Information skills and information literacy in Indian university libraries

Abstract

This paper presents the results of a study of training opportunities for library and information professionals in India and how a selection of Indian university libraries are providing information skills and information literacy programmes for their users. The need for training students, researchers and staff to make appropriate use of resources made available in libraries is recognised. Library and information professionals also need continuing professional development courses as new ways of providing information resources are developed.

The changing educational needs of subject librarians: A survey of UK practitioner opinions and course content

“…Thus LM4 mentioned "dwindling finance", while LM1 commented specifically on "shrinkage of information provision budgets"; SL8 mentioned "technological ubiquity" and LM7 highlighted "student use of technology". SL6 reported "greater acceptance and understanding by some academics of the importance of information skills/literacy" and SL8 said that students were "increasingly expecting everything to happen online but finding that in practice, the more online access they have, the more help from a qualified professional they need to navigate it", a point made by Nyamboga, Brown et al and Fullerton and Leckie [31][32][33].…”

“…In addition, increased accessibility via technology has meant increased complexity of information retrieval [31,32]. Thus the need for students (and staff) to be taught how to find, evaluate and apply information is greater than ever [2,32]. Brown et al have argued that many students are "techno-savvy", but lack the IL skills to take advantage of this [33].…”

“…The growing popularity of the Web as a resource means students have access to information not formally approved by the library as reliable and suitable [2,29]. In addition, increased accessibility via technology has meant increased complexity of information retrieval [31,32]. Thus the need for students (and staff) to be taught how to find, evaluate and apply information is greater than ever [2,32].…”

A Study of Subject Service in Chinese Academic Libraries

“…Meanwhile, facing astonishing amount of information, users often feel lost with difficulties to acquire expected materials accurately and effectively. Increased accessibility via technology has meant increased complexity of information retrieval [3,4]. Users were "increasingly expecting everything to happen online but finding that in practice, the more online access they have, the more help from a qualified professional they need to navigate it", a point made by Nyamboga, Brown et al and Fullerton and Leckie [3][4][5].It is not that the users do not need library any more, but that traditional library service no longer meets the changed needs of users.…”

Société de l’information et infobésité : perceptions et représentations croisées

“…En plus d'être un facteur d'aide à l'inclusion sociale (Lloyd, Lipu & Kennan 2010), la maîtrise informationnelle est un critère d'évaluation du niveau de développement des sociétés (Simoncic & Vuckovic 2010) et un outil de compréhension (Catts 2012) utilisé auprès des jeunes adultes pour évaluer leur performance quant au traitement et à la compréhension de documents (Kirsch & Mosenthal 1990). Notion relative à l'apprentissage, la littératie informationnelle est largement étudiée dans le domaine de l'éduca-tion (Kong & Li 2009) pour évaluer les institutions scolaires (Nyamboga 2004 ;Baro & Keboh 2012), les étudiants (Kavanagh 2011) et la perception qu'ils ont de leurs compétences (Singh 2005 ;Adetoro, Simisaye & Oyefuga 2010 ;Pinto 2012). La prise en compte de la perception aide les chercheurs à comprendre les comportements informationnels des jeunes : la perception de leurs propres stratégies de recherche d'information a un impact sur leur perception de l'information (KyungSun & Sei-Ching 2007).…”