engleski

Visualization of information literacy competences

Modern universities have recognized learning outcomes as a starting point in the enhancement of the curriculum quality and the need to orientate outcomes towards social relevance and employability. The concepts ‘learning outcomes’ and ‘competences’ are sometimes used as substitute terms, but learning outcomes refer to learning achievements from the perspective of study programs, while competences refer to the capacities acquired through the learning process from the perspective of the student. In contrast to professional competences which are easy to define, primarily due to their connection to the scientific field and related profession, the generic and transferable competences are hard to define due to their unspecificity (in the domain sense) and multifunctionality which creates issues for the measurability of generic competencies. Generic qualifications often have descriptors that define the learning outcomes associated with them and these are normally generic in nature and can be applied across subject disciplines and modes of learning. In higher education they are primarily used by course designers (developing learning outcomes and assessment criteria) ; those involved in quality assurance (validating, reviewing and approving programs of learning) ; and by credential evaluators (nationally and internationally, as reference points to help make accurate recognition judgments) (A Framework for Qualifications of the European Higher Education Area, 2005). The term ‘generic’ conveys the inherent nature of the competence. They are not specific to either the education sector or to a particular discipline. The alternative term ‘transferable’ is more a characteristic of generic competences and therefore the term generic information competences will be used later in the text. Some of the work in developing of taxonomy of competences has been done in European projects: the European Dictionary of Skills and Competences (DISCO, 2012) and the European Skills/Competences, qualifications and Occupations (ESCO) which presents a base for the generic and subject specific competences at the European level. However, until we develop a clear set of assessment criteria the generic competences will not be given the required attention during both curriculum development and the teaching process. Therefore, building a detailed ontology of both competences and learning outcomes could serve as a viable solution to the need for explicit assessment of generic skills. A discipline-embedded approach to developing generic skills is favored, with explicit assessment and reporting of the outcomes.

visualization; generic competences; information literacy; ontology

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