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Librarians Foster Information Literacy

By IGI Global on Oct 12, 2011
One of the key requirements of the digital age is information literacy. As John Palfrey and Urs Gasser explain in their 2010 book Born Digital, "The digital world offers new opportunities to those who know how to avail themselves of them." Thus, they write, "[t]hese opportunities make possible new forms of creativity, learning, entrepreneurship, and innovation." The authors contend that the "digital divide," or a lack of access to technologies, is not the whole problem. Rather, youth need to learn "digital literacy," or the "skills to navigate this complicated, hybrid world that their peers are growing up in," they argue.

Similarly, Dr. Kshema Prakash of Deemed University, India discusses the importance of "information literacy," especially among distance learners, in a recent case study published by IGI Global. "Development of information literacy is critical for distance learners, and social networking tools based on Web 2.0 technologies may provide library services and impart information literacy to distance learners," argues Dr. Prakash. She defines the different kinds of "information literacy" as the following:

  • Library Literacy: Where a person is able to "explore the library efficiently with ease."
  • Media Literacy: Where someone is able to evaluate information received from diverse sources, including the mainstream media.
  • Computer Literacy: An understanding of computer software and hardware.
  • Network Literacy: "The ability to navigate the Internet or any other computer network."
  • Digital Literacy: The "searching and retrieving skills that are required to explore the online databases, digital libraries, or documents on CDs and DVDs."
  • Visual Literacy: The "ability to understand and produce visual content."
For Dr. Prakash, librarians and university staff play an important role in building information literacy among their students. "Developing information literacy ought to be the responsibility of academic institutions, be it schools, colleges or universities; however, as the librarians today are well versed with IT skills, library skills, and with domain knowledge of certain subjects, they can collaborate well with teachers in developing Information Literacy among students," she writes.

In this case study, Dr. Prakash discusses how Deemed University adapted to distance learning requirements by the Indian Distance Education Council that "every study centre and regional centre should have a library for supporting the information needs of students." Accordingly, the University established these centers. However, due to their small size, it wasn't feasible for all study centers to be expected to "engage a dedicated person possessing library skills," writes Dr. Prakash. "Hence, attempts are made to impart functional library skills to the administrative personnel of study centres," she writes. In addition, supportive reading material was ordered so that the study centers would have relevant books available for users.

The University arranged for its librarians to respond to student queries "via email, instant online messaging, text messaging, and phone," writes Dr. Prakash. "Generally, distance learners, removed from direct teaching and devoid of face-to-face teaching and interaction, occupy an ambiguous space and are often unsure of how to find additional information resources," she writes. "Any effort by the librarian to reach out to such learners would definitely be welcomed."

In addition, Dr. Prakash argues, "Once the librarian bridges this gap with distance learners through electronic/digital media, such as through e-mail, instant messaging, discussion forums and listservs, which are not constrained by time, the distance learners can be at ease in utilizing the resource to seek out information."

However, the limitations to information literacy are not always easily overcome. "The distance learners enrolled in vocational programmes such as dress designing, come from rural and elderly backgrounds," writes Dr. Prakash. "The elderly female populace in such programmes cannot be expected to learn information literacy skills in a similar fashion as digital literacy or computer literacy in a short period." To ensure the initiative's success "requires an untiring effort on part of the librarian, as well as the teachers or mentors," she argues.

To learn more about this case study, please visit www.igi-global.com/chapter/cases-building-quality-distance-delivery/51424.

This case study is included in the larger casebook, Cases on Building Quality Distance Delivery Programs: Strategies and Experiences, edited by Stephanie Huffman, Shelly Albritton, Barbara Wilmes, and Wendy Rickman, all of the University of Central Arkansas, USA. This casebook would make an excellent addition to any university library. To recommend this book to your university librarian, please visit www.igi-global.com/forms/refertolibrarian.aspx?titleid=51424.
Browse for more posts in:
Teaching CasesEducationDistance EducationNewsletterDigital LiteracyDigital LibrariesLibrary and Information Science

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