Three Perspectives on Information Literacy in Academia: Talking to Librarians, Faculty, and Students

Abstract

This study presents three perspectives on the subject of information literacy skills in academia by examining the perceptions of students, teaching faculty, and librarians. Information literacy (sometimes referred to as critical thinking or research skills) has become a crucial set of skills in academic work since developments in informational and technological environments have given students access to vast amounts of information that is often unsupported, unfiltered, and unreliable. Data collected from 32 semistructured interviews were analyzed using thematic analysis. Findings show that students felt they lacked adequate information literacy skills, did not receive sufficient help from the faculty, and were unaware of the resources and services the library offered. Professors, however, considered such skills important and expected students to obtain them during their studies. The library staff were aware of students' difficulties in acquiring these skills and have made efforts to develop programs to remedy the situation. However, these programs were not always successful due to a lack of awareness by students, and the incompatibility of such programs with their needs and the expectations of their instructors. By contrasting the views, needs, and expectations of the three populations studied, findings from the study show that greater collaboration and communication among faculty, librarians, and students is needed to improve students' information literacy skills. The study also provides the LIS field with an outline of an "ideal" information literacy training for students as it is reflected in the combined views of the participated populations. IntroductionThe information age and its far-reaching technological developments have changed the ways in which users relate to and use information, 1 making information literacy skills an essential set of skills and competencies that impact the daily lives of individuals living in an information society. The term "information literacy" was first used by

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“…As we progressed, we continued to develop our understanding of the value of working with and listening to academics about their priorities, as well as their students' needs. Many agree that increased collaboration between librarians and academic teaching staff is essential to improving student's information literacy skills (Yevelson-Shorsher & Bronstein, 2018, Farrell & Badke, 2015 and Bapte (2019) goes as far as saying information literacy outcomes cannot be achieved without this collaborative effort.…”

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