EDUCATION IN LIBRARY ABOUT INFORMATION SAFETY IN THEORY AND PRACTICE New Technology in Education 8th December 2014 Information society •Economically (Machlup, Porat, Drucker) - from material to intelectual property •Technologically (Shannon, Mansuda) - impact of IT on society, incl. increasing importance of IL/IT literacy •Sociologically (Castells, Bauman, Bell) - incl. Digital Divide •Historically (McLuhan, Toffler) - changing role of information in history • •Definitions of information society = growing importance of IT and information in all spheres • Can we speak about information society today? •The Czech republic is atheistic country, but… ScreenHunter_02 Sep IL and IT in information society •“To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use EFFECTIVELY the needed information“ (American Library Association, 1989) •IT simplify many activities with information •IT = tool => can be (mis)used •Information is key, but using it is changed by IT => IL closely connected with IT •Both sides of coin in MIL lessons in libraries • Simplifying • • • • • • • •You still need to understand how and why, but using IT you can restrict occurrence of mistake [USEMAP] Changes of IT •Confront document analysis with changes of IL definitions => minimal Crucial changes of IT related to IL (Helvoort) •“content integration (federated search engines) •amateur publishing (user generated content) •use of social networks to find information •personalization and push technology •loss of context / fragmentation of information” •=> should be reflected in IL (use of this = condition to effectively cooperate with information in information society) Using IT without IL •Research of using IT (especially children) - often limited and not effective •But users are convinced about their knowledge - do not want to learn more •Hard to show that it can be better with IL - everyday work with user IT IL Future •Information Society can´t be “Information” without IT •Countless and unpredictable changes of IT in last 10 years •We can not predict what the future of technologies will be •Develop the established definitions (to avoid “reinvent the wheel”) • Information safety in library? •Part of MIL => mediate appropriate resources (trustworthiness) •Important topic to educate - 12 % 9-16 year Europeans some harm on the Internet (Livingstone et al.) •Library in cooperation with school accepted (Livingstone et al.; Martin and Rice) Attitudes of Children's Departments of Czech Libraries to the Information Safety •Focused on children •my interest •their vulnerability and attitudes forming •the best available target group •Education through public libraries to increase internet safety of children – focused on key issues •Limits of formal education => cooperation with non-formal •Benefits depend on quality at both sides •Non-formal education – more space for active learning •Knowledge •Skills •Attitudes •Case study – Czech republic (specific) •Potencial and real situation • https://c2.staticflickr.com/4/3083/2912441612_3d76f9fc1b_z.jpg?zz=1 Potential of libraries in education about IT threats •Free Internet for public by law, assisted on request •Traditionaly credible •Thick nationwide network of collaborating institutions •Non-formal education to MIL (+ umbrella organizations) •Services to public without restriction •Long-term relationship with the local community X centralized initiatives for safe Internet •Permanent availability, but not necessary •Usually established cooperation with (more) schools Empirical data from my research •Despite the potential something not working •No research linking education in libraries with internet safety – this begin with mapping the situation •Quantitative pilot research •On-line questionnaire •Open from the 8th to the 19th of August 2011 •Librarians addressed via 7 electronic conferences •261 responses, 62 responses from institutions offering the education for children (Q5) Educational activities and their content •Multiple answers of institutions with children education •“Other” most frequently the cooperation with schools •Lesson for schools (Nejezchlebová, 2010): almost all libraries organize lessons connected to their services •Libraries offer enough but mostly traditional activities Topics of internet safety •Education for all focus groups – any “no, in my opinion it makes no sense”, 38 beginning “yes” •Restricted on children – one “no, in my opinion it makes no sense”, less than general beginning “yes” •Both similar frequency – mostly a lecture once or twice a year Attitudes to education of children about information safety •Q8 Do you think that libraries should engage the internet safety in their educational activities for children? •Positive response from 58 employees of institution offering education for children •Negative responses: •7 from all 180, none knew any online educational project •4 employees of institution offering education •1 employee of institution offering education for children Awareness of educational project devoted to child internet safety Comments from respondents •“I think that the problem of child internet safety should be integral to information literacy courses starting with grade school” •“As the director of a library I am aware of the unsatisfactory state of providing appropriate education in an area, covered by the questionnaire, by our institution. It is not at present in our personnel resources or among our priorities. When it comes to the education of children in this area I assume that it is covered in primary school as part of the standard program and if not then the problem lies with the curriculum. This does not, of course, mean that libraries are not appropriate public educators in matters of ‘internet safety’.” •“It is not possible to warn about this issue at every event – it should now belong to basic social habits like for instance street manners, it is already just plain part of life.” •“(…) In our city we do so in cooperation with the police. It is a necessity.” •Majority interested in the topic but don’t know how to go about it Discussion – what the questionnaire did not cover •The potential not fully realized – further research •Some possible reasons: •Librarians’ loud complaints: “The employees of child sections are convinced that they should primarily focus on areas other than ICT, including internet safety.” •Analogy with research of Czech teachers (Zounek, 2009): “Often librarians stay away from topics that are connected to technology out of fear that they would lose their authority because kids are often more knowledgeable of ICT.” •Problematic fields: opinions of librarians, status of children (services X protect), uncertainty of an approach •Librarians should help where they can - education LESSON OF SAFE COMMUNICATION FOR PRIMARY SCHOOL Process of action research •Goal: contribute to the solution of practical problems and show possible change by inclusion libraries into education about information safety •All 4th and 5th grades from the Masaryk primary school in Polička came through the created lesson of safe communication •Lessons as an action research •Participated observation •Fast feedback from children at the end of the lessons •Analysis of documents created by children •Interviews with 6 people Cooperating school •Polička: small city (approx. 9000 people), library cooperating with many local schools •Masaryk primary school •Meeting with deputy director for the first degree organized by library •Collective meeting with almost all teachers in the first degree (topic + cooperation in the library) •Training for teachers about IT threats and safety measures •Interest of teachers surprisingly positive Lesson for children with participated observation •70 minutes, 5 classes, 135 pupils •Both 4th grades on 9th April, two on 5th grades 23rd April, one 5th grade on 21st May •RWCT type learning strategy: ERR framework – same as previous lessons for school in library •Basic risks of communication over the Internet with someone unknown + warning signals Evocation by brainstorming •Methods of Internet communication •Some papers stormy reaction •Categorization with functions •In the most possibility to communicate with unknown => competition • evokace Realization of meaning - competition • uvědomění •2 groups in 2 rooms messages over the "Internet" •No names (identifiers = badges) and e-mails, only true answer •Goal to find out as much as possible identities and not be detected •Usually do not end up •Evaluation of the rules on the Internet Reflection – table with Internet questions •Decide what to answer •Some examples in lesson, the rest for discussion at school •Goal: •For one question possible many answers •To unknown better non-identifying •Stress warning questions •When leaving badges used for evaluation lessons • reflexe Feetback from children after the lesson Feetback2 Document analysis •All documents (222) left by pupils after the lessons •SPSS •Identification of class, pupils (anonym) and documents •Topics, their order, (un)identifying by answer, topic in depth (more questions) •Accepted the simulation (form and content of communication) – topic similar as on the Internet according to other researches •the most common: sex, adress, hair, age, clothes •the most identifiable: sex, hair, clothes, brothers and sisters, sport Collected document • skenování0004 skenování0005 Interviews on information safety education in libraries - methodology •Goal: barriers in information safety lessons in library and their solutions •360-degree feedback - stakeholders: •library •school •family •Six semi-structured interviews in summer and autumn 2013 (6 weeks to 5 months after lesson) Barriers in library •Benefits for the library unseen •=> research-based, solution of social demand •"In order to teach things missing in the schools for which there is a demand, which undoubtedly Internet safety is (...) I have started to realize from that in last few years that it really could be a one of the main functions of libraries, (...) the educational... " (DL) • •Limited budgets •=> teaching librarian as a good expense, enthusiasm - teacher can help with didactics •"city administration and school leaders (...), all the library activities immensely appreciate and conversely it is another added value." (L) • Barriers in librarians Barriers in school •School should educate rather than library •=> primary intermediation, library 1st for solution, teachers only limited additional education •"I do not know how in depth they would be able to bring this. They teach you Excel and these text programs, but this [information safety] I do not know" (DS) • •Interpersonal relationships in library and school •=> willingness to cooperate for children good •„Important was that you did well explained why we educate children, the way we want to do it and (...) what will be the results. I consider the communication as the most important, personal meetings." (L) • Barriers in teachers •Quality uncertainty •=> feeling of the importance, small local competition, substantial content and form •"I think the teachers were pleasantly surprised that even that kind of issue that they always feared and shunned, can be conceived in this form. Which is understandable for them, they see that the children are having fun, but it really has the knowledge outputs and it has the skill fundamentals." (L) • •Time from school schedule •=> links to school instruction, due to children behaviour •"Perhaps it would be even better if the lesson (...) was the first two or three hours, so we had the option to continue in the classroom (...), because the next day, when we return to it, that's not quite it." (T) • Barriers in children •School should educate rather than library •=> in library possible expressing lack of knowledge •"I think the great advantage of this lesson is that children •actually find everything themselves. That they try it and •realize how to behave and maybe more realize that how •they behave now, can have its consequences." (L) • •Librarian cannot bring anything new •=> some pupils huge, some small knowledge about threats, discussion to realize aware behaviour •"They themselves were surprised (...) They probably do not normally realize this when sitting at the computer. They something write and think, so what, I send it. But that they retrospectively realize" (T) • Barriers in family •Parents should educate rather than library •=> not all parents interested in all parts of children life, not all know enough about the Internet •"What parents are interested in everything taught in school?" (DL) •"I think that such consultancy maybe for the kids is missing (...), because probably not every parent is versed at this..." (DS) • •Attention of children and parents •=> motivated child attracts parents •"Your questions were better than my thinking. Because they lead me far away" (M) Aim of education •Start with 9-10 years •In connection to IL •Discussion, real behaviour, possible consequences •"The whole Internet safety is relatively trivial, it's not anything different than as don't talk to strangers." (DL) •"Children are not stupid but the perception of danger is something that is taught, right, and especially for something as innocent-looking as the computer itself." (DL) •Topics: sharing of personal information, netiquette, identity theft and cyberbullying •Helping point • Conclusion •Here beginning of the problem – librarians are open but need help •Library traditionaly teach discrimination between (un)trustworthy information sources = basis of many Internet threats •Libraries + schools = cooperate to help with Internet safety •Choice in problem and in education => more people accepting help •Barriers will or will not appear, but solution too •Positive experience - all wanted extending •All feel importance of the topic and benefits (e.g.) •for family: discussion and better rules in behaviour •for school: distant topic solved by information experts •for library: important position in information society (effective solving of the social demand) •=> any library can try http://upload.wikimedia.org/wikipedia/commons/4/49/Goat_houdini.jpg THANK YOU FOR YOUR ATTENTION. kovarova@phil.muni.cz References •American Library Association. Presidential Committee on Information Literacy. Final Report. Chicago: American Library Association. (1989). Retrieved September 24, 2013, from http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/presidential.cfm •Helvoort, J.v.: Impact of Recent Trends in Information and Communication Technology on the Validity of the Construct Information Literacy in Higher Education. Communications in Computer and Information Science 96, 61--73 (2010) •Livingstone, S., Haddon, L., Görzig, A., Ólafsson, K.: Risks and Safety on the Internet: The perspective of European Children. Full Findings. LSE, London (2011) •Martin, N., Rice, J.: Children's Cyber-safety and Protection in Australia: An Analysis of Community Stakeholder Views. Crime Prevention and Community Safety. 3, 165--181 (2012) •Nejezchlebová, J. (June 18, 2010). Dotazník k informačnímu vzdělávání uživatelů v knihovnách ČR. In Duha. Retrieved September 16, 2011, from http://duha.mzk.cz/clanky/dotaznik-k-informacnimu-vzdelavani-uzivatelu-v-knihovnach-cr. • • • • • Pictures (Creative Commons) •https://farm6.staticflickr.com/5205/5346737067_bcd7dedf01.jpg • https://www.flickr.com/photos/benterrett/2912441612/ •http://en.wikipedia.org/wiki/Goat • • • • • •