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B-108 – INFORMATION SOURCES
AND SERVICES
UNIT- V: INFORMATION LITERACY
PROGRAMMES
Information Literacy
INFORMATION LITERACY
Information literacy and communication skills that are required in our day-to-day activities to derive, analyze, evaluate and use information are currently known as information literacy. Everyday something new turns and previous methods are discarded in favour of new ones. It is therefore necessary for us to keep up with new methodology of information literacy, to be updated, through and aware.
IL is concerned with educating and providing training to users as well as library professionals to enable them to make maximum use of available library collection, tools, services, various arrangements, rules and ethics of the library. This is a literacy programme imparted by the library staff to its users to help them to acquire library skills. Awareness about the library and ability to have quick access to the library tools and resources. So IL is central to the whole purpose of the library and the effective utilization of information resources.
Today due to the emerging information and communication technology, a large number of webs based and online resources are available. Users are not very much familiar with these emerging resources, internet resources, Online Public Access Catalogue (OPAC) and some such other resources available in library. Therefore IL has become essential for readers to make them aware about the available resources (Printed and Non-printed) and other new advancements taking place due to application of information and communication technology in the libraries.
DEFINITIONS The American Library Association’s definition of the term is," To be
information literate an individual must recognize when information is needed and have an ability to locate, evaluate and use effectively the information needed.”
According to Jeremy Shapiro and Shelly Hughes “IL is a new liberal art that extends from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural and philosophical context and impact.”
According to National Forum on Information Literacy, IL is defined as the “ability to know when there is a need for information, to be able to identify, locate, evaluate and effectively use that information for the issue or problem at hand.”
Hughes and Jackson defines "IL involve knowing your way around in the information world. IL has been defined as a set of abilities to recognize when information is needed and have the ability locate, evaluate and use needed information efficiently.”
Gilson regards “IL not as the presence or absence of skills, but as progressive stages. IL provide a systematic path or search strategy to locate text and evaluate the relevance of the information.”
EVOLUTION OF INFORMATION LITERACY Information literacy is not a new concept. we can trace the
origins of information literacy back to hundreds of years ago.
Some accounts state that it originated with early library
instruction courses in the nineteenth century (Grassian and
Kaplowitz), while others trace it to the beginning of the
twentieth century (Evans, 1914).
In 1956, Patricia Knapp posited the notion that library
instruction should be a central component of a student’s
college experiences, stating that “Competence in library use,
like competence in reading, is clearly not a skill to be acquired
once and for all at any one given level in any one given course.
It is, rather, a complex of knowledge, skills, and attitudes
which must be developed over a period of time through
repeated and varied experiences in the use of library
resources” (Knapp, 1956, p. 224).
EVOLUTION
Faculty-librarian partnerships have been a salient component of such information literacy programs for the past several decades. In the 1970s, such collaborations included
partnerships to develop competence in the use of the library for research purposes (Farber, 1974);
partnerships to integrate library instruction into discipline courses (Dittmar, 1977); and
partnerships to develop a yearlong integrated group of core courses for first-year students, including a library research course, to assist in the retention of under represented students (Rockman, 1978).
The concept of information literacy was first conceived by Paul Zurkowski in 1974, the then President of Information Industry Association
CONCEPT
DEVELOPMENT
Of
INFORMATION SKILLS
USER
TRAINING
INFORMATION
COMPETENCIES
OTHER CONCEPTS
LIBRARY
ORIENTATION
BIBLIOGRAPHIC
INSTRUCTION
USER EDUCATION
INFORMATION
FLUENCY
INFORMATION
LITERACY
Concept of Information Literacy
NEED
It is increasing exponentially, thereby making it
difficult to ascertain whether we have access to all
information that currently exists;
Anyone can publish on the Internet, thus making
it difficult for the user to verify the authenticity
and validity of information; • Sources of
information are many, therefore, making its
control difficult;
Information is available in different formats which
a user should be adept in handling to use the
information; and
Using the information for some work requires
skills of analysis and synthesis.
NEED To understand the variety of content and format of
information.
To understand standard systems for the organization of information.
To develop the capability to retrieve information from a variety of systems in various formats successfully navigate within the libraries.
To develop the capability to organize and manipulate information for various access and retrieval purpose.
To write correct bibliographic citations for book, journal, article and conference papers.
To use a bibliographic file management package to organize download citations and personal files of references.
NEED
Information
explotion
CONSTANT
CHANGE
Technological
developments
Scientific
developments
Globalization
Information
dependency
RELATION
Information
competencies
User training
Library
orientation
Information
skills
Information
fluency
Bibliographic
instruction
User
education
Information
literacy
RELATION
Lifelong
learning
Independent
learning
Information literacy
CONTD..
The Information Competency Standards for Higher Education,
produced by the Association of College and Research
Libraries,notes that information literacy forms the basis for
lifelong learning, is common to all disciplines, to all learning
environments, and to all levels of education. It enables learners to
master content, become self-directed learners, and assume greater
control over their own learning. An information-literate
individual is able to
Determine the extent of information needed
Access the needed information effectively and efficiently
Evaluate information and its sources critically
Incorporate selected information into his or her knowledge base
Use information effectively to accomplish a specific purpose
Understand the economic, legal, and social issues surrounding the
use of information, and access and use information ethically and
legally
INFORMATıON LıTERACY: OBJECTıVES To recognise an information gap
To construct alternative strategies to reduce the information gap
To to select a strategy
To act on a strategy to find and retrieve information
To assess the effectiveness of a strategy
To acknowledge the sources of information and ideas
To store the information for future use
To make the users aware and competent in the areas of Digital cpllections, open access, digital library
To train all users the basic skills is accessing information in different forms and formats
Training in the use of subject gateways and the other related links
CONTD.,, Ministry of Education,Scirnce,Sports and Culture.Japan
has composed Information Literacy in four parts, which also defines the objectives of Information Literacy:
Capabilities of judgement(evaluation), selection, organisation, and processing of information as well as information creation and communication.
Understanding of characteristics of information society, effect of information user society and human beings.
Recognize of importance of, and responsibility for information and;
Understanding of foundation of information sciences, learning of basic operation skills of information and information device.
INFORMATION LITERACY: COMPONENTS According to Shapiro and Hughes curriculum for
higher education should have the following components:
Tool Literacy; i.e. knowledge of software and, hardware
Resource Literacy; i.e. knowledge of different information resources
Research Literacy; i.e. knowledge of IT based tools for enhancing research
Emerging Technology; i.e. ability to adapt new emerging information technology to suits one’s work
COMPONENTS Information Literacy is constituted by two components
i.e. Orientation and Instruction.
Orientation is concerned with the ways of introducing the users to the general method of library usage and services available and to the organization layout and facilities of a particular library. It is related to both objectives and effective objectives. In orientation it is important to try and create the right kind of environment for effective communication between user and the library staff and to present an image of the library as a pleasant friendly in situation, where help can be obtained.
Instruction is concerned with learning to make use of information resources available in the library.
LEVELS OF INFORMATıON LıTERACY First Level- Introducing the user to the library
in its setting so as to make them aware of the physical location of various units, sections, departments of the library.
Second Level- It is little advanced and aims to train the users in the use of various types of traditional sources of information such as atlas, almanacs, biographical, handbook, gazettes, and year books, etc.
Third Level- It is most advanced level of instruction which involves the use of bibliographies, indexes, abstracts, and databases (online/offline), so that user would be able to find his own answers.
INFORMATION LITERACY: STAGES Gilton suggest, by analogy with the program stages of
literacy itself from total (illiteracy to full literacy, there may be several stages of library literacy)
Pre library Literacy- the individual cannot find a book of the shelf without assistance
Semi library Literacy- the individual can find books in a catalogue and on the shelf and find articles in the simple reader’s guides
Library Liberate- the individual can follow a systematic search strategy to locate and evaluate the most relevant information on a given topic
Library fluent- understand pattern of communication and publication and is able to generalize and modify a search strategy to meet a variety of information needs.
LITERACY: TYPE Tool Literacy- the ability to use print and electronic resource
including software. Resourec Literacy/Library - the ability to understand the form,
format, location and access methods of information resources. Social structional Literacy- knoweldge of now information is
socially situated and produced. It includes understanding the scholarly publishing process.
Research Literacy- the ability to understand and use information technlogy tools to carry out research including discipline- related software.
Publishing Literacy- the ability to produce a text or multimedia report of the results of research.
Digital Literacy- refers to a way of reading and understanding information that differs from what we do when we sit down to read a book or a newspaper.
Emerging technology Literacy- ability to adopt to new emerging information technology to suits one’s work.
Critical thinking- ability to evaluate critically information technologies.
OTHER TYPES Computer literacy: A general understanding of what
computers can do, and the skills necessary to use them as an effective tool
Library literacy: Ability to use effectively the library resources and services
Media literacy:The ability to critically evaluate and use information from the media
Technology literacy: Ability to use effectively the different Inf. Communication technologies
Visual literacy: The ability to understand and use images, including the ability to think, learn, and express oneself in terms of images
Web literacy: understanding of web resources and ability to use them
Workplace literacy: The ability to understand and perform the activities of an organisation where you are working.
TYPE RELATION
Cultural literacy
Media literacy Computer literacy
Visual literacy
FUNCTIONS To enables individuals to find appropriate information for personal and
professional problems
To enables individuals to handle the uncertain quality and expanding quantity of information
To help the user in understanding of what constitutes plagiarism.
IL is a prerequisite for participative citizenship, social inclusion, personal, vocational, corporate and organisational empowerment, and lifelong learning
To enables individulas to assume greater control over their own learning and life
To create knowledgeable citizens and help in the creation of new knowledge
To boost the individual with necessary skill essential for socio-economic development
IL leads productive and satisfying lives in a democratic society
To enables individuals to deal with rapidly changing environments
To ensures a better future for the next generation
Information Literacy is essential for survival in the future
INFORMATION LITERACY: PRODUCTS A library serves its user’s needs through its products and
services. In library and information certers, both these term are inseperable and have been in an over lapping manner, the library success depends upon the quality its products and services and to the extent they match the needs of its users.
Product- A product is anything that can be offered to a market/Educate to satisfy a need or want. The products,which can be marketed, include physical goods, services, persons, places, organisations, and ideas. In the deeper sence, the product is not a physical item but a perception of the consumer or the user. Product means the satisfaction of the customer rather than a physical good.
Since libraries are capable of providing a broad ‘range’ of products to its users.It is very important to get feedback from its users to get an idea about the usability of its products at any given time.
INFORMATION LITERACY: PRODUCTS
1. Lecture,
2. Seminars,Tutorials and Demonstration,
3. Audio-visual,
4. Programme Instruction Manual
5. Videotapes,
6. Sign System and Information Graphics,
7. Guided Tour
8. Individual Instruction at the Reference Desk and
9. Internet Portal
10. Library Brochures and Posters
11. Newsletters
12. Bulletin Board Service
LECTURE
Lecture is most common of providing instruction
to users.It is used for teaching large group of
students.In lecture, both auditory as well visual
sensory inputs (blackboard or overhead
projector) may be used. Sometimes, it is
criticized due to their following disadvantages:
Less control over the speed of delivery of
information;
Not suitable for conveying instruction about
bibliographic data; and
Regarded more suitable for mature group of
audience rather than beginners.
SEMINARS,TUTORIALS AND DEMONSTRATION
These modes are more suitable to provide IL to small
group of students/users.These products provide an
apportunity of active involvement in learning process
through greater interaction between teaching staff and
students(users). In seminar, the atmosphere yends to be
less formal and more congenial for integration between
teaching staff and users. It is possible to provide
motivation and to see that the students are actively
involved by means of pratical exercises. During practical
session, the students receive feedback of their
progress.Tutorial/Demonstration is a good way of
teaching to students about the use of various tools of
information retrieval. It involves practical exposure
where users may be provided with an apportunity of
practically searching themselves of information about
some topics in which students/users are intersted.
AUDIO-VISUAL METHOD
Audia-visual is another used to provide the
IL. By audio-visual product, the information
can be conveyed in a series of units such as
slide or overhead transparencies or printed
illustrations. The tap/slide medium or the
use of audiotape in conjunction with printed
material is suitable for IL.
Flexibility, constant availability, speed of
presentation and clarity, easy to updating
are some imporatnt advantage of this
method.
PROGAMMED INSTRUCTION
Programmed instruction can be carried
out by the use of variety of media as
printed book, projection of slides or by
means od computer aides instruction.
Programmed instruction is associated
with the advantages that students/users
can work at their own pace. They can
actively participate in the learning
process and receive direct feedback in
respect of their progress.
SIGN SYSTEM AND INFORMATION GRAPHICS
Sign system and information graphics are one of the
most basic products available for providing orientation
about the use of the library. Different types of signs
can be used by library to illustrate different functions
such as circulation, reference, photocopying,
prohibitions in the library and regelations, etc. The
sign system can be used for;
(a) direction finding
(b) library resources
(c) library services
(d) location of various units. Signs must be carefully
designed and planned with to their position identity
and presertation.
GUIDED TOUR
This is one of the traditional approaches
commonly followed to orient the fresher
to the use of the library. The type of
orientation is oftan given when the
student have little or no motivation
actually to use the library. From the point
of view of library administrator, the
guided tours type of library orientation
makes heavy demand of library staff
time. Self-guided tours have been used
successfully in many libraries
INDIVIDUAL INSTRUCTION AT THE
REFERENCE DESK It is the best way to impart library instruction by
personalized services at the reference desk. This is
bacause a user may asks a question about the use of
some part of the library when he can be motivated to
learn that aspect. The students are actively involved in
learning process and in receiving instruction from an
expert.
But difficulty associated with this type of individual
help is that it may provide immediate relief to the
students (users), but not necessarily the understanding
and background knowledge to cape up with similar that
the students (users) might face in future.
INTERNET PORTAL Internet has proved its potential in the education sector and
the library instruction programmes are also designed using
variety of services provided by Internet. Internet is the
electronic resource that is arguably now having the most
significant impact on libray services and operations and on
the professional activities of library professionals. This
strength of impact is due to its multi-faceted nature since it
stimultaneously fulfills three important roles in library
services. First, it is a resource that can be consulted and used
like any other reference tool. Second, it is more dynamic and
far-teaching than any other resource used in library setting.
Finally, it provides a medium of communication that has
extanded the potantial of library professionals interaction
beyond the physical of library (to usres, colleagues and other
professionals), beyond any previous capacity, and in a host of
new ways.
LIBRARY BROCHURES AND POSTERS Brochures and posters are printed form of
advertisements which can be easily made available to
the users of the library. They are the primary sources of
current information by the library about its products
and services.
The design and presentation of the brochures should be
aesthetic so that a user gets attached to it. The language
should be simple and it should hold the interest of the
user till the end.
According to Aschcroft poster offer good visual
communication. They can draw attention when
displayed locations and provide brief information about
an event, service, person, book, warning, etc. old and
defaces posters should be replaced on a regular basis.
NEWSLETTERS
Library newsletters is a periodic source of information
about the activities of the library. The activities may
include those that have already taken place and these
that will take place in the near future.
The library can convey about new acquisitions, new
services, event/activity, fee changes etc. Information
regarding library personnel like new appointments,
requirements, transfers, promotions, awards, etc. can
also be conveyed to the users.
They can an excellent IL tool because it lists all the
activities of a library, one newsletters which are
produced periodically on a regular basis.
BULLETIN BOARD SERVICE
This service is an offshoot of e-mail
facility and is a many-to-many system.
It is a medium for posting and
discussing announcements and
message of interest to a community of
online users. This service can be
utilized by libraries for disseminating
information to specific groups of online
users.
WEB BASED INFORMATION LITERACY
The traditional methods of offering library and
information services, have significantly changed due
to advancement in ICT application in Libraries and
the Internet, Web technologies and mobile
technologies.
The demands and expectations of users have also
changed considerably and libraries are exploring
and offering new web-based library services.
The library literature indicates that web-based
instruction is a growing trend because of the many
attractive characteristics of the World Wide Web.
The Web has now became an ideal medium for the
delivery of library instruction to target students.
WEB-BASED INFORMATION LITERACY
Web-based Information Literacy means Information
Literacy instructions using the Internet as a medium
and website as a gateway with the help of web tutorials,
virtual library tours, multimedia capabilities.
In other words, Web-based IL delivered using various
asynchronous communication forms and allowed
participants to be self-directed and follow their pace,
maximizing, thus, assimilation of information.
Web-based Information Literacy programmes not
conceived to replace live library tours, traditional library
instruction, bibliographic instruction, library
orientation/education, information literacy, but rather to
supplement them for timely help access from website
users convenient time, anywhere, and any time on any
device.
NEED FOR WEB BASED IL
Traditional library instruction was its focus on discrete
components of library activities that covered the use of
information tools but did not explore the more complex tasks
of information retrieval, based on critical thinking and
evaluative skills. It failed to encourage students to become
independent library users.
Bibliographic education concentrated on concrete skills-based
processes of tools usage, and because of this it did not address
the open-ended nature of research-based problem-solving
tasks, characterized by reflective and critical thinking. •
Library instruction/education concentrate on activities that
introduce students to the library environment, including its
resources, services, and the physical layout of its collection. It
focuses on the induction process on the use of a particular
library, specifically. It does not teach students how to be
information literate.
WEB BASED IL
Today’s libraries use online instruction to teach a
multitude of topics to a range of audiences. For example,
academic libraries teach undergraduates how to
evaluate the credibility of a Web site, medical libraries
teach future doctors how to search for evidence-based
resources and public libraries teach patrons how to use
the catalogue, download e-books and provide gateways
to resources for lifelong learning. Libraries are finding
innovative ways to engage users through the creation of
videos, animations, comics and interactive tutorials.
Web pages
E-mail, webinars
Discussion board
Web Tutorials, MOOCs
Multimedia Programmes
WEB BASED IL FORMATS
Based on Technological approaches
Web OPAC
Podcast
WebCT
Based on Technological tools
Finding Information on the Internet: A Tutorial
Seven Steps to Effective Library Research
Online Library Learning Center
Based on Content type
Database search skills
General introductory
Library-related concepts or procedures
Library-related applications
Subject research
IL PROGRAMMES
The Hong Hong University of
Science and Technology Library
https://libguides.ust.hk/infoliteracy/start
University of Delhi
http://crl.du.ac.in/ot/tutorial.html
Library of Congress
https://www.loc.gov/visit/
SOFTWARE FOR CREATING WEB TUTORIALS Articulate 360 (https://articulate.com/) makes every aspect of e-
learning course development simpler, faster, and less expensive.
SoundCloud (https://soundcloud.com/)is a freemium audio
distribution platform that allows users to upload, record and
share audio files
Tildee (www.tildee.com/) is a freemium Web-based tutorial
builder. The free version allows the user to create unlimited
tutorials
ThingLink (www.thinglink.com/):ThingLink is a freemium
application that allows users to create interactive images
Zaption (www.zaption.com/) Zaption is a freemium software that
allows users to annotate videos from YouTube and Vimeo,
thereby creating interactive tutorials
Zaption (www.zaption.com/)Zaption is a freemium software
that allows users to annotate videos from YouTube and Vimeo,
thereby creating interactive tutorials
INFORMATION LITERACY: LIBRARY
ROLE
Library Orientation.
Orientation Program.
User Education.
Bibliographical Instruction.
Library Instruction.
Initiation of a freshman.
User assistance program etc.s
CONTD.. The library is a university's primary access point to information.
The contemporary library should not simply be a repository for information and a place for quiet contemplation, it should also be a dynamic gateway to information and as such provide an active laboratory for students and faculty to explore, investigate and retrieve
The information literacy model necessitates positive change in the instructional mission of the library.
The library's expanded instructional role emphasizes information-seeking behavior within the context of an information need.
Today's library instruction is focused on teaching students research strategies that require active engagement, fosters problem solving, and emphasizes critical evaluation of information.
The emphasis is on enabling students to become independent researchers and thereby encouraging lifelong learning.
LIBRARY ROLE
Provide excitement of penetrating sympathy and aroused understanding .
Quench thirst for more knowledge .
Serve as dominant custodians of imagination .
Provoke increased desire to understand .
Induce engagement, reasoned activity, ability to concentrate
To take an effective role, they need to understand their customers, the learners
Need to know how people learn and how the provision of information and information resources contributes to learning.
EFFORTS BY LIBRARIAN Make users aware of web resources.
Teach them use of different search engines.
Make them aware of the differences between different resources.
Empower them how to authenticate and validate information on the web.
Advertise e- resources.
Make the library the information laboratory.
Distribute documents stating the benefits of a faculty-wide IL programmed to appropriate parties.
Teach ethical use of information.
Enable them to develop expertise in searching and decide the best source in certain circumstances.
LIBRARY USER WILL BE
Be competent, independent learners;
Actively engage in the world of ideas;
Confidently solve problems;
Know what is relevant information;
Use technological tools to access information and communicate;
Have high standards for their work and use information ethically;
Operate comfortably in multiple answers or no answers situations;
Create quality products.
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