Information literacy for the information literate: A model and case study from the Wuhan UNESCO training the trainers in information literacy program

Pagell, Ruth A.; Munoo, Rajen

doi:10.1080/10572317.2010.10762849

Cited by 2 publications

(2 citation statements)

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“…Training delivery is also part of assessing university and research libraries' IL programs, as mentioned in the literature (Sun, 2002;Owusu-Ansah, 2004;Pagell and Munoo, 2010;Ponjuan, 2010). Therefore, the participant libraries were asked to give their opinions about their training delivery methods.…”

Section: Training Delivery Methodsmentioning

confidence: 99%

“…There could be a particular reason that library professionals do not prefer to deliver IL programs online, but it could also be the lack of financial and human resources, inadequate support from university and research libraries' parent organizations in terms of policy and computer literacy and little interest from the Chinese government in upgrading library systems. These drawbacks have been concluded from a variety of studies (Pagell and Munoo, 2010;Owusu-Ansah, 2004;Ponjuan, 2010;Sun, 2002).…”

Section: Training Delivery Methodsmentioning

confidence: 99%

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Information literacy in academic and research libraries of Beijing, China

Jabeen

Liu

Rafiq

et al. 2014

Information Development

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The purpose of this study was to explore the information literacy (IL) practices, methods and techniques being implemented in China’s university and research libraries. The study selected a concurrent mixed-methods research design. Data were collected using a structured questionnaire and in-depth interviews with professionals from 10 universities and research libraries in Beijing, China. Convenience sampling was used to collect data from the library professionals. The results show that university libraries are in far better positions than research libraries but that there is still a need for improvements. The findings indicate that IL training through library orientations and tours and introductory information skills are frequently and successfully being used in both types of libraries. For orientation, face-to-face delivery was used in 80 percent of university libraries and 60 percent of research libraries. IL programs were integrated into some subject units and available in 100 percent of the university libraries and 60 percent of the research libraries. University libraries performed better in implementing IL programs compared with the research institutes’ libraries. A number of gaps exist between university and research libraries in terms of information literacy practices. These gaps can be filled by overcoming barriers such as the absence of inactivity of professional library associations, the lack of government interest, the lack of faculty collaboration, and the failure to promote IL programs among the user community. In the light of this research, it is suggested that the Chinese government pay keen attention to formulating a national IL policy.

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Section: Training Delivery Methodsmentioning

confidence: 99%

Section: Training Delivery Methodsmentioning

confidence: 99%