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Information literacy in university library user education

Information literacy in university library user education Purpose – The aim of this paper is to determine the essential features of information literacy; what role it should play in university library user education; and how programs can be best implemented. Design/methodology/approach – The researchers systemically surveyed and reviewed publications related to information literacy and library user education. Findings – It was found that a well‐designed information literacy program benefits the library and its staff, faculty, and students; librarians should play a leading role in the design and operation of programs, but collaboration with faculty, IT professionals and students is essential; programs should be embedded in the curriculum, be largely cooperative, and be problem‐based; evaluation and assessment are essential components; emphasis should be placed on first‐year students; and, ideally, the librarians will turn into educators and the library will become a learning center combining learning, research and technology. Research limitations/implications – This paper reflects the opinions of the researchers and the authors of the reviewed literature who have insights into the issues related to information literacy and library user education. These opinions present useful guidelines for both librarian and teacher practitioners. Originality/value – This paper provides a point of view on the relationship between information literacy and library user education in the six themes described above. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Aslib Proceedings: New Information Perspectives Emerald Publishing

Information literacy in university library user education

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Publisher
Emerald Publishing
Copyright
Copyright © 2011 Emerald Group Publishing Limited. All rights reserved.
ISSN
0001-253X
DOI
10.1108/00012531111148967
Publisher site
See Article on Publisher Site

Abstract

Purpose – The aim of this paper is to determine the essential features of information literacy; what role it should play in university library user education; and how programs can be best implemented. Design/methodology/approach – The researchers systemically surveyed and reviewed publications related to information literacy and library user education. Findings – It was found that a well‐designed information literacy program benefits the library and its staff, faculty, and students; librarians should play a leading role in the design and operation of programs, but collaboration with faculty, IT professionals and students is essential; programs should be embedded in the curriculum, be largely cooperative, and be problem‐based; evaluation and assessment are essential components; emphasis should be placed on first‐year students; and, ideally, the librarians will turn into educators and the library will become a learning center combining learning, research and technology. Research limitations/implications – This paper reflects the opinions of the researchers and the authors of the reviewed literature who have insights into the issues related to information literacy and library user education. These opinions present useful guidelines for both librarian and teacher practitioners. Originality/value – This paper provides a point of view on the relationship between information literacy and library user education in the six themes described above.

Journal

Aslib Proceedings: New Information PerspectivesEmerald Publishing

Published: Jul 7, 2011

Keywords: Information literacy; Library user education; University libraries; Library tutorial; Electronic document delivery

References