VIKMB38 Information Literacy

Faculty of Arts
Autumn 2018
Extent and Intensity
1/1/0. 4 credit(s). Type of Completion: k (colloquium).
PhDr. Pavla Kovářová, Ph.D. (lecturer)
Mgr. Pavlína Mazáčová, Ph.D. (lecturer)
Mgr. Gabriela Šimková (lecturer)
Guaranteed by
PhDr. Petr Škyřík, Ph.D.
Division of Information and Library Studies - Department of Czech Literature - Faculty of Arts
Contact Person: Mgr. Sabina Kubisová
Supplier department: Division of Information and Library Studies - Department of Czech Literature - Faculty of Arts
Mon 12:00–13:40 L34
Course Enrolment Limitations
The course is offered to students of any study field.
The capacity limit for the course is 20 student(s).
Current registration and enrolment status: enrolled: 10/20, only registered: 0/20, only registered with preference (fields directly associated with the programme): 0/20
Course objectives
* Explain the background and concept of information literacy and define it against other literacy;
* Get in the   topic of information literacy awareness   pedagogical paradigms in   within which information literacy is reflected as an educational theme;
* Interpret selected models and standards for information literacy, focusing on different environments and levels of education and key target groups;
* To understand the   international context this area;
* Understand how the   information literacy use technology and how this affects the region;
* Learn the   research topics in this field and to orient them in  
* Have the relevant overview of   research institutions dealing with information literacy in the broader   pedagogical discourse;
* To use the competencies acquired in the course of teaching   and implement them both into subtasks   in the course, both in its own comprehensive proposal educational unit on the topic of information literacy.
Learning outcomes
Student after passing the course: * Explains the basics and concept of information literacy and defines them in relation to other literacy;
* to acquire information literacy on educational paradigms in which information literacy is reflected as an educational subject;
* interprets selected models and standards of information literacy focusing on different backgrounds and levels of education and key target groups;
* It is orientated in the international context of this area;
* knows how information literacy uses technology and how it influences it;
* Focuses on research topics in this area
* has a relevant overview of information literacy research institutions in a wider pedagogical discourse;
* uses the competences acquired during the course and implements them in partial tasks within the subject.
  • - Organization of teaching, the theme of the course, motivating students to enter the complex task - The development, institutions, personalities, research areas; Related Concepts (more media literacy, digital literacy and Fluency with IT, transversal competencies, data literacy, civic literacy, transliteration, metaliteracy, e-literacy, computer literacy, scientific literacy, visual literacy, digital empowerment .. .) MIL as a new approach to   IG - The models, standards, indicators of pre-K12 for employment (Big6, 7 pillars IG, Information Literacy Competency Standards for Higher Education, Information literacy landscapes) - IG and the impact of technology, new technologies and changes in   IG, information behavior (incl. Generational, cultural and other differences), contextually targeted IG (health, law, citizenship ...) - Educational strategies reflecting Information Literacy in 21st century society (European context, a strategy consisting of   CR - Strategy 2020 framework educational programs, lifelong learning strategies, Strategy digital education, digital literacy strategy) - Information literacy in the context of the theory and practice of education - teaching paradigms in relation to the concepts IG, competencies, educational objectives, methods and tools of didactics IG - Information literacy Education in relation to the IG models aimed at different target groups - Information literacy standards in   complementing the educational levels and their target groups (SCONUL, ALA, ACR, CILIP), comparison with other countries and critical analysis of the situation in the Czech   environment standards for IG 21st Century - Introduction to Educational Research (quantitative and qualitative research techniques with a focus on the specifics of teaching information literacy) - Research IL   in an international context - a presentation of research organizations and their work - CILR (Centre for Information Literacy Research), LIRG (Library and Information Research Group), RIN (Research Information Network), PIL (Project Information Literacy) - Case studies - presentation of quality research
    recommended literature
  • BLANCHETT, Helen, Chris POWIS and Jo WEBB. A guide to teaching information literacy : 101 practical tips. 1st pub. London: Facet, 2012. ix, 262. ISBN 9781856046596. info
  • Information literacy at the crossroad of education and information policies in Europe. Roma: A Cura Di C. Basili, 2008. ISBN 9788880800965. info
  • EISENBERG, Michael B. and Robert E. BERKOWITZ. The Big6 workshop handbook : implementation and impact. 4th ed. Santa Barbara, Calif.: Linworth, 2011. xviii, 308. ISBN 9781586834227. info
  • GANLEY, B., Gilbert, A. and Rosario, D. 2013. Faculty and student perceptions and behaviours related to information literacy: a pilot study using triangulation. Journal of Information Literacy, 7(2), pp. 80-96.
  • ELROD, Rachael E.; Wallace, Elise D.; and Sirigos, Cecelia B. Teaching Information Literacy: A Review of 100 Syllabi. The Southeastern Librarian: (2012), Vol. 60: Iss. 3, Article 4. Dostupné z:
Teaching methods
Classes will be held every week, thus involves 13 separate educational units. Each educational unit will include both theoretical and practical, always considering the needs of the topic and the students. In the classroom will be used elements of interactive learning.
Assessment methods
Continuous knowledge testing - critical work   text elements of self-evaluation;
Preparation 2 subtasks closing the individual thematic blocks;
Processing and presentation of the final complex task.
Language of instruction
Further comments (probably available only in Czech)
Study Materials
General note: Náhradní bloková výuka pro studenty kombinované formy studia proběhne v sobotu 19. listopadu 2016 od 9:10 do 17:25 v seminární učebně KISKu na Žerotínově náměstí 6. Detaily k této blokové výuce zašlou vyučující mailem.
Information about innovation of course.
The course is also listed under the following terms Autumn 2014, Autumn 2015, Autumn 2016, Autumn 2017.
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