Library instruction and information literacy – 2000

Johnson, Anna Marie

doi:10.1108/00907320110408465

Cited by 6 publications

(3 citation statements)

References 76 publications

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“…In fact, many assert that partnerships are both essential and the best way for public libraries to approach information literacy development and an increase in interest in collaborative efforts between institutions is emerging (Brown 2003, p. 262, 265;Curran 1993, p. 261;Homann 2003, p. 210;Jehlik 2004;Johnson 2001;Johnson & Jent 2005;Kahlert 2000, p. 6;Nutefall 2003;Tosa & Long 2003, p. 14). An additional advantage of partnerships is the potential for monitoring the long-term impact of school and university programs, as public librarians have the opportunity to observe whether instruction provided during formal learning is retained and/or translated into future lifelong learning situations (Loomis 1995, p. 131).…”

Section: Partnershipsmentioning

confidence: 96%

Information literacy and the public library: we’ve talked the talk, but are we walking the walk?

Harding¹

2008

The Australian Library Journal

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There has been much talk about libraries, including public libraries, being uniquely positioned to act as key agents for developing the critical skill of information literacy in their communities. Yet there is a notable lack of literature addressing information literacy and the public library, especially when compared to the volume of material on the topic in relation to school and academic libraries, which might suggest that public libraries are not actively engaged in information literacy efforts. In light of this, a literature review was undertaken to discover why public libraries are viewed as such valuable agents in developing information literacy and what efforts, if any, have been undertaken by public libraries. The literature reveals that, despite myriad challenges, public libraries worldwide are embracing this imposed responsibility and have implemented a wide array of information literacy programs. Not only have public libraries talked the talk, they are walking the walk with respect to furthering information literacy in their communities, albeit along a poorly-defined and obstacle-strewn path. IntroductionIt is over thirty years since the term 'information literacy' was first coined by Paul Zurkowski (Spitzer, Eisenberg & Lowe 1998, p. 22) and nearly twenty years since the concept came to the forefront of the information profession. Libraries of all types have been charged with taking an active role in fostering an information literate society and public libraries have been presented as obvious and wellequipped institutions for imparting these critical skills to the wider community. A myriad of how-to guides, reports, studies and nationally-defined goals and objectives provide a framework for the development of information literacy programs in school and academic libraries. By contrast, there is very little Downloaded by [University of Victoria] at 03:15 19 November 2014 275 Information literacy and the public library: we've talked the talk, but are we walking the walk? The Australian Library Journal August 2008 published literature addressing the efforts of public libraries. Nonetheless, public libraries are embracing this imposed and acknowledged responsibility, with evidence of a wide range of information literacy-based programs on offer in public libraries worldwide. Although these programs vary in format and content, most libraries have approached information literacy skills instruction in similar ways and appear to have found a balance between the expectations placed on them by various government and information industry bodies, user demands, and available resources. It is also clear that the scope of implementation of programs is being limited by a range of factors, some of which are the very characteristics originally identified as strengths of public libraries' involvement in information literacy development. Information literacy and the public library: an overviewInformation literacy is widely considered to be an essential survival skill for life in the Information Age, a vital underpinning ...

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Section: Partnershipsmentioning

confidence: 96%

Information literacy and the public library: we’ve talked the talk, but are we walking the walk?

Harding¹

2008

The Australian Library Journal

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“…This holds for all levels of instruction: professional education of IR experts and intermediaries, bibliographic/user education, information skills and information literacy, and IR in different domains (like education, medicine, chemistry, and journalism). Assessment of learning outcomes is mainly based on surveys and self evaluation (see for example bibliographies by Rader (2000), Johnson (2001) and Johnson (2002)). The field of IR instruction is lacking a systematic approach to learning outcome evaluation as well as methodologies for assessment (Pausch & Popp, 1997;Rader, 2002).…”

Section: Introductionmentioning

confidence: 99%

Assessing learning outcomes in two information retrieval learning environments

Halttunen

Järvelin

2005

Information Processing & Management

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“…These terms are sometimes used as synonyms or near synonyms (see, for example, Bower, 2000), leading even to the questioning of the proliferation of such definitions (Owusu-Ansah, 2005); however, they do not necessarily have the same meaning and may reflect different philosophical or theoretical approaches and practices, as well as the different aims and clientele of different kinds of libraries. Johnson (2001; has used the combined terms ''library instruction and information literacy'' to delineate the field covered by her bibliography compiled annually for the journal Reference Services Review. The purpose of introducing this brief discussion of terminology at this point is not to argue for the use of one term over others.…”

mentioning

confidence: 99%

Librarians and breaking barriers to information literacy

Clyde

2005

Library Review

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Purpose -This paper reports on a descriptive study undertaken to gain an overview of library and Information workplace needs (as of early 2002) for library professionals with knowledge and skills related to user education and information literacy instruction. Design/methodology/approach -A description and discussion of a small-scale research project that used content analysis techniques to study job advertisements posted to the international LIBJOBS listserv over a period of three months. Findings -A little over half of the advertisements required at least some experience of and/or skills in user education or instruction of some kind.Research limitations/implications -The analyses reported in this paper were carried out early in 2002. However, more recent literature, and more recent research reported elsewhere, indicate that the findings remain valid. Practical implications -The findings of the study, and recent literature, indicate that skills associated with user education and information literacy instruction are important in today's libraries. Originality/value -The paper focuses on demonstrable employer and workplace requirements for the LIS professional, rather than abstract formulations and discusses the resultant implications for librarians' continuing professional development and workplace learning.

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Library instruction and information literacy – 2000

Cited by 6 publications

References 76 publications

Information literacy and the public library: we’ve talked the talk, but are we walking the walk?

Information literacy and the public library: we’ve talked the talk, but are we walking the walk?

Assessing learning outcomes in two information retrieval learning environments

Librarians and breaking barriers to information literacy

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