URN_NBN_SI_doc-1D4XMATL

International good practice in information literacy education   Knjižnica, 2018, 62 (1–2), 169–185 177 –– always include some check of knowledge, as this will be needed by some po- tential users –– be flexible, by, for example, providing multiple points of access, and giving the choice to take a concluding assessment –– be consistent in design with similar RLOs, so students do not have to learn a new process each time –– be intuitive to use; technical solutions should not get in the way of learning –– have appropriate licensing conditions, allowing wide re-use –– use generally accepted standards wherever applicable, including accessibility standards –– use only widely available, ideally open-access, software and resources, allow- ing wide re-use Other than this concern for creating IL materials as RLOs, the only general issue has been the question of whether using an instructional design framework is helpful in designing such materials. A variety of such frameworks have been used in the design of materials for IL instruction, the most popular being ADDIE and IDEA (see, for example, Hess & Greer, 2016; Mullins, 2016). 5 Multicultural and multilingual aspects Although there are many descriptions of IL training in particular countries or regions, they generally do not analyse national cultural variations. There have been very few examples of multi-lingual provision for IL education, nor of explicit and detailed consideration of such education might be adapted to students from different cultural backgrounds. There is, as Simon (2013, p. 108) puts it “a dearth of literature exploring how library instruction and information literacy instruc- tion is conducted in colleges and universities in non-English speaking countries”. This is despite the fact the cultural dimensions of IL have been recognised for many years; for example, Johnson and Webber (2005, p. 112) wrote that “in terms of local and national culture, the information literate person is a self- and so- cially-conscious being, rather than a simple repository of skills and knowledge. This is underlined by cross-cultural difference, where issues of behaviour and acceptability of kinds of information become sensitive”. Badke (2002) similarly drew attention to the limitations of early IL models, such as the ACRL Standards, in addressing the needs of students from non-Western cultures, and Hicks and Lloyd (2016) suggested that the newer models, such as the ACRL Framework, may also be lacking in their treatment of cultural differences.