This Canadian-based survey research study investigates the information literacy (IL) instruction practices, attitudes and knowledge of university faculty. Findings are based on results from an online survey of all full-time faculty at York University. The value of this paper lies, firstly, in its contribution to a field of enquiry where a research deficit has been identified. Second, it contributes to IL research and practice by both synthesizing and corroborating some of the findings of earlier studies of a similar nature. This and other studies establish that many faculty attitudes and practices regarding IL instruction have remained relatively constant over time by revealing evidence of a strong and enduring faculty belief in the value of solid student IL proficiencies, concerns that these proficiencies fall below desired standards; the view that IL instruction is beneficial; and evidence of disconnects between expressed beliefs and actual IL practice. Third, this study builds on what is already known by uncovering disciplinary differences in faculty opinions and practices in the domain of IL instruction and by providing insights on how faculty’s perceptions and rankings of different types of IL competencies are evolving and changing in an increasingly web-based information universe.

Purpose -Usability testing can play a valuable role in improving the effectiveness of online information literacy instruction, while forming a core component in a wider assessment plan. This article aims to discuss the usability testing of an online information literacy tutorial for freshman undergraduates at Wilfrid Laurier University Library. Design/methodology/approach -Two librarians, working to fulfill an important mandate of the Library's Infonnation Literacy Task Force, defined goals, created and implemented a modest, though effective, approach to usability assessment. Findings -The testing provided detailed information on the ease of use of the tutorial, as well as users' satisfaction levels with content and design. These findings informed subsequent revisions and enhancements to the online tutorial. Originality/value -Student evaluation questionnaires distributed subsequent to the tutorial overhaul indicate the success of usability testing in the development of a more effective learning tool. Keywords Academic libraries, Assessment, Redesign, Teaching methods, User studies, Internet Introduction At Wilfrid Laurier University, librarians applied usability assessment as a key component in the evaluation of an online information literacy tutorial integrated within a number of undergraduate first year Arts courses. A review of the literature resulted in some important and useful findings on effective approaches to usability evaluation. Some articles even shed light on the application of usability testing in a library context. However, the focus inevitably lay on usability testing of library web sites, and not on usability assessment of online library instruction. This article outlines the approach adopted by Wilfrid Laurier University Library in testing usability of an online library tutorial geared at freshmen undergraduates (www.wlu.caIwwwlib/infolit/tutoriall). While many of the fundamental principles and techniques associated with usability evaluation were adopted, several key differences in approach were necessary to ensure that goals were met and that the method adopted was practical and effective, given the context and problem at hand.

Purpose This paper aims to investigate faculty conceptions of information literacy (IL) in a digital information landscape by examining faculty definitions of IL in the context of undergraduate education, as well as faculty perceptions of, and expectations for, undergraduate IL knowledge and abilities. Design/methodology/approach This is a qualitative research study with 24 semi-structured interviews of faculty in different disciplines at a large public research university in Toronto, Ontario. Findings Faculty view IL as fundamentally intertwined with other academic literacies and as central for the successful pursuit of much undergraduate academic research work including developing autonomous, engaged learners. Faculty place special emphasis on fostering higher-order cognitive skills, especially developing a questioning disposition and the ability to evaluate, contextualize and synthesize information sources. Faculty see considerable scope for improvement of undergraduate IL capabilities, and a large majority see a role for themselves and librarians here. Practical implications Findings of this and other studies align well with core elements in the new IL guidelines and frameworks for higher education both in North America and the United Kingdom. This includes highlighting a need for a strong faculty role in shaping IL in higher education in the future, a need for a holistic lens in developing multiple academic literacies, an emphasis on high-order cognitive abilities and a recognition of the importance of affective dimensions of learning IL. Originality/value This paper fills a gap in the literature where there is an absence of studies, especially of a qualitative nature, which explore faculty conceptions of IL. A majority of studies published focus instead on librarian conceptions and practice.

Purpose -The web offers a large and ever expanding range of information sources on the popular and widely researched topic of corporate governance. This paper aims to introduce keys sites of quality and relevance to those interested in researching the field of corporate governance using freely available web resources. It will also aims to prove useful to librarians who wish to develop web-based subject pathfinders in this field or who want simply to connect with and build their knowledge of major topics and participants in the field of corporate governance. Design/methodology/approach -By way of introduction important or groundbreaking works in the corporate governance literature are identified and cited in the paper to place selected web sites within the context of recent and historic developments in the area of corporate governance. A wide range of web-based sources were consulted and critically evaluated in the study. Findings -The result of this work is a significant sampling of quality web-based information sources with evaluative annotations. Originalitylvalue -Given the recent explosion in information resources available on the topic of corporate governance, this paper will prove especially timely and useful to anyone interested in accessing and interacting with quality information on the free web from a wide range of significant players and stakeholders in the corporate governance arena.

We discuss an educational development approach to embedding academic literacies instruction within disciplinary curricula. This developmental, embedded approach contrasts with the generic, extracurricular, study-skills approach adopted in many universities. Learning Commons partners at York University, including librarians, writing instructors, and learning skills counsellors, collaborated with educational developers in the York Teaching Commons to design a program for course instructors and teaching assistants (TAs) who seek to improve their students’ academic literacies. This program includes interactive workshops focusing on strategies to facilitate the redesign of courses and assignments so as to give explicit attention to process-related practices and abilities involved in library research and writing. The academic theory underpinning this program is outlined along with its key content elements. We also describe how the program draws on SPARK (Student Papers and Academic Research Kit), an online resource, created by the York Learning Commons under a Creative Commons license with the goal of helping students succeed with written academic assignments. Feedback from instructors and TAs support that the program has played an important role in helping them to question their assumptions and redesign their teaching practice.