Literacy Information

A final post about the Literacy session at the World Library and Information (IFLA) Conference yesterday. Lisa Krolak (UNESCO Institute of Lifelong Learning) talked about Literacy Matters! Literacy as a foundation for lifelong learning. The UNESCO Institute for Lifelong Learning is at http://www.uil.unesco.org/home/ and this is an interesting initiative: I only came across it recently, but it should have relevance for lifelong information literacy initiatives. They have a "Literacy and basic skills" section on the website which notes that "The right to literacy is an inherent part of the right to education. Yet adult literacy is one of the most neglected of the Education for All (EFA) goals".

To turn to Krolak's presentation, she explored definitions of lifelong learning and literacy, including UNESCO's 2003 definition of literacy (shown in the photo above). The reference to a "continuum of learning" makes a particular link with lifelong learning. Krolak said that "Literacy, as a human right, lies at the heart of basic education and is the foundation for future learning opportunities". She saw literacy as a continuous life-wide and lifelong process and identified the need for development on five fronts. These were: laying down strong foundations through early childhood care and education; universal good quality basic education for all children; "scaling up and reaching out with relevant literacy provision for all young people and adults"; developing literacy-rich environments and a literate culture; dealing with root causes of illiteracy (e.g. poverty). She mentioned a programme at Vancouver City Libraries, but I haven't been able to track down a link for that yet.

Krolak highlighted a just-published special issue of the International Review of Education: Journal of Lifelong Learning focusing on lifelong literacy: volume 61 issue 3 at http://link.springer.com/journal/11159/61/3/page/1 (priced publication). It includes articles on Literacy in the 21st century: Towards a dynamic nexus of social relations; Lifelong literacy: Some trends and issues in conceptualising and operationalising literacy from a lifelong learning perspective; Learning and literacy: A research agenda for post-2015; and (coauthored by Krolak) The potential of community libraries in supporting literate environments and sustaining literacy skills.
During her presentation, Krolak showed this nice video, on the Power of Literacy. She identified it as demonstrating some of the characteristics of literacy learning, for example that it takes place in various life contexts, and that emotional engagement is important.

Blogging from the World Library and Information (IFLA) Conference, another current publication which the IFLA (International Federation of Library Associations and Institutions) Literacy and Reading section wants to update is Using Research to Promote Literacy and Reading in Libraries: Guidelines for Librarians. There was some discussion about this at the roundtable session I attended, with suggestions such as wanting advice/support on carrying out studies into user needs, finding out about your population and also looking at what they are actually doing in the library. In this context I will also mention the Centre for the Public Library and Information in Society led by my colleague Dr Briony Birdi which includes research into reader development.

The IFLA Literacy and Reading Section's 2nd session at the World Library and Information (IFLA) Conference had some short presentations about successful literacy programmes. I will blog these briefly together. Firstly, Christina J. Nel talked about Library competitions promoting libraries, reading and literacy in a rural African environment. There were annual competitions for children, which involved having a standard form each year for children to work with or complete. They tried different things each year. For example, one year had a comic strip with speech bubbles (see example above), another year children had to illustrate the idea that "books take you anywhere". The children who won certificates were very proud and encouraged by them (see 2nd photo, below), and children enjoyed the competitions. There is a full paper here http://library.ifla.org/1173/

Libraries, literacy and technology: A new training module for public librarians in developing countries targeted at integrating libraries into literacy projects was presented by Ari Katz. He was describing an initiative, Beyond Access, supported by the Gates Foundation. There is a lot of information on the website and a paper here: http://library.ifla.org/1205/

Reading aloud as intangible cultural heritage: A German initiative to support literacy, reading and libraries worldwide was presented by Klaus U. Werner. He was advocating the value of live reading aloud as something to be preserved consciously as cultural heritage, to be added to the UNESCO official list. The paper is here: http://library.ifla.org/1177/

Library for all: Also for the print disabled was about a Finnish initiative concerning talking books (they reckon that about 5% of Finns are print disabled, and 11% of the population are poor readers). It was presented by Rauha Maarno. The initiative took talking books to the local level, and now covers 144 libraries: loans of talking books increased 50% in 2014. They included other stakeholders, such as users and disability organisations, in planning the service. Specific examples of  services were a talking book club for those with intellectual disabilities, and collaboration with a prison for talking books for prisoners. The conference paper is here http://library.ifla.org/1175/ and there is an article by the presenter here:
Maarno, R. (2014) A library for all – including people with print disabilities. Scandanavian library quarterly, 47 (4). http://slq.nu/?article=volume-47-no-4-2014-7

Finally, Atlanta Meyer talked about Technology classes for senior citizens: Creating an environment where senior citizens can develop technology skills to actively participate in a strong society (this is in Australia). These include classes e.g. in "using your android" and "using an ipad". The paper is here http://library.ifla.org/1176/

I'm attending the 2nd session of the IFLA Literacy and Reading Section the World Library and Information (IFLA) Conference taking place in Cape Town, South Africa. This is a round table session, so I'm not sure yet whether liveblogging will be appropriate. However I wanted to highlight the "Literacy Matters" statement (see photo and below). The Section's website is here: http://www.ifla.org/literacy-and-reading . The current guidelines for Library-Based Literacy Programs are at http://www.ifla.org/publications/guidelines-for-library-based-literacy-programs, and one of the aims of the session is to work to revise these
This is the Literacy Matters! statement:
"I read, therefore I am.
I can.
- Be smart and become smarter;
- Communicate with others;
- Understand and connect with new challenges;
- Participate in family life, the workplace and community life;
- Use a range of technologies;
- Think for myself and with others;
- Keep my culture alive;
- Share with others; and
- Be creative and laugh.

I have the world and beyond at my feet.
I can read, therefore I am empowered and can learn lifelong.
I can read, therefore I am part of the future.
I can read, therefore I am,

Because literacy matters!"

The archaeology academic Alinah Segobye opened today's proceedings at the World Library and Information (IFLA) Conference taking place in Cape Town, South Africa. I'm liveblogging, so note that these are just my impressions of her thoughtful and passionate talk.

After reflecting on some of the anniversaries and current world issues, Segobye went on to consider Africa's place in the global development agenda. She mentioned Agenda 2063 which articulates a vision for the future of the continent ("A global strategy to optimize use of Africa's resources for the benefits of all Africans"). There is an issue of how to get the African citizens to own this agenda, since citizen involvement was vital. There were challenges to the region, for example HIV/AIDS, inequality, ongoing conflict, and the impact of climate change. However, the region has also seen peaceful transitions of government, some rising stars in economic terms, and a young population which can be an opportunity for development and growth.

Segobye then highlighted the South African National Development Plan 2030 which she saw as ambitious and challenging, but very hopeful. She identified "why knowledge matters" in this context (and she included libraries in supporting the knowledge agenda) - she saw knowledge reducing inequality, realising a developmental and capable state, and helping it to develop from a mineral-dependent economy to a knowledge based economy. Knowledge could also help the "rainbow nation" of South Africa broaden social cohesion and unity.

Finally Segobye talked about the issue of gender "No woman left behind: why gender matters". She emphasised women as key to knowledge development. She celebrated librarians as having strong women as practitioners and role models attaining positions of leadership, and librarianship as a discipline in transforming with the times. She saw librarians driving not only only their own development but also the development of others. Segobye talked about her personal experience of librarians helping her to get through her studies, for example by looking after her young son in the library.

Segobye saw the empowerment of female children as central to human development, including keeping young girls at school and enabling them to make informed choices about their futures (including helping them to avoid inwanted pregancy and avoiding contracting HIV/AIDS). Thus gender equality was important to the future of the continent. She saw women as custodians of Indigenous Knowledge (IK), with vital roles in health and nutrition, culture and education, and also beauty and aesthetics. Segobye mentioned here the issue of intellectual property, both in terms of acknowledging the originators of products (e.g. where it originated with IK) and in unlocking opportunities for innovation.

This brought the issue round to the importance of data, information and knowledge in all sorts ways to support sustainable development. Libraries were vital in helping transform and support citizens. This could help people learn, create, innovate and share to achieve the visions embodied in the 2030 and 2063 agenda.

A catchup blog from the World Library and Information (IFLA) Conference taking place in Cape Town, South Africa. Another talk in the Literacy and Reading session was Literacy Matters! Information literacy, reading and libraries from Sharon Mader (Chair IFLA Information Literacy Section, United States).
Like others in this session, Mader started by looking at the term literacy. She identified that it could be seen at a personal, professional, national or global level. Looking at her own region, she noted that one in six people in Louisiana had literacy problems, so that even in developed countries there were inequalities in literacy levels (as is highlighted in the Lyon Declaration on access to information and development).
So, how do literacy and information literacy relate to each other? Mader first turned to Wikipedia to see what it said about the term literacy: there it was noted that the term had developed from the simple ability to read and write, to include a wider range of literacy skills. She then looked at the definition of literacy of the IFLA Literacy and Reading section, that incuded “the capacity to question, problem solve think and create” which overlaps with definitions of information literacy.

That brought Mader to information literacy. She talked about the Media and Information Literacy Recommendations developed by IFLA with UNESCO and accepted by the UNESCO General Conference. Then Mader mentioned the definition of Information Literacy that was presented in the new ACRL Framework for Information Literacy, which includes ethical engagement with information and creation of new knowledge. The Lyon Declaration talks about universal literacy being essential in order to gain access to information, which should link literacy and information literacy.There is a statement from IFLA Literacy and Reading section relating to the Lyon Declaration here, by the way

Obviously those assembled at the IFLA conference thought that literacy matters, and libraries support literacy: but not everyone seems to be so committed to that. The IFLA Toolkit: Libraries and the UN post-2015 development agenda can help librarians take the message outside of the circle of those who already know. The toolkit "provides background on the issues and practical advice on how to set up meetings with government representatives." Mader mentioned the UN2030 Sustainable Development Agenda, and particularly goal 16 where ensuring access to information is said to contribute to sustainable development. The Lyon Declaration is a response to the new agenda and several sessions at this IFLA conference look at how libraries can contribute to these new United Nations sustainable development goals.

Going back to IFLA’s Media and Information Literacy Recommendations, these urged governments to embed MIL in curricula, use MIL for employability etc. However, this needs advocacy to achieve, to lobby government to implement the recommendations. The IFLA Information Literacy section has got IFLA project funding to produce a MIL Recommendations Advocacy Brief, to help people campaign. There is also a workshop session on Thursday which is also looking at the impact of information literacy, and I’ll blog a report from that (though probably not a liveblog as I will be helping to facilitate, I think).
Photo by Sheila Webber: marimbas and librarians at the conference exhibition opening yesterday