Academic Librarians’ Perceptions on Information Literacy: The Israeli Perspective (original) (raw)
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Information literacy instruction, having emerged in the 1990s from more traditional "bibliographic instruction" or "user education" activities, has become a core service in academic libraries, and an increasingly important focus in public and other types of libraries. 1 "Information literacy" is defined by the Association of College and Research Libraries as "the set of skills needed to find, retrieve, analyze, and use information". We live in a time when many library users and non-users believe that they are indeed "information literate," simply because they make extensive use of the Internet. Sadly, this confidence is often misplaced. Information overload, misinformation, and complex information retrieval systems, in addition to people's natural inclination to be satisfied with conveniently accessibly information, regardless of its accuracy or reliability, combine to challenge most claims of competence in information skills. As a group, librarians are an outstanding exception, having made information access and evaluation core to their professional skill set. As a result, librarians have long played a role in training their clients in the skills needed to independently find, retrieve, analyze, and use information effectively and efficiently.
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THE SURVEY STUDY OF INFORMATION LITERACY BETWEEN UNIVERSITY LIBRARIANS POURNAGHI R.,ABAZARI Z. Introduction: this age is based on education and research, but librarians have the main role for ... Methods: this research is a descriptive and applied study. ...
Information and Knowledge Management, 2014
This paper discusses information literacy as a new frontier of learning for librarians, educators and students in the 21 st century. It examines the meaning while taking a cursory look at the instructional process. The paper highlights some definitions of information literacy by authors and corporate bodies. The difference between information technology and information literacy was briefly analysed. The challenges of the 21 st century education in the information world were enumerated as it affects the students, teachers and librarians. The paper indicates that librarians have over the course of their work life been conversant with teaching students and faculty on how to get needed information for their research investigations and as such are better suited to teach information literacy. It recommends that as librarians and educators collaborate to promote information literacy, they can help each other, and the learners [students] they serve, to find the best way to bypass vast waste...
Proquest Llc, 2010
This research was conducted to investigate the relationships between conceptions and practice of information literacy in academic libraries. To create a structure for the investigation, the research adopted the framework of Argyris and Schön (1974) in which professional practice is examined via theories of action, namely espoused theories and theories-in-use. Espoused theories were examined by investigating understandings and beliefs of information literacy and learning as seen in a range of policy documents including mission and goal statements of eleven academic libraries as well as those of their parent universities. These libraries were recognized by the academic library community for exemplary instruction resources. Theories-in-use were identified by analyzing information literacy practice via online tutorials utilized by these libraries in instruction initiatives. These documents and representations of practice were augmented by semistructured interviews conducted with practitioners of information literacy education in these libraries. A constant comparison approach (Strauss & Corbin, 1998) was used to develop broad themes, subcategories and statements of claims from these multiple data sources. Professor Harty Mokros in his role as Director of the Ph.D. program when I started at SC& I. Joan Chabrak was a tower of support and advice. I could not have made it without the invaluable advice, support, encouragement and friendship of my fellow Ph.D. colleagues who played different and significant roles. It would be impossible to name all who helped. Thanks to Edith Beckett, Davida Scharf, Marianne Martens, Sung Un Kim, and Nicole Cooke. I am particularly grateful to Aleksandra Sarcevic, Cathy Smith, Jen deRichmond, and Susanna Sabolcsi who seemed to be always there when there was a need. They listened, gave suggestions and advice, assisted with drafts of papers and presentations and supported during the challenging times. A Fulbright Faculty Development Fellowship from the US State Department through my home institution, the University of the West Indies, Mona and generous leave allowance from UWI, allowed me to begin and to complete this research project. I received invaluable support from the university community at Mona especially from my colleagues in the University Library including the Campus Librarian, Norma Amenu-Kpodo. Sincere thanks are in order to twelve generous academic librarians who accepted my invitation to be interviewed for this research project. Their perspectives added an essential dimension to the study. I was "surrounded" by many friends here in the US and in Jamaica who called, encouraged, listened, opened their homes, gave of their time and love, prayed with me and supported me in numerous ways throughout the entire Ph.D. journey. I am indebted to many and especially Carlene,