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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