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Comparing Central/Eastern Europe and older members of the EU Specific opportunities with regard to information literacy \0Z7Z">;C!0DH!0DH@Socio-economic and political development are best advanced by...AAB@ An information literate societyBenefits Citizenry that can actively participate in government decision-making Ability to make use of e-government opportunities < A Ax @ A{ WValue analysis Media-literate, informed voters Productivity Citizens Government workersDA`A#-- An information literate industryXBenefits Easy access to industry from those abroad Informed potential pool of investors J A`A#*`#%`#Q BValue Analysis Increased foreign trade & foreign direct investment.A`A#44 An information literate entityBenefits More efficient workforce, experiencing less frustration Individual companies able to take advantage of opportunities in an expeditious manner> A`A#8 V`# Value analysis Productivity of workers Options for teleworking/ telecommuting dependent on broadband or other high-speed Internet access Carbon footprints`IpAZ#ZbZZb 3 ]!,Measuring the impact of information literacy--Quantitative Factors Economics & finance Business, labor & employment Population demographics Education & literacy Libraries & library staff education Infrastructure Information & technology bIpAZ#H0AZIa Qualitative Factors Tax incentives & small business development programs Information literacy policies Continuing education and training opportunities for lifelong learning (upgrading skills) IpAZ#H0AZH0AZH0AZ5Fw" Countries in questionCEE Albania Belarus Bosnia-Herzegovina Bulgaria Croatia Czech Republic Estonia Hungary Latvia Lithuania Macedonia Moldova Poland Romania Serbia/Montenegro ex. Kosovo Slovak Republic Slovenia Ukraine TIpAP#H0AP   ICPE Albania Algeria Bangladesh Bosnia-Herzegovina Congo Congo D.R. Guinea Guyana India Iraq Macedonia Nepal Slovenia Somalia Sri Lanka Syria Tanzania Venezuela Zambia IpAP#H0APH0APH0AP     # % RCentral and Eastern European countries displaying evidence of information literacySZS&6!Where ICPE member countries stand"Z"'Economic & financial indicatorstQuantitative Total Gross Domestic Product Per capita GDP Services as a percent of GDP Foreign direct investment  I`A#cHAH`A#H`A#H A , 8Qualitative Active stock exchange VAT/taxation policies J ApAZ#-@AZ ,)Business, labor & employmentKQuantitative Total employment Percent of population employed/unemployed Percent in agriculture, industry, services Size of business by number of workers employed Knowledge workers (white collar vs. blue collar employment) Education levels of employees (primary, secondary, tertiary) Productivity of workers New business start-ups  IpAP#HAPUPHAPH0AP U Qualitative Rationale Active Chambers of Commerce, industry associations, and (international) trade show events Efforts to re-skill the labor force PIpAP#HAP~*,Population demographics, current & projected--Quantitative Population, total Population, 0-14 Population, 15-64 Population, 65+ Demographic projections Immigration/emigration rates  I`A#EH AHAH AI AH A ] Qualitative Rationale Current  market for information literacy programs School age Labor force Older adults lI`A#3HA%H A3%5Education & literacyTQuantitative Literacy rates Expenditures per student (primary, secondary, tertiary levels) Graduation/completion rates Availability of high-speed Internet access in schools Number of book publishers Serials (ISSNs) Number of scientific (peer-reviewed) journal titles Database producers/vendors Number of bookstores Average cost of a book  IpAZ#HH0AZ *O :Qualitative Rationale Determines national progress Enables people to be better citizens Permits greater economic mobility throughout the society Fosters competencies Information creation/development is related to education Depends upon the quality of education and styles of teaching employed (critical thinking)IpAZ#Z:ZZZ:Z% 7#Libraries & library staff education0Quantitative Number of libraries (public, academic, special, and school) per 1000 users Volumes in collections High-speed Internet access in libraries Employment in libraries Number of library school programs (undergraduate & graduate level) Average number of students in each program Graduation rates  I`A#LH A?H A[H A<H AH A L?[< Qualitative Rationale Trained information professionals that can serve as a resource for information literacy training in future Potential locations for information literacy programs in various types of libraries RI`A#HAH A9 InfrastructureQuantitative Availability (& reliability) of electricity Telephone mainlines/employee Telephone mainlines/1000 people Investment in high-speed digital access or WiFi ` I`A#H A +n XQualitative Rationale Telecommunications is a key component of access to e-information VI`A#AHAH AA;"Information & technologyQuantitative Computer penetration/employee Computer penetration/1000 people Cell phone & PDA usage Employment in computing sector (programming) # Internet Service Providers Cost per CPU Patents held/patents pending  I`A#H A v , -Qualitative Rationale Knowledge construction TIpAZ#HAZ>%Qualitative criteriaSmall business development programs Assistance provided Financial Direct loans Tax incentive plans Guidance Clusters Information literacy policies $H0AZ0nUZ 0n_Z!0n_Z 0n_Z 0n_ZH0AZ$ !    Continuing training opportunities General business/management skills Information technology skills Teaching & library staff Government-sponsored Association/organization-sponsored Industry-specific Commercial/entrepreneurial ventures Vendor-sponsored "H0AZ0n_Z0n_Z$0n_Z0n_ZH0AZZ"$  C*3What contributes an information literate populationuAccess to quality education Ability to read and write English Multi-lingual ability Cross-border search & retrieval :T T  ,Demographics Use of a Roman-based alphabet *- D+>Existing obstacles (and efforts by countries to address them) ?Z?Z E,YWhat an information literate society will mean to the countries of Central/Eastern EuropeZZZIncreased competitiveness Make additional capital available Improve general business practices and company operations Increase knowledge creation within each country _F-Interesting models!Nordic countries India Singapore J1Remaining challenges6Education and training Awareness at the ministry-level7 27K2What nations can doSupport and encourage lifelong learning Develop an information literacy policy for the nation Invest! Alter taxation and other regulatory policies&f-f-L3What industries can doBuild industry-specific portals with an information literacy component Customize generic education/training programs for your specific industry Understand that policies can influence practiceM4What individual entities can do Organize and maintain organizational caches of information/knowledge that are easily accessible to all (employees, suppliers, customers) with built-in guidance functions for novice/occasional users Arrange both formal and informal education and training opportunitiesN5&What you can do as& XDatabase producers and vendors Website designers Information professionals Entrepreneurs/,OPQRSTUVWX Z [ ]^ikmo!q#v(w)x*|.}/12345:  ` ̙3ff3ff` ff723f` ___WW-|` 3U33ff` f3f` ff33fCK` S vi3f3` LLff3ff` QVV3Y` .]\̙̙B>?" dd@!|?nFd@ @`  n?" dd@   @@``PT !   @ ` `)p>>  V(    6h "P   T Click to edit Master title style! !$  0 "  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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Keiser barbieelene@att.net2%0 H  0޽h ? ̙33y___PPT10Y+D=' @= @B +  y(  ~  s *HP      s *v ^V___PPT980 Impetus for this study Economist Intelligence Unit (EIU) Criteria for Market Attractiveness Choosing nations Central European Initiative (CEI) International Center for Promotion of Enterprises (ICPE) Why should we care? Inter-relationship of information literacy & knowledge managementmnP[nPnPBnPm[B" A H  0޽h ? ̙33___PPT10i.F0m+D=' = @B +#   2* (   ~  s *TP    ~  s *P& `  ~  s *̵   H  0޽h ? ̙33y___PPT10Y+D=' = @B +  ((  (~ ( s *P0    \ ( s *tb JB___PPT9$ People who recognize their need for information and can identify, locate, access, evaluate, and apply the needed information Entities that organize and manage information so that their employees, suppliers, customers, and joint-venture partners can easily access and use it H! 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