Leading dynamic information literacy programs: best practices and stories from instruction coordinators

This study demonstrates how Technical Vocational Education and Training (TVET) librarians equip learners with the relevant skills through their Information Literacy (IL) programme. It scrutinizes the IL practices of select TVET librarians to identify factors that influence IL needs; examines factors that determine IL content; and determine the impact of IL training. The research uses a case study qualitative research methodology approach. The sample consists of TVET librarians, faculty, and learners selected using the criterion-based/purposive sampling method. Structured questionnaires and semi-structured interviews form the basis of data collection. The thematic analysis inductive method and the NVivo qualitative data analysis software identify themes. Findings indicate that TVET librarians’ IL programme has an impact, which results in information seeking and usage behaviour changes. Themes like programme coordinating, workplace expectations, and sub-themes such as faculty support for IL and employers’ requirements for IL competencies also emerge. Librarians are the driving force behind the development of IL within the TVET eco-system.

This paper presents the findings of a case study that investigated international university students’ expectations and experiences of information literacy across two countries. The results from this case study provide insights that can be utilized by librarians working with international students, to plan and develop their information literacy instruction classes and programs. Armed with an awareness of what international students’ expectations and experiences with information literacy programs are, librarians can develop more meaningful instruction that better meets the information needs of international students. Moving beyond the pilot survey, the researchers aim to improve the survey instrument and collaborate with librarians in several countries to collect data from institutions and universities around the world. Exploring and comparing results from a truly global population will only enhance library services to international students and help librarians better understand the specific information needs of international students.

Using selected assessment data to inform information literacy program planning with campus partners

The paper examined the information literacy programmes on the use of legal information resources by undergraduate law students in Bayero University, Kano. The study investigated the information literacy programmes of undergraduate law students with specific focus on the impacts of literacy programmes on the use of legal information resources in faculty of law library, Bayero University, Kano. The study employed quantitative research method using cross-sectional survey research design. The population of the study comprised of Head of the Law Library, eight staff of the law library and 1,071 registered undergraduate law students of 2017/18 academic session in Bayero University, Kano. The Isreal formula for determining the sample size (1993) was used to calculate the sample size of two hundred and ninety one (291) undergraduate law students. A total number of 291 copies of questionnaire were administered, and 247 were returned and found useful for analysis. Data collected from undergraduate students was analyzed using descriptive statistics and Narrative analysis was employed for the qualitative data collected from the head of the law library. The findings of the study showed that the library orientation exercise, library tours by chambers and course related Instruction such as legal methods and GSP Programme on the use of the library are the literacy programmes available to undergraduate law students of Bayero university, Kano; while lack of university commitment to information literacy programme, lack of regular information literacy programme and faculty unwillingness to incorporate information literacy programme into the curriculum are the factors hindering effective information literacy programme in law library in Bayero University, Kano. The study concludes that, the success of information literacy programme on the use legal information resources in faculty of law library in Bayero University, Kano can be achieved through collaboration with faculty members. The study recommends for the provision of regular information literacy programs among others.

This study analyses the techniques and procedures that were developed and the changes that took place in the National Autonomous University of Mexico (UNAM) and the Autonomous University of Puebla (BUAP), both in Mexico, and the University of Minnesota Duluth (UMD), in the United States of America. To face the crisis of the COVID-19 pandemic, librarians in these institutions improved their Information Literacy (IL) and Media Information Literacy (MIL) programmes. Design / methodology / approach: This study has a mixed methodology with a comparative analysis. For this purpose, data shows the universities’ contexts: the communities of students, teachers, researchers, and librarians, and the e-learning strategies of IL and MIL programmes. Findings: As part of the results of the crowdsourcing collaboration between the UMD, UNAM and BUAP, the study shows the different online learning communities and their innovations. Originality: Although there is theoretical knowledge about IL and MIL in Mexican universities and University of Minnesota Duluth, the e-learning strategies used by their librarians in this document sought to provide technical solutions and other options for a virtual work scheme that responded to the specific problems presented by COVID-19. In this case, the framework for creating online library services was designed by their librarians for their communities in the context of the current crisis, even when online services had already been established for more than ten years. Research limitations / implications: The technological infrastructure, the professionalisation of the library staff and a lack of knowledge of the new virtual teaching-learning needs. Practical implications: Analysis of tools for virtual teaching-learning services, description of strategies used by library staff, results and feedback. Social implications: IL and MIL strategies created in a variety of contexts can be enhanced by library collaboration in a fully virtual setting. Libraries with better technological infrastructure play a decisive role.

Purpose: In law libraries in the Republic of Croatia, only a small number of information literacy programmes have been recorded. This indicates the need to strengthen and promote more effective teaching of information literacy in the field of law. The aim of this paper is to analyse the published literature to gain insight into the existing knowledge regarding information literacy in the field of law over the past 30 years in the Republic of Croatia. This analysis aims to determine possible directions for development and to find more effective teaching methods for information literacy. Methodology/approach: The methodology used included a qualitative research approach, specifically content analysis of works published in the last 30 years concerning information literacy at the academic level in the field of law in the Republic of Croatia. Results: The development of information literacy at the academic level in the field of law can be observed in parallel with the development of information literacy at the broader academic level in the Republic of Croatia. The most significant changes can be seen over the past five years, both at the theoretical and practical level of law school library work. Research on information literacy in the field of law, initially primarily focused on user education, is deepening and expanding, both in terms of methodology and content, because of intense and dynamic changes in the information and educational environment. As a result, further directions of development should be guided by the need for more research on the essential literacy skills of the 21st century for all stakeholders in the educational process. Such research would contribute to a greater understanding of the most relevant content and methods to be included in information literacy programmes tailored to the specifics of the legal discipline. Research limitation: A literature analysis revealed numerous different terms related to information literacy at the academic level in the field of law, especially in works published in the 1990s, when the term “information literacy” was not established in the Republic of Croatia. Therefore, there is a possibility of unintentional oversight of specific works. Another limitation of the research is the role of one evaluator/researcher in implementing the content analysis of the publications due to possible subjectivity in the analysis. Originality/practical implications: This study is one of the first to offer detailed insights into the current trends in information literacy development at the academic level in the field of law over the past 30 years. On a practical level, the author aims to encourage academic librarians to create and implement formal information literacy programmes within the realm of law and its related libraries.

Purpose: The aim of the study is to determine how people process information in the digital contexts in terms of information seeking behavior, their use in libraries and information literacy practices. It aims to analyse the impact of cognitive, social, and technological factors on the user behaviour on the way the old models of information-seeking between Wilson (1999), Kuhlthau (1991), and Savolainen (1995) are applicable in a digital environment. Design/Methodology/Approach: The paper was a qualitative research design that was exploratory and intended to offer a thorough insight on human-information interface, especially user seeking, receiving and exploiting of information within digital and library settings. Exploratory research design is suitable since HII relates to intricate social, cognitive, and contextual procedures that involve amorphous inquiry and interpretation as opposed to hypothesis testing (Creswell and Creswell, 2023). In general, this approach was used to produce a context-driven knowledge of human behavior concerning dealing with information in modern digital and library environments Findings: The research concluded that interaction between human information and the digital age depends on the cognitive capacity of the user, his/her digital literacy and the socio-cultural issues. A majority of them find it easy to use online platforms yet they still access libraries to get credible and clear information. The seeking-information behavior was identified to be non-linear and iterative as the information overload and the inability to judge the information sources tended to interrupt the process of information-seeking. Implication: The observable in the research is that libraries need to pursue user-focused digital service and enhance information literacy initiatives to guide users on how to cope with complex webbased applications. It underlines the necessity of putting into consideration socio-cultural and contextual aspects in the formulation of inclusive information systems and literacy programs. As well, it is implied that human-information interaction will work well with balancing technology efficiency with critical thinking and active user engagement as the strategically vital role of libraries and educators in achieving an informed, digitally literate population. Originality/Value: The paper provides a comprehensive perspective of Human-Information Interaction by connecting the conventional theories of information behavior and modern digital practices. It gives new knowledge into the way cognitive, social and technological aspects influence user behaviour and library use. Keywords: Human–Information Interaction; Information-Seeking Behavior; Digital Libraries; User Behavior; Information Literacy; Library Engagement Paper type: Exploratory research

Information literacy instruction in four Vietnamese university libraries

Data analysts. Professional storytellers. Libraries are using a variety of methods to help demonstrate the value and impact of the programs and services they offer. But it’s still garbage in, garbage out isn’t it? When should we evaluate, what should we evaluate, and how do we get optimal data? With limited resources, how can we do, and evaluate and communicate what we do, in the best possible way? This presentation will review the current status of evaluation in libraries, the drivers that influence our choices, and some emerging innovations in the pursuit of evidence. We will then focus specifically on ways to capture the impact of information literacy services, programs and resources through discussion of evaluation practices at Monash University Library. These include automated analytics for online content, survey tools to capture curriculum engagement and impact, and an evaluation framework that challenges us to embed more creative evaluation methods into program design to provide better evidence of success. With these as stimuli, we will open to the audience for discussion on the existing challenges in evaluation of library information literacy programs, and potential solutions.

This dissertation discusses the Information Literacy Programs provided through the websites of the Academic Libraries of Greece and Cyprus. First, there is a general overview of the concepts Information Literacy, Information Literacy Program, Learning Theory and Teaching Model. Next, four of the most basic Models of Information Literacy are analyzed, focusing on the skills mentioned in each of them. Following this, their similarities and differences are identified and are presented in a relevant table. Then, the most commonly used learning theories and the teaching models they propose are discussed. All relevant data on the subject of the dissertation, which were located on the websites of the Greek and Cypriot Academic Libraries, are then systematically categorized. In particular, the aforementioned table is the main methodological tool for the categorization of the information literacy programs that were identified during the research on the previously mentioned websites. Furthermore, the MS Excel program was used to record the data (see the Appendix II of the dissertation). Detailed information for each library is provided in Appendix I of the dissertation. Then, the results of the libraries that provide information literacy programs, the skills they offer and the learning methods they use are depicted in the form of quantified data. Finally, the most important conclusions are presented for each library separately, in a comparative way between the two sets of academic libraries of the two countries, Greece and Cyprus.

2 - Information literacy in the networked academic learning environment

Librarians at the University of Rhode Island (URI) have built and sustained an information literacy (IL) program for over twenty years. That program grew from a scattershot group of discrete instruction goals to one that occupies a firm place in the University’s curriculum. This is largely thanks to the URI librarians, who advocated for students to experience IL instruction across the curriculum. They achieved this by anchoring their program in key higher education and institutional guiding principles, and by aligning IL with other subject content areas. Thus, the faculty at URI have come to value IL instruction as a rich and necessary element of a complete university education.

Information literacy is an essential competency for locating, evaluating, and using information effectively and ethically. The factual condition at Universitas Jenderal Achmad Yani Yogyakarta (UNJAYA) shows that many students still experience difficulties in finding, evaluating, and properly using information. According to the UNJAYA Library’s internal report, more than 60% of final-year students struggle to locate relevant scholarly sources and perform proper citation, while 20% of cases are related to plagiarism. This situation contrasts with the ideal condition in which every student is expected to possess adequate information literacy skills to support learning and the development of both academic and professional competencies. This study focuses on the implementation of information literacy within the Basic Literacy course at Universitas Jenderal Achmad Yani Yogyakarta (UNJAYA). The main research question addresses how information literacy is integrated into the curriculum as part of a compulsory course. The study employs a qualitative approach through literature review, stakeholder analysis, and evaluation of course implementation, with thematic analysis serving as the foundation for data interpretation. The findings reveal that the information literacy program at the UNJAYA Library is not merely an additional service but has been formally recognized as part of the Basic Literacy and Indonesian Language course since 2022. This integration strengthens the role of librarians in supporting student learning and enhances their ability to identify, evaluate, and use information ethically and effectively. The study provides theoretical implications that information literacy should be viewed as a core competency in higher education, as well as practical implications in the form of a learning model that can be replicated by other universities to improve educational quality and student readiness to face information challenges in the digital era. Keywords; information literacy; academic library; UNJAYA; curriculum; digital learning

PurposeThe aim of the paper is to examine the various information literacy (IL) practices in university libraries in Nigeria, to identify the likely barriers facing information literacy programmes in Nigeria, and to provide suggestions on how best to improve the IL practices.Design/methodology/approachLibrarians from 36 university libraries participated in the survey which adopted an online method.FindingsThe study revealed that university libraries in Nigeria were found to be engaging in different information literacy (IL) practices ranging from library tour/orientations sessions to introductory information skills, database searching skills, bibliographic training and use of the library. Barriers such as lack of interest by students, teachers, and management, inadequate human resources to handle IL training, lack of facilities, low acceptance of online IL delivery approach and absence of IL policy were identified as factors militating against librarians' efforts when advocating and providing IL programmes in university libraries in Nigeria.Practical implicationsThe study will inform librarians or library administrators in developing countries who want to train users on information literacy skills in order to facilitate full exploitation of information resources and services in their libraries.Originality/valueThe paper describes information literacy practices in university libraries in Nigeria. The findings may be of help to librarians who want to improve on their IL programmes in university libraries in Nigeria and other developing countries.

The Instruction Commons information literacy initiative at Iowa State University provides users with both an information literacy program and a virtual space in which students, librarians, and members of the teaching faculty at Iowa State can explore new ways of integrating electronic resources and library research instruction into teaching and learning. Furthermore, the concept of a “commons” implies not just a collaborative information space for students, faculty and librarians, but also an area in which an information literacy program can subsist with learning materials which promote IT literacy. The following paper describes the institutional background of the Instruction Commons, its history, funding, and organization while also providing a description and tour of the Commons. Future directions are also anticipated, including the need for effective program assessment with a view to extracting useful planning and management information. With regard to functionality, we anticipate the integration of more interactive features, including increased use of learner‐controlled paths and quizzes to provide immediate feedback. Finally, the paper offers a useful summary of some other related projects in the USA.