E-learning SIG and Information Literacy Section: Call for papers IFLA WLIC 2012 Helsinki
Information literacy meets
E-learning: Let's talk
about interconnections and outcomes.
Over the past ten years, there has been a growing awareness about the
potential role of E-learning in the context of Information Literacy,
encompassing information literacy instruction through to information literacy
education. E-learning is often regarded
as an effective way to extend library presence through innovative services and
to reach new communities.
As learning and teaching environments develop, librarians are required
to change their own understanding of information literacy skills instruction,
particularly in terms of how to understand and make optimum use of new
E-learning platforms and academic content management systems to help students
construct social knowledge and critical thinking.
The Information Literacy Section and the E-learning Special Interest
Group invite papers that address a number of questions of research and
- Is there any
evidence to show that E-learning effectively promotes self-paced and
sustainable learning in the area of information literacy skills?
- Has E-learning
enabled libraries to extend their reach to new populations, or provided their
existing population with new services and fresh possibilities for learning?
- While online
tutorials are mainly used in the academic environment for large populations of
students, what strategies have been introduced in public libraries to encourage
- Are there any
advantages in teaching information literacy skills using a virtual learning
environment (VLE) or course management systems (such as Moodle, Blackboard,
WebCT) in a blended learning context?
- Can information
literacy education benefit from collaborative learning through forum, chat and
distance learning class experiences?
- What aspects of
information literacy (eg information skills instruction, research process
education…) are significantly enhanced by the E-learning experience? What elements of the E-learning have the
greatest value in information literacy training?
- Many tutorials
focus specifically on information seeking and citing sources; can E-learning go
beyond this to address a wider range of information literacy outcomes?
Proposals should include:
An abstract of paper approximately 500 words
Attach summary of the author(s) details (name, institution, position)
and brief biographical statement of no more than 50 words
Submit proposals electronically to firstname.lastname@example.org no later than February 5, 2012 and indicate “IFLA proposal” in the subject line.
Selected presenters will be notified by March 14, 2012.
Presenters will be expected to submit final
versions of their papers by May 14,
2012. Papers should be in English
(or in one of the official IFLA languages, with an English
translation attached). The language of
the session will be English. Presenters will
have 15 minutes at the programme to deliver summaries of their papers, and time
will be allowed for an open forum to allow audience interaction.
Please note that the Programme Committee has no funds
to assist prospective authors: abstracts should only be submitted on the
understanding that the expenses of the attending the Helsinki conference
(including travel, expenses and conference fee) will be the responsibility of
the authors(s)/presenter(s) of accepted papers. At least one author will be expected to attend
conference to deliver the paper. Some national professional associations may be able
to help fund certain expenses, and a small number of grants for conference
attendance may be available at: www.ifla.org/III/members/grants.htm
 Arabic, Chinese, English, French,
German, Russian, and Spanish.
Last update: 5 October 2012