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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.

Bringing close information and media literacy experts and professionals in Europe.

Ishodi učenja informacijske pismenosti u nastavnim planovima školskih knjižničara.

The paper discusses the problem of two different approaches to the concept of information literacy...

A diagnosis of the state of information literacy in the SEE region, based on earlier research and insights (Proposal for an IL Platform and an Action Plan for Central and South-East European Countries, UNESCO “Training the Trainers in Information Literacy” Workshop, Ankara) gives the overall impression that the majority of countries in this part of Europe is lagging behind information literacy achievements. Due to the impact of information literacy on the development of knowledge-based societies and economies, the lack of clearly stated information literacy agendas deepens social and economical disparities and divides between this region and other parts of Europe. The authors of this paper believe that the obstacles to information literacy in the countries across the region are more or less the same and that this similarities are caused by the fact that information literacy is a highly contextual phenomenon, determined by different sociotechnical, political or historical factors. On the other hand, all those countries are experiencing changes and transformations that provide opportunities to increase awareness of the vital importance of information literacy. In the paper the authors will analyze the variables that have determined the poor state of information literacy in the region, point out concrete opportunities that emerge from contextual factors experienced by all those countries (e.g. educational reforms, the Bologna Agreement) and discuss further steps that need to be done in order to achieve some advancement in this field.

In the last decade the way knowledge is organized and made available has been radically altered. Users are witnessing the emergence of the new services, tools and technologies known as Web 2.0 environment. The significant attributes and features of these new tools relate to knowledge creation, management, sharing and dissemination causing the appearance of anomalies in the information literacy paradigm. Fact is that many of the aspects of current information literacy practices originate from a print-based culture which is incongruent with the transient and hybrid nature of digital environments. The authors examine the grounds for the possible re-conceptualizations in the field of information literacy and identify the current developments in the information universe.

Information literacy is generally perceived as the spiritus muovens of learning processes, reflecting the premise of information as the basic building block of education. This idea gained relevance and new facets with the proliferation of the Web 2.0, which has brought about new, speculative and concerning issues. In the first part of the paper the authors will discuss the importance of information literacy in the higher education sector. They will particularly discuss and re-examine the question what it has meant to be information literate in the print era, the digital era and in the context of the Web 2.0. Taking conceptual shifts between those different information ages as a point of departure, the particular cluster of competencies needed today to support educational processes in the higher education sector will be identified. After commenting global issues the authors will present preliminary results from a local (national) survey about the inclusion and integration of information literacy elements into Croatian new higher education (i.e. Bologna) curricula.

The information environment students are entering at the beginning of their academic careers becomes more complex and diversified. The continuum in information experience, provided in the print era, has diminished in the electronic age. The identification of patterns in the information preferences and behavior of students that belong to the generation of « digital natives» could be an important indicator of necessary transformations in educational and information policies of universities. This paper provides a contribution to this aim, by defining generic information behavior patterns of the Faculty of Humanities and Social Sciences' students, more precisely, those enrolled in the first and last year of studies. Potential differences between those two groups would indicate a shift of preferences in information choices inherent to a specific student generation. The research data will be derived from surveys, which will focus on questions like the frequency of usage of different services and information types, students familiarity with the existence of specific information services, their perception of the quality particular resources offer etc. The investigation will specifically focus on scenarios for the integration of information resources into e-learning systems. Examination of the mentioned issues and areas could alert educational policies and strategies to issues which can raise the quality of learning experiences. In conclusion and based on survey results, the authors will try to articulate consequences, guidelines and recommendations for information providers, library policy and faculty administration.

Contemporary societies have devised clear strategies towards the development of information societies based on building of stable information and communication infrastructures. But providing access to technologies and making information available is not sufficient. How to develop and utilize knowledge and skills or investigative methods to identify, access, retrieve, and apply relevant content are at the core of realizing the promises and premises of information societies. A crucial pillar for developing these capabilities is information literacy, which focuses on enabling for critical thinking, self-directed learning and the responsible consume of information, each of one necessary for intelligent existence in the information age. Libraries as a part of the educational-informational infrastructure can make a unique and specific contribution to the aspired information literacy agenda. Despite the relevance, potential and impact of information literacy activities on the wider social context, libraries in Croatia are lagging far behind the emerging global information literacy movement. To investigate reasons for this unfavourable constellation, the authors have conducted two surveys among Croatian school and academic librarians, which will be presented in the paper. The gathered results present an important contribution to the articulation of a necessary information literacy agenda.

Jedan od imperativa modernog primarnog obrazovanja svakako je stvoriti informacijski pismene učenike pripremljene za cjeloživotno učenje. Pojam pismenosti ne odnosi se više na sposobnost čitanja i pisanja, već podrazumijeva informacijsku i medijsku pismenost koja pojedincu omogućuje funkcioniranje u novom informacijskom društvu. Informacijska pismenost trebala bi se početi provoditi pri prvoj izloženosti medijima i medijskim sadržajima. Po polasku u školu, ulogu edukatora velikim dijelom preuzimaju i odgojno-obrazovni radnici – učitelji, stručni suradnici i školski knjižničari. Informacijsko opismenjavanje temelji se na nizu zakonskih akata, Nastavnom planu i programu, Školskom kurikulu, te IFLA-inim i UNESCO-vim smjernicama za školske knjižnice. Cilj je svima isti – pripremiti učenike za cjeloživotno učenje, učiniti ih računalno, digitalno, medijski, knjižnično pismenim pojedincima, spremnim za samostalno pretraživanje, pronalaženje i kritičko vrednovanje traženih informacija. One of the imperatives of modern primary education is to create information literate students prepared for lifelong learning. The term literacy does no longer mean ability to read and write, but it implies information and media literacy which enables the individual to function in a modern information society. Information literacy should be taught since the early age, during the first exposure to media and media contents. When children start the first grade, educational workers – teachers, professional school associates and school librarians, become educators. Information literacy is based upon various legislation, teaching curriculum, school curriculum and IFLA and UNESCO's School Library Guidelines. The ultimate goal is the same - preparing students for lifelong learning, making them computer, digital, media and library literate individuals, who are ready to independently search, retrieve, and critically evaluate the information required.

Post-istina je fenomen koji označava situacije u kojima se osjećaji i uvjerenja vrednuju više od činjenica i vjerodostojnih informacija. Zbog razvoja novih informacijsko-komunikacijskih tehnologija, širenje lažnih vijesti i dezinformacija odvija se brže no ikada, a algoritmi i filter mjehurići društvenih mreža stvaraju nova informacijska okruženja u kojima se korisnik može snalaziti samo ako je informacijski pismen. U radu je objašnjen pojam post-istine i fenomeni kao što su lažne vijesti i dezinformacije te je prikazano na koji način je poricanje znanosti, uz razvoj društvenih mreža i novih informacijskih okruženja, utjecalo na današnje doba post-istine. Također, rad se bavi i različitim pojmovnim određenjima koncepta informacijske pismenosti te važnosti informacijske pismenosti u formalnom i cjeloživotnom obrazovanju. Post-truth is a phenomenon wich refers to situations in which feelings and beliefs are valued more than facts and credible information. Due to the development of new information and communication technologies the spread of fake news and misinformation is happening faster than ever, algorithms and filter bubbles of social networks create new information environments in which the user can navigate only if he is information literate. This paper explains the concept of post-truth and phenomena such as false news and misinformation and shows how the denial of science, along with the development of social networks and new information environments, has affected today's post-truth era. Also, this paper deals with various conceptual definitions of the concept of information literacy and the importance of information literacy in formal and lifelong learning.

Informacijska pismenost javlja se razvojem informacijsko-komunikacijskih tehnologija. Nove generacije većinu svoga vremena provode na internetu i informacije koje pronalaze na njemu koriste u svim sferama svoga života. Stoga je nužno uvesti nove metode kojima bi se potaknuo razvoj kritičkog mišljenja kako bi se pojedinci mogli pripremiti za daljnje obrazovanje i život. U cilju programa informacijskog opismenjavanja, učenici uče kako pronaći informacije, kako ih vrednovati i kako ih koristiti. Ovim radom željela se ispitati razina informacijske pismenosti maturanata Srednje škole Slunj u Slunju. Provedeno je istraživanje među maturantima četverogodišnjeg srednjoškolskog obrazovanja kako bi se utvrdilo stvarno stanje te potaknula mogućnost informacijskog opismenjavanja kroz pisanje eseja. U radu se iznosi analiza rezultata i daju smjernice za daljnje istraživanje. Information literacy occurs with the development of information and communication technologies. New generations spend most of their time on the internet and use the information they find in all areas aspets. It is therefore necessary to introduce new methods to encourage the development of critical thinking so that individuals can prepare for further education and life. For the purpose of information literacy programs, students learn how to find information, how to evaluate it, and how to use it. The aim of this paper was to examine the level of information literacy of graduates in High School Slunj. A survey was conducted among high school graduates to determine the actual situation and to encourage the possibility of information literacy through essay writing. The paper presents an analysis of the results and provides guidelines for further research.

Jedna od najvažnijih vještina u današnje vrijeme je informacijska pismenost koju bi svaka osoba trebala posjedovati. Razvoju te vještine treba posvetiti pažnju od najranije životne dobi. Tijekom obrazovanja potrebno je steći vještine kao što su znanje o tome kako učiti, kako rješavati probleme, gdje pronaći informacije te kako procijeniti njihovu relevantnost. U ovom će se završnom radu definirati upravo to što je informacijska pismenost te kako ju kvalitetno razvijati. U fokusu samog rada bit će učenici srednjih škola. Posebna pažnja posvetit će se tranziciji iz srednjoškolskog u visokoškolsko obrazovanje te će se pokušati opisati neke vještine za koje se očekuje da ih budući studenti razviju tijekom svog obrazovanja. Navest će se i opisati i određeni modeli važni za informacijsku pismenost. Osim toga, istaknut će se i vrlo važna uloga knjižnica u radu na tom području. One of the most important skills in today's time is the information literacy that every person should have. The development of this skill should be paid attention to from an early age. During education, it is necessary to acquire skills such as knowledge of how to learn, how to solve problems, where to find information and how to assess their relevance. In this graduate thesis it will be determined exactly what is information literacy and how to developed it qualitatively. The focus of the thesis itself will be secondary school students. Special attention will be given to the transition from secondary school to higher education, and it will be attempted to describe some of the skills that future students are expected to develop throughout their education. Particular models will be stated and described relevant to information literacy. In addition, the role of library's work in this field will be highlighted.

Informacijska pismenost predstavlja skup znanja, vještina i strategija koje pojedinac koristi u svom obrazovanju, na poslu i svakodnevnom životu. Posebno je važno razvijati informacijsku pismenost u najranijoj dobi, a škole i knjižnice trebale bi biti mjesta njezina promicanja i razvijanja. Smatra se glavnom komponentom cjeloživotnoga učenja, dio je koncepta „učiti kako učiti“. Njezinu važnost ističe i Europski referentni okvir kroz osam ključnih kompetencija ključnih za razvoj pojedinca. Stoga se hrvatsko obrazovanje okreće promicanju tih kompetencija, spominjući ih u postojećem Nastavnom planu i programu za osnovne škole i kurikularnoj reformi „Škola za život“. Cilj je rada predstaviti postojeće modele informacijske pismenosti i usporediti ih s nastavnim oblicima rada i nastavnim strategijama. Također, prikazat će se kako pojedini školski kurikuli provode zadatke Nacionalnoga kurikula u knjižnici, a rezultati istraživanja trebali bi pokazati kako se informacijska pismenost provodi u školskim knjižnicama i na kojem je stupnju razvoja. Information literacy represents a group of skills, strategies and knowledge used by an individual in one’s own education, work and daily life. It is particularly important to develop information literacy in the earliest age and schools and libraries should be places of its fostering. It is seen as the crux of lifelong learning, it is a part of the “learn how to learn” concept. The importance of the information literacy is also highlighted in form of eight key competencies essential for development of the individuals in Common European Framework of Reference for Languages. This is the reason why the education in Croatia shifts to fostering the aforementioned competencies, mentioning those in Teaching plan and program for elementary schools as well as in “School for life” curricular reform. This work aims to present existing models of information literacy and compare those with teaching strategies and forms. Furthermore, it turns out that some school curricula enforce tasks proposed by the National curriculum in the library and the outcomes of the research should show how the information literacy is enforced in school libraries and its development level.

This paper presents the results of a study on the understanding of the term information literacy of primary and secondary school students, from the fifth grade of elementary school to the fourth year of high school at the local level, and who are members of the City Library in Imotski.The study examined 98 members of the City Library, through a questionnaire with a total of 25 questions. The selected sample consists of primary and secondary school students, members of the City Library.The main objectives of our study were: to investigate, analyze and determine how many students are information literate. That is, if students at the age of eleven to eighteen years understand the concept of information literacy in the right way. According to Špiranec and Banek (2008), one of the most prominent definitions on IL comes from ALA which stated that information literate persons are defined as: those who have learned how to learn because they know how knowledge is organized, how to find information and how to use them in a completely understandable way.Many students, in fact, in the aforementioned age category confuse the concepts of information and computer literacy, thinking if they use a computer that they are automatically information literate. In doing so, they do not know the concepts such as Boolean operators and Google Scholar. Pupils' lack of understanding of the term information literacy leads them astray and even opens a new topic on the dangers of (un)awareness with which students often encounter on the Internet because of ignorance.Since the misunderstanding of information literacy among students is present in the increased percentage, a measure is proposed of ongoing professional development of students in the spirit of the European concept of education. In this sense, in the local context of Imotski where our study was conducted, the ongoing information education in schools should be improved.An important determinant of new educational programs should be aforming of a council for education on the level of primary and secondary schools in Imotski that would take care of the ongoing education and training of students primarily, but also teachers and librarians-key holder of theeducational system changes. References Špiranec, S. Banek-Zorica, M. (2008).Informacijska pismenost teorijski okviri i polazišta (Information literacy: theoretical framework and starting points), Zagreb: Department of Information Studies.

Ethics is an important part of scientific communication. Not only authors, but reviewers, editors and publishers, have to be aware of all the ethical rules and practices, discouraging any attempt of misconduct. One of the most usual misconducts in scientific publishing is plagiarism. It has negative consequences for authors, editors and scholarly journals causing loss of credibility, reputation, and, therefore loss of readers and finances. Information literacy in that context implies knowledge of information evaluation, proper ways of quotation and citation of resources. Avoiding plagiarism has its roots in higher education – students have to be educated about the proper ways of using other persons’ ideas. By using modern technologies, plagiarism is easier than ever – the “copy-paste” practice is easy to use. Students have to be thought that the practice is great threat to proper professional and scientific communication. Plagiarism detection software can diminish the threat, but it is not the only way of controlling producers of scientific information. Academic ethics can be assured by proper education, good codes of ethics and detailed instructions to authors of scientific works. Accurate author’s guidelines in scholarly journals could help all the participants of scientific communication to avoid misconducts. The paper will analyse the content of author’s guidelines in Croatian journals in the field of information science, with the accent on citation guidelines. The sample will include all the journals that cover the field, as listed in the Hrčak portal (portal of Croatian scientific journals). The analysis will try to find out whether the journals (i. e. their publishers and editors) mention and/or explain plagiarism, ethics, authorship, prior publication and reference systems in their instructions to authors. The paper will also analyse content of codes of ethics of Croatian universities, with the accent on the parts concerning plagiarism (universities of Zagreb, Osijek, Pula, Rijeka, Split, Zadar and Dubrovnik). We expect to conclude about the use of proper protection mechanisms of Croatian academic community when it comes to misconducts, especially plagiarism, in publishing results of scientific work. In conclusion, a list of the most important steps in avoiding plagiarism in scientific papers will be given.