Going the extra mile: information skills development at University of Moratuwa

Abstract

Beyond the traditional role of acquiring, organizing, disseminating and preserving information, librarians are called to teach strategies in information retrieval, evaluation and usage. Hence, this article gives an account of a partnership developed between Library and Faculty of Engineering (FoE), University of Moratuwa. This partnership called for an extended role of teaching information literacy skills for new entrants not limiting to the orientation programme.Key words: user education; information literacy, university libraries, library servicesJournal of the University Librarians Association of Sri Lanka, Vol.13 (Special Issue). 2009 37-52

User Education and its Present Status in University Libraries in Sri Lanka: An Overview

“…The majority of them, as disclosed by some studies (e.g. Jayatissa, 2008;Jayatissa, 2009;Mashroofa, 2009;Seneviratne, 2009;Ranaweera, 2010;Wickramanayake, 2014), are gradually moving from traditional user education methods to information literacy while some of them are still practising traditional methods even though they have understood the urgent need to implement information literacy initiatives in their institutions. Yet, unavailability of considerable previous publications including research reports creates obstacles to this task and discomfits the reviewing process.…”

“…Today, academic librarians are required to act beyond the traditional role of acquiring, organizing, disseminating and preserving information. They are expected to educate users on effective and efficient ways of information retrieval, evaluation and usage in addition to fulfilling their traditional roles (Jayatissa, 2008;Seneviratne, 2009). Moreover, "They require new and refined skills and conceptual understanding which will enable them to perform with an educational competence and professional confidence equal to that of their academic peers" (Peacock, 2001, p.1).…”

“…Sri Lankan university libraries have equally understood their role in user education for several decades back (Jayatissa, 2008;Jayatissa, 2009). In fact, most of the well-established universities in the country began their user education programs early in the seventies (Seneviratne, 2009) and eighties (Jayatissa, 2009;Hindagolla, 2012). Although such programs have been in place for several decades, the availability of publications not only on development of library instruction but also on information literacy is very rare (Wijetunge, & Wilson, 1998;Wijetunge, 1998).…”

“…However, since the major goal of this article is to review available literature on user education in Sri Lankan university libraries, the author collected some publications (e.g. Jayatissa, 2008;Jayatissa, 2009;Mashroofa, 2009;Seneviratne, 2009;Ranaweera, 2010;Wickramanayake, 2012;Wickramanayake, 2014) conducted on user education in the local context. This reviewing process aids these pieces of works to present the real picture of the country's current library instruction practices which is timely most important for the better understanding of librarians, policy makers and university administrators to design, develop and implement such programs in an effective manner.…”

“…This situation can clearly be identified by reviewing some local articles written by university Librarians / Senior Assistant Librarians (e.g. Jayatissa, 2008;Jayatissa, 2009;Mashroofa, 2009;& Seneviratne, 2009) and by considering recent information literacy module which was proposed by Standing Committee of Library and Information Science (SCOLIS) of University Grants Commission (UGC) in Sri Lanka. As the SCOLIS proposed, all the state owned universities which are functioning under UGC must seek possibility to introduce credit bearing information literacy programs to ongoing undergraduate degree programs to increase students' information and library skills to enable them become critical thinkers and lifelong learners.…”