“Callisto” – a satellite to knowledge construction: an alternative perspective to IL

Abstract

The paper aims to draw attention to a newly designed Information Literacy (IL) tool, “Callisto”, which was launched by the Library of ATEI of Thessaloniki. Its design and implementation has adopted an alternative pedagogical perspective, considering IL requirements in relation to the development of computer assisted tools (Sitzmann, Kraiger, Stewart & Wisher, 2006). From integrated library systems, to digital repositories and even IL, libraries aim to overcome their physical boundaries, reach out and step beyond their conventional services by assisting users in becoming information competent in a highly complex and diverse information environment (Henke, 2001). The relevant literature was reviewed in order to identify and highlight several examples of various web based applications, from simple IL tutorials, to innovative projects and complex advanced IL programs integrated into academic curricula (Fong, Leung & Tam, 2007). Librarians embraced Web 2.0 applications, as it offers alternative ways to build, implement and utilize IT applications – the focus being on simplicity and user self-sufficiency. Teaching procedures in IL seminars/courses has been improved and upgraded, as students are offered a wider range of information in a rather intriguing and mind challenging way. “Callisto” was designed and developed under the perspective of not only creating a “meeting point” for basic and necessary guidelines for information seeking but rather embracing a whole “universe” of learning. Sectors include the basic web IL tool “Orion” which provides all the important information regarding the IL circle of knowledge, along with several other multifaceted tools, sources and services that constitute a solid and sufficient hybrid model that may transform teaching information literacy content, from a simple educational process to a promising constructivist framework, integrating active learning and critical thinking, in IL. The service operates simultaneously and in accordance with all levels of the IL scale: the deep understanding of a problem, its deconstruction and further reconstruction and last, sharing, reviewing and evaluating of the required information, for its efficient implementation. Callisto’s design aims to strengthen problem-solving capabilities, thus establishing a solid frame which will support successful and efficient learning attitude. Furthermore practical implications indicate that the findings of the paper may be of assistance to library professionals who plan the development of web based IL tutorial with the implementation of interaction and feedback (Zhang, 2006). “Callisto” constitutes a collaborative interactive learning environment that aspires to engage students into an ongoing learning process, fostering active learning and critical thinking. It assists those who seek lifelong learning by improving their theoretical background on information foraging, providing the necessary practice through its tools, generating evidence regarding the endless possibilities in the information world.