uz pomoć teorija socijalnog rada, društvenih i
humanističkih nauka te autohtonih znanja socijalni rad uključuje ljude i strukture u
rješavanje životnih izazova i povećanje dobrobiti (http://www.iassw-aiets.org/).“
Ovako definisana profesija socijalnog rada obuhvata širok dijapazon poslova koji
podrazumijeva svakodnevni kontakt sa ljudima koji imaju probleme u psihosocijalnom
funkcionisanju. „Svijet klijenta“, kako ga naziva Payne (2002), je osnovno područje
rada socijalnih radnika koji se bave unutrašnjim (psihološkim) životom korisnika i
njegovim socijalnim okruženjem. Ovaj izazovan, ali i iscrpljujući rad sa ljudima u
nevolji, nerijetko je malo plaćen, opterećen birokratskim procedurama, medijski loše
prezentovan i nedovoljno društveno vrednovan. Profesija socijalnog rada ne zauzima
ekskluzivnu poziciju u društvenoj hijerarhiji većine zemalja, a kod nas posebno. Prema
nekim istraživanjima (http://www.careercast.com/, pristupljeno 09.03.2014.), na listi od
200 najtraženijih zanimanja socijalni rad zauzima 49. mjesto. Briga o siromašnima,
djeci bez roditeljskog staranja, osobama sa invaliditetom, žrtvama korištenja
psihoaktivnih supstanci, maloljetnim delinkventima, starim osobama, čini ovu profesiju
iznimno teškom. Ne čudi što je socijalni rad često svrstan u najdepresivnija zanimanja
na svijetu (http://magazin.net.hr/zdravlje/, pristupljeno 09.03.2014.). U stalnom
procjepu između zahtjeva ljudi sa kojima rade i očekivanja javnosti, socijalni radnici
lako „izgore“ na poslu.
Sve ovo iziskuje posebnu podršku profesionalcima u sferi socijalnog rada, koja će im
omogućiti lakše prevazilaženje stresa i frustracija, dobro poznavanje pravila i procedura
rada, ali i stalno unapređenje znanja iz oblasti struke kojom se bave. Ovo je polje
supervizije, profesije koja je sve zastupljenija, kako u profitnom tako i u neprofitnom
sektoru.
224
Jagoda Petrović, Supervizija u socijalnom radu – cjeloživotno učenje iz iskustva
U mnogim evropskim zemljama supervizija je postala važan oblik profesionalnog
savjetovanja, a kao priznata profesija, ulazi u službene nomenklature zanimanja. Mnogi
fakulteti u Evropi danas imaju posebne poslijediplomske edukacije iz područja
supervizije i organizacionog razvoja.
U socijalnom radu, kao jednoj od profesija koje se bave ljudima, ljudskim potrebama i
ljudskim problemima, supervizija je sve zastupljenija. Prisutna je u okviru institucija,
različitih udruženja i u edukativnim programima. Interesantno je primijetiti da se
supervizija u socijalnom radu tek posljednjih godina bori za svoje mjesto, iako je ova
profesija starija od profesije socijalnog rada. Naime, krajem 19. vijeka javila se
supervizija nad volonterima koji su u sklopu različitih vjerskih zajednica u
dobročiniteljskim i dobrovoljnim organizacijama pomagali siromašnima. Kasnije se
proširila i na druge pomažuće profesije u zdravstvu i školstvu, i na različite
profesionalne uloge, kao što su vaspitači, rukovodioci, psihoterapeuti, pa i socijalni
radnici. Metoda supervizije prvo se razvila u medicini, a iz nje se, odmah nakon
nastajanja socijalnog rada, prenijela i na ovo područje (Kaslow, 1977:13). Uporedo sa
razvojem zanimanja i profesija za ličnu pomoć ljudima u riziku, u svijetu se oblikovala i
posebna metoda čiji je cilj rasterećenje stručnjaka i razvijanje sposobnosti za
konstruktivno prevladavanje stresnih situacija i očuvanje spremnosti za učenje:
supervizija.
Postavlja se pitanje koja je suštinska svrha ove specifične vrste podrške
profesionalcima. Imajući u vidu sam nastanak supervizije, može se primijetiti da je ona
u početku prevashodno imala svrhu nadzora nad nedovoljno osposobljenim volonterima
u dobrovoljnom humanitarnom sektoru. Funkcija nadzora i danas je dominantna u
razumijevanju supervizije. Tome doprinosi i etimološko porijeklo riječi supervizija od
latinskog „super“ (nad) i „videre“ (gledati, vidjeti). Shodno tome, supervizor se
percipira kao nadglednik, osoba koja nadzire rad druge osobe i snosi odgovornost za
kvalitet njenoga rada. Međutim, današnja supervizija ima različite funkcije. Osim
administrativno-upravljačke, supervizija ima i podržavajuću funkciju, koja doprinosi
osnaživanju socijalnih radnika. U tom smislu, bliska je psihološkom savjetovanju. Ishod
bi trebalo da bude moralno i radno zadovoljstvo profesionalaca. Kroz supervizijski
proces supervizant (socijalni radnik) uspješno prevladava tjeskobu, stresove i
nezadovoljstva u radu. Supervizor dijeli odgovornost za složene slučajeve i situacije i
podstiče samostalno funkcionisanje i uspješnost radnika (Kadushin, 1992:292). Na taj
način razvija se samopouzdanje i sigurnost. Treća značajna funkcija supervizije je
edukativna funkcija. U prvom tekstu socijalnog rada na temu Supervizija u radu sa
slučajem, supervizija se definiše kao „edukativni proces u kome osoba opremljena
određenom sumom znanja i vještina preuzima odgovornost za obuku druge osobe sa
manje znanja“ (Robinson, 1936:53, prema Ajduković 2004). Predmet edukativne
supervizije je radnikovo neznanje i nedostatak vještina. Analogno tome, cilj je da se
otkloni neznanje i unaprijede vještine.
Može se zaključiti da su u superviziji sve tri funkcije bitne, te da je njena glavna svrha
da pomogne početnicima, ali i iskusnim socijalnim radnicima, da pružaju što
kvalitetniju pomoć i podršku svojim klijentima.
2. CJELOŽIVOTNO UČENJE IZ ISKUSTVA
Definicija prema kojoj je „supervizija važna metoda, pomoću koje socijalni radnici
mogu nastaviti razvijati i poboljšavati svoje vještine nakon završetka formalnog
225
obrazovanja“ (Davis, 1999, prema Ajduković, 2004:15), određuje superviziju kao
specifičnu vrstu cjeloživotnog učenja.
U radnom materijalu Memoranduma o cjeloživotnom učenju, ističe se vidljiv porast
ulaganja u ljudske resurse, budući da 2'poslodavci sve više zahtijevaju sposobnost brzog
učenja i usvajanja novih vještina i prilagođavanja novim situacijama i izazovima'“, ali u
isto vrijeme „samopouzdanje, samousmjerenje i spremnost preuzimanja rizika, također
postaju sve značajnije budući da se od ljudi očekuje da se znaju ponašati puno
samostalnije nego prije (Evropska komisija, 2000:12). Sve navedene dimenzije
cjeloživotnog učenja značajne su za profesionalne kompetencije stručnjaka u
psihosocijalnom radu, s tim da su u superviziji, u odnosu na sticanje novih znanja i
vještina, naglašenije dimenzije samostalnosti, samopuzdanja i spremnosti na
preuzimanje rizika. Rad sa konkretnim ljudima na rješavanju složenih životnih
problema, često zahtijeva da socijalni radnici pruže originalan vid podrške i da izađe
van striktnih procedura i teorijskih okvira. Drugim riječima, oni katkad treba da
preskoče granice, ne bi li našli mogućnost za promjenu i razvoj. „To znači promijeniti
perspektivu i imati druge vidike, usuditi se i biti spreman na iznenađenja. Zadatak
supervizora je da ponudi i stvori atmosferu u kojoj se kreativnost aktivno podržava“
(Cajvert, 2001: 16).
Sticanje novih znanja i vještina može se obezbijediti kroz obuku na poslu i različite
vrste obaveznih i slobodno odabranih edukacijskih treninga. To je, uostalom, etička i
profesionalna obaveza. U tom smislu, postoji razlika i između edukativne supervizije i
podizanja ukupnog nivoa znanja i vještina, koje obuhvata različite aktivnosti kao što su
treninzi, radionice, predavanja, vježbe, informativne brošure i diskusione grupe i sl.
Obuka osoblja odnosi se na sve administrativne i stručne procedure koje neka socijalna
služba primjenjuje kako bi povećala znanja u vezi sa poslom, vještinama i stavovima
svog osoblja. U tome je edukativna supervizija specifična po tome što je vrsta obuke
„usmjerena ka potrebama posebnog radnika koji brine o posebnom slučaju, suočava se
sa posebnim problemima i kome je potrebna neka vrsta individualiziranog programa
obuke“ (Kadushin, 1992: 139).
Zbog toga je „radni materijal“ supervizijskog sastanka konkretna problematična
situacija iz svakodnevne profesionalne prakse. Njenom proradom se tokom
supervizijskog susreta dolazi do opštih zaključaka o tome kako profesionalno djelovati.
To konkretno znači da učesnici supervizije na početku susreta iznose neku situaciju iz
svakodnevne prakse, koja im se čini problematičnom i važnom za proradu. U saradnji sa
supervizorom i u interakciji sa ostalim učesnicima supervizije, analiziraju predočenu
profesionalnu situaciju, pri čemu se osvrću na to kako su lično reagovali, kako su
profesionalno djelovali, kakva je uloga institucionalnog okvira i na koji način su drugi
uticali na situaciju. Teme mogu biti različiti aspekti individualnog razvoja,
profesionalne funkcije, uloge i kompetencije, funkcioniranje organizacije. Poseban
naglasak je na tome kako ti faktori utiču na kvalitet profesionalnog rada.
Zajedničkom proradom pronalaze se novi pravci djelovanja koji se odnose na formalne i
neformalne uloge u organizaciji, na etičke principe, na prevazilaženje burn-out
sindroma. Sve to doprinosi razvoju radnog i ličnog zadovoljstva, a time i kvalitetu
usluga koje pružaju, kao i ukupnom učinku socijalne službe. Pojednostavljeno, proces
učenja u superviziji počinje od priče o konkretnom profesionalnom iskustvu
(supervizijsko gradivo), nakon čega slijedi refleksija iskustava (analiza faktora koji su
226
djelovali na to iskustvo), zatim osmišljavanje iskustva (integracija novih spoznaja o tom
iskustvu), da bi se na kraju usvojilo praktično djelovanje na osnovu novog iskustva.
Neizostavan dio ovog učenja je otkrivanje i razumijevanje ličnih prednosti i
nedostataka, koji mogu unaprijediti ili ugroziti profesionalne kontakte. Kognitivna
komponenta učenja je u drugom planu u odnosu na razumijevanje vlastitih postupaka i
doživljaja. Osnovni faktor učenja, tj. kvalitativne promjene, jeste iskustvo. Ovakav
pristup temelji se na pretpostavci da ljudski um ima potencijal za promjenu, naročito
ako je osoba motivisana za promjenu. „Za to znanje nastalo iz psihoterapijskog iskustva
postoji danas sve više potvrda u znanosti kroz saznanje da je plastičnost mozga
doživotna pa tako i mogućnost za promjenu prisutna tijekom cijelog života... Iskustvo
predstavlja podražaj koji pokreće genetsku matricu da izazove stvaranje proteina koji su
odgovorni za kreiranje novih veza među neuronima. Možemo tako reći da je mozak
socijalni organ par exellence... Pokretač koji pokreće gene, a time i oblikovanje mozga,
je iskustvo“ (Bastaić, 2007:454).
Specifičnost supervizije je u tome što omogućava „rad na sebi“. Naravno,
samoizgrađivanje svako od nas može da provodi individualno. U tome može poslužiti
bogat opus literature, različitih knjiga, članaka, preporuka i analiza. Ipak, korjenitoj
kvalitativnoj promjeni posebno doprinosi interakcija sa osobama sličnog iskustva i
međusobna refleksija u procesu supervizije.
3. PRIMJENA SUPERVIZIJE U PRAKSI SOCIJALNOG RADA
Bosna i Hercegovina je napravila veliki iskorak u pravcu primjene supervizije, ukoliko
se ovaj pomak posmatra u odnosu na početno nepoznavanje i skepsu od prije 15-tak
godina. „U univerzitetskim udžbenicima iz disciplina socijalnog rada, pa ni u jezicima u
BiH, nije postojao termin supervizija, niti drugi termin u istom ili približno istom
značenju. Pokušaji da se taj termin prevede nisu uspjeli, pa se on u izvornom obliku
odomaćio u sva tri jezika u BiH, kako u literaturi, tako i u praksi“ (Branković, 2010: 1).
Osim terminološkog, postojalo je i suštinsko nerazumijevanje, koje se ogledalo u tome
što se u početku pod ovim pojmom podrazumijevala prevashodno administrativnonadzorna djelatnost.
Pomak se može vidjeti na području obrazovanja i stvaranja zakonodavnog okvira za
primjenu supervizije, što bi trebalo da se odrazi i na praksu. Pretpostavka za sticanje
teorijskih znanja i praktikovanja supervizije bio je prvi program edukacije 17 socijalnih
radnika iz supervizije. Ovaj humanitarni projekt SIDE (Švedska međunarodna agencija
za razvoj), u okviru programa SVEBIH, realizovao je Univerzitet iz Geteborga. Godine
2000. supervizija je prvi put ušla u Zakon o socijalnoj zaštiti Tuzlanskog kantona.
U međuvremenu, uz pomoć Švedske vlade realizovan je projekt pod nazivom
„Osposobljavanje nosilaca aktivnosti u socijalnom sektoru za implementaciju
nacionalnog plana reforme socijalnog sektora“, a dio tog projekta bio je ugovor o
organizovanju magistarskih studija između Univerziteta u Geteborgu (Fakultet
društvenih nauka), Univerziteta u Banja Luci (Filozofski fakultet) i Univerziteta iz
Sarajeva (Fakultet političkih nauka). Danas se u nastavnim kurikulima studija
socijalnog rada supervizija izučava kao poseban nastavni predmet. Primjer je i nastavni
predmet „Supervizija u socijalnom radu“ na studijskom programu socijalnog rada na
Fakultetu političkih nauka u Banja Luci.
Kada je u pitanju zakonski okvir, treba navesti da Zakon o socijalnoj zaštiti RS iz maja
2012. godine propisuje da „stručni radnici i radnici na ostalim poslovima socijalne
zaštite imaju pravo i obavezu da se stručno usavršavaju radi unapređivanja obavljanja
227
poslova“ (član 95.). Sljedstveno tome, ustanove socijalne zaštite su dužne da
obezbijede uslove za uvođenje supervizije „kojom se obezbjeđuje organizovana i stalna
stručna podrška radi kvalitetnijeg profesionalnog obavljanja poslova i pružanja usluga
korisnicima“ (član 96.). Nažalost, iako je Zakon predvidio da u roku od šest mjeseci
nakon njegovog donošenja, ministar donese Uputstvo o superviziji u ustanovama
socijalne zaštite, ovaj akt do danas nije utvrđen. Na području Federacije BiH u toku je
usvajanje novog zakona o socijalnoj zaštiti gdje se, također, očekuje preciznije
utvrđivanje supervizije. Ovo donekle utiče na primjenu supervizije u praksi.
Istovremeno, potrebu njene primjene potvrđuju rezultati empirijskih istraživanja,
provedenih prilikom izrade magistarskih radova iz oblasti supervizije. Prema jednom od
tih istraživanja, čak 60% profesionalaca u socijalnom sektoru izjavljuje da su prepušteni
sami sebi i da sami brinu o radu sa klijentima, te da se često suočavaju sa osjećajem
bespomoćnosti, stresom, profesionalnim sagorijevanjem, pa i sumnjom u sopstvenu
profesionalnu kompetentnost (Delibašić, 2009, prema Branković, 2010). Pored potreba
profesionalaca, evidentna je i šira društvena potreba koja proizlazi iz činjenice da je BiH
zemlja u tranziciji, suočena sa siromaštvom, postratnim traumama, ekonomskim i
socijalnim krizama. Stoga u narednom periodu supervizija ima šansu da zaživi kao oblik
cjeloživotnog učenja u socijalnom sektoru.
4. ZAKLJUČAK
Budući da je supervizija oblik učenja zasnovan na iskustvu, riječ je o procesu kojim se,
ujedno, stiče znanje o novoj vrsti učenja. Na osnovu toga izgrađene su metode, tehnike,
modeli i strategije u superviziji.
Supervizija je specifičan put sticanja novih znanja kroz rasprave, razmjenu iskustava,
sukobljavanje različitih mišljenja, stavova i vrijednosnih orijentacija. Kroz saradnički,
interaktivan, odnos učesnici supervizije razvijaju kreativnost, stiču nova znanja i
vještine, jačaju svoje samopouzdanje i sposobnost preuzimanja odgovornosti za vlastiti
razvoj.
Supervizor usmjerava stručnjake kako bi naučili da rade u uslovima svakodnevnog
stresa, suočeni sa složenim životnim problemima ljudi koji od njih očekuju pomoć i
podršku. Takvih ljudi je sve više, budući da živimo u složenim i turbulentnim
društvenim prilikama. Zato su i sve veći izazovi u tzv. pomažućim profesijama.
Cjeloživotno iskustveno učenje kroz superviziju odgovara na dva zahtjeva: kontinuitet u
edukaciji stručnih radnika i uvažavanje aktuelnih problema krajnjih korisnika. Ovaj
dugotrajniji proces korjenito mijenja kvalitet znanja i vještina profesionalaca koji
postaju sigurniji, slobodniji i efikasniji u pružanju usluga. Kao takva, supervizija donosi
dobrobiti, ne samo u socijalnom sektoru, nego i u drugim profesijama u kojima ljudi
rade sa ljudima.
4. LITERATURA
Ajduković, M. & Cajvert, L. (2001). Supervizija psihosocijalnog rada kao specifičan
oblik podrške i pomoći socijalnim radnicima i drugim stručnjacima u sustavu socijalne
skrbi. Ljetopis Studijskog centra socijalnog rada, 8 (2), 195-214;
Ajduković, M. & Cajvert, L. (2004). Supervizija u psihosocijalnom radu. Zagreb:
Društvo za psihološku pomoć;
228
Bastaić, Lj. (2007). Supervizija i interpersonalna neurobiologija - kako supervizijski
odnos mijenja supervizora i supervizanta. Ljetopis Studijskog centra socijalnog rada, 14
(2), 453-463;
Branković, D. (2010) Supervizija u socijalnom radu u Bosni i Hercegovini. Socijalna
misao, 2, 97-109;
Cajvert L. (2001). Kreativni prostor terapeuta - O superviziji, Sarajevo: IP Svjetlost,
Zavod za udžbenike i nastavna sredstva;
Kadushin, A. (1992). Supervision in Social Work (3rd. edn.), New York: Columbia
University Press;
Memorandum o cjeloživotnom učenju, radni materijal, Evrpska komisija, Bruxelles,
30.10.2000. SEC (2000) 1832, http://www.hzpou.hr/stranice/3/21-100.pdf, pristupljeno
09.05.2014.
Miloševič Arnold, V. i dr. (1999). Supervizija – znanje za postupanje. Priručnik za
superviziju kao proces učenja za stručno postupanje i lični razvoj. Ljubljana: Socijalna
komora Slovenije;
Payne, M. (2002). Savremene teorije socijalnog rada, Banja Luka: Filozofski fakultet;
Petak, O. (2007). Supervizija u sustavu socijalne skrbi, namjere i očekivanja
supervizora. Ljetopis socijalnog rada, 14 (2), 473-477;
Van Kessel, L. (1999). Supervizija – neophodan doprinos kvaliteti profesionalnog
postupanja: Primjer nizozemskog modela supervizije. Ljetopis Studijskog centra
socijalnog rada, 6, 59-76;
Zakon o socijalnoj zaštiti RS, Službeni glasnik RS br 37/12;
Žorga, S. (2003.) Supervision: The process of life-long learning in social and
educational professions. Journal of Interprofessional Care, 16 (3), 265-276.
Žorga, S. (2009). Specifičnost procesa učenja u superviziji u Refleksije o superviziji:
međunarodna perspektiva, ur. Ajduković, M. Zagreb: Društvo za psihološku pomoć;
http://magazin.net.hr/zdravlje/, pristupljeno 01.03.2014;
http://www.careercast.com/, pristupljeno 09.03.2014;
http://www.iassw-aiets.org/, pristupljeno 08.03.2014
229
OBRAZOVANJE U DIGITALNOM DOBU
EDUCATION IN THE DIGITAL AGE
dr. sc. Elvira Islamović, van. prof.
Pedagoški fakultet Univerzitet u Bihaću
Luke Marjanovića bb Bihać
[email protected]
SAŽETAK
Razvoj tehnologije, naročito računalne i telekomunikacijske, doveo je do lakoće prijenosa
informacija širom svijeta o kakvoj nismo mogli ni sanjati. Obrazovanje je najvažniji pokretač
inovacija i razvoja. Informacijske tehnologije sve više na različite načine ulaze u prostor škole
vršeći utjecaj na pedagoške procese. Budući da se nastanak informatičkog društva smatra jednom
od najvažnijih činjenica života u budućnosti, od iznimnog značaja je istražiti implikacije
masovnih i temeljitih tehnoloških promjena na obrazovne procese, te intelektualno, političko i
društveno korištenje tih tehnologija. U radu se razmatraju i pitanja nedostatka dostupnog
obrazovanja i ekonomskih mogućnosti. Utjecaj informacijskih tehnologija može dovesti do
pojačane nejednakosti i u obrazovanju. Naime, informacijsko siromaštvo, informatička
nepismenost i nemogućnost pristupa informacijskim tehnologijama svima na jednak način, može
za posljedicu imati i nejednak pristup obrazovanju i obrazovnim šansama.
Ključne riječi: obrazovanje, informacijsko društvo, informacijska tehnologija, informacijsko
siromaštvo
ABSTRACT
The development of technology, especially computer and telecommunications technologies, has
led to the ease of transfer of information around the world of which we could not even dream of.
Education is the most important initiator of innovation and development. Information technology
ever increasingly enters into the domain of school influencing the educational process in different
ways. Since the emergence of the information society is considered one of the most important
facts of life in the future, it is of utmost importance to investigate the implications of the massive
and sweeping technological changes in the educational process, as well as intellectual, political
and social use of these technologies. This paper discusses the issues and the lack of affordable
education and economic opportunities. The impact of information technology can lead to
increased inequality in education as well. Namely, information poverty, computer illiteracy and
lack of access to information technologies equally to everyone can lead to unequal access to
education and educational opportunities.
Keywords: education, information society, information technology, information poverty
1. UVOD
Poimanje pismenosti iz temelja se promijenilo u vrijeme globalizacije. Dok je u 20.
stoljeću pismenost podrazumijevala čitanje, pisanje i smisleno izražavanje, u 21.
stoljeću pismenost podrazumijeva barem bazičnu informatičku pismenost. S novim
tehnologijama, mijenjaju se i individualni i društveni obrasci kulture. Društvo u kojem
uspon informacijske tehnologije doživljava svoj vrhunac, najčešće se naziva „postindustrijsko društvo“ ili „informacijsko društvo“ (Bell), „društvo znanja“ i/ili
„postkapitalističko društvo“ (Drucker), „informacijsko društvo“ i/ili „umreženo
društvo“ (Castells). „Polazeći od koncepcije postindustrijskoga društva prema kojoj je
znanje glavni izvor vrijednosti u ekonomiji, mnogi sociolozi upućuju na to da
informacija i njena upotreba određuju novi oblik društva. Oni smatraju da su
'informacijska supercesta' - to jest spajanje različitih tehnologija u integriranu
informacijsku tehnologiju (IT) - i rastuća finansijska važnost intelektualnih usluga
zajedno stvorili novu tehničku i ekonomsku osnovu suvremenog kapitalizma“
(Abercrombie, Hill, Turner, 2008, 138-139). Smatra se da informacijsko društvo ima
društvene učinke, na primjer mogućnost da ljudima osigura pristup izvorima
informacija i učenja. S obzirom na izuzetno važnu ulogu novih informacijskih
tehnologija na društvo, Manuel Castells sugerira da se pojam postindustrijskoga društva
zamijeni pojmom informacijskoga društva. U informacijskom društvu, pokretač
društvenog razvoja je tehnologija stvaranja znanja, obrade informacija i komunikacija.
2. IMPLIKACIJE TEHNOLOŠKIH INOVACIJA NA OBRAZOVNE PROCESE
U modernom društvu informacijska tehnologija ima nesumnjiv utjecaj na sva područja
ljudskoga života, pa tako i na obrazovanje. Budući da se nastanak informatičkog
društva smatra jednom od najvažnijih činjenica života u budućnosti, od iznimnog
značaja je istražiti razvoj i implikacije na obrazovne procese, te intelektualno, političko i
društveno korištenje tih tehnologija. Globalni društveni replikatori ili globalni društveni
strojevi (ekonomija, kultura, politika) postaju mogući s globalnom primjenom
informacijskih tehnologija na različite sektore društvene ontologije i uz njihovo
povezivanje u world wide web (Ibrulj, 2005, 164). Time je omogućena nova društvena
metodologija, metodologija e-sociologije koja se sastoji u "Copy and Cut World"
operacijama: dekodiranjem informacija s različitih lokalnih prostora i s različitih
naučnih područja moguće je kreirati vlastitu mapu ili vlastitu nano-memoriju,
sudjelovati u mrežama ili bazama podataka i u stvaranju mreže spoznavatelja na
distancu (Ibrulj, 2005, 164). Lokalnu informaciju, iz sasvim drugog realnog
vremenskog i prostornog svijeta, možemo „kopirati“, „izrezati“ i „prilijepiti“ u svoje
vlastito okruženje (u svoju memoriju) i pokrenuti procese prepoznavanja, kompariranja
i dizajniranja jednog novog aranžmana svijeta. To se danas imenuje procesom učenja
(Ibrulj, 2005, 165). Od obrazovnog sistema se očekuje spremnost prilagođavanja
društvenim promjenama. Razvoj „informacijskog društva“ povećava mogućnost
pristupa podacima i činjenicama, u tom smislu i obrazovanje bi trebalo omogućiti svima
da odabiru, služe se i prikupljaju informacije. Informacijske tehnologije sve više na
različite načine ulaze u prostor škole. Internet omogućava veću mogućnost
univerzitetima da poboljšaju kvalitet svog obrazovanja i da ga učine dostupnim većem
broju ljudi. Kroz nove komunikacije i informatičke medije mladi su suočeni sa sve više
informacija, koje su ranije mogli dobiti jedino u školi. Stoga je važno da mladi danas,
mogu razlikovati informacije od znanja. Nove tehnologije kroz „elektronske
univerzitete“ na kojima se znanje i diploma stječu putem interneta, postale su sastavni
dio obrazovnih procesa u obrazovnim sistemima razvijenih zemalja. Internet je globalni
sistem veza između računara koji omogućava ljudima da međusobno komuniciraju i
pronalaze informacije na „www“, uz pomoć vizualnih pomagala, zvuka i teksta, na
način koji ne zavisi od vremena i mjesta, cijene, udaljenosti, niti od kontrole nacionalnih
vlada. Nezaustavljivi su procesi prijenosa sve veće količine podataka u sve kraćem
vremenu.
Međutim, da li će internet, CD-ROM i ostala informatička sredstva potisnuti udžbenike,
nastavnike i školu u današnjem obliku, ili će samo dopunjavati postojeće modele
učenja, ostaje da se vidi. Ipak, činjenica je da mladi već odrastaju u informacijskom i
medijskom društvu, pa su i mnogo češće u kontaktu s novom tehnologijom. Dosta se
govori i o „revoluciji u učionici“ - o ulasku „virtuelne stvarnosti“ u „učionice bez
zidova“ (Giddens, 2003, 511-512). Nema sumnje da su računari pomjerili granice u
obrazovanju, omogućavajući djeci da samostalno rade, istražuju različite oblasti i
232
Elvira Islamović, Obrazovanje u digitalnom dobu
koriste obrazovni softver uz koji savladavaju gradivo prema vlastitom tempu. Ipak,
„učionice bez zidova“ u kojima djeca uče isključivo preko svojih računara, još uvijek su
daleko od realnosti. Ne samo zbog činjenice da ne postoji dovoljan broj računara za svu
djecu, nego i zbog stajališta da informaciona tehnologija ne može u potpunosti
zamijeniti ono učenje koje se odvija kroz interakciju između učenika i nastavnika.
Većina nastavnika koji su u mogućnosti, koriste računare kao dopunu tradicionalnoj
nastavi, a ne kao zamjenu za nju. Stoga je važno promišljanje o načinu na koji se nove
tehnologije mogu integrirati u tradicionalnu nastavu. S druge strane, bez obzira na
mogućnost brže i lakše komunikacije koju omogućuju informatičke tehnologije,
problem predstavlja sve izraženija tendencija otuđenosti, osamljenosti te izostanak
autentične ljudske komunikacije i bliskosti. „Zapanjujuća komunikacijska tehnologija
koja danas obavija zemaljsku kuglu malokad se služi svojim golemim potencijalom za
širenje globalnih vrijednosti i njegovanje skrbnije, suosjećajnije svijesti. Naprotiv,
mediji su puni nasilja i užasa, okrutnosti i krvoprolića, neobuzdane potrošnje i
besramnog promiskuiteta, situacija koje ne samo iskrivljuje osviještenost mladih nego i
otupljuje našu senzitivnost na ljudsku patnju i bol“ (Singh, 1998, 256).
Neki autori upozoravaju na preveliku privrženost djece i mladih virtualnom svijetu i
slabljenju osjećaja za realnost. Ti trendovi upućuju i da proces učenja i pristup znanju,
na neki način, izmiču iz ruku formalnog obrazovnog sistema, uz potencijalno ozbiljne
posljedice po socijalizaciju djece i mladih (Delors, 1998, 69). S tim u vezi, Michael
Manley podsjeća kako su kroz čitavu povijest nastavnici igrali važniju i neprimjetniju
ulogu od one predavača (Delors, 1998, 254). „Svojom strašću za ideje i vrijednosti,
zajedno s ljubavlju za djecu i razumijevanjem procesa kojim se sije sjeme motivacije, to
je zanimanje nadahnulo milione ljudi da postanu sve - od aktivista do brižnih roditelja;
od istaknutih stručnjaka do cijenjenih vođa u svakom aspektu društvenog života. Nužno
je da nikad ne izgubimo iz vida nastavnika u tom osobnom smislu, kao najvažnijeg
instrumenta odgojnog procesa“ (Delors, 1998, 254). Bogat virtualni krajolik u kojem
danas živimo, popularnost vizuelnih medija i novih tehnologija, doveli su do krize
čitanja, koja je postala ozbiljan pedagoški problem. Učenici sve manje vremena
posvećuju knjizi i čitanju. Knjiga mora ponovo pronaći svoje mjesto na polju masovnog
komuniciranja. Ona je nezamjenjiva u razvoju čitalačkih i jezičkih sposobnosti,
analitičkog i sintetičkog mišljenja i mašte.
U suvremenom diskursu informacijsko društvo olako poistovjećuje s društvom znanja.
„Omiljenoj tezi da živimo u informacijskom društvu i na taj način u društvu znanja
može se, doduše, posve opravdano suprotstaviti teza da živimo u 'dezinformacijskom
društvu'“ (Liessmann, 2008, 24). „Znanje se zbog toga ne može konzumirati,
obrazovna mjesta ne mogu biti uslužna preduzeća, a prilagodba znanja ne može ludički
uslijediti jer to bez pomoći mišljenja jednostavno ne polazi za rukom. Iz tog se razloga
znanjem ne može menadžerski upravljati“ (Liessmann, 2008, 27). Još je Theodor
Adorno 1959. godine izložio svoju teoriju poluobrazovanosti, upravo uzimajući u obzir
koliziju modernog medijskog društva s idealima i normama obrazovanog građanstva.
Tako manjak znanja u informacijsko doba stvara društvene prostore očišćene od
kritičnosti. U postmodernoj realnosti, sredstva masovne komunikacije bez uvijanja
pretendiraju da zauzmu mjesto obrazovanja, informacije nadoknađuju znanje,
oslikavajući duhovno siromaštvo našega vremena u kojem sve postaje nejasnije i
trivijalnije. Brojne promjene koje je današnjica unijela u obrazovne ustanove kako bi ih
učinila „suvremenima“ i „modernima“ prema mišljenju Nietzschea (1991, 248) dobrim
dijelom su „iskrivljene linije i skretanja s puta izvorne uzvišene tendencije njihova
233
utemeljenja“. Nova tehnološka revolucija i razvoj informacijskih tehnologija nerijetko
se dovode u vezu s obrazovnom krizom, čiji je izlaz, kako ističe Miroslav Vujević
(2008), „u humanizaciji, a ne u kompjutorizaciji. Teško da se možemo složiti da bi neki
drugi oblik mogao zamijeniti sistem formalnog obrazovanja. Obrazovni sistem ima
veliku odgovornost u suvremenom društvu. On mora osposobiti pojedince da se nosi s
bujanjem informacija, to jest da iskazuju kritički duh u odabiru i rangiranju informacija.
„Njihova je zadaća pomoći ljudima načiniti odmak od društva medija i informacija koje
je često tek društvo prolaznog i trenutačnog. Tiranija 'stvarnog vremena' u sukobu je s
vremenom 'nakon događaja' potrebnim za zrenje, a to je vrijeme kulture i asimilacije
znanja. Upotreba tehnologije u školskom okružju može, naravno, poprimiti različite
oblike. No načelo pritom mora i dalje biti ono jednakosti, a cilj mu je osigurati da se oni
najpotrebitiji (ujedno i oni najnepovlašteniji) mogu okoristiti tim novim pomagalima za
razumijevanje svijeta i tako će obrazovni sistemi morati - uz to što osiguravaju vitalne
načine socijalizacije - položiti temelje građanstva u informatičkom društvu“ (Delors,
1998, 71). Jasno je da tehnologija sama po sebi nije lijek za bolesti društva i krizu
obrazovanja, ali mudra primjena tehnologija može unaprijediti procese učenja i
obrazovanja. „Tehnički svijet prerade i slanja informacija, pripreme i sistematizacije i
sl., postao je najozbiljniji čovjekov konkurent, (...) što znači da čovjek više nije u
situaciji monopola, već je dobio ozbiljnog konkurenta - stroj; svijet stvari je postao
inteligentniji; opasnosti manipulacije informacijama povećavaju se, kao i šanse njihove
zloupotrebe“ (Cifrić, 1990, 190-191). Stoga, „prenošenje i premještanje informacija iz
'mozgova' ljudi u tehničke sisteme, vodi obrazovanje u krizu - krizu institucija i njihove
uloge, krizu kritičke svijesti“ (Cifrić, 1990, 190-191). U tom kontekstu, zadatak
obrazovanja je:
 da razvija socijalno biće čovjeka;
 da povlači svoje ciljeve prenošenja čistog znanja i fakata, a omogućava služenje
istim znanjima;
 da uvede u školu suvremene tehnike, kako ne bi obrazovalo za informatičko društvo,
a sama škola i obrazovanje opstojali na njegovim marginama;
 da nastavnik postane ne samo prijenosnik pojedinih informacija, mentor,
sugovornik, nego i odgajatelj. Od njega će se tražiti da razvija etičke norme učenika,
kako bi ih pripremao za suočavanje s delikatnim odlukama;
 da osnovni zadatak odgoja i socijalizacije bude stvoriti psihički stabilnog čovjeka,
intelektualno budnog i duhovno humanog koji će znati koristiti informacije i
 da u strukturi svijesti ekološki kriterij odnosa čovjeka i prirode postane dominantni
kriterij ponašanja (Cifrić, 1990, 195-196).
Utjecaj modernih komunikacijskih medija na proces globalizacije, često se ističe kao
proces „kulturne globalizacije“. Globalni prodor informacijske tehnologije zajedno s
razvojem računarske tehnologije, otvara brojne mogućnosti i zahtijeva stalno tehnološko
opismenjavanje. Jedna od obrazovnih promjena u modernim društvima jeste mogućnost
učenja na daljinu. Zbog mnogih prednosti koje internet posjeduje kao nastavno sredstvo,
tržište internet obrazovanja je u porastu. Informacijske tehnologije i internet omogućili
su dostupnost predavanja u svim dijelovima svijeta. 1 Moderna tehnologija uključujući
1
Već 2000. obrazovanje pomoću Interneta predstavljalo je biznis vrijedan dva miliona dolara koji
je rastao 40% godišnje. Bok, 2005, 87.
234
internet, u poređenju s radiom, televizijom i drugim tehnologijama, pruža i omogućuje
lakše ažuriranje materijala i stvaranje posebno prilagođenih nastavnih programa koji bi
pogodovali potrebama. S druge strane, ovaj medij je interaktivan i olakšava međusobnu
komunikaciju. Prodor informacijske tehnologije u humanističke nauke neće ugroziti
princip univerzalnosti na kojem humanističke nauke zasnivaju istraživanje ljudske
prirode (Ibrulj, 2005, 245). Ona će pomoći da ono univerzalno u ljudskoj prirodi
postane interkulturna činjenica koja može poslužiti kao ideja stvaranja društva vođenog
tolerancijom (Ibrulj, 2005, 245). Međutim, pored svih svojih prednosti, treba biti pažljiv
u potpunoj privrženosti i zalaganju da internet u potpunosti zamijeni tradicionalno
univerzitetsko obrazovanje. „Ma kakav bio uticaj Interneta, on jasno nudi značajne
obrazovne prilike mnogobrojnim zaposlenim ljudima, mladim majkama vezanim za
kuću i drugima koji ne mogu lako da dođu na univerzitet“ (Bok, 2005, 91). Međutim,
upozorava Bok u svojoj raspravi o komercijalizaciji visokog obrazovanja, „ne slave svi
nastavnici pojavu Interneta, naročito kada se koristi da se zarađuje na račun
obrazovanja. Za neke je ova nova tehnologija tek još jedan način na koji zvaničnici
univerziteta mogu da eksploatiraju nastavni kadar“ (Bok, 2005, 87). David Noble
upozorava kako bi učenjem na daljinu i internet predavanjima, univerziteti mogli svoje
profesore pretvoriti u najamne radnike i podrediti ih producentima i drugim
nadređenima koji će eksploatisati njihove napore i prigrabiti zaradu (prema: Bok, 2005,
94). „Kada jednom nastavni kadar i kursevi pređu na Internet, administratori dobijaju
mnogo veću direktnu kontrolu nad radom fakultetskog osoblja i sadržajem kurseva nego
ranije i mogućnost za administrativni nadzor, nadgledanje, organiziranje, disciplinu, čak
i cenzuru. (...) Upotreba tehnologija povlači za sobom neizbježno produžavanje radnog
vremena i povećanje obima rada. Jer se nastavni kadar upire da danonoćno drži
tehnologiju pod kontrolom i da odgovara pomoću pričaonica, virtuelnog radnog
vremena i elektronske pošte, kako studentima tako i administratorima i postaje trenutno
i neprekidno dostupan. Tehnologija također omogućava mnogo podrobniju
administrativnu kontrolu dostupnosti, aktivnosti i brzine reagovanja nastavnog kadra“
(prema: Bok, 2005, 94).
3. „INFORMACIJSKO SIROMAŠTVO“ I DRUŠTVENA STRATIFIKACIJA
U suvremenim društvima postoji potreba da obrazovanje i znanje budu dostupni svima,
ne samo zbog individualnog i društvenog rasta, nego i zbog važnosti koju znanje i
univerzalne naučne istine imaju u otklanjanju manipulacije neznanjem i predrasuda.
Teoretičari informacijskoga društva vjeruju da će se „u stvarnosti dogoditi velika
podjela između onih koji imaju pristup informacijama i onih koji ga nemaju; drugim
riječima, pojavit će se novi oblik društvene stratifikacije između informacijski bogatih i
informacijski siromašnih.“ Alain Touraine (1998) upozorava kako područje društvenih
borbi sve više postaje područje informacija. „Danas vlasti obilježavaju tajnost i znanje.
Države, velika poduzeća, stručne profesije, partije i vojske, akumuliraju informacije i
drže ih u tajnosti. Ne vidimo li kako se u obrazovanju pokreti otpora suprotstavljaju i
samoj ideji prenošenja spoznaja, kao da postoji neka riznica znanja čiji nam čuvari samo
daju da pogledamo ili dotaknemo neke dragocjenosti? To je tehnokratska zamisao kojoj
se suprotstavlja ideja komunikacije, prednosti nastavnog odnosa nad prenošenjem
znanja“ (Touraine, 1998, 148).
I drugi autori upozoravaju da utjecaj informacijskih tehnologija može dovesti do
pojačane nejednakosti i u obrazovanju. Naime, informacijsko siromaštvo, informatička
nepismenost i nemogućnost pristupa informacijskim tehnologijama svima na jednak
235
način, može za posljedicu imati i nejednak pristup obrazovanju i obrazovnim šansama.
Pojam „informacijsko siromaštvo“ odnosi se na one ljude koji imaju nedovoljan ili
nikakav pristup informacijskoj tehnologiji i računarima. U širem značenju, radi se o
problemu tehnološkog jaza između razvijenih i siromašnih zemalja, koji se ogleda i u
razlikama u obrazovanju. Budući da je globalna ekonomija sve više zasnovana na
znanju, postoji opasnost da siromašne zemlje još više budu potisnute na margine
privrednog razvoja. Nove komunikacijske tehnologije u tom svjetlu, pokazuju još jedno
lice rastuće globalne nejednakosti. Prema Izvještaju Ujedinjenih nacija, pod nazivom
Izvještaj o ljudskom razvoju (1999), pristup internetu postao je nova linija razdvajanja
između bogatih i siromašnih (Giddens, 2003, 512). Prema nekim stajalištima, upotreba
računara i informacione tehnologije ne mora nužno dovoditi do većih nacionalnih i
globalnih nejednakosti, već ona može biti od velike koristi u povezivanju ljudi i
stvaranju novih mogućnosti. Međutim, neposredna praksa kako primjećuje Giddens
(2003, 512), pokazuje kako u nedovoljno razvijenim područjima koja se bore s
nepismenošću i nedostatkom struje i telefonskih linija, nedostajuća obrazovna
infrastruktura ne pruža mogućnosti i koristi od programa za učenje na daljinu. Tako
velik dio stanovnika u siromašnijim dijelovima svijeta ostaje potpuno isključen iz
mogućnosti koje pružaju suvremene informacione tehnologije. Informatički sistemi su
još uvijek razmjerno skupi, što onemogućava mnoge zemlje da ravnomjernije sudjeluju
u procesima razvoja. S druge strane, takva situacija druge zemlje ili interesne skupine
koje imaju nadzor nad informatičkim sistemima, stavlja u povlašten položaj
osiguravajući im kulturnu i političku moć. Ekonomija znanja zahtijeva informatički
obrazovanu radnu snagu, a obrazovanje mora ispuniti i tu potrebu. Razvijene zemlje
pokrenule su stoga niz inicijativa na državnom nivou usmjerenih na modernizaciju i
kompjuterizaciju škola, što je dovelo do masovnije upotrebe informacijske tehnologije u
školama.
4. ZAKLJUČAK
Nastanak „informatičkih društava“ otvara niz pitanja razumijevanja svijeta i uloge
obrazovanja u njemu, budući da stvara nove oblike socijalizacije, pa čak i nove tipove
individualnog i kolektivnog identiteta. Razvijanje internet obrazovanja, odnosno nove
obrazovne tehnologije (učenja na daljinu, s interaktivnim predavanjima, uz korištenje
simulacija) predmet je rasprava u čijoj osnovi leži pitanje kakve promjene u znanju
treba očekivati pod utjecajem novih informatičkih tehnologija, te dvojba o u mogućnosti
dostupnosti i kvaliteti takvog obrazovanja. Internet i njemu bliske tehnološke inovacije
promijenile su način gledanja na znanje. U suvremenom društvu u kojem se odvija
revolucija podataka već postajemo suočeni s fenomenom kojeg se uobičava nazvati
„preopterećenost informacijama“. Obrazovni sistem ima veliku odgovornost u
suvremenom društvu. On mora osposobiti pojedince da se nosi s bujanjem informacija,
to jest da iskazuju kritički duh u odabiru i rangiranju informacija.
5. LITERATURA
1. Abercrombie, N., Hill, S., Turner, B. S. (2008). Rječnik sociologije. Urednik
hrvatskog izdanja J. Čačić-Kumpes i J. Kumpes, Zagreb: Naklada Jesenski i
Turk.
2. Bok, D. (2005). Univerzitet na tržištu: komercijalizacija visokog školstva.
Beograd: Clio.
236
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Castells, M. (2000). Uspon umreženog društva. Zagreb: Golden Marketing.
Castells, M. (2003). Internet galaksija: razmišljanja o Internetu, poslovanju i
društvu. Zagreb: Naklada Jesenski i Turk.
Cifrić, I. (1990). Ogledi iz sociologije obrazovanja. Zagreb: Školske novine.
Delors, J. (ur.) (1998). Učenje: blago u nama: Izvješće UNESCO-u
Međunarodnog povjerenstva za razvoj obrazovanja za 21. stoljeće. Zagreb:
Educa.
Giddens, A. (2003). Sociologija. Beograd: Ekonomski fakultet.
Ibrulj, N. (2005). Stoljeće rearanžiranja. Eseji o identitetu, znanju i društvu.
Sarajevo: Biblioteka Eidos, Filozofsko društvo Theoria.
Liessmann, K. P. (2009). Teorija neobrazovanosti. Zablude društva znanja,
Zagreb: Naklada Jesenski i Turk.
Schmidt, E., Cohen, J. (2014), Novo digitalno doba. Zagreb: Profil.
Singh, K. (1998). Obrazovanje za globalno društvo. U: Delors, J. (ur.), Učenje:
blago u nama: Izvješće UNESCO-u Međunarodnog povjerenstva za razvoj
obrazovanja za 21. stoljeće. Zagreb: Educa.
Touraine, A. ( 1998), Kritika modernosti. Zagreb: Politička kultura.
Vujević, M. (2008), Sociologija obrazovanja-terijsko-metodološki pristup. U:
Pilić, Š. (ur.), Obrazovanje u kontekstu tranzicije, Prilozi sociologiji
obrazovanja. Split: Biblioteka Školskog vjesnika, knj. 3
237
INFORMATION LITERACY AMONG YOUNG LEARNERS
Rijalda Dizdarević
University of Bihać
[email protected]
SUMMARY:
Teaching children and young people information literacy skills has never been more important
since economic and social growth depend on information literate citizens who are fully equipped
with critically thinking skills and competencies of accessing, analyzing, and evaluating
information. Young learners are immersed in 21st century “new literacy“ technologies, but are
we preparing them for the future? This paper focuses exactly on information literacy of youth and
ways to improve it.
Key words: information literate young people, competencies, “new literacy“ technologies;
1. INTRODUCTION
There is a great need to bring new literacies into clasrooms by including these in
national school curricula. In 2011 UNESCO presented a framework for teachers and
teacher training, Media Information Literacy Curriculum for Teachers. Today's
students, the "digital natives" as they are called, are practically inseparable from their
computers, video games and the Internet. Although they may be computer experts, they
still don't use information they encounter in a proper way, or at least they don't know
how to think critically about its use.
2. TOWARDS AN INFORMATION LITERATE SOCIETY: “FACT FROM
FICTION““
What students need is a guidance on how to find the best information most efficiently
and how to determine fact from fiction. These are the key words – determining fact
from fiction. Teachers as well as parents should explain to their students/children the
difference between the fact and fiction as this is the first step in developing information
literacy in them. This of course can be done by engaging young learners into
conversation containing statements of both types. For example, “I have blue eyes“, “I
think that Internet does more harm than good“, “Sun rises in the east“, “A dog is a man's
best friend.“ After explanation they should be able to distinguish between the two
entities.
Another very important approach or step is teachning them how to evaluate information
sources. Children and young learners belong to the group of people most exposed to
new media, web-based platforms. In order to make them be critical about all sources of
information especially those on-line, there are some tips in form of questions that you
can either write on a paper and place it somewhere on the top of your PC or in the
classroom above the board so that whenever a child accesses certain information, he/she
can make evaluation of it by answering the following questions:
1. Who is the author of information?
2. Is that person an expert? What do we now about him?
3. The reason why information is written? Is someone trying to persuade you
to buy something?
4. Which category does the information belong to?
5. When was it published?
Here is the link where you can find tips for “Checking Source, Author
Authencity/Content“, you may download it and use either in the class or at home:
http://www.in2edu.com
2.2. 21ST CENTURY SKILLS
Students should be able to figure out who created the information they encountered in
order to determine what stance the author takes and then to accept or refuse it. The
process of evaluating information is an example of “new literacy“ whose utility lies in
online reading comprehension and learning skills, or 21st century skills, required by the
Internet and other information and communication technologies (ICTs), including
content found on wikis, blogs, video sites, audio sites, and in e-mail. They require the
ability not just to "read" but also to navigate the WWW (World Wide Web), locate
information, evaluate it critically, synthesize it and communicate it, skills that are
becoming vital to success in this century's economy and workforce. According to a
recent Pew Internet and American Life Project study students are spending 27 hours a
week online at home, compared to an average of 15 minutes per week at school. This is
extra motivation for parents to work with their children.
2.3
INFORMATION
LITERACY
21ST
CENTURY
STRATEGIC
PARTNERSHIP
Parents, teachers, teacher-librarians!
There has been noted a growing interest for mutual collaboration among parents,
teachers, teacher-librarians and school administrators on project called developing
information literacy. By taking an active interest in school's curriculum and learning
activities of their children parents can help them in acquiring information literacy skills
as acquiring of these is not restricted only to school environment. The family situation
in which certain decisions are to be made together or problem solved, children also
benefit because a kind of informal learning takes place. A positive example of
promoting information literacy skills is that of parents and school or public libraries
working together on the same goal as parent's involment in learning as resource people
and as mentors for students is needed. Teachers are also very important element in this
chain. Their task is to identify different student needs and strengths in order to
implement teaching approaches that would fit a wide variety of different students'
learning styles. Research studies (Clyde, 1996, Haycock, 1995, Krashen, 1992,
Haycock, 1992, Woolls, 1990) indicate that the development of student competence in
information skills is most effective when integrated with classroom instruction through
collaborative program planning and team teaching by two equal partners, the classroom
teacher and the teacher-librarian. This successful partneship produced a new
instructional approach called resource-based learning.
2.4. RESOURCE-BASED LEARNING
Teacher-librarians are information specialists, knowledgeable about learning resources
in all formats. Their major task is to provide varied learning resources as addition to
already established school programs and bring information technology to support
student learning. As students in today's information society are expected to take greater
responsibility for their own learning and academic progress. Resource-based learning
places a learner in the center attributing him a role of a subject not an object within
240
Rijalda Dizdarević, Information Literacy among young learners
educational system. Simply having many learning resources, besides the textbook and
the teacher, will not ensure that students get the type of information literacy
development they need. There is the challenge provided by resource-based learning that
young learners have to accept. This means being constantly involved in all learning
activities as well as contributing to the learning process. What they need to feel is that
their own experiences, interests, and judgements matter, that they have some choice in
the inquiries they design in collaboration with their teachers. Great emphasis is placed
on teaching them how to ask good questions i.e questions whose answers will lead to
another stage of learning. Skills and strategies in assesing and evaluating information
are also emphasized. Whenever they have opportunity to creatively use new information
to create their own knowledge, synthesize the best ideas and information available,
students' learning is marked by excitement and creativity, what is great motivator. This
practice will ensure that they will become lifelong learners capable of independent and
informed decision-making.
What is essential for the implementation of resource-based learning: Good school
library facilities, along with access to collections of adequate and appropriate learning
resources in varied formats, are essential for the implementation of resource-based
learning. As noted earlier, together with teachers, parents and teacher-librarians, school
community is able to satisfy demands of information-based times. This means that all
educators and parents in school communities accept responsibility for their students'
information literacy development by employing the same type of learning strategies and
activities made available to other students in schools with adequate library instructional
programs implemented by teacher-librarians. So, support for resource based learning is
essential and this is best developed when there is a collaborative professional
environment.
2.5. INFORMATION LITERACY PRACTICE IN SCHOOLS
What has been done and what can be done?!
Young children are hands-on learners. Learning takes place through interrelated
physical, social, emotional and cognitive domains. Therefore, it is crucial to introduce
things and activities that are related to real life. If you are a teacher willing to help your
students become information literate then you have a myriad ways to do so. Maybe you
are not aware of the fact that each time you ask a question they do not know the answer
to, and then you ask them to check it, you are getting them to develop certain research
skills they need. However, this can be done intentionally by making lesson plans and
providing extra activities which will be more effective. The main question or problem is
how to organize research in a class, what steps to include?!
The best way to introduce certain topic is through demonstration. If your today's lesson
is going to be about extinguished species then it would be great if you bring pictures of
these and some interesting facts about animals in general that students will find amazing
and inspiring. With good introduction you will succeed in catching their attention and
motivation. Divide them into two groups in order to add a competitive element into
work. After you have introduced the subject ask them to do brainstorming. Then, give
each group the text about dinosaurs to read.
Example for developing keyword skills: When they have finished reading the text, let
them write down the keywords and as many questions as possible about dinosaurs,
extinguished species, mammoths etc. everything they don't know or are not sure of but
241
are willing to know about. Make sure that you have brought extra material for this topic
– handouts, posters, prompting cues and articles.
When both groups have come up with as many questions as they could, start with the
main part of the activity, and that is competition. Members of both groups read their
questions, one person starts with an open-ended question, then the other person
responds with a related open-ended question. This goes back and forth as long as they
can continue without making a statement or repeating a previous question. Also, this
can be altered in a way that a member from group “A“ asks question and someone from
group “B“ answers and vice versa, the winner is the group with most correct answers.
After tha, together with them answer those questions they were not familiar with,
prompting them to find necessary information.
Example for creating “fat“ and “thin“ questions: As a teacher, you should encourage
your students to ask “fat“ questions rather than “thin“ ones, because fat questions
demand much thinking than those that can be answered in just one sentence, e.g. “When
did dinosaurs live?“, and “What do you think where would dinosaurs live if they hadn't
wiped out?“
Example for main ideas: Another activity you can introduce into the class is game with
cards or pictures. In groups, they guess which animal is on the picture or card and what
they would want to know about it. Collect the questions and then ask each group to find
the answers.
The next stage is report. Students can share their answers and everything they found
during the research process on relevant subject. They can present it in the number of
different ways, e.g. make a speech or do a Power Point Presentation. The last step is
evaluation. This teaches them to be reflective in their learning by asking themselves the
following questions: “What did we learn about learning?“, “Was the presentation
successful?“, “What has your audience learned from you?“ “What are the
recommendations for the future?“ “How has this changed the way you think about the
world?“
Procedure for the activities presented above may be summarized into the following:
1. Planing (defining subject, brainstorming, writing down things they already know
about subject, defining keywords and then deciding which resources they will use)
2. Searching for information (book, encyclopedia, magazines, dictionary, internet
pages etc.)
3. Taking notes (writing down most important facts, synthesizing)
4. Using the information (organizing iniformation, comparing and contrasting, using
their own words, five finger test, putting in order)
5. Report (who I am presenting to, what tool can I use to present with, is my message
clear, choosing method: arthistic, art, music; poster; folder presentation; multimedia
presentation; drama, acting; speech;)
6. Evaluation (what worked well, what would I change next time, what was the
audience feedback like etc.)
It is important that the information literacy skills are taught using variety of resources
(i.e book or ICT environment). The best way to achieve objectives is through
introduction of activities that will attract students' attention.
242
Rijalda Dizdarević, Information Literacy among young learners
2.6. PORTALS FOR DEVELOPING INFORMATION LITERACY
KYVL For Kids Research Portal
The KYVL for Kids Research Portal teaches kids about research and information
literacy in a fun way. The Portal has two primary components: the Research Rocket and
Research Frontier. The final feature of the KYVL is this Research Frontier – a gateway
to the various commercial databases available through KYVL, emphasizing resources
most appropriate for kids.
Information Process Model
STEPS is an Information model designed to use mnemonics that appeal to children. It
has a number of versions to suit the level or the curriculum area. These include: STEPS
Junior version, STEPS Senior version, STEPS Science version, STEPS Technology
version, STEPS Art version; Information Process Model was developed in New Zeland
(New Zeland Information Literacy meeting, 2004) to meet the needs of seeing learning
and information literacy as a journey, or STEPS.
3. CONCLUSION
The prosperity of the society in the 21st century greatly depends on information literate
people, well-informed citizens, therefore, if we are not those who will teach and inspire
young generations to critically approach everything especially messages we are being
bombarded with, then I ask myself where is the future of that society?!
4. References:
1. Yelland, Louise (2007) Shift to the future: rethinking learning with new technologies
in education. New York: Routledge. Available at http://arcadiaproject.lib.cam.
ac.uk/docs/theory.pdf (accessed 10 May 2014)
2. Ben Levin, 2003. “Approaches to equity in policy for lifelong learning,” paper
commissioned by the Education and Training Policy Division, OECD
http://www.oecd.org/education/educationeconomyandsociety/38692676.pdf
3. Barbara Cambridge and Penny Moore, “Learning and Education and Information Literacy,” in High-Level Colloquium on Information Literacy and Lifelong
Learning, Held inBibliotheca Alexandrina, Alexandria, Egypt, November 6-9, 2005,
Sarah Devotion Garner, ed. http://archive.ifla.org/ III/wsis/HighLevel-Colloquium.pdf.
(accessed 11 May, 2014)
4. Australian Vice-Chancellors' Committee. (1996). Exploiting Information Technology
in Higher Education: an Issues Paper. Canberra: Australian Vice-Chancellors'
Committee.
5. Bradley, D. (1996). Integration of Information Technologies into Teaching and
Learning. University of South Australia
6. American Library Association. (2000) “Kids and reading.” Available online:
http://www.ala.org/pio/factsheets/kidsucceed.html
243
NOVI MEDIJI – NOVE ŠANSE
NEW MEDIA - NEW OPPORTUNITIES
Biljana Kovačević
magistar socioloških nauka
Doktorant na Fakultetu političkih nauka u Banjoj Luci
[email protected]
Vedran Francuz
dipl. sociolog
Student master studija na Fakultetu političkih nauka u Banjoj Luci
[email protected]
SAŽETAK: Informatička pismenost se drastično promijenila u posljednjih deset godina.
Nekada se ovaj pojam odnosio na osnovno poznavanje rada na računaru i, eventualno, programa
MS Office, dok su danas neophodne naprednije vještine rada na računaru i mobilnim uređajima,
kao i sposobnost dolaska do informacija, njihove upotrebe, prosljeđivanja i prezentovanja, što od
pojedinca zahtijeva da bude i informacijski pismen. Ljudi danas žive u dva paralelna svijeta - u
stvarnom i u medijskom svijetu. Onaj stvarni, budući da je ograničen prostorom i vremenom i ne
dozvoljava nam da u potpunosti zadovoljimo našu maštu i želju za novim informacijama,
kompenzovan je „svemogućim“ svijetom medija. Novi mediji nam pružaju mogućnost da saznamo
nešto što inače ne bismo mogli sami, da proširujemo svoje znanje o svijetu koji nas okružuje i na
taj način ga bolje upoznamo i razumijemo. Samo jednim klikom možemo saznati šta se dešava na
drugom kraju svijeta. Fizička udaljenost više ne predstavlja prepreku. Cilj ovog rada jeste ukazati
na nove izazove pred koje nas postavljaju novi mediji, a prije svega na informatičko
opismenjavanje koje je preduslov za informacijsku, ali i medijsku pismenost koja se već smatra
elementarnom pismenošću u 21. vijeku.
Ključne riječi:
pismenost.
Novi mediji, internet, tehnologija, informacijska pismenost, informatička
ABSTRACT: Computer literacy is drastically changed in the last 10 years, once referred it to the
basic knowledge of computers and possibly MS Office, while today we needed a little more
advanced skills of computer and mobile device, as well as the ability to reach the information, use
it, forward and to present it. Today people live in two parallel worlds: the real world and in the
world of media. The real, as it is limited by space and time and does not allow us to fully satisfy
our imagination and desire for new information, compensated for the "almighty" world media.
New media gives us the opportunity to learn something that otherwise could not be learned on
our own, to expand our knowledge about the world around us, and by that to learn and
understand it better. Just one click we can find out what is happening on the other side of the
world. Physical distance is no longer an obstacle. The goal of our work is to point to the new
challenges that are set up by medias in front of us, but most of all on Information literacy, which
is basic for information as well as media literacy that are both essential in the 21st century.
Key words: New media, Internet, Technology, Information literacy, Computer literacy.
1. UVOD
Naučno-tehnološka revolucija je unijela velike promjene u medijski sistem – promijenio
se način prikupljanja, obrade i distribucije informacija. 1 Kao što kaže Eriksen, nastupilo
je informaciono društvo u kojem je informaciona tehnologija ključni činilac u svim
tipovima proizvodnje. „Informacija je pokretačka sila današnje privrede, a njen sve veći
deo se prosleđuje preko interneta“2, što implicira značaj medija i sve veću zavisnost od
njih. Stoga je proučavanje društvenog konteksta medija, kao i promjena koje su novi
mediji unijeli u društveni život, od izuzetne važnosti za svako društvo. Nove
komunikacione tehnologije svojim ubrzanim razvojem potiskuju klasične medije i
njihove forme prezentacije. Ranih devedesetih godina prošlog vijeka stručnjaci iz
oblasti komunikacija i tehnologija uočili su da budućnost ne leži u personalnim
kompjuterima, nego u globalnom sistemu međusobno povezanih kompjutera –
internetu.3 Iako nudi nova iskustva u istraživanju svijeta, internet istovremeno prijeti da
iz korijena promijeni ljudske odnose. Kao što se to ranije dogodilo sa televizijom, i
internet rađa strah i nadu. Broj korisnika interneta širom svijeta neprestano raste 4, a
opseg aktivnosti koje se mogu obaviti preko interneta u stalnoj je ekspanziji.
U ovom radu ćemo se baviti vladavinom informacija, njenom moći i uticaju koji ima na
pojedince i društvo u cjelini, novim medijima koji nude nove šanse, kao i sposobnošću
pojedinaca da se prilagode toj novoj informacionoj eri, prije svega kroz informacijsko
opismenjavanje. Putem interneta pojedinac je dobio priliku da stvara i razmjenjuje
informacije na globalnom nivou, a to mu je prije svega omogućeno putem medija kao
što su portali, forumi, blogovi, društvene mreže, mobilna telefonija, koji iz temelja
mijenjaju prirodu informisanja. To dovodi do situacije da je publika svakodnevno
izložena velikom izboru informacija, pa je informacijska pismenost neophodna kako bi
se kapitalizovala ta velika ponuda informacija. Informacijska pismenost bez sumnje
jeste izazov 21. vijeka, kako za pojedince, tako i za društvo kao cjelinu, jer omogućava
pojedincu da na aktivan način učestvuje u društvenim, političkim, kulturnim zbivanjima
na lokalnom i globalnom nivou. Cilj ovog rada jeste ukazati na značaj informacijske
pismenosti i korištenja novih medija kako bi se obezbijedio uspješniji i kvalitetniji život
u društvu znanja u kojem je znanje najbolji resurs i kapital, i u kojem je njegova
primjena ključni faktor uspjeha.
1
Zahvaljujući globalizaciji i moći medija, ljudi su od Karakasa do Kaira u prilici da slušaju istu
popularnu muziku i vijesti, gledaju iste filmove i televizijske programe, te da budu svjedoci
događaja koje televizije prenose istovremeno sa njihovim dešavanjem. (Više vidjeti u: Gidens, E.,
Sociologija, Ekonomski fakultet Beograd, 2003, str. 454)
2
Eriksen, T. H., Tiranija trenutka: brzo i sporo vreme u informacionom društvu, Biblioteka XX
vek, 2003, str. 28
3
Mreža je začeta u Pentagonu, sjedištu američkih vojnih snaga. Ustanovljena je 1969. godine.
Ubrzani razvoj interneta dogodio se krajem osamdesetih i početkom devedesetih godina 20.
vijeka.
4
Prema podacima stranice Internet World Stats broj korisnika interneta u svijetu u 2011. godini
premašio je dvije milijarde. Ukupna korisnička baza povećala se za oko 480 odsto u odnosu na
361 milion korisnika koji su se služili internetom 2000. godine. Čak 44 % korisnika interneta
locirano je u Aziji (992 miliona), a 23 % (476 miliona) u Evropi. Sjeverna Amerika ima 272
miliona korisnika. Afrika je i dalje kontinent sa najmanjim postotkom populacije koja koristi
internet. Samo 12 % stanovništva na Crnom kontinentu ima pristup internetu (119 miliona).
(http://www.internetworldstats.com/)
246
Biljana Kovačević, Vedran Francuz, Novi mediji – nove šanse
2. DRUŠTVENA ULOGA MEDIJA
Mediji su potpuno integrisani sa modernim društvom. Mediji su karakteristični učesnici
u političkoj, ekonomskoj, socijalnoj i kulturnoj dinamici društvene moći. Kako
pojedinci, tako i institucije oslanjaju se na medije kako bi se informisali o onome što se
događa u njihovoj zajednici i svijetu uopšte. Mediji prikupljaju, analiziraju i šire
informacije, ali to nikako ne znači da su oni neutralni prenosioci informacija. Mediji su
društvene institucije koje funkcionišu unutar posebnih stega i rade pod posebnim
finansijskim ograničenjima. U većini slučajeva posjeduju ih vlasnici, a vode menadžeri
sa različitim viđenjem svijeta i različitim interesima koje promovišu putem svog medija.
Rajt Mils smatra da mediji funkcionišu na način koji je odraz udruženih interesa moći
društvenih elita, što će reći grupa, prije svih ekonomskih, koje su u položaju da vrše
raspodjelu društvenih resursa. 5
Uprkos ovim ograničenjima, mediji u svim modernim društvima imaju izuzetno važnu
ulogu. Da bi se stekao uvid u to kako mediji utiču na pojedince, kao i na društvo u
cjelini, neophodno je proučavati sadržaj medija. Proučavanje medijskog sadržaja
omogućava da se upoznaju afiniteti publike, uređivačka i vlasnička politika medija,
stekne uvid kako funkcionišu institucije, kao i društvo u cjelini. Kada se proučava
sadržaj, proučava se u stvari način na koji su ideje i slike izražene, odnosno
reprezentovane, što daje širi uvid u društvena zbivanja u zajednici. Stoga, proučavanje
sadržaja, koji obuhvata ono što je izraženo i način na koji je izraženo, stoji u srži
proučavanja komunikacije.
S novim medijima institucije koje su bile stupovi socijalizacije zahvaćene tehničkim,
ekonomskim i organizacionim promjenama gube svoju tradicionalnu ulogu. Mijenja se
sistem vrijednosti i sve ono što je do sada činilo osnovu vrijednosti jednostavno nestaje.
Rađanje tehnički programiranih ljudskih bića i mogućnost genetske intervencije čini da
se drastično ljuljaju osnove na kojima tradicionalno počivaju ljudski život i njegov
smisao. „Sada nije samo ljudski DNK možda modifikovan i dat u ruke 'đavoljem
šegrtu', nego svi mogući DNK: politički, društveni, profesionalni, porodični, kulturni,
religiozni, psihološki, epistemološki, aksiološki; svi izvori smisla i identiteta koji su i
biće sve više i više u budućnosti stavljeni u svojevrsnu mutaciju, a čemu se još ne vidi
pravi smisao i globalna ciljnost“.6 Za moguće tumačenje ovog novog kulturološkog
konteksta Nikić navodi sljedeće objašnjenje: došlo se do opšteg ubrzanja svih evolucija,
naročito naučnih, tehničkih i ekonomskih; došlo je praktično do „sužavanja planete“, što
uzrokuje miješanje različitih kultura, međupovezanost svih sistema i nepostojanje
međunarodnih granica; i na kraju došlo je do razvoja telekomunikacija, elektronskih
medija i informatike što dovodi do kulture sajberspejsa (cyberspace), međuljudske
povezanosti koja je u pređašnjem sistemu vrijednosti bila nezamisliva. 7
Tako je informacija čiji su vlasnici mediji postala temelj socijalne moći. Pojedinac sve
više postaje zavisan od medija i od informacija koje dobija putem njih. Iako su te
informacije sekundarne, one za njega postaju primarne. Smisao se traži u onome što
daju drugi, a pojedinac postaje manipulativni objekat. Socijalizacija u kojoj glavnu
ulogu igraju tradicija, moral, religija, sve više ustupa mjesto djelovanju medijskih
informacija i slika. U mnogim oblastima mediji su uspjeli da zauzmu mjesto porodice,
škole, ustanova kulture i crkve, koje su bile glavni izvori saznanja i socijalizacije.
5
Видјети: Милс, Р., Елита власти, Култура, Београд, 1964.
Nikić, S., Etika i Internet, Kotor, 2007, str. 7
77
Više vidjeti u: Etika i Internet, Kotor, 2007.
6
247
Posebno je opasna industrija zabave koju forsiraju masovni mediji. Ona se može
odrediti kao svojevrsan metodičan način djelovanja na interesovanja, formiranje stavova
i određenje ukusa. Industrija zabave djeluje pomoću raznih vrsta simbola čija funkcija
nije u tome da kultivišu nego da eksploatišu nagone i ukuse mase. Mediji utiču na to da
se zabava prihvata u neograničenim količinama. Zabava najčešće opravdava samu sebe i
nema neke ozbiljne ciljeve i perspektivu. Mediji pažnju mnogobrojnih gledalaca
privlače snabdijevajući ih u izobilju bilo kakvim informacijama, spektaklom, zabavom
ili senzacijom. Mediji su u funkciji „ubijanja vremena“ koje predstavlja jedan od
najvažnijih problema savremene civilizacije. Bijeg u zabavu je ogledalo svakodnevnog
života, i njemu se jedino može suprotstaviti ličnost koja ima kritički odnos prema
okolini. Čini se da što je više briga, to je veća potreba za zabavom i spektaklima. U
svemu tome veliku ulogu igraju masovni mediji koji proizvode i prenose spektakle gdje
se ljudi na gomili zabavljaju na identičan način, potiskujući tako svoju individualnost.
Masovni mediji u ogromnim količinama eksploatišu svijet zabave kojom odvraćaju
pažnju ljudi od stvarnih problema kojima su izloženi kao pojedinci, ali i društvo.
3. NOVI MEDIJI – IZAZOVI I PERSPEKTIVE
Napredak tehnologije donio je drastične promjene na medijskoj sceni. Novi mediji, prije
svega, digitalna televizija, internet i mobilna telefonija, svakodnevno postavljaju nove
izazove i suštinski mijenjaju način na koji doživljavamo medije i kako se odnosimo
prema medijskim sadržajima. Termin novi mediji je u upotrebi od 70-tih godina 20.
vijeka. Koristili su ga istraživači različitih disciplina koji su proučavali uticaj
informacionih i komunikacionih tehnologija na društvo i pojedinca. Međutim, sa
početkom globalne digitalizacije, ovaj termin ulazi u masovnu upotrebu, istovremeno
mijenjajući smisao. Naime, novi mediji, prije svega, podrazumijevaju nove kanale
komuniciranja, jer svaki put kada stare medije počnemo koristiti na nov način, dobijamo
nove medije, što znači da se termin prvenstveno odnosi na medije koji su se pojavili
posljednjih decenija. Ranije su to bili radio, televizija, satelitske komunikacije, a danas
pod terminom novi mediji podrazumijevamo internet i mobilnu telefoniju. Ipak,
televizija i internet su danas najdominantniji mediji. Televiziju su nazvali „opijumom za
narod“, jer je postala nadmoćan konkurent svim ostalim sredstvima javnog
komuniciranja. Zbog vizuelne prezentacije, nepoznavanja udaljenosti, udobnosti
gledanja, žive slike u boji, televizija je izuzetno moćan medij u savremenom svijetu i
danas praktično svako domaćinstvo ima televizor.8 Istraživanja pokazuju da broj IPTV9
8
U Velikoj Britaniji televizor je uključen između pet i šest sati dnevno. Situacija je slična i u
ostalim zapadnoevropskim zemljama. Stariji od četiri godine u Velikoj Britaniji gledaju
televizijski program u prosjeku 24 časa nedjeljno. Stariji ljudi pred televizorom provedu duplo
više vremena od djece između četiri i 15 godina starosti, dok žene u nešto većoj mjeri prate
televizijski program od muškaraca. (Gidens, E., Sociologija, Ekonomski fakultet Beograd, 2003,
str. 455).
9
IPTV (Internet Protocol TV) je usluga koja je bazirana na ADSL tehnologiji i korisnicima
osigurava da mogu na svom TV prijemniku da prate televizijske i radio kanale, kao i da koriste
brojne interaktivne usluge. Uvođenjem IPTV-a gledalac dobija mogućnost da preko televizora
prati brojne TV i radio programe. Također, korisnik dobija vrlo kvalitetan internet pristup.
Ključna i najvažnija prednost IPTV-a jeste njegov prelazak u digitalnu i interaktivnu sferu
televizije. Pored živih kanala, IPTV podrazumijeva i brojne druge usluge direktno na TV ekranu
korisnika, kao što su: VOD usluga – predstavlja takozvanu virtuelnu videoteku koja omogućava
248
pretplatnika širom svijeta rapidno raste. 10 Podaci o broju korisnika pokazuju da danas, u
vrijeme globalizacije televizija predstavlja najmoćniji i najrasprostranjeniji masovni
medij. Pesimisti tvrde da je televizija jednoobrazna, da unosi pasivnost u publiku i
eksploatiše njene potrebe. Optimisti pak televiziju smatraju prefinjenim medijem koji
nudi bogate sadržaje prihvatljive za sve slojeve društva. Nesporan je njen uticaj na
socijalizaciju, obrazovanje, kulturu, opšte stavove i vrijednosti. Televizija je preuzela
veliki broj uloga koje su u prošlosti pripadale porodici, školi i drugim institucijama.
S druge strane i širenje interneta otvara mnoga pitanja. Internet omogućava veliki stepen
međupovezanosti i interaktivnosti. Novi mediji, posebno socijalne mreže, pružaju
mogućnost za direktnu konekciju sa korisnicima, kao i mogućnost da se čuju njihove
potrebe i želje. Tako je razvoj novih medija omogućio dijalog medija sa njegovim
korisnicima, što je zamijenilo dosadašnji medijski monolog, koji je baziran na slanju
poruka u jednom pravcu. Interaktivnost novih medija unapređuje demokratiju, koja je
zasnovana na slobodi mišljenja i govora, ali ova sloboda u novim medijima ima svoje
negativne strane. Internet nudi nove mogućnosti, ali su opravdani strahovi da će njegovo
širenje dovesti do slabljenja kontakta među ljudima i povećanja izolacije. Informatičko
društvo pruža mogućnost kreiranja virtuelne i alternativne stvarnosti, gdje je second life,
na primjer, samo prvi u nizu.11 Vladavina informacija uvodi nas u novo doba (New
Age), što je drugo ime za vladavinu medijske kulture i pokret stvaranja „alternativne
duhovnosti“.12
Novi mediji su tehnički proizvedena sredstva informacija i komunikacija, to su mobilni
telefon, digitalni video, digitalna televizija, kompjuterske igre i novi interaktivni mediji.
Oni nastaju hiperprodukcijom novih uređaja ubrzane digitalizacije svijeta. Novi mediji
nam pružaju mogućnost da proširujemo svoje znanje o svijetu i da ga na taj način bolje
upoznamo i razumijemo. Novi mediji u mnogome kreiraju život ljudima, na kraju se sa
njime i poistovjećuju. Zato treba krajnje pažljivo, objektivno i uz kritičku distancu
primati informacije, provjeravati njihove izvore i sačuvati kritičku moć rasuđivanja, a za
to je neophodna informacijska pismenost.
4. ZNAČAJ INFORMACIJSKE PISMENOSTI
Ne tako davno pismenost je podrazumijevala znati čitati i pisati. Napredak tehnike i
tehnološka revolucija učinili su da se i ovaj pojam posmatra i definiše u daleko širem
kontekstu, pa danas pismenost podrazumijeva daleko više od čitanja i pisanja. Uz
elementarnu pismenost koja podrazumijeva čitanje i pisanje, danas se sve češće
naglašava neophodnost sticanja takozvane sekundarne ili funkcionalne pismenosti koja
podrazumijeva vještinu i sposobnost snalaženja u svakodnevnim situacijama od
korisnicima da putem IPTV sistema iz svog doma mogu naručivati filmove, serije i slično;
mrežno snimanje programa; mogućnost gledanja TV programa 24 časa unazad; elektronski TV
vodič za kanale koje može da gleda; igranje unutar IPTV sistema.
10
Prema istraživanju kompanije Market Intelligence & Consulting Institute, u svijetu je broj
pretplatnika na IPTV usluge dostigao je brojku od 92,7 miliona krajem 2013., što je porast od
23,7% u odnosu na prethodnu godinu. Studija „Worldwide IPTV Subscriber Market, 1Q 2014“
predviđa dalji rast na 128 miliona pretplatnika do kraja 2014. (http://neweumarket.com/hr/brojiptv-i-pay-tv-pretplatnika-u-porastu/)
11
Second life – drugi život, virtuelna stvarnost, u kojoj je moguće, između ostalog, permanentno
re-kreirati sopstveni identitet. (Tomić, Z., News Age, Čigoja štampa, Beograd, 2008, str. 14)
12
Više vidjeti u: Tomić, Z., News Age, Čigoja štampa, Beograd, 2008.
249
upotrebe raznih proizvoda, prije svega tehničkih, pa do snalaženja u saobraćaju, javnim
ustanovama, i slično. Uz ove dvije vrste pismenosti ide i treća tercijarna pismenost pod
kojom se podrazumijeva informacijska, informatička i medijska pismenost. Može se
reći da pismenost danas podrazumijeva sticanje znanja iz raznih oblasti, prije svaga
tehničko opismenjavanje, učenje jezika, ali podrazumijeva i način komunikacije i
određen kulturni razvoj. Tako da se uvid u pismenost može vidjeti u različitim formama
– na papiru, na računaru, u medijima.
Iako je danas elementarna pismenost veliki problem u svijetu13 sa napretkom i razvojem
tehnologije sve veći značaj se pridaje sekundarnoj i tercijarnoj pismenosti. Sa razvojem
tehnologije sve više se povećava potreba za informatičkom pismenošću, ali i
informacijskom, koja je osnova za razvoj savremenog društva. O informacijskoj
pismenosti14 može se govoriti sa različitih aspekata, ali je prije svega važno odrediti šta
se podrazumijeva pod ovim terminom. Jednu od najopštijih definicija informacijske
pismenosti dalo je Američko društvo bibliotekara koje je informacijsku pismenost
definisalo kao skup sposobnosti neophodnih pojedincu da bi prepoznao kada mu je
potrebna informacija, da bi mogao da je pronađe, procijeni i uspiešno koristi. Iako je
riječ o sličnim konceptima važno je uočiti razliku između informacijske i informatičke
pismenosti, kao i medijske pismenosti koje su dio koncepta savremene pismenosti. Biti
informacijski pismen podrazumijeva prepoznati informacijsku potrebu, znati kritički
vrednovati informacije, kao i efikasno koristiti te informacije, dok s druge strane
informatička pismenost podrazumijeva sposobnost korištenja računara, računarskih
programa i aplikacija. Usko u vezi sa ovim terminima je i koncept medijske pismenosti
pod kojim se podrazumijeva niz kompetencija koje omogućavaju da se analiziraju,
procjenjuju i kritički ocjenjuju medijski sadržaji. Ona obuhvata korištenje vještina,
kritičko razumijevanje i komunikacijske sposobnosti za vrednovanje sadržaja koji se
plasiraju u medijima. Može se reći da su informatička i informacijska pismenost
intelektualno polazište za razumijevanje, pronalaženje, vrednovanje i korištenje
informacija. Stoga, biti informatički, informacijski i medijski pismen, podrazumijeva
biti pismen za 21. vijek. Informacijski pismena osoba jeste ona osoba koja je naučila
kako da dolazi do novih saznanja i kako da ta saznanja koristi kako bi stekla nova
znanja, odnosno kako bi permanentno bila u procesu učenja. Informacijski pismena
osoba jednostavno je pripremljena za cjeloživotno učenje, jer tačno zna kako i gdje
pronaći, i na koji način iskoristiti informacije koje pred nju postavljaju obrazovanje,
poslovni i drugi izazovi.
Promjena komunikacionih obrazaca i ponašanja, stalni rast broja nosilaca informacija,
kao i razvoj tehnologija i aplikacija za pretraživanje informacija, uslovljavaju pojedince
da budu u procesu informacijskog opismenjavanja i cjeloživotnog učenja kako bi
unaprijedili znanje, vještine i sposobnosti unutar lične, profesionalne i društvene
13
Prema podacima organizacije UNESCO na svijetu je 774 miliona nepismenih osoba, odnosno
oko 16,1 posto stanovništva starijeg od 15 godina. (http://balkans.aljazeera.net/vijesti/svakadeveta-osoba-na-svijetu-nepismena)
14
Koncept informacijske pismenosti nastajao je uporedo sa razvojem tehnologije, a termin je prvi
put upotrijebio Paul Zurkovski 1976. godine koji je informacijsku pismenost definisao kao
učinkovito korištenje informacija u kontekstu rješavanja problema. (Više vidjeti u: Bawden, D.,
(2001) "Information and digital literacies: a review of concepts", Journal of Documentation, Vol.
57 Iss: 2, pp. 218 – 259)
250
perspektive. U društvu u kojem se informacija smatra izuzetno važnim kapitalom
opstaju i preživaljavaju samo oni koji su spremni na permanentno učenje i
prilagođavanje promjenama. Savremeno društvo od pojedinaca zahtjeva cjeloživotno
učenje, jer najvažniji oblik upravljanja ljudskim potencijalima jeste obrazovanje. Tako
je informacijska pismenost važan preduslov za postizanje uspjeha u društvu i vještina
bez koje je gotovo nemoguće preživjeti u 21. vijeku, gdje su ključne kompetencije
definisanje informacijskih i informacionih potreba, pristup informacijama, evaluacija
informacija, korištenje tih informacija, kao i diseminacija informacija.
5. ZAKLJUČAK
Ne treba zaboraviti činjenicu da je obrazovanje jedan od najvažnijih faktora odgovornih
za razvoj društva, stoga se kao imperativ nameće prilagođavanje obrazovanja
promjenama koje sa sobom donosi informacijsko doba i digitalna era. Tako bi kreiranje
nastavnog plana i programa za osnovne i srednje škole, kao i za fakultete, trebalo da
prati novine koje sa sobom donosi informatička revolucija, kako bi mlade generacije
koje se obrazuju mogle da idu u korak sa vremenom i da stiču znanja koja su im
neophodna za snalaženje i napredak u društvu u kojem glavnu riječ vode tehnika i
informacija. Također, neophodno je popularizovati informacijsku pismenost i među
odraslima kroz neformalne oblike edukacije, kako bi i generacije koje nisu imale priliku
da se edukuju kroz formalno obrazovanje, mogle da steknu uopotrebno i produktivno
informatičko i informacijsko znanje. Neophodno je prvo stvoriti informatički pismene
generacije, što je preduslov za informacijsku pismenost. Dakle, važno je znati da nije
dovoljno nekog osposobiti da koristi računare, nove programe, aplikacije i nove medije,
već je neophodno naučiti kako to tehničko znanje transformisati i iskoristiti za sticanje
novih znanja.
Cilj svakog društva trebalo bi da bude stvaranje informacijski pismenog pojedinca koji
bi kao posmatrač informacija morao kritički da posmatra njene oblike, te osvijesti
procese njihovog dekodiranja. Na taj način pojedinac postaje aktivni član društva koji se
promišljeno koristi tehnikom i informacijama, a sve sa ciljem postizanja progresivne
društvene promjene. Civilno društvo mora aktivno pridonositi tim naporima kroz
pokretanje različitih inicijativa koje bi sa stručne strane pridonosile senzibilizaciji
javnosti i vraćanju vrijednosti u svakodnevni život pojedinca. To mora da bude
promovisano kao interes cijelog društva. Umjesto definisanja novih medija kao pojave
opasne po društvene interese i njihovo korištenje za propagiranje lokalnih dominantnih
ideologija, naše društvo bi prema uzoru na razvijene demokratske zemlje trebalo da
podrži razvoj različitih medijskih strategija i zakona koji će omogućiti kreiranje
uspješne medijske politike. Jedna od kratkoročnijih ili dugoročnijih strategija svakako
bi trebalo biti uvođenje medija u obrazovni sistem kako bi se iznjedrile informacijski i
medijski pismene generacije.
6. LITERATURA
Bal, F., (1997), Moć medija – mandarin i trgovac, Klio, Beograd
Bawden, D., (2001) "Information and digital literacies: a review of concepts", Journal of
Documentation, Vol. 57 Iss: 2, pp. 218 – 259
Gidens, E., (2003), Sociologija, Ekonomski fakultet, Beograd
Gone, Ž., (1998), Obrazovanje i mediji, Klio, Beograd
Eriksen, T. H., (2003), Tiranija trenutka: brzo i sporo vreme u informacionom društvu,
Biblioteka XX vek, Beograd
251
Koković, D., (2007), Društvo i medijski izazovi: uvod u sociologiju masovnih
komunikacija, Filozofski fakultet, Novi Sad
Mils, R., (1964), Elita vlasti, Kultura, Beograd
Nadrljanski, Đ., (2000), Obrazovni softver-hipermedijalni sistemi, Univerzitet u Novom
Sadu
Nikić, S., (2007), Etika i Internet, Kotor
Ruk, R., (2011), Evropski mediji u digitalnom dobu, Klio, Beograd
Tomić, Z., (2008), New$ Age, Čigoja štampa, Beograd
Internet izvori:
http://www.internetworldstats.com/ (05.05.2014.)
http://neweumarket.com/hr/broj-iptv-i-pay-tv-pretplatnika-u-porastu/ (10.05.2014.)
http://balkans.aljazeera.net/vijesti/svaka-deveta-osoba-na-svijetu-nepismena
(10.05.2014.)
252
IMPORTANCE OF INFORMATION LITERACY FOR
STUDENTS
Danijela Findrik, Sandina Kozlica
Students of Law Faculty University of Bihac
Abstract
The purpose of this paper is to present students´ opinion on issues dealt with information literacy,
lack of information, and how to avoid some problems concerning this topic. While explaining
some terms we will emphasize what students’ issues are, and try to recommend solutions to the
mentioned ones. Defining some specific terms, concerning sources and resources, is not
something we should deal with, because we assume that it is the matter familiar to everyone so
far.
The main reasons causing students’ illiteracy, mentioned throughout this work, are: non existing
curriculum, lack of information how to access data base and also how to use them properly at the
same time, not being enough fluent in foreign languages, lack of interest to learn something new,
and copy-paste methods which are seen almost everywhere including academic stuff.
Keywords: information literacy, students, data base and curriculum.
There are many definitions of term “information literacy (IL)”, but we think that some
of them are too complicated to be understood, while on the other side some of them
seem to be missing something, so we have agreed that the one mentioning that
“[i]information literacy is the ability to identify what information is needed, understand
how the information is organized, identify the best sources of information for a given
need, locate those sources, evaluate the sources critically, and share that information. It
1
is the knowledge of commonly used research techniques” , is the most appropriate one
at this moment. Ranaweera goes further, as she is simplifying this definition, by saying
that: “[i]information literacy is a set of skills required by a person to find, retrieve,
analyze and use information. Information literacy is directly linked with lifelong
2
learning, critical thinking, and learning to learn concepts of education” .
Term „literacy“ itself nowadays is somehow misunderstood, perhaps even overrated. No
one wants to hear that anyone is, or might be, illiterate. Many of us don´t pay much
attention to its significance, and to think that all the knowledge we have is just a tear
drop of something bigger, and maybe at this moment less understandable, makes us
work harder and more effective. Being literate is a skill, and in order to be well skilled
we also have to learn how to use everything offered to us. It is somehow shameful not
to use the opportunity we were given to, as we all witness the process of globalization,
and what in the past seemed impossible today is easy to be done. We are losing
ourselves in the ocean of information and it is hard to choose which of them could be
important and relevant. Therefore here is the question we need to ask ourselves, why is
that so.
1
2
http://www.webpages.uidaho.edu/info_literacy/ (15.05.2014.)
http://eprints.rclis.org/11956/1/Microsoft_Word_-_Prasanna_2.pdf (15.05.2014.)
Students are not getting used to search for the relevant information, their only concern is
how many pages and where on Google or Wikipedia could something be found. Their
lack of knowledge that they could be privileged like millions of other students from
around the world, somehow seems not to be their issue. In our opinion it is hard to make
them search for more if they don´t know what chances they have. Not having from an
early age any kind of curriculum, where they could learn so many new things, reflects
on their future and we shouldn´t be surprised that plagiarism has taken its place in our
lives. It is hard to break some bad habits when it comes to the term of plagiarism
amongst academic stuff, which we are facing every now and then.
Not being able to speak any foreign language is another issue that needs to be discussed.
There are so many information written in English, German, French, Italian, Spanish and
lack of knowledge of any of these languages is a serious problem that needs to be solved
in very near future. English is, so to speak, one of the most spoken foreign languages in
the world and many young people in search for better tomorrow are trying to be fluent
in it. Even though they don´t know everything, their chances to find more information
are better because they are able to understand and interprete what´s been read and also
write it too.
To be able to learn a language students need to be motivated, the ones who teach them
must use specific methods to make them interested in that what they have to learn.
Learning foreign languages is a process that should start from an early age of every
child. In those years they have better chances to interact with other children and through
games learn the language. This is somehow a good plan to be implemented sometimes
in the near future. It would be totally wrong to say that children can learn something
while having been tutored privately by other teachers, as we witness segregation
between children as well. The ones coming from “rich” families have better chances to
be successful in their lives, and they often waste their time and opportunity that has
been given to them. Educational system should be equal for everyone, and that is
something we need to improve as soon as possible throughout projects with primary and
high school students.
While learning foreign languages children should also have first lessons where they
could gain information about information literacy. We are sure that they would learn it
much easier, and throughout some years would be real professionals when it comes to
terms of this.
Information literacy doesn´t necessarily mean that we must have some good computer
skills, it also means that we must have access to important and world recognized data
bases. At the same time we must be able to “determine the extent of information
needed, access the needed information effectively and efficiently, evaluate information
and its sources critically, incorporate selected information into one's knowledge base,
use information effectively to accomplish a specific purpose, understand the economic,
legal, and social issues surrounding the use of information, and access and use
3
information ethically and legally, […] “ .
The reason why information literacy is so important lays in the fact that there are too
many information available to society and the only thing expected from us is to find the
right path to use them and learn how to share with others. That appears to be a real
3
http://eprints.rclis.org/11956/1/Microsoft_Word_-_Prasanna_2.pdf (15.05.2014.)
254
Danijela Findrik, Sandina Kozlica, Importance of Information Literacy for students
problem amongst students, because we don´t even know how to recognize and
determine information necessary to be processed. We use only specific words as
keywords to make some researches, are restricted to 2 familiar search engines. Not to
mention Wikipedia which contains too many false information, and which can be found
as the most referenced source from the internet.
Throughout many presentations we have seen what should be done to change the
present state of students’ illiteracy problem, but it still, all remains the same because we
don’t have anyone who could guide us through this entirely new process. Lack of
interest is one of the main reasons why no one pays enough attention to it, and students
who are willing to learn something new are often left on their own. Fact that there are
about 500 search engines available to us is not familiar to everyone, because we mostly
use two or three of them (Google and ask).
LITERATURE:
[1] http://eprints.rclis.org/11956/1/Microsoft_Word_-_Prasanna_2.pdf
[2] http://www.webpages.uidaho.edu/info_literacy/
255
Presentations
BOSNIAN AND ABORIGINAL SPIRIT IN ONE
Roby Dee
1, Slash Stand Purdy Avenue
Dandenong 3175
Melbourne
Australia
Ph: 0387746450
robydee.com
My name is Roby Dee and I’m coming from Australia, although I have been born here
in Bosnia close to this city where we sit today, Velika Kladuša. I’ll do talk to you about
folk traditional Bosnian genre Sevdalinka. The word Sevdalinka is coming from the
word sevdah which is Turkish but meaning is melancholy. Root of the word sevdah
actually is Arabic Savda and meaning is black bile.
With Ottomans empire sevdah came in Bosnia. It became part of Bosnian culture,
although Bosnian people had many different instruments and melodies before the
empire. Sevdah was also very popular across the former Yugoslavia. Actually
composers of many Sevdalinkas are unknown. Sevdalinka is characterized by slow or
moderate tempo and intense emotional melodies. Songs are very elaborate, emotionally
charged sung with passion full of desire and favor. The combination of oriental,
European and Sephardic elements makes this type of music stand-out proudly among
other type of folk music on Balkan. Usually it’s sung in Minor scale and Second
intervals on the end, does hinting to Orientals and phrygien mode. As a result the
modulation are noted for living strong melancholic feeling.
The singer often impose the rhythm and tempo for the song which can be variable
throughout the singing. Traditionally, Sevdalinka is women song, most of it addressing
issue of love, longing, unfulfilled and unfortunate love full of melismatic ornate. Some
Sevdalinkas got elements of currently days often performed by male singers where we
could find less melismatic and more syllabic elements. Most used instruments in sevdah
are a violin, Saz, Daire and Doboš (variant of drum). When Austro-Hungaria committed
annexation of Bosnia 1908., they brought accordion. With accordion their
interpretations are fully aligned to western chromatic system. Modern Sevdalinka
singers are followed by a small orchestra: accordion, violin and nylon string guitar.
During the last war in Bosnia and Herzegovina, I moved to Australia. Having the
sevdah in my roots and blood, craving very much about homeland, not knowing very
well English I started to compose. Although I’m a classical pianist playing
Mozzarts, Beethovens and Chopins pieces, on every second part the concert I played my
composition based on sevdah. First concert done was in Bosnian community (26th of
October 1997), soon after 10th of December on the Human right day, ausiecare
organized in Melbourne City Hall concert for the TV SBS and TV ABC where I very
successfully played Mozzart, Chopin and unavoidably sevdah in my composition in the
classical style. From that moment on I started to compose.
Many times I read Hasanaginica, a Bosnian love story translated on German (Goethe,
1775), English (Scott, 1798), Russian (Pushkin 1835, beginning, and Akhmatova 1950s,
in full), French (Mérimée, 1827 and Mickiewicz, 1841) etc.
I started to work on opera Hasanaginica. When I finished the Score and Libretto, it was
translated on English by Ms. Stepnell and got a name “Women of Substance”. After that
it was performed in Sydney Opera House. It was a very successful project, where was
combined Bosnian theme, good voices, sevdah melismatic, English and native
Aboriginal instrument didgeridoo with philharmonic orchestra.
My English improved using R.V.I.B. Library and I started to compose more on English.
My intention is to translate more Bosnian writers, give it melody and present it to the
listeners over the World.
In my opus you can find Samuel Tyler Coldridge, Danielle Steel, Cathrine Rosseti and
certainly Bosnian poetry as Mehmedalija Mak Dizdar (Stony sleeper) which Mr. John
Francis translated in Shakespearen, Ćatić translated by Stepnell, Hamza Humo, Enver
Čolaković, Meša Selimović, Alhamiado literature etc. I’ll be very happy if you listen
today few examples from my opus which is very wide. Beside opera, there are many
short instrumental, vocal instrumental compositions, symphonies and so on. Part of my
opus and concerts you can find on the website robydee.com which created my husband
Mr. Dizdarević and helped me very much in preparation of the Scores and recording the
same.
258
ELDORADO Project
A major upgrade of national library services in Hungary
János Pancza International Operation Officer
[email protected]
Main scope
•
Digital access of library holdings regardless of copyright and
digitization status
•
Equal access to information remotely
•
Access to copyrighted materials, public domain and orphan
works
•
Re-publishing in digital form out of commerce books
Project services for libraries
•
Complete digital workflow management (ordering, processing, service
copy)
•
Copyright infrastructure (licence management, orphan works)
•
Financial management (online payment, invoice)
•
Digital cluster (central register of digitization projects and storage
management)
•
Platform services (contact with publishers, integration with common
catalogue and document supply system)
•
Collaboration with external service providers and project partners (like
EBSCO and EOD) to broaden the range of service scope
Legal Process of digitalization
Document
yes
Out of
commerce
E-version?
yes
no
Copyright
no
Licence
management
yes
Copyrigh
t-holder.?
no
yes
ARROW –
RRO
260
ARROW –
Books In Print
no
Orphan
work
Digitalization
yes
Permit?
ELDORADO
János Pancza, ELDORADO Project
Joint business model with libraries and
publishers
•
Management led by Hungarian National Library
•
System development : Qulto
•
Commercial service with public support
•
One stop shop, on-demand
•
Aggregated catalogue (content portal)
•
Priority of on-demand user requests in order to form digitization plans
and strategies
•
DRM, licence management, e-loan to obtain remote access to digitized
documents
Partners and document groups
Public Domain
Out of Commerce
In-Commerce
Partner libraries
Copyright aggregators
Publishers
261
Why is it good?
• For libraries: ELDORADO will be an efficient common
system that supports the whole digitization process with a
single service platform and ensure an efficient copyright
management
• For publishers: Helps to make contacts with customers
and to create new opportunities in order to resell out-of
commerce works in digital form
• For users: Easy and legal offer to access a wide range of
digital contents on-demand
We are kindly looking for partners in
order to develop similar projects!
262
János Pancza, ELDORADO Project
Thank you for your attention!
263
INFORMATION LITERACY AND ACADEMIC LIBRARIES IN
CANADA
Margaret Law
Associate University Librarian (International Relations)
Director, Copyright Office
University of Alberta
Edmonton, Alberta
CANADA T6G 2J8
[email protected]
780-492-9849
Abstract:
This session demonstrates how to combine the theoretical principles of marketing with
the practice of information literacy instruction. It recognizes that the information
literacy environment is constantly changing, and uses the 5 P’s of marketing (people,
place, product, price, promotion) as a framework for not only developing and evaluating
a flexible program of instruction, but also as a basis for an advocacy strategy to change
attitudes about information literacy. The theory will be illustrated with examples from
the University of Alberta Libraries, the second largest academic library in Canada. The
integration of new forms of delivery, using digital and social media channels will be
included.
REMARK: This paper will be presented at the Conference, but following the personal
wish of the author is not published in the Proceedings.
RN 868-14 // Biblioteka // meke korice // print 560-ka zadnja // simbol card 270g
Sponsors of the Western Balkan Information Literacy Conference
Bihac, Bosnia and Herzegovina
11-14 June 2014
Oxford University Press
ProQuest
Government of Una Sana Canton
Emerald
Monguz
CITAVI
Municipality of Bihac
IFLA
RN 868-14 // Biblioteka // meke korice // print 560-ka prednja // simbol card 270g
IV
UN
Z IT ET U BI
H
U
ISSN 2233-1689
ER
KANTONALNA I UNIVERZITETSKA
BIBLIOTEKA BIHAĆ
AĆ
ZBORNIK RADOVA 2014.
JU KANTONALNA I
UNIVERZITETSKA
BIBLIOTEKA
BIHAĆ
Univerzitet u Bihaću
Limerick
Institute of
Technology
ZBORNIK
RADOVA
KONFERENCIJA O INFORMACIJSKOJ
PISMENOSTI NA ZAPADNOM BALKANU
JUNI NA UNI
• Informacijski sistemi u bibliotekama
• Razvoj informacijske pismenosti u regionu
• Cjeloživotno učenje
This programme is
funded by the EU
"This project has been funded with support from
the European Commission. This publication reflects
the views only of the author, and the Commission
cannot be held responsible for any use which may
be made of the information contained therein"

868-14_Zbornik - korice.cdr - developing information literacy

Transcription

Similar documents

Daniela Jaklič (Narodna in univerzitetna knjižnica)

Zagovorništvo - Jara, zavod za razvoj knjižnic

Predstavitvena publikacija projekta BOBER

XXth Congress of Medical Biochemistry and Laboratory Medicine

Projektna mreža Slovenije

Kvartarni savski zasipi in neotektonika

13th PACKTECH EXPO BALKAN 2014 CATALOG OF EXHIBITORS

Zbornik sofinanciranih projektov - Ministrstvo za delo, družino

Contribution to the knowledge of serpentine flora

Celotno besedilo članka - Elektronska revija Knjižnica

Knjiga apstrakata - Hemijski fakultet

Izdavači: Republička uprava za geodetske i imovinsko pravne

Izboljševanje kakovosti poučevanja in učenja v

Turisticki Vodic Sanskog Mosta

1445 - Državni zavod za statistiku

Modeli učinkovitega managementa visokošolskih zavodov