“The purpose of the research is to study the evolving role of the school library and information centre (SLIC) in primary and secondary education in digital Europe, not only in countries where schools have reached an advanced stage of usage of digital technology in education, but also in less advanced schools. This international research provides a bridge between two different disciplines – Comparative Education (Sociology) and Library and Information Science (LIS) – and attempts to provide information to both the educational and library communities throughout Europe regarding the role which SLICs play in the emerging educational global landscape and to determine whether or not these traditional, digital or virtual SLICs, and the work of the school librarian and information specialist, influence the quality of education and improve children’s learning outcomes at different levels. First of all, the study examines a sub-matrix known as the KILM (Kalsbeek Information Literacy Matrix), which was developed as part of an educational matrix between 1997 and 2008 at the Kalsbeek College in Woerden, the Netherlands. The educational matrix attempts to introduce and implement educational reforms, ICT (Information and Communication Technologies) usage, educational technology and new forms of learning throughout the school in a orderly fashion while maintaining a high level of educational quality. This sub-matrix (KILM) identifies the role of the SLIC during the application of the educational matrix. The study then looks at success criteria which became apparent during the application of the sub-matrix and asks whether or not it would be possible to apply similar strategies to other schools libraries and information centres, firstly at Dutch national level and then in school libraries throughout Europe. The staffing, facilities and conditions in school libraries and information centres which were studied vary greatly, however, thanks to the willingness of teachers, school librarians and (school) library associations to share information and data, it has become possible to identify common problems and present some solutions.”
Free Technology Academy : a Joint Venture of Free Software and OER :
“The decision to publish educational materials openly and under free licenses brings up the challenge of doing it in a sustainable way. Some lessons can be learned from the business models for production, maintenance and distribution of Free and Open Source Software. The
Free Technology Academy (FTA) has taken on these challenges and has implemented some of these models. We briefly review the FTA educational programme, methodologies and organisation, and see to which extent these models are proving successful in the case of the FTA.”
URL : http://openaccess.uoc.edu/webapps/o2/handle/10609/4850
India is considered as a world leader amongst the developing countries in terms of economic sustainability and growth. India also has a growing number of literate population due to rapid expansion of secondary and post-secondary education landscape. However, when it comes to education for sustainable development (ESD), India stands more elitist to serve only privileged sections of population.
Indian public library system still remains inadequate to fulfil the huge demands from neo functional literates or lifelong learners who mostly belong to under-privileged sections. ESD is incomplete without having adequate equity-based access to public library system which is an essential component of the ESD concept. Here comes the emergence of strong library advocates in the country. In post-independent India, Indian library associations were engaged in public library legislation in few states of India.
The public library legislations in different states were resulted from public library movement in the country. When new generation of library professionals took charge of library associations in the country, a dilution of public library movement and library advocacy across the country is observed. Where leadership of library associations was no more seriously engaged in library advocacy in the country, there was also rare existence of Indian civil societies engaged in library advocacy as well as policy advocacy in the relevant fields.
Fortunately, Indian National Knowledge Commission (NKC) was established in 2005 by the Central government which eventually formed a Working Group on Libraries. This Working Group on Libraries along with other related working groups of NKC re-established dialogs with national and state actors and other stakeholders through public consultations. Some civil society organizations also have started focusing on library advocacy, as a part of their engagement in ESD.
This paper discusses trajectories of various actors and stakeholders in India who are catching up ‘library advocacy’ to bridge the knowledge gaps in the country. This paper also analyses impact of Indian government’s policy frameworks towards building inclusive knowledge societies and their implications in future library advocacy in India.