URN_NBN_SI_doc-1D4XMATL

International good practice in information literacy education   Knjižnica, 2018, 62 (1–2), 169–185 173 Therefore a suitable definition of IL for ILO, based on good practice, would be “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”, with competencies specified in five areas: • understand and engage in digital practices • find information • critically evaluate information, online interactions and online tools • manage and communicate information • collaborate and share digital content. This definition, while useful in setting the scope, does not define the content of the MOOC. A very wide variety of topics have been included in IL educational pro- grammes, including those described as digital literacy, media literacy, metalit- eracy, etc. In order to try to define a realistic, broad core, those topics appearing in two or more of the main IL models were identified. This leads to the following set of 16 core concepts, with the proviso that there is overlap between them, and that terminology is not used consistently in all models: –– understand the information environment (in the widest sense) –– use digital tools effectively –– recognise information needs, and how to address them –– know relevant information resources –– find and access information –– critically evaluate information and information sources –– critically evaluate online interactions and online tools –– manage information –– collaborate in information handling –– share digital content ethically –– become an independent and self-directed learner; and a lifelong learner –– learn to learn; develop metacognition –– understand ethical issues of information –– present and communicate information –– create information products –– synthesize information and create new knowledge. This set of topics, which seems to allow for specification of a comprehensive approach to IL instruction, is used as the basis for the development of the ILO MOOC, though not all will be included from the start. It allows for the creation of an initial set of generic models and materials in such a way that they can be readily modified, customised or extended for use in specific topics and contexts,