URN_NBN_SI_doc-1D4XMATL

Lyn Robinson, David Bawden 172 Knjižnica, 2018, 62 (1–2), 169–185 general public (see, for example, Forster, 2017; Kingori, Njiraine, & Maina, 2016; Laubersheimer, Ryan, & Champaign, 2016). There are a few examples of cross- sectoral applications, with IL materials developed for a university being used in a public library (O’Beirne, 2007), or those developed for school pupils being offered to parents and alumni (Denlinger, 2013), but these are unusual. The materials be- ing developed by the ILO project are primarily aimed at university students: for them to applicable in other contexts, the key factors are that they be sufficiently broad in coverage, generic in subject, and presented in small, discrete bite-sized units. Not all reported IL educational initiatives mention the definition or model of IL being used. However, it is good practice to state these explicitly, as they help in making rational and explicable decisions about the way the initiative is designed. An initial division can be made into the older style of linear, skills-based models, such as the ACRL Standards, and the more recent, and more holistic models, such as ANCIL, the ACRL Framework, and metaliteracy. Though admittedly an over- simplification, this is in accord with the way the models are typically regarded, Walsh (2015) describing them as ‘competence’ and ‘relational’ models respective- ly. While most IL provision is designed around one model, it is possible to ‘pick and mix’: for example, an IL programme at the University of Maynooth combined elements from the ANCIL model and the ACRL Framework (Dodd, 2017). Nor are the models necessarily very different in practice; for example, one IL programme was mapped to ANCIL, but the originators noted that it could equally be mapped to the SCONUL ‘Pillars’ model (Gleeson, Verlander, & Hardisty, 2017). For the ILO project, given the general trend towards broader conceptual defini- tions of IL rather than the older skills-based definitions, and the desirability of having an internationally recognised basis for a multi-cultural MOOC, the UN- ESCO definition of media and information literacy seems the most suitable (UN- ESCO, 2013): A set of competencies that empowers citizens to access, retrieve, understand, evaluate and use, create, as well as share information and media content in all formats, using various tools, in a critical, ethical and effective way, in order to participate and engage in personal, professional and societal activities. Broad models of this kind have been criticised for offering little specific guid- ance for designing IL training; this may be countered by using a more specific model of IL within the general definition, as is done for example, in the UK Open University model, which specifies detailed competencies at several levels in five areas (Open University, N. d.).