Wie steht es um die Informationskompetenz von Erwachsenen? Eine Auswertung der PIAAC-Studie

Die Vermittlung von Informationskompetenz konzentriert sich in Deutschland auf Studierende und Schüler. Erwachsene tauchen in den Schulungskonzepten nur am Rande auf, wodurch nichts über ihren Wissensstand bekannt ist. Aufbauend auf einem Vorschlag von Catts und Lau des Information for All Programme (UNESCO) wurde die PIAAC-Studie, welche Grundkompetenzen von Erwachsenen prüft, auf Indikatoren für Informationskompetenz untersucht.In Germany, instruction of information literacy focuses on students and pupils. In current information literacy programs, adults are perceived as a target group of marginal importance. Consequently, not much is known about their level of information literacy. Building on a suggestion by Catts and Lau from the Information for All Programme (UNESCO), the study of adult competencies PIAAC was examined with respect to indicators of information literacy

Information for All? The emergence of UNESCO's policy discourse on the information society (1990-2003)

The dissertation analyses the emergence of UNESCO’s policy discourse on the information society between 1990 and 2003. Taking into account the historical, political and institutional background of UNESCO and its history in the field of information and communication, the empirical analysis focuses on three different policy processes that contributed to this policy discourse: the INFOethics conference series; the creation of UNESCO’s intergovernmental Information For All Programme (IFAP); and the preparation of the Recommendation concerning the promotion and use of multilingualism and universal access to cyberspace. The empirical research is based on an analytical framework that combines Argumentative Discourse Analysis (ADA) with selected concepts and tools from Actor-Network Theory (ANT). Building on extensive archive research and interviews, these approaches are combined in such a way as to make possible a detailed account of UNESCO’s policy-making and to analyse the emergence of its policy discourse on the information society as the outcome of discursive struggles among networks of actors

Information literacy programs and research: Reflections on 'Information literacy programs and research: An international review' by Christine Bruce. 2000

Although in the late 1990s there was much discussion as to whether the idea of information literacy was necessary or had longevity, global interest in the phenomenon has increased rather than diminished. In the midst of all this activity, what has happened to the way in which we interpret the idea of information literacy in the last decade or more? The label of information literacy has certainly become widely applied, especially to library based programs and remains more popular in formal learning environments.Ultimately information literacy is about peoples’ experience of using information wherever they happen to be. Information literacy is about people interacting, engaging, working with information in many contexts, either individually or in community. Emerging technologies may transform the kinds of information available and how it is engaged with. Nevertheless, we continue to need to understand the experience of information use in order to support people in their information environments. We continue to need to develop programs which reflect and enhance peoples’ experiences of using information to learn in ever widening and more complex settings (Bruce, 2008; Bruce & Hughes, 2010)

Keystones to foster inclusive knowledge societies: access to information and knowledge, freedom of expression, privacy, and ethics on a global internet

The transnational and multi-dimensional nature of Cyberspace and its growing importance presents new frontiers with unparalleled opportunities and challenges for access to information and knowledge, freedom of expression, privacy and ethics. The Internet Study being undertaken by UNESCO is seeking to provide the necessary clarity to support holistic approaches to addressing this broad range of interrelated issues as well as their short and long-term effects. The study was built on a year-long multistakeholder consultation process, which involved several rounds of consultation with member states and other actors, as well as almost 200 major responses to an online questionnaire. The Study includes the Options for future actions of UNESCO in the Internet related issues, which has served as a basis for the Outcome Document as adopted by the CONNECTing the Dots Conference on 3 and 4 March 2015. The Study also affirmed that the same rights that people have offline must be protected online, and good practices are shared between Member States and other stakeholders, in order to address security and privacy concerns on the Internet and in accordance with international human rights obligations. The Study also supports the Internet Universality principles (R.O.A.M) that promote a human rights-based approach, including freedom of expression, privacy, open Internet, accessible to all and characterized by multistakeholder participation

Creating digital library collections with Greenstone

The Greenstone digital library software is a comprehensive system for building and distributing digital library collections. It provides a way of organizing information based on metadata and publishing ti on the Internet. This paper introduces Greenstone and explains how librarians use it to create and customize digital library collections. Through an end-user interface, they add documents and metadata to collections, create new collections whose structure mirrors existing ones, and build collections and put them in place for users to view. More advanced users can design and customize new collection structures

Bibliography on open access in Latin America and the Caribbean

Bibliography on open access in Latin America and the Caribbean. Selection mainly based on open access publications describing open access initiatives in Latin America and the Caribbean. Prepared for UNESCO-Latin America and the Caribbean Section of the UNESCO-GOAP Global Open Access Portal

Digital Empowerment : Access to Information and Knowledge using ICTs for Persons with Disabilities

UNESCO’s vision is the creation of knowledge societies that are inclusive, pluralistic, equitable, open and participatory for all citizens. Within the context of the United Nations Convention on the Rights of Persons with Disabilities and disability-inclusive Sustainable Development Goals, UNESCO recognizes the need to: Prepare national policies and strongly encourages local governments to introduce specific legislation to safeguard the rights of persons with disabilities; define governments’ aspirations regarding services for persons with disabilities, including equal access to information and knowledge, education and the use of ICTs; develop national standards for public goods in terms of products and services, such as accessibility guidelines, recommendations, curricula and other mechanisms to ensure that these standards are maintained; build the capacity of professional communities and persons with disabilities to provide access to information and knowledge, including hard and software developers and teachers; adapt and personalize ICTs to the nature of specific disabilities, particularly for learning and teaching purposes; enhance social and economic integration through improved access to information and knowledge; collect statistical data and carry out research

THE MOSCOW DECLARATION ON DIGITAL INFORMATION PRESERVATION

The preservation of digital information – a new problem of our era – concerns the whole world, and every man and woman. It arose at a time when electronic gadgetry is used in every sphere of life; when the volume of born-digital or digitized information is growing exponentially; when the variety of formats of information presentation, and the types and classes of digital objects is increasing apace; technology and software are being rapidly updated; the lifetime and reliability of present-day digital media do not meet the challenges of long-term information preservation; and last but not least, the virtual space of digital information impedes law enforcement and obliterates the borders between national jurisdictions. Despite all efforts, the preservation of digital information lags behind technical development and social changes. For two millennia – ever since the Library of Alexandria was established – humankind has been learning to preserve information on analogue carriers. With that goal in view, all developed countries had established by the mid-20th century a ramified network of comprehensive and specialized libraries, archives, museums, and scientific and technical information centres. They shared basic functions and actively interacted on their own level and between levels nationally and transnationally. They all were parts of a sophisticated infrastructure comprising the press, research institutes, method-setting centres, the educational and personnel retraining system, national and international professional associations, equipment manufacturing industries, standardizing organizations, etc. The methods and criteria of information source selection, and sophisticated and globally standardized methods of information accounting and storing and metadata creation are regularly updated

The IFLA-UNESCO partnership 1947-2012

In 1947 IFLA signed a cooperation agreement with the newly created UNESCO. This article reviews the evolution of the relationship between IFLA and UNESCO since 1947, and evaluates what this relationship has contributed to the international library and information community. The review falls into three periods: (1) from 1947 to 1977, when IFLA worked closely with UNESCO’s Libraries Division (later the Department of Documentation, Libraries and Archives); (2) from 1977, when the General Information Programme was founded, to 2000, when this Programme was merged with the Intergovernmental Informatics Programme (IIP); and (3) from 2001 to the present time, with particular reference to the UNESCO Information for All Programme (IFAP). As UNESCO gradually shifted its attention away from libraries to documentation and later information society issues, UNESCO’s importance to IFLA as a source of support declined, but possibilities remain for fruitful, mutually beneficial relationships between them.http://ifl.sagepub.com