TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECT
➤ Gửi thông báo lỗi ⚠️ Báo cáo tài liệu vi phạmNội dung chi tiết: TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECT
TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECT
TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTFinal Report to UNESCOPrepared by Professors Albert K. Boekhorst and Forest Woody TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTy Horton, Jr. Project Co-CoordinatorsMAIN REPORT39844(A Shorter, more summary version of this report is also available, entitled ■ Executive Summary”)Table of Contents1Overview of TTT Project2Formulating and Submitting the Project Proposal to UNESCO3UNESCO Response to Proposal & Advance Project Plan TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTning. Promotion and Participant Recruitment4Summary Workshop Demographic Statistics: Countries & Regions, and Types of Professions and Institutions ReTRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECT
presented by Participants5Findings. Conclusions and Recommendations6Next Steps (2009-2010 Timeframe)7Longer Term Recommendations (beyond 2010 TimeframTRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTFinal Report to UNESCOPrepared by Professors Albert K. Boekhorst and Forest Woody TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTpresented c - Project ProposalD - Project Guidelines for Workshop Host InstitutionsE Illustrative TTT Workshop Official Logo/Banner (Peru)1Overview of TTT ProjectOn its webpage describing this project UNESCO has this to say:"UNESCO is strongly advocating the building of knowledge societies where the TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECT power of information and communication help people access the knowledge they need to improve their daily lives and achieve their full potential. In tTRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECT
his context, information literacy has become crucially important, as a mean to empower people In all walks of life to seek, evaluate, use and create iTRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTFinal Report to UNESCOPrepared by Professors Albert K. Boekhorst and Forest Woody TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTouncil for the Information for All Programme (IFAP) decided to fund a global scale-up project on information literacy and agreed to fund a series of regional Training-The-Trainers workshops in information literacy."The project foresees organizing a series of eleven Training-the-Trainers workshops in TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECT information literacy, to be held from 2008 to 2009 in several institutions of higher education, covering all regions of the world. The central purposTRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECT
e of the proposed workshop series is to allow “information literacy expen presenters" to instruct 25-50 "trainer-participants" at each workshop in theTRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTFinal Report to UNESCOPrepared by Professors Albert K. Boekhorst and Forest Woody TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTcted, in turn, to offer their educational expertise to train all sectors of society in the countries in their respective regions, explaining why and how applying good information literacy practices can help individuals to cope more efficiently and effectively with their personal, family and communit TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTy challenges - whether social, economic or political."A key motive in funding this project is to sustain and accelerate the momentum and initiatives lTRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECT
ed by UNESCO and its Information For-AII-Programme (IFAP) in the last few years, and joined by other international, regional and national organizationTRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTFinal Report to UNESCOPrepared by Professors Albert K. Boekhorst and Forest Woody TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTs component regional groups such as the European Forum for Information Literacy (Europe), NORDINFOLit (Scandinavia), and ANZIIL (Oceania); and country-based groups (which may have international members) such as the (U.S.) National Forum on Information Literacy (NFIL), the (U.S.) National Commission TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTon Library and Information Science (NCLIS), SCONUL (U.K), Information Science Today (Bangladesh), and to spread understanding of the information literTRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECT
acy paradigm much more widely, and to foster the development of information literate peoples, not only in the education and library sectors but in allTRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTFinal Report to UNESCOPrepared by Professors Albert K. Boekhorst and Forest Woody TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTernational, regional, sub-regional and countrybased expen meetings to interchange experiences, practices and ideas, there remained a critical need to greatly increase the pool of qualified information literacy instructors to provide training to all citizens in all countries."The special target group TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTs that would be given information literacy training ultimately by the trainees successfully completing the workshops are women; youth, including thoseTRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECT
out-of-school; unemployed and under-employed adults; migrant and refugee populations; disabled persons; rural and isolated populations; minorities liTRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTFinal Report to UNESCOPrepared by Professors Albert K. Boekhorst and Forest Woody TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTith UNESCO c&l Sector staff officials in July and August of 2007, the two Project Proposers (co-authors of this report) submitted a formal proposal toUNESCO to mount the project. UNESCO had established August 27, 2007 as the deadline for receipt of all proposals, and initially indicated that a maxim TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTum of $80,000 could be budgeted for the project. A total of twelve workshop venues were initially proposed.However, the total amount of available projTRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECT
ect funds was later somewhat reduced, and because of that reduction the final list of workshop venues was reduced from twelve to eleven. The lormal/ofTRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTFinal Report to UNESCOPrepared by Professors Albert K. Boekhorst and Forest Woody TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECT are appended hereto as Appendices c & D respectively.Briefly, what the Project Proposers contemplated was the holding of eleven 2-5 day workshops, inviting between 25-50 participants to each workshop, depending on total budget considerations. However, as it turned out. although none of the workshop TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECT attendance figures dropped below the minimum target of 25, half of the workshops exceeded 50 and in several cases the total number of accepted particTRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECT
ipants exceeded 100 (e.g. Spain, Egypt, India and China), although, either for budgetary reasons, or for personal reasons such as visa problems, some TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTFinal Report to UNESCOPrepared by Professors Albert K. Boekhorst and Forest Woody TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTplicants because of total available budget concerns.2.1Key AssumptionsThere were several key assumptions which the Project Proposers made on which the viability of the proposal was based and would be judged:•That enough institutions would step forward and volunteer their institutions as hosts for ho TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTlding one of the eleven workshops, ideally one such institution in each of the major geographic regions, so as to comply with UNESCO’s desire to ensurTRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECT
e the project was ‘‘global' in scope;•That those institutions which volunteered to host the workshops would realize, after studying the project proposTRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTFinal Report to UNESCOPrepared by Professors Albert K. Boekhorst and Forest Woody TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTach) with either additional internal host institutional financing or external financing and/or “in-kind’ assistance of some kind (such as living accommodations and/or meeting facilities), such as from a private company, a government ministry, a private foundation, or a combination of reliance on ass TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTistance from several volunteering organizations or institutions;TRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTFinal Report to UNESCOPrepared by Professors Albert K. Boekhorst and Forest WoodyTRAINING-THE-TRAINERS IN INFORMATION LITERACY (TTT) WORKSHOPS PROJECTFinal Report to UNESCOPrepared by Professors Albert K. Boekhorst and Forest WoodyGọi ngay
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