URN_NBN_SI_doc-1D4XMATL

International good practice in information literacy education   Knjižnica, 2018, 62 (1–2), 169–185 171 The survey reported here constituted the first stage of the project, and was car- ried out between January and May 2017. It is being kept updated throughout the project. It gives an analysis of current good practices in teaching and training for IL, to guide the structure, content, nature of interaction, and pedagogical practices of the MOOC. No attempt was made to identify ‘best’ practice; rather to identify good practice relevant to the context of the ILO MOOC. The aim was to identify approaches that had been reported to have successful application in sev- eral relevant contexts, without ignoring recent, and hence less widely-reported, promising examples. Sources used for the survey were: Internet search engines; Internet sources (spe- cialist blogs, associations, curricula); bibliographic databases; citation indexes to follow up relevant sources; library catalogues; contents lists of relevant journals, books series, and multi-authored monographs. Since the literature (published and unpublished) is extensive, and practice rapidly developing, the focus was on materials created in the last five years, i. e. with a date of 2012 or later, although particularly significant older material was also included where appropriate. The aim was not to produce a comprehensive bibliography, but rather a selective list of resources providing evidence of good practice. An analysis of the features of 21 existing MOOCs for IL education was also carried out, and comments on aspects of the draft report were obtained from IL experts in the UK, Germany, Slovenia and Croatia, to assess the validity of the conclusions. The main findings of the survey will now be summarised in five sections: –– definitions, models, content, and contexts for IL –– frameworks and methods for teaching and learning of IL –– IL learning materials –– multicultural and multilingual aspects of IL education –– use of MOOCs for IL education. Space limitations mean that only a brief summary of the report’s findings, with a subset of the references, can be presented here. A copy of the final report will be deposited in the Humanities Commons repository; a copy of the current version may be obtained from the authors of this paper. 2 IL definitions, models. Content, contexts IL education has generally been developed for students in higher education. There has been some limited consideration of IL in three other contexts: younger students, typically in high schools; in workplaces and professions; and for the