INFORMATION LITERACY AND THE PUBLIC LIBRARYJane Harding In.docx

INFORMATION LITERACY AND THE PUBLIC LIBRARY
Jane Harding Information Services/Special Projects Librarian
Sunshine Coast Libraries
Queensland
There is a lack of literature about information literacy and the
public library, especially compared with that of school
and academic libraries. This might suggest that public libraries
are not engaged in information literacy efforts.
However the literature reveals that, despite myriad challenges,
public libraries worldwide are embracing the
responsibility and have implemented a wide array of
information literacy approaches. They are furthering
information literacy in their communities, albeit along a poorly
defined and obstacle strewn path. Edited version of a
paper first published in the 'Australian library journal ' August
2008.
It is over 30 years since the term'information literacy' was
coined by PaulZurkowski' and nearly 20 years since the
concept came to the forefront of the library and
information profession. Libraries of all types
have been charged with taking an active role in
fostering an information literate society. Public
libraries have been proposed as the obvious and
well equipped agencies for imparting critical
information skills to the wider community.
A myriad of how to guides, reports, studies and
national goals and objectives provide a
framework for information literacy programs in

school and academic libraries. By contrast,
there is very little published literature about the
efforts of public libraries. Nonetheless public
libraries are embracing this responsibility.
There is evidence of a wide range of
information literacy focused programs in public
libraries worldwide. Although these programs
vary in format and content, most libraries have
approached information literacy skills
development 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 programs is being limited by a range
of factors, some of which are the very
characteristics originally identified as a strength
of public library involvement in information
literacy development.
Information literacy and tbe public library:
an overview
Information literacy is widely considered to be
a survival requirement for life in the informa-
tion age, a vital underpinning to lifelong learn-
ing, and critical for a thriving democ-
racy.^"''"'*'̂ '*'̂ '̂ '''"''"''̂ ''''''''''̂
Many definitions of information literacy have
been proposed and debated in the 30 years since
the term was proposed, most of which reflect
attributes similar to the following commonly
cited definition
...to be information literate, a person must be

able to recognize when information is needed
and have the ability to locate, evaluate, and use
effectively the needed information.'*
Information literacy has been identified as an
issue of importance to all society.'^ Public
libraries are regarded as ideally suited to
promoting the development of information
literacy and encouraging lifelong learning in
1̂ . • • 18 19 2021 22 1 r
tneir communities. • • • • Iniormation
literacy development by public libraries is
highlighted as an 'essential service' and 'the
most important goal of libraries' with some
suggesting that 'no other entity - government or
private - is as ready to take on this growing
need, has the skill set necessary, or can do it as
inexpensively as the public library'.^•''̂ '' Public
libraries have recognised this responsibility in
the inclusion of the information literacy
development of their users as a goal in their
mission statements and strategic plans.
In providing information literacy support, they
have the opportunity to foster the lifelong
learning of their communities - lifelong
learning being described as 'gaining knowledge
to lead better, more fulfilling lives' and
differentiated from formal, accredited programs
of study.̂ '̂̂ '' In fact, the two concepts have
become inextricably linked in the literature and
the two terms are used interchangeably to some
extent.
There is also a misplaced tendency for

information literacy to be used synonymously
with library user education. It has been
suggested that information literacy is simply a
new name for the user education that librarians
have traditionally provided.̂ '̂̂ '̂̂ '̂"' However
the terms do represent different, yet interrelated,
concepts.
Aplis 21 (4) December 2008 157
Library instructional programs of the past
(bibliographic instruction, user education, or
library orientation) had the primary purpose of
helping users to use the library's resources
more effectively.'"'^^ Information literacy
certainly requires bibliographic skills, but it is
much more than knowing how to use the library
and its resources.
While there are many perspectives on whether
information literacy is a skills set, an attribute, a
capability, or a process, there is agreement that
it is a problem solving activity that involves
critical thinking and the ability to apply
information to an individual's life."'̂ "* It is this
constructivist emphasis that is seen as
differentiating information literacy from
bibliographic instruction.''̂ '̂ *' Its focus is on
developing a person's ability to 'learn how to
learn'" and therefore provide a foundation for
lifelong learning.
Information literacy is clearly more holistic and
far more complex than user education. The

questions are how can these concepts be taught
in the public library environment and are public
libraries actively engaged in doing so?
Tbe literature
The first step towards answering those
questions was to review what has been pub-
lished, both in terms of practical advice to
public libraries and documenting what public
libraries are doing. It soon became evident that
there is a notable lack of literature and research
on public libraries and information literacy,
particularly when contrasted with the volume of
writing addressing the school and academic
environment. Those monitoring the field have
observed this ^^^^""^''^
For many years, Rader conducted annual
reviews of the literature, culminating in a
review of 25 years of literature in 2000, which
scanned 3900 publications over the period
1973-1998, and categorized articles by type of
library. Johnson and Jent, who have compiled
similar reviews for the years 2000-2005, have
continued Rader's efforts. The finding of these
summaries is that only about 2% of articles
addressed information literacy in the context of
the public library, with the proportion of
articles decreasing to under 2% in more recent
years.'^'''''^'"*-"''"*'''' This is compared to 52-
62% for academic libraries and 20-35% for
schools.
Johnson acknowledges that her reviews have
been limited to English language articles and
those readily available via US based electronic

databases, and that it is an unscientific
sampling. Additionally Rader, and Johnson and
Jent, include a category of 'all types' in their
summaries. In examining the articles in this
category, it became apparent that a reasonable
number, particularly in more recent years, were
pertinent to public libraries. This suggests that
some articles should have been classified twice
to more accurately reflect the scope of writing
in various sectors. Johnson in 2001^'' and with
Jent in 2005^' partially acknowledge this in
their observation of an increasing emphasis on
articles dealing with collaboration between
different types of libraries.
A similar lack of emphasis on the public library
is reflected in the books and how to guides that
have been published on information literacy. A
review of offerings from Neal-Schuman
Publishers and ALA Publishing, two leading
publishers of reference literature for librarians
and teachers, reveals that more than half of the
works focus on academic libraries and about
one quarter on schools. Only two were identi-
fied that gave genuine attention to the public
library although this was not discernible from
the titles. The recently published Proven
strategies for building an information literacy
program includes one chapter by Walter,'^ a
UCLA lecturer, addressing information literacy
and the public library. This provides a synopsis
of the current situation with regard to informa-
tion literacy instruction in public libraries.
Contrary to the book's title, however, it does
not delve into the application of the strategies.

Several other books are consistently referred to
as key information literacy works. Yet they pay
similarly scant attention to the public library.
Eisenberg, Lowe and Spitzer's Information
literacy: essential skills for the information
age^^ described by Patricia Brievik in the
foreword as 'one of the most defmitive on the
topic', has only one page out of 400 dedicated
to discussion of the role of the public library,
and this is in the context of the future of
information literacy. This is despite the
acknowledgement in the introduction that
information literacy is an issue relevant to
everyone. An annotated bibliography of 85
pages fails to include a category for public
libraries, although this may be due to the
158 Aplis 21(4) December 2008
bibliography having been compiled from the
Eric database, which has its focus on education.
Similarly, Bruce and Candy's Information
literacy around the world: advances in
programs and research^'^ fails to include a
chapter or section on public libraries or even
acknowledge the public library as a valuable
stakeholder in information literacy development
for their communities.
Despite this lack of literature and obvious
publishing gaps, persistent searching of
databases and the world wide web did net a
range of literature. Substituting 'lifelong
learning' and 'user education' for 'information

literacy' expanded the search results. Much of
this literature takes the form of reports and
synopses addressing the role of public libraries
and/or outlining activities in public libraries.
Only three formal studies were identified
• Bruce and Lampson^' undertook an
investigation into the attitudes of librarians
in Washington State towards information
literacy. The purpose of the study was to
determine by way of survey and focus
groups why goals with respect to
information literacy are not being met. The
study included librarians from all disciplines
and the number of public librarians appears
to be higher than those from other sectors
although in proportion to the library
community in Washington State. The result
was the identification of a range of factors
affecting the approach of librarians to
information literacy development.
attempted to assess the readiness of
public libraries in one province of South
Africa to assume responsibility for
information literacy education, particularly
to students. Although focused on students
and limited to a small geographic area, it
provides insight into the perceptions and
attitudes of public librarians about
information literacy and will provide useful
background for future studies.
o Julien and Breu" undertook a survey of
information literacy programs with the aim
of assessing whether Canadian public

libraries were living up to expectations with
respect to developing the public's
information literacy. The study identified the
ways in which public libraries were
approaching information literacy
development as well as the factors limiting
implementation of programs. Although the
method of determining the sample size is not
clear and appears disproportionate across the
geographic regions in comparison to the
populations of the regions, the qualitative
information obtained is valuable for future
program development by public libraries.
The public library: its strengths
Although the public library is under represented
in what has been published, there is sufficient
material to begin to develop a picture of the
state of infomiation literacy programs in public
libraries.
First, a wide range of strengths of the public
library as a provider of information literacy
education can be identified.
Recognized role as place of learning Public
libraries, since the earliest times, have been
perceived as learning places and have 'always
occupied a place in education'.̂ ^• '̂''''"•'̂ '
An ongoing belief in the public library as a
learning institution was confirmed in several
reports by working groups in 1995 and 1996.
Both the Navigating the economy of knowledge
and 2020 vision: towards the libraries of the
future reports acknowledged that public

libraries are functioning as an arm of the
'national education system'." In a US study of
possible roles for public libraries, it is
interesting to note that the public perception of
the most important role for the public library
relates to lifelong learning.''^ Similarly, studies
of British public libraries have placed public
libraries firmly in the equation of lifelong
learning and education.*''
Information literacy experts The principles of
information literacy are considered to mirror the
traditional values of public libraries. Librarians
are viewed as information literacy *̂ ^̂
Broad client base The public library is a
community facility, serving the information
needs of all members of the community.*"^ It
has a wide diversity of clientele and the
potential to reach all sections of the community
from children to older adults, and across
minority groups and educational and
professional levels. It thus has the opportunity
to develop information literacy throughout the
community.68
A child's ftrst learning experience A child's
first independent learning experience (where
they go to seek information on a topic of
interest) and first access to information
Aplis 21(4) December 2008 159
technology often occurs at the library. Children

are exposed to the use of information directly
through tailored library programs and indirectly
via the behaviour of adults, which combine
with positive general library experiences
through story time sessions and summer
reading programs.*''^"'^' The public library can
encourage children from an early age to value
information as well as support them in learning
about, and gaining access to, information (key
elements of information literacy) as well as
instilling the value of the library as an
information source and learning place.'^
Lifelong contact with members of community
Schools and universities can provide
information literacy support and instruction
during years of formal education but do not
serve individuals in the subsequent years of
informal or self directed study. As information
literacy development is lifelong, public libraries
are perfectly positioned to be a 'constant
presence throughout people's lives', and able to
provide ongoing support to individuals in
developing their information l i t ^ ^ ^ * ^ ^
Teachable moments Public libraries have the
opportunity to provide one on one instruction
during client-librarian interactions such as
reference interviews. These are often cited as
the most effective means of information literacy
Partnerships Public libraries have a proven
track record and ability to form partnerships
and work with other stakeholders eg schools
and universities, to build information literacy
and deliver training.

Key access points Public libraries are major
providers of electronic and print information
and can offer appropriate programs and on the
spot assistance to citizens to foster their
information literacy.^"
What public libraries are doing
The literature also reveals that there is a wide
array of well established information literacy
programs in public libraries worldwide.Public
libraries have embraced their responsibilities
for information literacy development despite
the lack of clear guidelines, manuals or a
framework to assist their efforts.
The programs fall into several broad categories.
They tend to address elements of information
literacy development rather than the process as
a whole, and capitalize on the strengths of the
public library. As Hart̂ ^ observes in examining
the public library's role in information literacy
education, the 'challenge is to design effective
programs which take into account our own
realities'. It is evident that this is what public
libraries have done. In the absence of a
framework, some public libraries have found
their own balance between their responsibility
for providing information literacy education,
the demands of their community, and their
available resources, in the following ways.
ICT/technology access and training
A key element of information literacy is the
ability to locate and access information. The

2 r ' century has seen an explosion not only in
the amount of available information but in the
range of nonprint formats in which this
information is published - cdroms, electronic
databases, webpages. Public libraries have
followed this trend, investing substantial
amounts of money in digital and electronic
resources and the technology to access them.
However, these resources are of no value if
individuals cannot access them or use them
effectively. Thus the need for libraries to
provide training and support to enable their
users to 'navigate, explore and evaluate the
information sources'.̂ '̂̂ '̂**'*
It is in this area that it appears public libraries
have made the greatest contribution. The
provision of public internet access is common
in public libraries worldwide, with access to
technology viewed as 'one avenue in which
public libraries can progress lifelong learning
within the community'.**^ Additionally, public
libraries have implemented successful programs
of ICT training.
Many of these are targeted to groups within the
community, such as seniors, teens, mothers,
genealogists, and young people. Some of these
programs aim to at impart basic computer
skills. For example
• Norway - ICT training is provided for
seniors and minority groups'"
• Canada - Vancouver Public Library has
partnered with schools to provide training on

use of library electronic resources (opac,
databases and linked websites)^'
• Australia - Sunshine Coast Libraries in
Queensland offer regular sessions on a range
of basic computing skills.^^
Others take this training a step further by
expanding into the evaluation of resources,
generally in conjunction with internet training.
For example
• Spain - Intelligent use of internet
workshops'^^ (Tarragona and Murcia)
• Australia - The City of Stirling (Western
Australia) includes a session on 'using the
internet effectively' in its array of training
programs at the Mirrabooka branch library.^"
In the introduction to the internet class at the
Noosa branch of Sunshine Coast Libraries in
Queensland, this author emphasizes the
evaluation of search results and websites.
• United States of America - Farmington
Community Library (Michigan) extends its
training sessions to include 'critical
evaluation of online content'.95 Santa
Monica Public Library in California also
includes website evaluation in its class.'^
While most of these classes are delivered to

small groups, there is a flow through effect to
the wider community as participants use their
newfound and awareness skills to assist family
members or friends.**̂
Additional support and learning opportunities
are provided by subscription based services
such as Learningfast and Websters E-learning,
which deliver online tutorials on a range of ICT
related topics. These are generally available via
a library's website and are thus accessible from
homes or offices at any time of the day.
Reference interviews
Many libraries report that this is one way in
which they are able to readily advance
information literacy. It has been argued that
capitalising on one on one teachable moments
such as during reference interviews is the most
effective option for information literacy
instruction.'̂ ''̂ ^-""'-'«''"'̂ Others assert that
individual instruction 'doesn't realize the
library's full value to the community' and
advocate formal programs, such as group
classes.'"^''"'' However, there is little evidence
that this 'mass instruction' has 'any lasting
positive impact on citizens'.'"^
This form of instruction provides the
opportunity to expand from basic how to
instruction into the more cognitive aspects of
information literacy such as recognition of
information need and evaluation of sources. It
has the additional advantage of allowing an
individual to see the applicability of

information literacy in solving a real life
information problem.
Partnerships
Information literacy is a capability required
throughout life. It has been shown that
information literacy is cumulatively acquired -
the more exposure an individual has to the
elements of information literacy and more
opportunities to put these into practice, the
greater the likelihood of information literacy
being achieved.'"^ Partnerships are viewed as
being one way of ensuring citizens receive
support throughout life rather than only when
engaged in formal study.'°^ Many assert that
partnerships are both essential and the best way
for public libraries to approach information
literacy development. An increase in interest in
collaborative efforts between institutions is
An additional advantage of partnerships is the
potential for monitoring the longterm 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."^
There appears to be no dispute that the public
library has a 'major part to play in collaboration
"**with other stakeholders'."** Whether this is as a
leader or in more supportive role is still being
debated."^''^"'^' Partnerships take a variety of
forms.

Between public libraries and schools or
academic institutions is the most commonly
advocated partnership. It involves activities
such as schools providing details of curriculum
and assessment to public libraries to allow
librarians to provide effective assignment
assistance and tailored collections.'^^ The highly
successful and award winning partnership of
Mackay West State School and Mackay City
Council in Queensland Library is an excellent
example of how this can be accomplished for
the advantage of the students.'^^
Between public libraries and ISPs, community
information providers, government entities, and
private enterprise to provide opportunities to
obtain funding for programs or training for staff
or the public. The Austin Public Library
received funds from the Michael and Susan
Dell Foundation for development of the Wired
for youth program.'^'' In Europe and Western
Australia, partnerships have assisted in
providing infonnation literacy training for
' ' ^ ' ' '
Between public libraries and individuals in the
community in utilizing volunteers with
specialized skills to provide training and
support in areas such as computer skills. At the
Noosa branch of Sunshine Coast Libraries in

Queensland this allows the library to offer
needs based, one on one, instruction to
individuals for whom group lessons are not
suitable or who require more focused
assistance."^ This level of support would not
otherwise be able to be provided with the
library's current resources.
Public library constraints
Public libraries have myriad strengths to play a
role in information literacy development. The
literature also reveals a number of factors
limiting their efforts. In 1990 Van Fleet, writing
about adult lifelong learning and public
libraries, identified four potential obstacles to
public library 'effective participation in lifelong
learning'
to assumea librarians' reluctance
nontraditional role
b poor public perception of the library's
function
c lack of resources
d the absence of an underlying philosophy to
serve as a basis for coherent planning.'̂ *
Nearly 20 years later, these and other factors
are still influencing the work of public libraries
in information literacy development.
Interestingly, some of these limiting factors are
the very reasons that public libraries are seen as
ideal for providing information literacy
instruction. There is evidence, however, of

efforts being made to overcome these
limitations.
Lack of framework
In the academic and school environment,
agreed standards and objectives (such as those
developed and adopted by the Council of
Australian University Librarians (Caul) and the
US Association of College and Research
Libraries (ACRL)) provide a framework for the
design and implementation of information
literacy programs. There are no such guidelines
for public libraries and, as outlined above, very
little has been published about how public
libraries should support information literacy
development. Yet an equal, if not higher, level
of expectation and responsibility has been
129placed upon them.'"̂ ^ A need for a 'clearer
vision and blueprint' exists.'^"
Resources
Public libraries have faced signiflcant budget
challenges in recent years and can only accom-
plish so much within their flnancial constraints.
Information literacy programs are restricted in
large part due to insufficient staffing, space
constraints, and lack of facilities, equipment,
resources, and retrieval tools.'^'-'^'''"''^"''^^''^'^
Attitudes and beliefs
Subjective aspects such as staff and user
attitudes and beliefs have a dramatic effect on
the implementation and effectiveness of
information literacy development. 137

• Understanding of information literacy With
the library and information sector having
had so much contribution to the information
literacy movement, it might be expected that
all librarians are information literacy
advocates. Unfortunately, this is not true and
many librarians, especially public librarians,
may be the least able spokespersons.'''*' A
lack of understanding and knowledge of
infonnation literacy concepts by librarians
and other stakeholders was noted by Bruce
and Lampson''^ in their study of librarians'
attitudes towards infonnation literacy.
Additionally, there is a tendency to view
infonnation literacy very narrowly as the
teaching of infonnation searching skills and
use it as an umbrella term for library
activities such as user education and library
140
orientation.
• Staff It has been observed that people will
only interact with information in a way that
suits their value system. It is essential that
librarians adapt to the ways clients think
about and value information.''"'''"'''*^ There
has been a tendency among librarians to
allow the client to be in control of
interactions and for librarians not to impose
a judgment on the value of information
located. Infonnation literacy, however,
requires librarians to evaluate information or
encourage clients to do so.''*'*'''̂ Others see

that 'librarians must surrender authority in
order to empower patrons'.'''* Additionally,
although libraries have historically been
viewed as educational institutions, librarians
may not see themselves as, or want to be.
162 Aplis 21 (4) December 2008
teachers. Thus there needs to be a 'shift in
eonceptions of the educational role of public
• Public If the public do not recognise and
accept the public library as a facilitator of
information literacy and are not aware of the
availability of information literacy
programs, it is impossible for libraries to
fulfil their role."'
• Government and industry bodies More
support and acknowledgment is needed from
governments, business and educational
administrators for the role of public libraries
in fostering information literacy.'^*'''^'
Client base
Although the public library is presented as
accessible to the entire community, only those
segments who are, or who become, library users
are reached.'^^ Additionally, a diverse user base
- from newborns to older adults, illiterate to
highly educated, with different learning styles
and attitudes - poses challenges in providing
programs suitable to all users. Thus it is easier
and more effective to offer programs tailored to

specific groups.'"'"'' Thuringowa library* in
Queensland attempts to reach nonlibrary users
through its weekly column in the local
newspaper.'^^
Nature of the public library
The public library functions to serve
community needs and demands. To a large
extent, the services provided are driven by its
community.'^^ Although Spitzer, Eisenberg and
Lowe'''^ believe that public libraries are one
place where an increase in information literacy
efforts can and will take place, this is likely to
happen more as a function of public demand
than library initiative.
Training/sliitts
The skills of teaching are not routinely taught to
librarians in the course of their professional
education.'^^''^' Those working in public
libraries as information literacy developers need
to be trained and updated in teaching and
learning techniques to be effective and to be
comfortable in their new role.'^*'''^' Staff also
require support to develop their own
information literacy competencies and training
in use of new information sources."•'̂ '"̂ •̂"̂ •̂'̂ ^
The DELCIS: Distance education for
librarians: creating an information-competent
society project aimed to provide information
literacy training to librarians in Latvia and
Lithuania.'̂ '̂ Similarly, the City of Stirling
library in Western Australia partnered with the
Internet Training Institute of Australia to
provide training to library staff in use of the

internet and in the teaching of skills to the
public.'^'
Assessment
Public libraries are outcomes driven and need to
be able to measure the impact of services to
justify the continuation of the service. With
very little upon which to formally assess
information literacy competencies, it is difficult
to determine whether a program should be
continued, modified or expanded."'*' Some
suggest that just the number of people attending
classes and programs is a solid indicator. "''
Promotion
Library staff are generally not trained, or
proficient, in marketing. Particularly when
trying to market programs outside the library
and reach nonlibrary users, libraries face a
challenge.'™''^' Addressing this is critical if
they are to reach the broader community.
Cultural factors
In some countries cultural factors are impacting
on the work of public libraries, although this is
not evident in Australia.
South Africa The lingering effects of apartheid
continue to impact on the quality of library
services and, in turn, the range of programs that
can be offered.'̂ ^
Spain Culture and especially libraries suffered
under the rule of Franco. School libraries are
still uncommon. Public libraries are considered
the main resource for students. However,

student use of the public library is seen as a
problem by librarians and very little
cooperation is taking place between librarians
and teaching staff. In combination with
traditional teaching methods in Spain this has
contributed to a general lack of interest in the
use of libraries.'" Once again, attitudes and
awareness of staff and users need to modified
before public libraries can make progress.
Turkey Kurbanoglu'^'' indicates that Turkish
libraries are just not equipped with the
resources necessary to facilitate information
literacy.
Now a branch ofTownsville City Council Libraries as a result
of local government amalgamations in Queensland.
Conclusion
Although there has been much debate over the
definition of information literacy, it is widely
held that it is vital for life in the 2 P ' century.
Academic librarians have been at the forefront
of the infonnation literacy conceptualisation
and movement. Public libraries, with their very
large and diverse client base and lifelong
contact with users, are ideally positioned to lead
in developing information literate communities.
Little guidance and literature has been available
to public libraries on how they should go about
this.

Despite this, there is sufficient published
material providing evidence that public libraries
are actively and creatively meeting the
information literacy development challenge.
They have had to find a balance between
professional ideals, public demand, and
available resources. They are capitalizing on
their strengths and opportunities within the
boundaries of existing limitations. The
challenge now is to determine if current
approaches and programs meet community
information literacy needs - and if not how to
remove the obstacles and pave the way for
public libraries to increase their contribution to
the development of information literacy in their
communities.
References
1 Zurkowski cited in Spitzer, K, Eisenberg,
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Clearinghouse on Information and
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2 Batt, C I have seen the future and IT works
Ariadne 18 1998 p24 http://www.ariadne.
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3 Boekhurst, A Becoming information literate
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pp261-274
5 Bundy, A Information literacy: the 21" century
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13 Eisenberg, M, Lowe, C and Spitzer K
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16 Presidential Committee on Information
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27 Woods, Bums and Barr Planning an 46
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28 Grassian, E and Kaplowitz, J Information
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quarterly 37(3) 2004 pp4-7 http://www.splq.
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readiness of public libraries in Mpumalanga
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39 Jackson, S Information literacy and public 59
libraries: a community-based approach, in 60
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40 Lewis, A Where does information literacy fit 61
in within public libraries? Eduserve 62
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41 Walter, V Information literacy: a new role for
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building an information literacy program 64
Curzon, S and L Lampert, L eds NY, Neal- 65
Schuman Publishers 2007 66
42 Virkus, S Information literacy in Europe: a 67
literature review Information research 8(4) 68
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43 Johnson, A Library instruction and
information literacy - 2000 Reference services

rev/cw 29(4) 2001 pp338-362
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review 31 (4) 2003 pp385-418
Johnson, A and Jent, S Library instruction and
review 32(4) 2004 pp413-442
review 33(4) 2005 pp487-53
rev/ew 35(1) 2007 ppl37-186
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in programs and research Wagga Wagga,
NSW Centre for Information Studies 2000
Bruce, H and Lampson, M Information
professionals as agents for information literacy
Education for information 20 2002 pp81-106
Hart, G 2006 op cit
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information science research 27(3) 2005
pp281-30l
Brooklyn Public Library Literacy report cited
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June 2001 American Library Association
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Poustie, K A knowledge centre for the
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html/x media/pdf/poustie_engl.pdf>
ibid p7
ibid p9
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context: new voices reflect on information
literacy Reference and user services quarterly
42(4) 2003 p313
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American Library Association 2003 p21
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73 Loomis, A Building coalitions for information
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31(3) 2003 p210

82 Wilson, P Teaching library skills through
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27
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86 Burrell, J Now for the hard part: end user
education Australasian public libraries and
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through the internet op cit
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literacy: the case or non-case of Norway
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Northwest Library Association quarterly 68(1)
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92 Tutorials Sunshine Coast Libraries, Sunshine
Coast, Qld 2008 http://library.sunshinecoast.
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literacy developments and issues in Spain
Library review 52(7) 2003 p343
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results: a public library transformation
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97 ibid pp8-9
98 Bruce and Lampson cited in Julien, H and
Breu, R op cit p285
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100 Leininger, M op cit
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citp35
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librarian, in Kent, A ed Encyclopedia of
library and information science NY, Dekker
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line for the new task of teaching information
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libraries.org/nlaquarterly/2004-4-Jehlik.htm
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117 Loomis, A op cit
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121 Skov, A op cit
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Council Library Service Productive
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166 Aplis 21 (4) December 2008
partnerships: learning through libraries a
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Zealand Adelaide March 2007 Conference
proceedings Adelaide, Auslib Press 2007
pp67-78
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125 Poustie, K A knowledge centre for the
community op cit
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134 Homann, B op cit p311
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136 Kurbanoglu, S op cit p26
librarian op cit p259
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p40-42
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intentional learner: a critical theory for
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http://digitalcommons.unl.edu/cgi/viewcontent
.cgi?article= 1062&context=libphilprac viewed
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p44
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p43
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Information literacy: essential skills for the
information age Eric Clearinghouse on
Information and Technology, New York,
Syracuse 1998 p224
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public library in India 2006 http://openmed.
nic.in/1278/01/Information_Literacy_Public_L
ibraries_India.pdf viewed 4 March 2007 p9
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165 Poustie, K Educating for information literacy
166 Virkus, S op cit
167 Poustie, K A knowledge centre for the
community op cit pl6
168 Whitehead M and Quinlan C op cit
169 Himmell, E and Wilson, W op cit pi 10
170 Bruce, H and Lampson, M op cit p81
171 Crowley, K op cit p28
173 Hernandez J and Urena, C op cit pp340-1
174 Kurbanoglu, S op cit p26
Other sources
ALIA core values statement 2002 Australian Libraiy
and Information Association http://www.alia.org.

au/ policies/ core.values.html
Breivik, P 21'" century learning and information
literacy Change 37(2) 2005
Statement on libraries and literacy 1979 amended
1996, Australian Library and Information
Association http://www.alia.org.au/policies/
library.literacy.html
Jane Harding recently completed a Master of Applied Science in
Library and
Information Management at Charles Sturt University for which
this literature review
was originally submitted. She also holds a Bachelor of Business
(Communications).
Jane is currently information services/special projects librarian
at the Noosa branch of
Sunshine Coast Libraries. Address: Sunshine Coast Libraries
Locked Bag 72
Sunshine Coast Mail Centre Qld 4560 Noosa Qld.
Email [email protected]
Aplis 21(4) December 20U8 167

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