Title: 32 Tips for Hosting a Successful Hangout with Your Students
Source: BestCollegesOnline
Date (published): 17/10/2012
Date (accessed): 18/10/2012
Type of information: blog post
Language: English
On-line access: yes
Abstract: Google Plus’s Hangout feature, launched in late 2011, has fast become an essential tool in a wide range of fields, from business to technology, and especially in education. Integrated scratchpads, screen sharing, instant uploads, chat services, and direct links to nearly all of Google’s other services make Hangouts the perfect tool for teachers who want to reach out to students outside of the classroom, making it simple to connect, share, and learn as a group. While much of the Hangout system is fairly intuitive, there are things that educators need to know before diving in to ensure that the experience is both fun and productive for all involved. The following can act as a great primer for Hangouts newbies, offering up tips that address everything from tech problems to proper Hangouts preparation.

Title: Digital Poland of Equal Opportunities. National Digital Literacy Campaign
Authors: Participants of the 14th "Cities on Internet" Conference
Pages: 6 pp.
Publisher: Cities On Internet Association
Date (published): 25/05/2012
Date (accessed): 15/08/2012
Type of information: research report
Language: English
On-line access: yes (pdf)
Abstract:
Statistics showing that out of 38 million Poles, 10 million adults aged 50 + have never used the Internet. PCRS programme realized in partnership between the Ministry of Administration and Digitization and Cities „On Internet Association” is an initiative which is to encourage the people from the 50 + generation to make this first step into the digital world.

Title: Sri Lanka launches national IT literacy initiative
Author: Clarice Africa
Source: FutureGov
Date (published): 12/12/2011
Date (accessed): 13/12/2011
Type of information: news
Language: English
On-line access: yes (HTML)
Abstract:
"As part of the government’s effort to foster an IT literate society, the government launched its “e-diriya” national IT literacy initiative which aims to provide basic computer knowledge to 50,000 “samurddhi” recipients and school children.
…
Meanwhile, Professor P.W. Epasinghe, Chairman of the ICT Agency of Sri Lanka, pointed out that the widespread availability of ICT equipment such as computers and mobile phones should be accompanied by equally widespread availability of facilities to use them.

“Through the launch of “e-diriya”, we have taken steps to provide information technology knowledge to a segment of society that had not been covered before. From today we begin providing IT training to especially to 20,000 Samurddhi recipients in the first round. "

Title: Do Open Educational Resources Actually Increase the Digital Divide?
Author: Wayan Vota
Source: Educational Technology Debate
Date (published): 05/12/2011
Date (accessed): 06/12/2011
Type of information: blog post
Language: English
On-line access: yes (HTML)
Abstract:
"We have often focused on Open Educational Resources (OER) in the Educational Technology Debates. We talked about the need for creating digital content and examples of existing Open Educational Resources. But this month we’re going to ask a controversial question:

Does OER actually expand the digital divide?

The proponents of Open Educational Resources are right to point out the need for digital content. There are few if any locally relevant resources for educators in the developing world – local language being a major issue. So is access – to the hardware required to view content and often the Internet access to reach it. In addition to content, and the access to reach it, teachers need the skills and training to convert good content into great lessons.

But let us say that all these prerequisites exist – content, access, training:

Does that mean teachers will actually use it?
And who will they use it with? Students already advantaged with socio-economic resources or the underprivileged learners that are the ostensible focus of many educational technology interventions?
Most importantly, regardless of the benefits for the privileged, how can we create better OER benefits for the poor?
Please join us this month for what we all expect to be a lively and informative conversation – your input can start right now in the comments below. You can also submit your extended thoughts as a longer independent Guest Post of at least 500 words. Please email Guest Posts to editors@edutechdebate.org. We will be publishing Guest Posts throughout the month to maintain the conversation."

Title: Pedagogical Integration of ICT: Successes and Challenges from 100+ African Schools - 3rd edition
Authors: Thierry Karsenti, Simon Collin and Toby Harper-Merrett
Pages: 349 pp.
ISBN: 978-2-923808-16-1
Publisher: IDRC
Date (published): 18/11/2011
Date (accessed): 19/11/2011
Type of information: research book
Language: English
On-line access: yes (pdf)
Abstract:
"The PanAfrican Research Agenda aimed to better understand how the pedagogical integration of ICT can improve the quality of teaching and learning in Africa.
In the first project phase, national research teams gathered data on the educational use of ICT in 13 countries: Ghana, Gambia, Senegal, Central African Republic, Uganda, Mozambique, Mali, Kenya, Ivory Coast, Congo, Cameroon, and South Africa, and Zambia. Data were collected according to a mixed-method approach, using quantitative data (e.g., questionnaires) and qualitative data (e.g., interviews, observations) on how ICT were integrated into education. In all, 120 schools, 800 school administrators, 8 940 teachers, and 242 873 students participated in the project.

Phase 1 of the PanAf project primarily involved collecting 20,000 pieces of data following a rigorous indicator procedure that was determined based on the literature as well several meetings between the researchers from the participating countries. All the gathered data are available on the Observatory for the pedagogical integration of ICT at www.observatoiretic.org (briefly presented in section VI).

Analyses of the raw data are also provided at the Observatory, and are available not only to PanAf researchers, but to all researchers in Africa and around the world. The clear advantage of these data, beyond being freely accessible at all times, is that they allow a deeper understanding of Africa's ICT policies and a greater awareness of the impacts of ICT on learners and educators. Note that these data frequently highlight gender issues and uncover inequalities throughout education systems. Last but not least, phase 1 of the PanAf project has fostered the development of research skills in the project teams."

Title: UNESCO ICT Competency Framework for Version 2.0
Pages: 94 pp.
Publisher: UNESCO
Date (published): 27/10/2011
Date (accessed): 09/11/2011
Type of information: educational report
Language: English
On-line access: yes (pdf)
Abstract:
"Two decades after the first mainstream rollout of computers in schools we have learned many significant lessons about ICT in Education and their potential transforming impact on national education systems. Yet, countries around the world face urgent challenges in this respect due to the rapid development of technologies, the required financial investments and the need to have a clear vision of the role that teachers have to play in harnessing the power of ICT in the classroom and beyond.

One key lesson is to acknowledge the many facets that ICT in Education policies have to tackle such as teacher competencies, learning materials, ICT equipment, student and teacher motivation, as well as the linkages to other areas of national policy and socio-economic development. Adopting a cross-sectoral approach through an ICT in Education Master Plan can help countries to successfully address all relevant dimensions.

In this context, the ICT Competency Framework for Teachers is aimed at helping countries to develop comprehensive national teacher ICT competency policies and standards, and should be seen as an important component of an overall ICT in Education Master Plan.

The current version of the ICT Competency Framework for Teachers is a 2011 update of the original version published in 2008, and is the result of the successful continued partnership between UNESCO and CISCO, INTEL, ISTE and Microsoft. In this version, the Framework has been enriched on the basis of feedback from subject matter experts and users worldwide, and enhanced with the inclusion of example syllabi and exam specifications for Technology Literacy and Knowledge Deepening. UNESCO and its partners aim to update this document on a regular basis, and we welcome feedback on the application of this ICT Competency Framework for Teachers at the email address: ICT-CFT@unesco.org.
…
UNESCO’s Framework emphasizes that it is not enough for teachers to have ICT competencies and be able to teach them to their students. Teachers need to be able to help the students become collaborative, problem- solving, creative learners through using ICT so they will be effective citizens and members of the workforce. The Framework therefore addresses all aspects of a teacher’s work:

The Framework is arranged in three different approaches to teaching (three successive stages of a teacher’s development). The first is Technology Literacy, enabling students to use ICT in order to learn more efficiently. The second is Knowledge Deepening, enabling students to acquire in-depth knowledge of their school subjects and apply it to complex, real-world problems. The third is Knowledge Creation, enabling students, citizens and the workforce they become, to create the new knowledge required for more harmonious, fulfilling and prosperous societies."

Title: Declaration on Media and Information Literacy adopted by Fez International Forum
Source: UNESCO
Date (published): 01/07/2011
Date (accessed): 21/09/2011
Type of information: political document
Language: English
On-line access: yes (HTML)
Abstract:
"The First International Forum on Media and Information Literacy (MIL) was organized through partnership among UNESCO, the Sidi Mohamed Ben Abdellah University (Morocco), the Islamic Education, Scientific and Cultural Organisation (ISESCO), the Arab Bureau of Education for the Golf States (ABEGS) and the United Nations Alliance of Civilizations (UNAOC) and other partners. It was held from 15 to 17 June 2011 in Fez, Morocco, under the auspices of His Majesty King Mohammed the Sixth.
This Forum was the first of its kind at the international level to examine media and information literacy as a combined set of competencies (knowledge, skills and attitudes). Issues relating to importance of media, Internet and other information providers and their impact on learning, cultures and public opinion, as well as the empowering effect of MIL practices and global Internet governance were among the main topics discussed at the Forum.

Over 200 participants representing all regions of the world, including educators, information and media experts, civil society actors and social scientists, gathered to discuss MIL and share experience and knowledge. In the Fez Declaration, the participants of the Forum “fully endorse the far-reaching vision that today’s digital age and convergence of communication technologies necessitate the combination of media literacy and information literacy in order to achieve sustainable human development, build participatory civic societies, and contribute to the consolidation of sustainable world peace, freedom, democracy, good governance and the fostering of constructive intercultural knowledge, dialogue and mutual understanding”. They call on all stakeholders to reaffirm their commitment to initiatives relating to MIL."

Download the Declaration (pdf)

via http://information-literacy.blogspot.com/

Title: A new curriculum for information literacy: expert consultation report
Authors: Dr Jane Secker
Pages: 31 pp.
Source: Arcadia Project
Publisher: Cambridge University Library
Date (published): 22/07/2011
Date (accessed): 14/09/2011
Type of information: research paper
Language: English
On-line access: yes (pdf)
Abstract:
"Introduction
This short project, based at Cambridge University Library and funded by the Arcadia Programme, sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years.
The research is grounded in relevant theoretical models and reviews of recent professional literature and existing best practices. In addition, the authors consulted with experts in the information literacy field, and also those working in curriculum design and educational technologies.
Project aims and objectives
This project sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years.

Specifically the project aimed:
• To understand the information needs of future undergraduate students on entering higher education
• To develop a revolutionary curriculum for information literacy that can be used with undergraduate students entering UK higher education
• To provide practical guidance about how best to equip students with the knowledge, skills and behaviour around information use to support their learning in the digital age
• To develop a flexible curriculum that can be used and adapted in the higher education community and used in face to face, blended and online learning provision."

Title: A new curriculum for information literacy: 'Teaching learning: perceptions of information literacy' (theoretical background)
Authors: Dr Emma Coonan
Pages: 27 pp.
Source: Arcadia Project
Publisher: Cambridge University Library
Date (published): 01/08/2011
Date (accessed): 14/09/2011
Type of information: research paper
Language: English
On-line access: yes (pdf)
Abstract:
"Introduction
This short project, based at Cambridge University Library and funded by the Arcadia Programme, sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years.
The research is grounded in relevant theoretical models and reviews of recent professional literature and existing best practices. In addition, the authors consulted with experts in the information literacy field, and also those working in curriculum design and educational technologies.
Project aims and objectives
This project sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years.

Specifically the project aimed:
• To understand the information needs of future undergraduate students on entering higher education
• To develop a revolutionary curriculum for information literacy that can be used with undergraduate students entering UK higher education
• To provide practical guidance about how best to equip students with the knowledge, skills and behaviour around information use to support their learning in the digital age
• To develop a flexible curriculum that can be used and adapted in the higher education community and used in face to face, blended and online learning provision."

Title: A new curriculum for information literacy: curriculum and supporting documents
Authors: Dr Jane Secker & Dr Emma Coonan
Pages: 41 pp.
Source: Arcadia Project
Publisher: Cambridge University Library
Date (published): 25/07/2011
Date (accessed): 14/09/2011
Type of information: research paper
Language: English
On-line access: yes (pdf)
Abstract:
"Introduction
This short project, based at Cambridge University Library and funded by the Arcadia Programme, sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years.
The research is grounded in relevant theoretical models and reviews of recent professional literature and existing best practices. In addition, the authors consulted with experts in the information literacy field, and also those working in curriculum design and educational technologies.
Project aims and objectives
This project sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years.

Specifically the project aimed:
• To understand the information needs of future undergraduate students on entering higher education
• To develop a revolutionary curriculum for information literacy that can be used with undergraduate students entering UK higher education
• To provide practical guidance about how best to equip students with the knowledge, skills and behaviour around information use to support their learning in the digital age
• To develop a flexible curriculum that can be used and adapted in the higher education community and used in face to face, blended and online learning provision."