Regional Conference on Promoting Information Literacy for Lifelong Learning PLAI-STRLC Conference and General Assembly Capuchin Retreat Center, Lipa City, Batangas “The Role of Libraries and Librarians in Information Literacy” By Vilma G. Anday UP Los Baños
“ Those who have learned to learn. They know how to learn because they know how knowledge is organized, how to find information and how to use information so that others can learn from them. They are people prepared for lifelong learning because they can always find the information needed for any task or decision at hand” … ALA, 2000
- Information literate organizations recognize that the physical library is no longer the center of knowledge and learning for many citizens
-Access to information is everywhere. If we wish to promote equitable access and effective use of information, libraries must partner with fundamental social institutions, such as workplaces, schools, communities, organizations, government agencies and social services
What started as a Library Orientation , grew to be Library Instruction and Bibliographic Instruction and finally became Information Literacy
From Bibliographic Instruction to Information Literacy Concepts, critical thinking, processes, thinking standards Tools, search interfaces Content focus Pervasive in the curriculum (linked credit courses, competency required) Isolated learning episodes (one-shot, workshop, unlinked credit courses) Placement in curriculum Integral External / tangential Relation to curriculum Collaboration responsibility Librarian-controlled Responsibility / Control Information Literacy (IL) Bibliographic Instruction (BI)
From Bibliographic Instruction to Information Literacy Expanded role, variety of technologies, “technology as lever” Limited, use in inflexible ways Role of technology Focus on unbounded universe of info Focus on specific libraries Relationship to place Competencies, use of standards Limited evaluations , Skill-based measure Assessment Increased (due to multiple learning opportunities, motivation & deep grasp of concepts) Limited (except skills) Learning transfer Librarian/Faculty as guides/facilitators Librarian control / didactic approaches Teaching methods
All citizens need their own internal navigation system to manage the information rich environment that now surrounds them. They play a special role in bridging the “digital divide” between those with home computers & those without. Citizens who lack the ability to find, evaluate & use information effectively may be left behind in terms of job opportunities, lifelong learning, quality of life and even access to basic services. Like basic literacy and reading, Information Literacy is a natural fit for these libraries.
Students need their own internal navigation system to manage the information rich environment that now surrounds them. Incoming students have far more experience with the Internet and far less experience with print than most of their professors. This often results in a mismatch between academic expectations and student behavior. Academic librarians are the natural in-house experts for teaching both students and faculty colleagues how to find, evaluate and use information effectively.
Students need their own internal navigation system to manage the information rich environment that now surrounds them. Without the ability to sift, process and evaluate information, students will be literally unable to function. Information literacy requirements are being integrated into state and national curriculum standards. School librarians are the natural in-house experts for teaching both students and colleagues how to find, evaluate and use information effectively.
When coordinated with the “core concepts”, the best practices will help identify the resources you will need to implement an effective information literacy program in the library, school, college or community
In general, an effective literacy program is developed in collaboration with community and academic partners, utilizes a variety of active learning techniques and is subject to regular evaluation and review.
6 . Outreach activities for an information literacy program should:
- use a variety of outreach channels
- address the needs of all age groups and levels of experience; and,
- build on existing collaborative relationships in the library committee
INFORMATION LITERACY: AN INTERNATIONAL STATE-OF-THE ART REPORT (UNESCO)
France, Quebec and Belgium
Mexico, Spain and Latin America
United Kingdom and Ireland
United States and Canada
Demographic Assessment of Information Literacy Competency of Freshmen UPCAT Passers at UP Los Ba ñ os ( MAMIngua, 2006 )
Excelled best in ACRL ILC standards 1, 3 and 4 . Literate in determining the nature & extent of info needed, can evaluate info & its sources & incorporates info into knowledge base & values system, use info effectively to accomplish specific purpose
Low in standards 2 & 5 . Need to be particular with type of info & should understand economic, legal & social issues on the use of info & access/use info ethically & legally
Science oriented curriculum got the highest information literacy competency followed by General Secondary & Accelerated Christian Education . The lowest came from Vocational-Technical curriculum.
Although libraries and librarians are uniquely qualified to support and teach information literacy skills, information literacy is not just a library issue. Because it enables students to be lifelong learners and critical thinkers, it is – a fundamental principal of higher education.
The new pedagogic paradigm emphasizes the empowerment of students & encourages them to take control of their own learning. The student becomes a learner, the teacher becomes a coach; the teacher-centered university becomes a learner-centered educational environment; teaching is transformed into the design and management of learning experiences. This new learning environment for students have a significant impact on academic libraries because they play a central role in the transformation of the learning environment.
They should serve not only as repository of information and place for quiet contemplation but should be a dynamic gateway to information. As such, they should provide active laboratory for students and faculty to explore, investigate and retrieve information wherever it may be found: locally or virtually.
- ALA, 1989 reports that “Information Literacy is a survival skill in the Information Age”. They should be able to take a lead role in developing and delivering learning support strategies to ensure the true meaning of Information Literacy
Professional – relate to the librarians knowledge in the areas of information resources, information access, technology, management and research, as well as the ability to use these areas of knowledge as a basis for providing library and information services
Personal – represent a set of skills, attitudes and values that enable librarians to work efficiently; be good communicators; focus on continuing learning throughout their careers; demonstrate the value-added nature of their contributions and survive in the new world of work
Equipped with the knowledge, skills and competencies, librarians are not mere librarians anymore. The expectancies of our role in ICT provide a framework for the technological role we play in library services. Librarians are now employed as: technology consultants, technology trainors, coordinators, heads of Digital Information Literacy, information system librarian, heads of computer services, webmaster, internet services librarian, etc.
Since librarians work in a service-oriented organization, the new roles being played now should also be integrated with total quality service . The philosophy of service quality centers on continuous quality enhancement. Continuous quality enhancement is continuous process improvement which involves improving effectiveness, efficiency and excellence leading to total quality service.
Thus, Libraries and Librarians are truly and significant contributors to the success of their organizations or institutions, as well as active partners in information literacy education for lifelong learning.