Integrating Information Literacy Education into the Curriculum at the University of Tampere, Finland

NORDIC JOURNAL OF INFORMATION LITERACY IN HIGHER EDUCATION 2013, Vol. 5, Special Issue 1, 3-10 no il.uib.no No dic Jou nal o In o ma ion Li e acy in Highe Educa ion, 2013. ©2013 Janika Asplund, Esa Hakala, Sisko Sallama, Saija Tapio This is an Open Access a icle dis ibu ed unde he e ms o he C ea i e Commons A ibu ion- Noncomme cial 3.0 Unpo ed License (h p://c ea i ecommons.o g/licenses/by-nc/3.0/). In eg a ing In o ma ion Li e acy Educa ion in o he Cu iculum a he Uni e si y o Tampe e, Finland Janika Asplund, Esa Hakala*, Sisko Sallama, Saija Tapio Tampe e Uni e si y Lib a y *Con ac : E-mail: esa.juhani.haka[email p o ec ed] Abs ac Ou pape p esen s he collabo a i e p ocess o in eg a ing in o ma ion li e acy (IL) educa ion in o he cu icula o he Uni e si y o Tampe e, Finland. This p ocess occu ed in he con ex o he la es Uni e si y-wide educa ion e o m o 2010–2012. The pape discusses key ac o s o he success o his coope a i e p ojec and in oduces he eade o he o e all in o ma ion li e acy amewo k a Tampe e Uni e si y Lib a y. In he e o m, he objec i es o he lib a y we e o o e IL educa ion equally o all uni e si y s uden s, o inc ease he use o elec onic esou ces, and o in eg a e he s udy o in o ma ion li e acy as pa o he compe ency-based cu icula. IL should suppo s uden s a di e en s ages o hei s udies as a li elong, academic skill. Janika Asplund, Esa Hakala, Sisko Sallama, Saija Tapio 4 In oduc ion O e he pas decades, he demand and impo ance o in o ma ion li e acy (IL) educa ion has inc eased a uni e si y lib a ies. This is because he supply o elec onic esou ces has mul iplied and he in o ma ion en i onmen has become inc easingly complex. Uni e si y s uden s should be ained o use academic in o ma ion sou ces e icien ly ye e hically, and he uni e si y adminis a ion should be con inced ha esou ces a e being used in a cos -e ec i e manne . When, in 2012, IL educa ion was included as a compulso y subjec in all new deg ee p og ammes a he newly c ea ed nine schools (i.e. he es uc u ed acul ies) o he Uni e si y o Tampe e (UTA), Tampe e Uni e si y Lib a y (TUL) was mo i a ed o imp o e IL educa ion by es ablishing cohe ence in he cu icula s uc u es o IL educa ion, and by ensu ing ha sys ema ic IL aining would be equally a ailable o all s uden s. Simul aneously, he success ul ul ilmen o his ask was seen bo h as a challenge and as an oppo uni y o de elop he lib a y se ices in suppo ing s udies and he Uni e si y’s esea ch ac i i ies. All o his was made possible by coope a ion be ween he lib a ians, decision-make s and cu iculum planne s. In ou pape , we de ail he p ocess ha led o his esul . The His o y o IL a he Uni e si y o Tampe e TUL has a long adi ion o eaching in o ma ion li e acy, in o ma ion seeking and use educa ion; in o ma ion seeking has been augh a UTA since he 1970s. IL educa ion was i s compulso y o s uden s o educa ion and medicine. Fo s uden s o he social sciences, he i s op ional IL cou se appea ed on he cu iculum in 1997, and i was la e made mo e ex ensi e and compulso y. In o he acul ies and depa men s, IL educa ion became mo e commonplace in he 2000s; i was op ional o some s uden s and compulso y o o he s, and he amoun o eaching hou s a ied. IL eache s a he lib a y augh ou side egula wo king hou s as lib a ians and ea ned a sepa a e ee o eaching. The bigges p oblem p io o he la es e o m in 2012 was ha , due o hei s udy p og ammes, s uden s o some acul ies did no ha e he oppo uni y o ecei e IL educa ion, whe eas s uden s in o he acul ies had al eady had i in hei cu icula o decades. TUL saw in o ma ion li e acy as a c ucial skill o s uden s in succeeding bo h in hei academic s udies and a e g adua ion. TUL wan ed o ensu e an equal le el o in o ma ion li e acy o all s uden s (Toi onen, 2012). The challenge was he lack o sys ema ic s uc u e and con inui y in in o ma ion li e acy educa ion h oughou he cu icula a he mul idisciplina y Uni e si y. The e was also incohe ence ega ding how much IL educa ion s uden s ecei ed and when; some s uden s came du ing hei i s yea , whe eas o he s only had a session a ached o hei ad anced le el s udies semina , and some had sys ema ic compulso y IL educa ion a a ious phases. I all depended on he s udy p og amme o acul y whe e hey we e s udying. As a esul , when he ime app oached o w i e hei heses, s uden s’ IL skills a ied g ea ly. P e iously, when he lib a y in oiced he acul ies o he IL educa ion, budge issues mean ha no all acul ies and depa men s could a o d IL educa ion. This in some cases esul ed in unequal oppo uni ies o s uden s, and made i di icul o he lib a y o es ima e he amoun o o de s in ad ance. The Eu opean-wide Bologna p ocess has in luenced cu icula wo k in Finnish highe educa ion, and he deg ee s uc u e change and ha monizing demands ha e a ec ed Finnish uni e si ies ( o mo e in o ma ion, see Mäkinen & Annala, 2012). UTA has no been exemp om hese changes. In 2005, he e we e majo changes and o many deg ee p og ammes, IL cou ses we e in eg a ed in o he cu iculum du ing his deg ee e o m. (Ii onen, Te aniemi, Toi onen, 2007, p. 149–150) In he 2000s, he Na ional In o ma ion Li e acy Recommenda ion in Finland helped many lib a ies o enhance IL in he cu iculum and p o ided a amewo k o de elop IL educa ion (Jun unen, Leh o, Saa i & Te aniemi, 2008). The si ua ion was he same in Tampe e as in he es o he coun y, as s a ed by Jun unen e al. (2008, p. 131): “In Finland, lib a ians ha e s i en o p omo e in o ma ion li e acy, and […] he coun y can be iewed as a model o o he coun ies o ha ing succeeded in making he poli ical decision make s awa e o he In eg a ing In o ma ion Li e acy Educa ion in o he Cu iculum a he Uni e si y o Tampe e, Finland 5 impo ance o IL. Howe e , much wo k emains o be done in highe educa ion o e ec i ely in eg a e IL mo e cohe en ly in o all s ages o s udies.” The mos ecen IL cu iculum e o m a UTA in 2010–2012 can be seen as a na u al con inuum o he ea lie e o m in 2005, since IL was now included o hose s uden s who had p e iously been lacking he sys ema ic educa ion. The Teaching Council o he Uni e si y o Tampe e ad ised all nine schools o he Uni e si y o include IL in hei deg ee p og amme cu icula commencing om Augus 2012. Implemen a ion: How Tampe e Uni e si y Lib a y Did I The Timeline o he IL Cu iculum Re o m UTA’s Uni e si y-wide cu iculum e o m was ca ied ou be ween 2010–2012 in close coope a ion wi h he schools, he Uni e si y adminis a ion and he independen ins i u es. A he beginning o 2011, he Uni e si y eo ganized i s s uc u e and applied a wo-le el s uc u e in which he p e ious depa men s and acul ies we e me ged in o nine schools. 25 new in e disciplina y deg ee p og ammes we e planned a he nine new schools in o de o commence om Augus 2012. The lib a y’s cu iculum wo king g oup planned and p oposed a h ee-s age IL model o be inco po a ed in o he new deg ee p og ammes, and he lib a y also made plans and calcula ions ega ding he hou s and s a esou ces equi ed o ealize he plan. (Toi onen, 2012) An impo an miles one was a s a egic semina on he opic o in o ma ion li e acy in Ap il 2011, opened by he lib a y di ec o , in which an IL coo dina o , a Uni e si y p o esso , and a s uden ga e hei espec i e p esen a ions, and he pa icipan s discussed he impo ance o IL o uni e si y s udies o s uden s. This s a egic semina belonged o a se ies ha suppo ed he cu icula wo k o ganized by he Uni e si y Educa ion Re o m P ojec . I was ealized in conjunc ion wi h he lib a y, and he cu iculum planne s o he Uni e si y pa icipa ed. In May 2011, in he i s documen in he se ies o policy guidelines ha schools needed o ollow when c ea ing new cu icula, he Teaching Council o he Uni e si y ga e a guideline ha IL should be in eg a ed in o he cu icula, and ha in o ma ion li e acy should be augh a he beginning o academic s udies as well as la e on in s udies, o example, by being in eg a ed in o semina s. The i s guideline desc ibed he new deg ee s uc u e ha included language and IL skills, which we e seen as c ucial. A h ee-s age IL model was hus applied in he cu iculum e o m, enabling s uden s o lea n a h ee ele an poin s du ing hei s udies. (Toi onen, 2012; Asplund, 2012) In 2011, s a om he main lib a y and wo depa men lib a ies paid collabo a i e isi s o he schools’ espec i e cu iculum g oups. TUL had wo impo an goals: o discuss he de ails o in eg a ing IL in o he cu iculum and o inc ease he amoun o elec onic esou ces on he s uden s’ cu iculum eading lis s, which inc eases he usage and he cos -bene i o lib a y- p o ided elec onic esou ces. These mee ings we e a ended by an IL coo dina o o eaching lib a ian, a liaison lib a ian o ha school and an acquisi ion lib a ian. The mee ings ook place a he schools’ p emises. The lib a y di ec o nego ia ed wi h he ec o s in he annual ou come e alua ion mee ing, and a e success ul nego ia ions he lib a y ecei ed addi ional unding o esou ce IL educa ion. Two new pos s o in o ma ion specialis s we e c ea ed and illed. P io o his, i had been ag eed ha eaching would be gi en wi hin he egula wo king hou s o lib a y s a and adjus ed o added o he exis ing job desc ip ions, and ha he lib a y would no longe cha ge he schools o deli e ing IL educa ion included in he cu iculum. The p ocess in ol ed ew i ing compe ence-based lea ning ou comes o he cou ses in collabo a ion wi h he lib a y and he schools ( o he compe ence-based cu iculum, see Janika Asplund, Esa Hakala, Sisko Sallama, Saija Tapio 6 Mäkinen & Annala, 2012). The p ocess also in ol ed a se ies o mee ings and nego ia ions wi h he heads o educa ion o he schools on he main campus and medical campus o ag ee upon he iming, he ea ning o ECTS s udy c edi s, e c. In he sp ing o 2012, he new cu icula o he ollowing h ee yea s we e se led and he eaching schedule o he ollowing yea was con i med wi h he Uni e si y’s schools. I was impo an o he lib a y o di ide IL sessions among all s udy pe iods o ensu e ha he e we e enough s a and a ailable eaching labs. In he sp ing, IL coo dina o s and ins uc ion lib a ians wo ked in collabo a i e eams o de elop new online eaching ma e ials and manusc ip s. In Augus 2012, he new deg ee p og ammes we e launched and he plans we e pu in o ac ion. All deg ee p og ammes included IL. IL educa ion o medical s uden s emained he same, wi h he emphasis on p oblem-based lea ning me hods. Collabo a ion and he Key Ac o s The lib a y had wo impo an s eng hs in i s collabo a ion wi h he Uni e si y adminis a ion. Fi s o all, ac i e connec ions wi h Uni e si y’s uppe managemen al eady exis ed, and secondly, a he han s a ing om sc a ch, he lib a y s a had decades o expe ience ha e idenced hei abili y o o ganize ex ensi e IL cou ses; hey had collec ed sys ema ic eedback o de elop hei cou ses in he ea lie yea s and annually p esen ed he IL educa ion s a is ics and eedback o he heads o educa ion and ec o s. In he lib a y decision-making, he s a has used e idence-based lib a ianship as a me hod (Ii onen & Namhila, 2012), which means ha he s a collec s ele an da a and e idence o back up any decisions made o de elop he se ices. This is also he case wi h de eloping in o ma ion li e acy educa ion a TUL. Huo a i and Ii onen (2005, p. 328) assume ha he Uni e si y also gains a compe i i e ad an age om his coope a ion, whe he i is collec ion de elopmen o IL coope a ion: “… [ he] compe i i e compe ence o he uni e si y will imp o e when he lib a y is unde s ood as an essen ial s a egic pa ne in he c ea ion o knowledge.” The e we e many ac o s in he p ocess wo king a indi idual, lib a y and Uni e si y le els. The key ac o s wi hin he lib a y we e he lib a y di ec o and he IL coo dina o s. F om he beginning o he Uni e si y-wide e o m, he lib a y had o med an IL cu iculum wo king g oup o i s own o ensu e he p ocess wen smoo hly, which comp ised he lib a y di ec o , he head o adminis a ion, he head o in o ma ion se ices and he IL coo dina o s om he main lib a y and wo depa men lib a ies. A he Uni e si y le el, he lib a y di ec o has o yea s wo ked as an expe membe in he Teaching Council o he Uni e si y. The lib a y also had a ep esen a i e in he Uni e si y suppo g oup o he Educa ion Re o m P ojec . In addi ion, he lib a y s a pa icipa ed in cu iculum mee ings a he schools’ p emises. Th oughou he p ocess, i was impo an o ensu e ha communica ion was open and imely in all di ec ions om Uni e si y-le el mee ings o hose wi hin he lib a y and ice e sa. S uden s we e also pa icipan s in he p ocess and joined many o he Uni e si y-le el mee ings; he s uden assembly is annually in i ed o he lib a y o con ibu e o se ice de elopmen . A key o success is collabo a ion. As poin ed ou by Huo a i and Ii onen (Huo a i & Ii onen, 2005), o be seen as a alued collabo a ion pa ne , he lib a y mus be p oac i e and o m a s a egic pa ne ship wi h he Uni e si y. I is i al o wo k no only wi h he adminis a ion bu also o sha e TUL’s expe ise and combine o ces wi h Uni e si y lec u e s; hey a e he expe s in hei academic ield, jus as TUL’s s a a e he expe s in in o ma ion s a egies and IL educa ion (Ii onen e al., 2007, p. 159–160). In Tampe e, TUL is an app ecia ed membe o he academic communi y. The la es e o m u he s eng hened he lib a y’s ole as an educa ion p o ide . In es ing in Human Resou ces and Pedagogical Planning The issue o money and esou ces is always a challenge. One key issue was o con i m ha TUL had su icien human esou ces o p o ide he IL educa ion planned o be included in he new deg ee p og ammes. This was made possible by succeeding in ou come e alua ion mee ings, making ea angemen s wi hin he lib a y job desc ip ions, and ec ui ing new s a . The lib a y In eg a ing In o ma ion Li e acy Educa ion in o he Cu iculum a he Uni e si y o Tampe e, Finland 7 di ec o , as migh be expec ed, has he key ole in nego ia ing he budge a y issues. The inc easing demand o new IL eache s is e lec ed in he lib a y pe sonnel plans. When a membe o s a e i es and a new membe o s a is hi ed, he lib a y always conside s whe he eaching is included in he job desc ip ion o he new posi ion. The inclusion o lib a y membe s on ele an commi ees and wo king g oups has been a c ucial ac o ; he lib a y has been p oac i e in joining Uni e si y-le el mee ings. Main aining con ac s wi h decision-making s a membe s is i al. The issue o ime was also challenging – in addi ion o egula lib a y du ies, TUL s a had o make hings happen in a ela i ely sho amoun o ime. The e we e, o cou se, pedagogical issues o conside . A ending uni e si y pedagogical s udies has p o ided TUL s a wi h he me hods o de elop IL educa ion and cu icula wo k. Nea ly all ins uc ion lib a ians and all IL coo dina o s ha e a ended he uni e si y pedagogy s udies p o ided by he UTA. In he pas wo yea s, in he ad anced cou se o he uni e si y pedagogy educa ion o ganized by he Uni e si y, he hema ic emphasis was on cu icula wo k, and he sessions add essed ques ions o compe ence-based cu icula and collabo a i e cu icula wo k. As wo IL coo dina o s a ended he ad anced cou se in 2011 and one in 2012, his g ea ly suppo ed TUL h oughou he whole p ocess. As was ad ised o all Uni e si y cou se desc ip ion p og ammes in he Uni e si y policy, lea ning ou comes we e equi ed o be compe ence-based. In p e ious yea s, TUL s a had also used wha hey had lea ned om he uni e si y pedagogical s udies o de elop IL educa ion (see Te aniemi, Valo i a & Tii inen, 2009; Asplund, Mwiiyale, Ka s en & Tapio, 2012). The lib a y has also used John Biggs’ heo y o cons uc i e alignmen as a pedagogical app oach o de elop ou eaching, and paid a en ion o he a ec i e aspec o lea ning ha is sugges ed o be a c ucial elemen in lea ning by Ca ol Kuhl hau (Biggs 2003; Kuhl hau, Manio es & Kaspa i 2007, p. 17–18; Asplund e al., 2012). A ending uni e si y pedagogy cou ses has been a mo i a ing ac o o help us gain p o essional compe ence and collabo a e wi h o he Uni e si y eache s. The empowe ing e ec s o uni e si y pedagogical aining we e s udied by Pos a e , Lindblom-Ylänne and Ne gi (2008). I was also eally impo an , and in some cases challenging, o mo i a e new IL eache s. The new IL eache s’ eedback has been collec ed and discussed o empowe hem, and he lib a y’s s a has designed educa ion in collabo a i e g oups (Asplund e al., 2012). The lib a y has also paid a en ion o ac i ely esou cing pedagogical and o he kinds o p o essional aining o all lib a y s a (Ii onen e al., 2007, p. 154-157; Sha ona, Asplund, Heino & Helminen, 2012, p. 144-145). Cu icula wo k is a dynamic p ocess ha will na u ally con inue in he implemen a ion phase. I would also be use ul o ind ou mo e ways o collabo a e wi h he acul y eache s. Uchiama & Radin (2008, p. 272–273) poin ou ha in highe educa ion, cu icula wo k should be mo e collegia e and collabo a i e – a he han e e yone ac ing indi idually – and hey used cu iculum mapping as a me hod o de elop he cu iculum as an en i y and e eal po en ial gaps and o e laps be ween cou ses; hey also ound de eloping cu icula oge he inc eased collegiali y. In ou IL sessions, TUL always asks he semina eache s o join he IL session wi h hei semina g oups o sha e mu ual goals. Resul s Du ing he i s yea o he new IL s uc u e, he ha d wo k esul ed in mo e han 5,000 a endees ecei ing IL educa ion sessions o bachelo and mas e ’s deg ee s uden s du ing he academic yea 2012–13. The IL educa ion s a is ics om he i s academic yea o implemen ing he new cu icula a e e y in e es ing; e en hough he numbe o eaching hou s had been qui e la ge in he p e ious yea s, i is wo h bea ing in mind ha he o al numbe o eaching hou s was now dis ibu ed among s uden s mo e e enly han be o e. Table 1. In o ma ion Li e acy Educa ion eaching hou s by yea . Janika Asplund, Esa Hakala, Sisko Sallama, Saija Tapio 8 In o ma ion Li e acy Educa ion Main lib a y Dep . Lib a y o Humani ies and Educa ion Dep . Lib a y o Heal h Sciences To al Teaching hou s: Academic yea 2012–2013 312 237 255 804 Numbe o a endan s* 3,144 1,437 760 5,341 Teaching hou s: Academic yea 2011–2012 336 112 274 722 Teaching hou s: Academic yea 2010–2011 367 116 250 733 * Bachelo ’s and mas e ’s deg ee s uden s only The second aim o he cu iculum e o m was o encou age he acul y o choose e-books as ex books in he cu icula’s equi ed eading. The pe cen age o ex books also a ailable as e- books g ew o 27 pe cen o all ex books in 2013, compa ed wi h abou en pe cen in 2010. Compa ed wi h many uni e si ies in Finland, he Uni e si y o Tampe e di e s in ha i has s a ed o p o ide IL educa ion on a la ge scale in a sys ema ic way. The o e all eedback om he s uden s has been e y encou aging. IL educa ion is seen as e y use ul in he i s s eps o academic li e. Feedback shows ha s uden s alue IL educa ion and unde s and i s ele ance o hei academic wo k. The lib a ians we e also pleased o suppo s uden s’ IL skills bo h igh om he beginning o hei s udy li e and la e on in hei s udies. The lib a y gained mo e unding and in e es ing wo k oppo uni ies o i s s a , and many lib a ians imp o ed hei skills in educa ion. The IL cu iculum was included in all s udy p og ammes and he con en will be enewed egula ly in mee ings wi h educa ion planne s. Mo eo e , he no el y alue has had an impac on he e e yday wo k o ins uc ion lib a ians, and b ings he lib a y in o immedia e p oximi y wi h o he educa o s a he Uni e si y. The lib a y has always been an impo an pa o he academic communi y, bu now i has gained mo e ecogni ion as an educa o , oo. Conclusion The whole p ocess o in eg a ing IL educa ion in o all new p og ammes was an empowe ing and ewa ding expe ience. A c i ical ac o was coope a ion a all le els. TUL now o e s 3-s ep IL educa ion o all deg ee s uden s a UTA. Cu icula wo k is a dynamic p ocess and i is impo an o con inue he dialogue wi h s uden s and he schools. The cu icula ha e been w i en o 2012–2015, bu in he implemen a ion phase i is impo an o e lec upon how TUL has succeeded h ough ca e ul sel -e alua ion and assessing s uden eedback. Fo una ely, he lib a y can also be e es ima e he amoun o IL eache s needed o academic semes e s. TUL now has con inui y and can o e educa ion o s uden s o all nine schools. TUL’s s a also has a be e unde s anding o s uden s’ IL skills now, and belie es ha s uden s will g adua e o become a quali y wo k- o ce o hei u u e employe s. The sel -e alua ion o he UTA’s cu iculum e o m will be conduc ed du ing he au umn o 2013. Howe e , TUL should no solely ely on pas successes. Ins ead, i mus cons an ly y o u he imp o e i sel : i mus e-e alua e and de elop i s ac i i ies, and eac o he changes aking place a he Uni e si y. The mos ecen cu iculum e o m was ca ied ou success ully, bu he e s ill emains a g ea deal o do wi h ega d o aining esea che s o become well- equipped in o ma ion seeke s. In e na ional s uden s, isi ing schola s and possible dis ance In eg a ing In o ma ion Li e acy Educa ion in o he Cu iculum a he Uni e si y o Tampe e, Finland 9 lea ne s should also be equipped wi h good academic in o ma ion skills. On he basis o he expe ience ob ained om his pa icula wo k p ocess, lib a ians can p oudly say ha he lib a y can mee e en highe expec a ions wi h success. TUL and i s lib a ians ha e p o ed o be us wo hy pa ne s o he Uni e si y and i s schools in he co e p ocesses o esea ch and educa ion. Re e ences Asplund, J. (2012). O e iew o in o ma ion li e acy educa ion a Tampe e Uni e si y Lib a y. Speech a HEI ICI p ojec semina 16 Ap il 2012, Windhoek, Namibia. Re ie ed om: h ps://wiki.helsinki. i/download/a achmen s/74233190/Namibia%20Asplund%20O e iew%20o %20IL%20educa ion%20in%20Tampe e%20Uni e si y%20FINAL%201604. pd ? e sion=3&modi ica ionDa e=1339524658381&api= 2 Asplund J., Mwiiyale J., Ka s en, S., & Tapio, S. (2012). De eloping in o ma ion li e acy educa ion o i s -yea s uden s a wo uni e si ies. In M. Ii onen., P. Helminen, J.Ndinoshiho, & O. Sisä ö (Eds.). Empowe ing people: Collabo a ion be ween Finnish and Namibian Uni e si y Lib a ies (pp. 216-234). Tampe e: Tampe e Uni e si y P ess. Biggs, J. (2003). Teaching o quali y lea ning a Uni e si y: Wha he s uden does.Philadelphia Socie y o Resea ch in o Highe Educa ion & Open Uni e si y p ess. Huo a i, M-L., & Ii onen, M. (2005). Knowledge p ocesses: A s a egic ounda ion o he pa ne ship be ween he uni e si y and i s lib a y. Lib a y Managemen , 26(6/7), 324 – 335. Ii onen, M., Te aniemi, J., & Toi onen, L. (2007). 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