User Education and

UNIT 11 USER EDUCATION AND Information Literacy

INFORMATION LITERACY
Structure
11.0 Objectives
11.1 Introduction
11.2 User Education
11.2.1 Definition
11.2.2 Components
11.2.3 Historical Development
11.2.4 Objectives
11.2.5 Methods
11.2.6 Information Technology and User Education
11.2.7 Evaluation of a User Education Programme
11.3 Information Literacy
11.3.1 Concept
11.3.2 Need
11.3.3 Historical Background
11.3.4 Information Literacy Models
11.3.5 Information Literacy Standards
11.3.6 Imparting Information Literacy
11.4 Information Literacy and User Education
11.5 Summary
11.6 Answers to Self Check Exercises
11.7 Keywords
11.8 References and Further Reading

11.0 OBJECTIVES
After reading this Unit, you will be able to:
• explain the concept and meaning of user education;
• define its purpose and trace its development;
• describe the methods of conducting user education programmes in libraries;
• critically evaluate the effectiveness of user education programmes;
• explain the concept of information literacy;
• define its need and trace its development;
• describe the models and standards of information literacy;
• discusss how to impart information literacy;
• critically evaluate the effectiveness of information literacy;and
• briefly describe the user education and information literacy scenario in India
and the world.

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Information Use and User
Studies 11.1 INTRODUCTION
Libraries have been providing user education programmes under different names
to facilitate use of library and information resources. Library orientation is
organised to orient the new users in a library with its physical set-up, rules,
regulations and facilities. Library instruction is provided so that users are able to
locate information sources in the library. Bibliographic instruction is yet another
service offered by libraries to enable users to search and retrieve information.
User education programmes are organised by libraries to familiarise the users
with library sources and services. There is a need for such programmes to make
the users aware of the library and information sources, services, processes/
operations as well as library use ethics. Such programmes facilitate the users to
use library and information resources efficiently and effectively. Developments
in Information Communication Technologies (ICTs) have helped in better delivery
of such programmes. Use of multimedia and the Internet has also helped to provide
these programmes in a more interactive way with anytime remote access.

Further, developments in ICT, particularly the Internet, have resulted in the

following changes:

• Vast information is now available in variety of formats. There are many

ways of storing such information with a variety of search features.

• Various information sources are available to users. One needs to keep in

mind the purpose of seeking information while selecting or choosing an
information source.

• The Internet has provided an opportunity of publishing on the Internet.

However, this has resulted in difficulty in assessing the authority and
authenticity of the information.

• Availability of digital information resources has enabled the libraries to serve

their users with information, anywhere and anytime.

Along with changes in information sources, the use of information has also
witnessed a substantial change.The developments in availability of digital
information, increasing dependence of users on it and its increasing use made by
libraries in services led to the birth of the concept ‘Information Literacy’ (IL) to
enable users to use information effectively.

11.2 USER EDUCATION

A number of user studies, conducted in different countries, have established the
fact that only a few scientists make optimum use of libraries and are aware of the
various bibliographical tools available in the libraries. “The inference is that,
contrary to the opinion of some academics, knowledge of the structure and use
of scientific literature is not gained intuitively, but has to be taught”. Training in
the use of scientific information has been officially recommended by the Royal
Society Scientific Conference. The Perry Committee Report included a survey
of undergraduate use of university libraries in the United Kingdom. The survey
showed that the majority of students were not active users of academic libraries.
Thus, the need for imparting training to users in the use of libraries and information
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resources was firmly established. Several attempts have been made all over the User Education and
Information Literacy
world to design and develop programmes for training and educating the users in
the use of libraries and information resources. Imparting such knowledge to the
users is commonly referred to as user education.

11.2.1 Definition
User education may be defined as a process or a programme through which the
potential users (scientists, engineers, technologists, academics and students) of
information are made aware of the value of information and are motivated to use
information resources. Mews, in her book on Reader Instruction, defines user
education as instruction given to readers to help them make the best use of library.
Gordon Wright opined that a student cannot be taught the use of library in splendid
isolation, but must be made to see it as continuous process of education in which
the various facets of communication are inextricably mixed. Jacques Tocatline
(UNESCO) defined ‘user education’ to include any effort or programme which
will guide and instruct existing and potential users, individually or collectively
with the objectives of:
a) recognising their own information needs;
b) formulating these needs;
c) using information services effectively and efficiently; and
d) assessing these services.
It may be stated that user education is concerned with the information and
communication process as a whole and one part of this involves interaction of
the user with the library. It (user education) should be a continuous process starting
with school and public libraries and with the possibility of extension into academic
and special libraries. User education is central to the whole purpose of the library
and the effective utilisation of information resources. The pattern of many
academic user education programmes is similar to that proposed at the Royal
Society Scientific Information Conference in 1948.

11.2.2 Components
Ideally, user education should be a continuous process comprising of two
components, namely orientation and instruction, which may be combined when
necessary.

Orientation is concerned with ways of acquainting the user with the library and
services available and also with the organisation, layout and facilities of a
particular library. Orientation is related to both cognitive objectives (i.e.,
understanding) and affective objectives (i.e., feelings and attitudes). In orientation,
it is important to try and create the right kind of environment for effective
communication between user and the library staff and to present an image of the
library as a pleasant and friendly institution, where help can be obtained. As a
result of orientation, the users should feel confident that the library staff is
competent and is always willing to help them.

The second component of user education, namely instruction, is concerned with

learning the use of the various information resources available in a specific library.
This aspect is also known as bibliographic instruction and is concerned with the
problems of information retrieval and the techniques of utilising information 7
Information Use and User sources to their maximum. Bibliographic instruction may be imparted at two
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stages, as an introductory course and as an advanced course, depending on the
awareness level of the users.

It is not enough for the students to be motivated by the librarian(s) alone to make
use of the library. Their teachers must also provide them with experiences that
using the library is a necessary and rewarding part of education. In other words,
user education programme must be integrated with academic teaching programme
involving closer cooperation between the librarian and the teaching faculty. As
an outcome of such cooperation, relevant practical work can be incorporated
into user education programmes. The concept ‘course-integrated’ user education
implies close relationship between library and academic programmes. Different
forms of user education programmes have been suggested along the lines of
ideal librarian/faculty cooperation.

11.2.3 Historical Development

The history of development of user education has been well documented. For
example, Bonn’s ‘Training Laymen in the Use of the Library’ furnished a survey
of the whole field of user education covering up to the period 1958. This was
updated through the efforts of Mirwis covering the academic instruction in the
USA in the form of a bibliography for the period (1960-1970). Apart from these
well documented records, the concept of user education evolved itself and has
been widely accepted. The pattern of development is briefly discussed in the
following sub-sections of this Unit.

Pioneering Efforts
The systematic use of the concept of user education owes its origin to Patricia B.
Knapp and her 1964 report which mainly attempted at “exploring methods of
developing a more vital relationship between the library and college teaching”.
This project was sponsored by the Monteith College of Wayne State University.
Earlham College also tried to provide user education programmes more or less
on the same lines. It was during this period that user education was identified
with bibliographic instruction and/or course related library instruction with its
own strategy. Bibliographic instruction comprised of two components, one
concerning the sources for imparting of knowledge and the second relating to
the development of skills essential for imbibing bibliographic instruction which
consisted of the following aspects: a) general types of reference works b) indexing
and abstracting periodicals c) library catalogue d) principles of knowledge
organisation e) search strategy and f) subject analysis.

The role of library in higher education has been for long a subject of debate. In
1934, Louis Shores introduced the concept of ‘Library Arts College’. This concept
gradually evolved into ‘Library College’. The purpose of Library College is to
increase the effectiveness of student learning, particularly through the use of
library centred independent study with the help of a bibliographically expert
faculty. The Library College is concerned with changing the mode of instruction
from the classroom lecture arrangement with the library as a supporting agency
to the carrel or room in the library with the teaching/learning process dependent
upon the individual and the independent efforts of the student.

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Institutionalisation of User Education User Education and
Information Literacy
In the process of institutionalisation of user education the lead was taken by the
Council of Library Resources and Association of College and Research Libraries
in the USA. It was the British Library Research and Development Department
and the Centre for Research in User Studies which promoted and gave impetus
to the development of user education programmes in the U.K. This institutional
patronage was mainly responsible for a number of important user education
projects.

UNISIST Programme: User Education

The focus of user education programmes all along has been academic institutions,
with the American activity being concentrated towards under-graduates and the
British programmes emphasising on post-graduates and research students. In the
case of less developed countries, user education programmes were required to
be geared towards developmental processes. UNESCO under the UNISIST
Programme attempted to initiate user education programmes in less developed
countries. UNISIST promulgated the UNESCO General Information Programme
(PGI) in 1975. The UNISIST Information Policy objectives stress on user
education. The UNISIST document notes that “basic training in the use of existing
information sources, obtaining feedback from users on the results of information
needs studies and involving, as wide range of users as possible in any new
experimental services”. The Bangkok and Rome Seminars (UNISIST) in 1976
considered user education as an important factor in the National Information
Policy of any country. The Rome Seminar recommended that National Policy on
User Education should be formulated as an integral part of the national policy
and in correlation with the national education policy.

There have been many conferences and seminars, at both international and
national levels, on the theme of user education. One of the earliest conferences
on the subject was the Fourth Triennial Meeting of IATUL (International
Association of Technological University Libraries) held at Loughborough, U.K.
in 1970. The theme of this meeting was ‘Educating the Library User’. The first
international conference on Library User Education was held at Cambridge in
1979 with the theme ‘Library User Education: Are New Approaches Needed?’.
This was followed by the second conference held at Oxford in 1981. This
conference covered user education in different types of libraries. Other examples
of international seminars on various aspects of user education are the Anglo-
Scandinavian Seminar on Library User Education held in Gothenburg, Sweden
in 1976, workshops held at Essen, Federal Republic of Germany in 1981 and at
Cranefield Institute of Technology, Melbourne, Australia in 1981 and a seminar
on user education in the online age held in Gothenburg in 1982. It may be stated
that the early development of user education was largely concentrated in English
speaking countries - mainly Britain, USA, Australia and Canada. Later, European
countries, Japan and China in Asia also developed and conducted user education
programmes.

As far as development of user education in India is concerned, the field has

witnessed considerable activity. For example, the INSDOC (now NISCAIR),
New Delhi and the DRTC, Bangalore, organised seminars and workshops for
the promotion of user education. The IASLIC, Calcutta organised a national
conference on User Education at Waltair (Andhra Pradesh) in 1981 and produced
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Information Use and User a volume of papers on the subject. IARI (New Delhi) also made efforts to organise
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a special course on “library use, reference compilation, scientific paper writing
and proof correction”. This course is not based on any standard guidelines such
as UNISIST guidelines. Except for some voluntary efforts on a sporadic basis,
no systematic effort has been made for institutionalisation of user education in
India.

It may be mentioned here that the concept of user education has caught the
imagination of librarians and information professionals all around the world.
There have been three streams of experience so far as user education is concerned.
Historically speaking, the American experience is said to be innovative, because
it has laid the basis for others to follow. The names of Louis Shores, Patricia B.
Knapp and Thomas Kirk would be remembered as pioneers. It was through their
initiative and leadership that user education came to be accepted widely in the
USA. The next step in the development was the institutional framework pioneered
by Eastern Michigan University through its various activities. Yet another major
step in this direction was statement of objectives of the Association of College
and Research Libraries in which user education received attention. This process
of institutionalisation of user education has been accelerated by the allocation of
funds from private foundations.

The experience of the UK in user education was somewhat different. Here, user
education programmes have tended to emanate from a central body like the Library
Research and Development Department.

Self Check Exercise

Note : i) Write your answers in the space given below.
ii) Check your answers with the answers given at the end of this Unit.
1) Define user education. What are its components?
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2) Explain in brief the developments taking place in the area of user education.
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11.2.4 Objectives User Education and
Information Literacy
A general objective of a user education programme for any type of library is to
create awareness about the sources and services available and that it should be in
consonance to the objectives of the institution. In special libraries, for subjects
like, science, medicine or technology, where the rate of growth of literature is
rapid the need for user instruction is particularly crucial.

Library user education is not a separate academic discipline. It consists of a

series of skills which can be made use of, in connection with different academic
studies. Hence, education in library use should be closely integrated with the
teaching programmes of different academic disciplines. Therefore, there is a
greater need for cooperation between library staff, academic staff and the student
community for its successful implementation.

In the past, there has been an ongoing debate relating to the objectives for library
user education. Organisations like ACRL in the USA and ASLIB in the UK have
attempted to develop their own proposals and guidelines in this direction.
Information professionals like Hutton, Scrivener and Hartz have communicated
their views on the subject. Scrivener, while discussing the general aims for
university library user education programmes, describes the following as a
summary of what any programme might aim to achieve “the details will
necessarily vary in different situations but teaching should establish and promote
those traditional skills without which no student can make adequate use of his
library: i) an understanding of library arrangements- physical, bibliographical
and conceptual ii) a knowledge of sources which will be appropriate in any given
situation iii) the ability to interpret his own need so as to frame relevant questions
iv) an awareness of search techniques including the ability to devise serviceable
routines and finally the student needs skill in the art of evaluating his sources
and presenting his materials”.

It is always beneficial to make a distinction between library orientation and library

instruction. It may be emphasised that library orientation is concerned with
enabling the student to become aware of the existence of the library and the
services available therein aiding the student to learn about the general use of the
library, whereas library instruction is concerned with enabling the student to
obtain information required for specific purpose by making full use of the
resources and material available in the library and is concerned with problems of
information retrieval.

11.2.5 Methods
Education has been defined as a process that empowers the learners. This process
can be affected by a variety of factors. The four basic factors that affect learning
in practical situations are motivation, activity, understanding and feedback. These
factors might be considered in relation to library user education programme as
well. Choice of teaching methods and media depends on the learning/teaching
situation, the subject material, the students and the teachers. No single method
will be suitable for all situations. However, teaching methods may roughly be
categorised into those which are suitable for group instruction, those suitable for
individual instruction and those suitable for both. These methods are depicted in
the diagram 11.1.
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 Teaching methods Type of instruction
Information Use and User
Studies lecture
seminar/tutorial/ GROUP
demonstration INSTRUCTION
guided tour

film
video tape
GROUP & INDIVIDUAL
tape/slide
INSTRUCTION
audio tape/illustration
audio tape

book, printed guide etc.

(micro-media)
practical exercises
INDIVIDUAL
programmed instruction INSTRUCTION
self-instructional material
(tours, signs etc.)
individual help.

Diagram 11.1 :Teaching Methods for Group and Individual Instruction

(Source: User Education in Libraries by Nancy Fjallbrant and Ian Malley)

Teaching methods may use visual or audio stimulation or a combination of both.

It is stated that methods which make use of a combination of sensory inputs are
likely to be more effective than those which rely on a single channel of
communication. In fact, interaction between individuals concerned in the learning/
teaching situation also affects the learning process. The interaction may be
categorised as teacher-student and student-teacher interaction. Revill is of the
opinion that in programmed instruction student works as isolated individual.
Therefore, there is little or no interaction with other students or with teacher.
This situation might be advantageous for introvert students but may not favour
the extrovert students who prefer companionship and competition in the
classroom. Described below are various teaching methods for library user
education. From the description it might be observed that no single method is
suitable for all learning/teaching situations or for all individuals. In fact, various
methods and media should be used to supplement each other in any given
programme of education. However, traditional library instruction has made
considerable use of the lecture method for large groups, the guided tour for smaller
groups and individual help for those who ask for this at the information desk.
Use of various methods and media for library user education are discussed briefly
in the following sections.

The Lecture
Lectures are the most common method of instruction. They are used for teaching
large groups of students. In lecture method of teaching both audio as well visual
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sensory inputs (via blackboard or overhead projector) are made use of. The lecture
as a form of communication in education has been strongly criticised. The User Education and
Information Literacy
disadvantage of this method is that the speed of delivery of information cannot
be controlled by the receiver and repetition is not possible without the provision
of printed handouts. However, lectures provide an opportunity for personal
interaction and some feedback could be obtained from the students. Lecture is
an unsuitable method for conveying information about bibliographic data. It is
only suitable for providing a general introduction to a course on information
retrieval. The lecture method may be more advantageous for a mature group of
audience rather than beginners.

Seminars, Tutorials and Demonstrations

These are organised for small groups of students/users. Compared to lecture
method, seminars, tutorials and demonstrations are methods which provide
opportunity for active involvement of users in the learning process through greater
interaction between the teaching staff and students. In seminars, the atmosphere
tends to be less formal and more congenial for interaction between the teacher
and the student. It is possible to provide motivation and to see that students are
actively involved by means of practical exercises. During the practical sessions
the students receive feedback regarding their progress. For example, an attempt
can be made to relate new information to existing knowledge. It is rather difficult
to explain the use of various specific tools for information retrieval in absence of
source materials. It will be ideal to conduct seminars relating to library user
education in libraries. This would facilitate demonstration of specific tools for
information retrieval. Demonstrations might prove to be a good way of teaching
small groups of students/users, the use of various tools used for information
retrieval. They may be provided with an opportunity of actively searching for
information about some topic in which students/users are interested.
The Guided Tour
This is one of the traditional approaches commonly adopted to orient the new
users to the use of the library. This type of orientation is often given when the
students have little or no motivation to use the library. From the point of view of
library administration the guided tour type of library orientation is a burden as it
demands substantial amount of the library staff time. “A better programme for
short library orientation is the self-paced printed or audio tour followed by
appropriate exercises. This method brings library users into the actual building
where they carry out a series of practical tasks concerned with the location
materials, photocopying, use of catalogues and other routines. Self guided tours
have been used successfully in many libraries”.
Audio-visual Methods
There are few areas in library user education where it is necessary to use moving
images. As a result, the information can be conveyed in a series of units such as
slides or transparencies or printed illustrations. This would suggest that the tape/
slide medium or the use of audio-tape in conjunction with printed material would
be suitable for library user education. The advantages of tape/slide productions
are-flexibility, constant availability, speed of presentation and the clarity associated
with the exposition apart from being easy to update.
Video-tapes
Video-tapes, like films, can be used to convey both motion and audio. It is possible
to re-use the tape thereby making and updating less expensive. However, updating
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Information Use and User of video-tapes is a time consuming activity. Video-recording can be used to create
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an atmosphere of reality and convey moving images but these requirements are
not usually met with in library instruction. Video-recording can make use of
tape, film or discs for actual storage of recorded material. However, one of the
problems facing libraries in the use of video materials has been the lack of
standardisation between different systems. It would appear that cassette systems
are more appropriate in the context of library user education. There are at present
two types of TV cassette systems- for playback alone and systems for both
recording and playback. But the main problem is lack of compatibility between
different systems. The advantages of these methods are that they allow for careful
preparation of material and can make use of the best teachers available repeatedly
as the recorded material can be used many times. Internal TV systems can be
suitable for audiences of different sizes. Though the students cannot stop in the
middle of the programme and ask questions and discussions cannot be organised.
In other words, the instruction tends to place the student in a passive atmosphere.

Programmed Instruction
The programmed instruction can be carried out by the use of a variety of media
such as printed books, automatic projection of slides or by means of a computer-
aided instruction (CAI). Programmed instruction is associated with many
advantages for library instruction. For example, student/users can work at their
own pace, they can actively participate in the learning process and receive direct
feedback in respect of their progress. It is also possible for the teaching staff to
obtain a record of the student’s progress. Of course, the disadvantage is that of
the possible isolation of the student. Extrovert students who like companionship
and competition of the classroom might not prefer this method of learning. CAI
instruction is largely developed in the USA.

Signs and Informational Graphics

Sign systems and informational graphics are two of the most basic methods
available for providing orientation about the use of the library. A study of British
libraries conducted by Graphic Information Research Unit at the Royal College
of Art revealed that the general standard of graphics was poor, signs in particular
tended to vary in design and construction. However, in the USA, there has been
a marked increase in this important aspect of user education in recent years and
a number of handbooks and guides have been produced in this area.

“Librarians started to apply systems approach in which different types of signs

are used to illustrate different functions such as orientation, direction,
identification, instruction, prohibition or regulation or current awareness. These
functions fall into two main types: signs related to direction finding and signs
related to the use of library resources. If signs are to be effective for user
orientation, they must be carefully planned with regard to position, content and
presentation”. Well-designed signs are expensive but this expense becomes a
good investment as the signs will last for a long time and also help the users to
overcome the physical barriers of the library.

Individual Instruction at the Reference Desk

It is believed that the best form of library instruction can be imparted by
personalised service at the reference desk. This is because generally a user asks
a question about the use of some part of the library when s/he is interested to
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learn about that particular aspect. The student/user is actively involved in the User Education and
Information Literacy
learning process and is receiving informed instruction from an expert. The
difficulty associated with this type of individual help is that it may provide
immediate relief to the students/users, but not necessarily the understanding and
background knowledge to cope up with similar situations that the student/user
might face in future.

To summarise, it might be said that choice of teaching methods and media depends
on the learning-teaching situation, the subject material and people to whom
training has to be imparted and the staff involved in the training process. The
methods and media for library user education should preferably involve the active
participation of the student/user so that the user feels part of the process. In
practice, a combination of teaching methods and media might provide the ideal
basis for programmes of library user education.

Self Check Exercise

Note: i) Write your answers in the space given below.
ii) Check your answers with the answers given at the end of this Unit.
3) What are the objectives of library user education?
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4) Mention the various methods and media used for library user education
programme.
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11.2.6 Information Technology and User Education

Computers are increasingly being used today for information retrieval activities.
This has resulted in rapid growth of computer-based online information retrieval
systems. Databases and computer stored information files are produced by many
organisations such as American Chemical Society (Chemical Abstracts) and the
US National Library of Medicine (Index Medicus), etc. These databases are now
widely accessible for information searching from local terminals which are linked
to the central computer via a telecommunication network. Such efforts have
resulted in the development of a number of online information retrieval systems.
The use of these systems depends on the education of users and the availability
and functioning of this method of information retrieval. The aim of this section
is to examine the goals and objectives of online user education and to suggest
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Information Use and User examples of methods, media and training programmes suitable for accomplishing
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these goals and objectives.

Groups Involved in Online Education

Different groups are concerned with online orientation, training and education.
They are:
1) Database producers
2) System operators
3) Institutions such as libraries or information centres
4) Library schools
5) Intermediaries
6) End users
The motivation for each of these groups is expected to vary considerably.
Generally, the motivation for taking part in such training programmes might be
considered partly financial and closely linked to the sale of a specific product,
database or information system. For the sake of convenience, online education
programme may be divided into two components, orientation and instruction.
Orientation is concerned with enabling the user to learn of the existence of
computer-based information retrieval and the services available. On the other
hand, instruction is concerned with enabling the user to learn in detail how to
carry out computerised information retrieval. The goals and objectives of online
user education may be categorised in terms of the two main groups namely the
end-users and the intermediaries.

Main Goals
i) To enable an end-user to carry out online information searches either himself/
herself or with the help of an intermediary within her/his own subject field,
as and when required, in connection with information needs.
ii) To enable an intermediary to carry out online information searches, for end-
users, within many different subject fields, from the available databases, on
the various information retrieval systems.

Methods
In the earlier section a detailed account has been provided regarding the teaching
methods and media in the context of library user education. In addition to the
methods discussed earlier, it must specially be noted that as online retrieval is an
interactive process, particular attention needs to be paid to methods which permit
the display and experience of this interaction.
The ultimate aim of online instruction, for both end-users and intermediaries, is
to be able to carry out online information searches. Therefore, it is essential to
practice on a real system. This forms part of ‘learning by doing’ concept, which
is also important in other forms of library user education. The need for live
online instruction has been recognised by systems operators, who have provided
various aids for teaching. For example, in MEDLINE system, the user can
interactively ask for instructions at the beginning of the search or for assistance
during the search. The SDC (System Development Corporation) provides an
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online database over databases, DBI (Data Base Index) where the user can type
in the subject area of interest and receive information as to the appropriate User Education and
Information Literacy
databases ranked in order of suitability for searching.

One of the most common ways of providing training to intermediaries is by

letting them observe and work under a trained searcher. This is considered to be
an essential part of intermediary training. Real ‘hands-on’ training in online
searching is an important element in the education of end users in computerised
information retrieval. This would enable the students/users to be motivated and
involve themselves actively in the learning process.

Choice of teaching method is often dependent not only on the learning effects
but also on availability of equipment and cost of use.

11.2.7 Evaluation of a User Education Programme

Evaluation of a User Education Programme has been described and interpreted
in different ways by educational researchers. It is concerned with the collection
of information about the effects of an educational course or programme on users.
It involves comparison of observed effects with expectations or intentions.
Therefore, it is important to consider why evaluation is carried out while trying
to understand what evaluation is.

“Evaluation is concerned with the collection and analysis of information about

the input, in terms of educational potential, the variables affecting the educational
process, and the end product or output. Evaluation can be directed towards the
various aspects of the educational course or programme.” The basic purpose of
evaluation is to collect and analyse information that can be used for rational
decision making. The objectives of a successful programme of library user
education must be based on synthesis of the needs of students, academic staff
and library staff. Evaluation, based on attempts to measure the realisation of pre-
specified objectives, must be multifaceted, concerned with library use and
information skills, attitudes to libraries, effects of various instructional
programmes and use of a given library or information resources.
Methods of Evaluation
There are three methods which are normally used for evaluation purpose.
They are:
i) the psychometric method,
ii) the sociological or management method, and
iii) the illuminative or responsive method.
Psychometric evaluation is based on the assumption that it is possible to expose
experimental and control groups to different treatments, while all other variables
are controlled and to measure the changes by means of psychometric tests,
achievement tests or attitude scales. Thus, the experimental group may be exposed
to a new type of course where as the control group follows the traditional course,
in every other respect the two groups are exactly comparable. Pre-tests and post-
tests are given to both groups and the analysis is concerned with establishing
significant differences in performance of the two groups. This evaluation
procedure is concerned with measuring output in terms of pre-specified goals
and no attention is paid to unexpected effects.
17
Information Use and User The sociological evaluation method is used in the study, of changes in the structure
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of an organisation. This type of evaluation makes use of interviews and
questionnaires. Attention is focused on the organisation undergoing the change,
rather than on comparison with any control group.
The third type of evaluation has been called illuminative evaluation by Parlett
and Hamilton. It is not limited by the initial formulation or aims, but allows the
expression of unexpected results. The actual implementation of an innovation is
regarded as the most important part of the study. Research is focused on what is
actually happening in response to the innovation. This type of evaluation is not
concerned so much with testing of an educational programme, but with describing
and understanding the conditions in which the programme works, and how the
participants are affected by it. Observational studies and explorative interviews
are used to obtain the information.

Need for the Evaluation of Library User Education

Of late, librarians have become more particular regarding the evaluation of
programmes of library instruction. In 1976, Brewer and Hills observed that
“librarians should take evaluation more seriously and to think more professionally
about their teaching commitment”. A critical examination of the bibliographies
and handbooks on user education reveals that evaluation is not well documented
as compared to other aspects. It might be mentioned that while there is a growing
increase in awareness about the importance of evaluation in library user education
programmes, not many examples of systematic evaluation of library user
education programmes are presently available.
One of the examples cited in this connection is that of the evaluation studies
conducted at Chalmers University of Technology Library. A review of work done
in library user education programme evaluation, reveals that evaluation has been
carried out in many different ways. An attempt is made to study the value of such
programmes and the measurement of the effects of such educational programmes
on those who participated in such programmes. It might be emphasised that
evaluation and the feedback received in the process will lead to the improvement
of such programmes.

Self Check Exercise

Note: i) Write your answers in the space given below.
ii) Check your answers with the answers given at the end of this Unit.
5) How Information Technology (IT) helps in providing user education?
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6) What is the need for evaluating user education in libraries?
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 User Education and
11.3 INFORMATION LITERACY Information Literacy

Information Literacy (IL) is a very active area of research today. Library and
Information Science (LIS) professionals are writing on the subject and are also
engaged in research on it. It has evolved as a concept with the increasing
importance of information in our lives. Information literacy finds more application
in education and research sector, though it is equally applicable in work and
other areas of life. Let us begin with understanding what is information literacy.

11.3.1 Concept
The concept of information literacy was first conceived by Paul Zurkowski in
1974, the then President of Information Industry Association. He observed that
information literates are trained in the application of information resources to
their work. It enables them to make more intelligent decisions at work, research
and study as compared to those who are not information literate. One of the
earliest definitions of information literacy was given in 1989 by the ALA
Presidential Committee on Information Literacy. It stated that “to be IL, a person
must be able to recognize when information is needed and have the ability to
locate, evaluate, and use effectively the needed information.” The concept evolved
as a result of the ever increasing volume of information being generated across
all fields and its increasing importance. Excess of information or paucity of
information, both, create problems in using it for decision making. Paucity of
information may result in a decision that does not take into account all facets of
the problem or different experiences reported regarding the issue. Excess
information, described as ‘information smog’, makes it difficult to sift relevant
information from the huge mass of information, thus affecting the decision. It is
presumed that a user is competent in using the different tools, forms and formats
in which information exists to handle it efficiently and effectively.

Terms such as computer literacy, media literacy, library literacy, digital literacy
and network literacy have cropped up recently to express these competencies.
Computer literacy refers to the ability to handle computers so as to produce,
process, store and retrieve information. The term technology literacy is broader
in scope as it encompasses competencies in handling all Information and
Communication Technology (ICT) components in managing information. Media
literacy is another competency that an individual should possess to handle
information competently. Information is available in different media e.g. print,
electronic media including T.V., Internet, etc. Media literacy refers to the ability
to access, store, organise, search and communicate information in these media.
Network literacy is also considered a part of information literacy due to the fact
that information does not exist in isolation and all institutions and organisations
are interconnected and share information. Internet and Intranet are examples of
networks that play a crucial role in our lives while using information. It is essential
for one to be able to post, access, transmit and use information on a network
resulting in one being network literate. Digital information is on the rise today. It
has its own advantages of easy transmittal across distances, easy maneuverability,
multiple and simultaneous access. A large volume of current information is
available in digital form. We are converting even the print form of information
into digital form. This demands one to be digitally literate to be able to handle
digital information. Library literacy implies the competence to use the library
effectively to access and use information. It implies knowing the scope of
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Information Use and User reference and information sources, their structure and search engines which may
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be indexes in print sources. Broadly speaking the library skills have been equated
to search skills. Some writers have gone to the extent of equating library skills to
analytical skills.
Another comprehensive definition of information literacy was arrived at during
the UNESCO sponsored meeting of Experts on IL at Prague. It was observed
that “ Information Literacy encompasses knowledge of one’s information concerns
and needs, and the ability to identify, locate, evaluate, organize and effectively
create, use and communicate information and address issues or problems at hand;
it is a prerequisite for participating effectively in the Information Society, and is
a part of the basic human right of lifelong learning”.
Another way of looking at information literacy is enumerating the characteristics
of an information literate person that has been done by Doyle as a result of a
Delphi study undertaken by him. He states that an “ IL person:
• Recognizes that accurate and complete information is the basis for intelligent
decision making;
• Recognizes the need for information;
• Formulates questions based on information needs;
• Identifies potential sources of information;
• Develops successful search strategies;
• Accesses sources of information including computer-based and other
technologies;
• Evaluates information;
• Organizes information for practical application;
• Integrates new information into an existing body of knowledge; and
• Uses information in critical thinking and problem solving”.
Some more characteristics can be added to the list i.e., they understand the social
and legal issues surrounding the use of information. They are competent and
independent learners, are flexible in their working, are adaptable and can function
independently and in groups.

11.3.2 Need
Information is the basic ingredient of our day-to-day working, learning, teaching,
research, administration, etc. Information is available all around us. Those who
utilise it effectively and efficiently are called information literates. It is not easy
to utilise the information available in abundance because:
• It is increasing exponentially, thereby making it difficult to ascertain whether
we have access to all information that currently exists;
• Anyone can publish on the Internet, thus making it difficult for the user to
verify the authenticity and validity of information;
• Sources of information are many, therefore, making its control difficult;
• Information is available in different formats which a user should be adept in
handling to use the information; and
20 • Using the information for some work requires skills of analyses and syntheses.
The above characteristics of information require individuals to be competent to User Education and
Information Literacy
handle and use the information which is acquired on being information literate.
Moreover, the information society aims at overcoming the information gap in
the society by democratisation of information so as to empower the citizens.

Self Check Exercise

Note: i) Write your answer in the space given below.
ii) Check your answer with the answers given at the end of this Unit
7) Define information literacy and discuss its need.
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11.3.3 Historical Background

As mentioned earlier, the exponential information boom and increasing
dependence of the society on information gave birth to information literacy in
1974. The introduction of personal computers in 1980s saw further rise in
information generation. Related developments in telecommunication technology
brought people closer which resulted in information exchange. Developed
countries also saw the rise of the phenomena of ‘information society’ during
1980s where information occupied central importance. They realised its
importance and started programmes to prepare their citizens to make use of the
varied information resources. American Library Association (ALA) took the
initiative and recommended the formation of National Forum for Information
Literacy (NFIL). NFIL was formed in 1989 as a first step to collectively promote
information literacy across all sections of society. NFIL had representation from
over 65 different bodies related to the fields of education, industry, governance,
etc. The Forum aimed at creating awareness in the society towards information
literacy by discussing developments in information literacy and publicising
through announcements, advertisements, seminars as well as encouraging research
on it. A definition emerged, given by the Presidential Committee of ALA on
Information Literacy in 1989. It is the most comprehensive definition that has
been most often quoted and also forms the basis of other definitions.
1990s saw the movement spreading to other countries. Society of College,
National and University Libraries (SCONUL), UK gave the “The Seven Pillars
of Information Literacy” model to spread information literacy among higher
education community. Other models such as Kulthau Information Search Model,
Empowering 8 IL Model, Big Skills IL Model, Pitts/Stripling Research Model
were proposed simultaneously by other organisations and individuals. The year
2000 saw another important contribution in information literacy by Association
of College and Research Libraries as it outlined standards for assessing
information literacy of students. It included performance indicators and learning
outcomes that help to monitor information literacy. IFLA included a section on
Information Literacy by replacing the User Education Roundtable in 2002. Later
it prepared a draft proposal, “International Guidelines on Information Literacy”
21
Information Use and User to guide libraries, individuals and organisations to design information literacy
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programmes.
The Prague declaration is an important event in the history of information literacy
which is the result of an international conference on information literacy held
jointly by UNESCO, NFIL and the National Commission on Libraries and
Information Science in 2003. It described information literacy as a basic human
right in lifelong learning and as a necessary ingredient for social, economic and
cultural development of individuals, communities, nations and the society on
the whole. IFLA organised a 4 day colloquium in Egypt at Alexandria on
Information Literacy and Lifelong Learning. It concluded that information literacy
and lifelong learning are essential for development of the information society.
Known popularly as the Alexandria Proclamation, it requested governments and
intergovernmental organisations to accord information literacy its due importance.
Specifically it asked:
• to encourage conferences and seminars on information literacy within specific
regions and socio-economic sectors to facilitate spread of information literacy;
• to train professionals from the LIS, education and archives sectors in the
principles and applications of information literacy;
• to include components of information literacy in education as well as
continuing education programmes for agriculture, economic and business
sectors; and
• to make mandatory by accreditation bodies information literacy and lifelong
learning to be necessary components of all education and training
programmes.
Institutions were set up for popularising, teaching and undertaking research on
the subject. Library associations also started having information literacy as an
active area for discussions in meetings. IFLA introduced a section on information
literacy to popularise the subject in institutions across the world. It also aimed to
design curriculum for imparting information literacy. Similar efforts were
undertaken by UNESCO and national associations in other countries. IFLA has
a blog and listerv also on information literacy. Professionals in India also realised
the importance of information literacy and actively participated in discussions.
Thus, information literacy became the topic of discussion in many seminars,
conferences and workshops. A series of meetings were organised under the aegis
of UNESCO, ILA and IASLIC to popularise the subject. Central Library of
University of Delhi has designed a programme on information literacy for
researchers. More such efforts have to be undertaken to impart information literacy
skills. Libraries in other countries have designed tutorials on information literacy
that are available on their websites.

Self Check Exercise

Note: i) Write your answer in the space given below.
ii) Check your answer with the answers given at the end of this Unit.
8) Discuss in brief the historical developments in the area of information literacy.
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22 ......................................................................................................................
11.3.4 Information Literacy Models User Education and
Information Literacy
Information literacy models are useful for LIS professionals and faculties in
designing information literacy programmes. They provide a framework to develop
an information literacy programme based on information seeking and writing
and evaluating the information product. These models assure learning as an active
and creative process that enhances critical thinking. They have also been used
for designing and evaluating information literacy curricula.

Society of College, National and University Libraries (SCONUL) developed a

model of information literacy in 1999 known as Information Skills Model. The
seven skills recommended in the model are also called “The Seven Pillars of
Information Literacy”.
The skills include the ability to:
1) Recognise the need for information;
2) Distinguish ways in which information gap may be addressed;
3) Construct strategies for locating information;
4) Locate and access information;
5) Compare and evaluate information obtained from different sources;
6) Organise, apply and communicate information in ways appropriate to the
situation; and
7) Synthesise and build upon existing information, contributing to the creation
of new knowledge.
Kulthau is credited for conducting a series of studies concerning user’s
information behaviour. She observed student reactions while using different
methods like interviews, case studies and assessing them in writing assignments,
etc. Based on their responses, she proposed the Information Search Process. She
proposed three models to impart library skills, viz. the source or library as the
focus, the pathfinder or search strategy approach and the process model approach.
The first two models have the library or the information resource as the focus,
helping the user to reach and search the source, whereas the last model stresses
upon the process of information search and use and is user-centred in contrast to
the other two models that are resource and information centred. The process
model helps empower the user in information search and use. It inculcates critical
thinking and problem solving skills so as to strategise information use according
to the situation.
Irving gave the nine steps Information Skills Model that guides students in
completing their academic assignments. She realised the use of information
literacy skills in different activities besides academic. She observed that
information literacy helps in the work place as well as in personal life.
The Stripling/Pitts Research Process, given by two high school media specialists,
combines content and process elements in providing a structure for learning.
They feel that it is important to ascertain the state of knowledge of the recipient.
It is described as the Student’s Mental Model. Once the teacher and the librarian
identify the student’s state of awareness, they can challenge it for further learning.
Using different methods, the teacher and the information literacy specialist can
help student to make sense out of information, identify one’s learning so as to
23
Information Use and User match it with the developments in the subject and keep up to date. The model
Studies
puts assessment as an essential component of learning making it contextual to
real life helping learning.

Self Check Exercise

Note: i) Write your answer in the space given below.
ii) Check your answer with the answers given at the end of this Unit.
9) Explain the purpose of an information literacy model. Enumerate information
literacy models.
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11.3.5 Information Literacy Standards

Association of College and Research Libraries (ACRL), 2000 formulated
standards of information literacy for higher education that help in developing an
information literacy curriculum for an educational institution. The standards also
provide Performance Indicators (PI) and Outcomes for each standard that have
been presented briefly below.
Standards of Information Literacy
The information literate student:
1) Determines the nature and extent of information needed.
2) Accesses the needed information effectively and efficiently.
3) Evaluates information and its sources critically and incorporates selected
information into her or his knowledge base and value system.
4) Individually or as a member of a group, uses information effectively to
accomplish a specific purpose.
5) Understands many of the economic, legal and social issues surrounding the
use of information and accesses and uses the information ethically and legally.
IL Standard-1
The information literate student determines the nature and extent of information
needed.
Performance Indicator
The information literate student:
a) Defines and articulates the need for information.
b) Identifies a variety of types and formats of potential sources of information.
c) Considers the costs and benefits of acquiring the needed information.
d) Re-evaluates the nature and extent of information need.
24
Outcomes 1 User Education and
Information Literacy
Ø Discusses with peers and in class to identify information need or identify a
research topic.
Ø Explores information sources to gain familiarity with the topic and modifies
the need to be more focused.
Ø Identifies key concepts that identify the need.
Ø Knows how information is produced, organised and disseminated.
Ø Recognises the difference of sources in different formats.
Ø Differentiates between primary, secondary and tertiary sources.
Ø Recognises that information may have to be constructed with raw data from
primary sources.
Ø Determines the availability of local resources and decides on broadening his
search beyond local resources and go for inter-library loan.
Ø Defines a realistic timeline to acquire the needed information.
IL Standard-2
The information literate student accesses the needed information effectively and
efficiently.
Performance Indicator
The information literate student:
a) Selects the most appropriate IR(information retrieval) system for accessing
the needed information.
b) Constructs and implements effectively designed search strategies.
c) Retrieves information online or in person using a variety of methods.
d) Refines the search strategy if necessary.
e) Extracts, records and manages the information and its sources.
Outcomes 2
Ø Identifies appropriate investigative methods for information search.
Ø Investigates the pros and cons of the different methods.
Ø Selects the efficient and effective methods for information search.
Ø Develops a research plan appropriate to the investigative method.
Ø Identifies keywords and related terms for information search.
Ø Selects controlled vocabulary for information retrieval.
Ø Constructs a search strategy using appropriate commands.
Ø Implements the search strategy in various information retrieval systems using
different user interfaces and search engines with different command
languages.
Ø Implements the search using protocols appropriate to the discipline.
Ø Uses various search systems to retrieve information in a variety of formats.
Ø Uses class numbers to physically locate sources in the library.
25
Information Use and User Ø Uses online or in person service to retrieve information.
Studies
Ø Assesses the quality of search results to determine if alternative information
retrieval systems are to be used.
Ø Checks whether a change in search strategy needs to be done.
Ø Repeats the search using a revised search strategy.
Ø Selects an appropriate ICT to extract the information.
Ø Creates a system to organise the information.
Ø Records pertinent citations for future reference.
IL Standard-3
The information literate student evaluates information and its sources critically
and incorporates selected information into his or her knowledge base and value
system.
Performance Indicator
The information literate student:
a) Summarises the main ideas to be extracted from the information gathered.
b) Articulates and applies initial criteria for evaluating both the information
and its sources.
c) Synthesises main ideas to construct new concepts.
d) Compares new knowledge with prior knowledge to determine the value
added, contradictions or other unique characteristics of the information.
e) Determines whether the new knowledge has an impact on the individual’s
value system and takes steps to reconcile differences.
f) Validates understanding and interpretation of the information through
discourse with individuals.
g) Determines whether the initial query should be revised.
Outcomes 3
Ø Reads text, selects main ideas and presents in his/her own words.
Ø Quote verbatim matter in quotes.
Ø Evaluates information regards its reliability, accuracy, validity, timeliness
and point of view or bias.
Ø Recognises prejudice, deception or manipulation.
Ø Recognises relationship among concepts and combines them into useful
primary statements.
Ø Extends initial synthesis when possible to a higher level of abstraction to
construct new hypothesis that may require additional information.
Ø Uses ICT for analysing and presenting information.
Ø Determines whether information satisfies research or information need.
Ø Draws conclusions based on information gathered.
Ø Integrates new information with the previous information.
26 Ø Participates in discussions to verify if the information need has been satisfied.
Ø Review search strategy and information retrieval sources and expands if User Education and
Information Literacy
needed.
IL Standard-4
The information literate student individually or as a member of a group, uses
information effectively to accomplish a specific purpose.
Performance Indicator
The information literate student:
a. Applies new and prior information to the planning and creation of a new
product or performance.
b. Revises the development process for the product or performance.
c. Communicates the product or performance effectively to others.
Outcomes 4
Ø Organises the content in a manner that supports the purpose and format of
the product or performance.
Ø Articulates knowledge and skills transferred from prior experiences to plan
and create a new product.
Ø Maintains a log of activities related to information seeking, evaluating and
communicating.
Ø Reflects on past successes, failures and alternative strategies.
Ø Chooses a medium that best supports the purpose of the product or
performance.
Ø Design in a way that best conveys the thought.
IL Standard-5
The information literate student understands many of the economic, legal and
social issues surrounding the use of information and accesses and uses the
information ethically and legally.
Performance Indicator
The information literate student:
a) Understands many of the ethical, legal and many of the socio-economic
issues surrounding information and information technology.
b) Follows laws, regulations, institutional policies and etiquette related to the
access and use of information resources.
c) Acknowledges the use of information sources in communicating the product
or performance.
Outcomes 5
Ø Identifies and discusses issues related to privacy and security in print and
electronic environment.
Ø Identifies and discusses issues related to free vs. fee-based access to information.
Ø Identifies issues related to censorship
Ø Demonstrates an understanding of IPR, copyright and fair use of copyrighted
material. 27
Information Use and User Ø Participates in electronic discussions following netiquette.
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Ø Uses approved passwords and other forms of passwords to access information.
Ø Complies with institutional policies on access to information sources.
Ø Preserves the integrity of information resources, systems, equipment and
facilities.
Ø Demonstrates an understanding of plagiarism and earnestly practices it.
Ø Selects an appropriate documentation style and consistently follows it.
Ø Posts permission granted notices for copyrighted material.

Self Check Exercise

Note: i) Write your answer in the space given below.
ii) Check your answer with the answers given at the end of this Unit
10) What are information literacy standards? Discuss their purpose.
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11.3.6 Imparting Information Literacy

Different types of programmes help impart information literacy skills. These
range from stand-alone programmes to course related and course integrated
programmes. A simple information literacy programme could be providing details
on information sources, their scope and search techniques followed by exercises
in searching databases and other sources. Course related programmes dwell on
information literacy skills in different subjects and areas. Course integrated
programmes are also for a particular subject/area. The difference between a course
related programme and a course integrated programme lies in the fact that the
former is a separate programme on information literacy whereas the latter is
integrated in the course in a way that forms an inseparable part of the programme.
Information literacy programmes may be non-credit or for-credit. There is a feeling
that information literacy programmes, like other non-subject programmes, should
be non-credit. But the drawback with a non-credit programme is that it is not
taken seriously. Learners might take it lightly and not give weightage to it. Even
if a condition to pass it is set, learners seriousness is limited to just passing it.
Course integrated information literacy programmes have an advantage that the
learner is not able to sideline them. Smith (2003) has proposed an information
literacy curriculum for the Sciences which is an integrated information literacy
programme.

It is spread into four parts viz.,

• Undergraduate: Beginning/ General – includes introduction to the different
types of resources (primary, secondary and tertiary), core resources in a
subject, basic research process in the sciences, basic searching skills and
28 applying the same to a database, evaluating a resource and citing a work.
• Undergraduate/ Advanced- includes role of information the process of User Education and
Information Literacy
research, in depth introduction to the types of resources, core information
resources (print and electronic), introduction and application of more
sophisticated search strategies, searching online resources, scientific
information on the Web, portals, searching and evaluation, process of
publishing scientific information and peer review, evaluating a scientific
paper, evaluating information and critical thinking.

• Graduate Students- includes scientific research process and the sources of

information at each stage, information tools of practicing scientists, scientific
publication process in depth from the perspective of the scientist/ producer,
key sources and databases in the discipline, information seeking process
with a focus on in depth research for theses and research proposals,
information management (including use of bibliographic management
software, peer review process), evaluating scientific information and journal
articles, citation indexing, Journal Citation Reports (JCR), Internet for
scientific communication and information resources and key issues in
scholarly publication including copyright, electronic publishing.

• Professional Scientists: Post-Doctoral and Independent Researcher-

includes updates on new features of known resources and introduction to
new resources, keeping up with new literature by Table of Contents (TOC)
services, browsing, alerts/ Selective Dissemination of Information (SDI),
identifying core journals in a discipline, citation counting and JCR, limitations
of citation counting and impact factor, searching the ISI databases, advanced
searching the key discipline – specific resources, bibliographic and data
sources, search on the Web including portals, directories, organisation and
publisher information, locating grant news and announcements, e-journals
publishing and accessing, managing a personal resource collection,
information skills and instruction in undergraduate and graduate courses,
training and mentoring.

Purdue University Library, Illinois provides an information literacy curriculum

with six goals, i.e. to enable the user to:
(http://www.lib.purdue.edu/rguides/instructionalservices/infolitcurriculum)
• understand the role, value and power of information in modern society;
• understand and be able to communicate his/her specific need(s) for
information;
• understand that information varies in its organisation, content and format;
• retrieve information form a variety of systems and in various formats;
• evaluate information sources; and
• understand how to organise information effectively.
These goals have been further subdivided into objectives and these objectives
help in designing a course. Nyamboga (2004) describes the efforts of Indian
university libraries in information literacy. He gives a brief account of the
automated resources of five universities i.e. Bangalore University, Cochin
University of Science and Technology, Gulbarga University, University of
Hyderabad, Kuvempu University and Mangalore University. It is expected for a
library to be at least automated to provide information literacy skills training 29
Information Use and User today. A scan of the different university websites in India would bring to light
Studies
the efforts of their libraries in providing information literacy services. Delhi
University Library System leads as it provides information that facilitates the
use of e-resources. It has also been organising information literacy sessions for
its researchers every academic year wherein they are taught to use e-resources
and also to cite references while reporting research. Information literacy
programmes are also organised for the postgraduate departments, colleges for
the faculties and students. Other universities provide information on their websites
about e-resources and also how to use them.

The following list gives examples of the kinds of skills and competencies that
might be taught to in courses being developed or revised with support from the
Andrew W. Mellon grant, Integrating Information Literacy into the Liberal Arts
Curriculum. This list is highly selective, and is intended merely as a starting
point, or “touchstone”, for those doing course development work in this area.
Generally speaking, undergraduate students in their first couple of years will
acquire, use and refine their basic research skills (Basic Competencies) and
students in their junior and senior years will use and refine the more advanced
skills (Advanced Competencies).

Basic Information Literacy Skills Include:

• “Understand that materials in academic libraries are classified by subject
(no fiction or biography sections, as in typical high school libraries), and be
able to interpret a call number.
• Be able to identify the parts of a bibliographic record.
• Be able to use reference tools such as dictionaries, encyclopedias, handbooks,
almanacs, and statistical sources to achieve a manageable research focus.
• Be able to distill a complicated research question into searchable concepts/
keywords/synonyms.
• Understand the concept and usefulness of a controlled vocabulary (all online
catalogs and many databases & indexes employ controlled vocabularies).
• Understand the difference between subject searching and word searching.
• Understand commands of the online catalog (Boolean, truncation, adjacency,
etc).
• Be able to formulate a research strategy, and understand the process through
which questions are refined, and redefined in the course of research.
• Understand that both popular and scholarly material exists on most any topic;
be able to distinguish between these 2 types of material, and determine when
it’s appropriate to use each type and why.
• Be able to distinguish between primary and secondary resources; be able to
determine when it’s appropriate to use these 2 types of resource and why.
• Understand the nature of periodical literature, and why and when it’s useful.
• Understand what periodical literature abstracts and indexes do, and why
they are useful. Understand that these resources vary in scope (what subjects
are included, how many titles are indexed, etc.), arrangement (classified,
30 subject, etc.), and content (full-text, abstracts, citation only).
• Be able to critically evaluate information for usefulness, bias, currency and User Education and
Information Literacy
authority (including Internet resources).
• Have an understanding of plagiarism and intellectual property issues-quoting,
paraphrasing, attributing ideas; what is fair use?
• Be able to use a style manual to correctly document information sources in
many different formats.
Advanced Information Literacy Skills Include:
• Be familiar with the subject-specific tools in their discipline (indexes,
abstracts, electronic texts, and other specialized resources).
• Understand how scholars and practicing professionals in their discipline
generate, control, and use information (published/unpublished sources,
electronic & personal communications, etc.).
• Understand and effectively communicate the steps required for effective
research, including formulating a thesis, creating a search strategy using a
variety of sources.
• Develop the ability to critique their own research process; was the original
need met?”
Self Check Exercise
Note: i) Write your answer in the space given below.
ii) Check your answer with the answers given at the end of this Unit
11) Mention the different approaches of imparting information literacy.
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11.4 INFORMATION LITERACY AND USER

EDUCATION
Library instruction programmes have evolved with time and changing information
environments. Different programmes have been designed to serve different user
needs. Library orientation, bibliographic instruction and user education
programmes have been designed to serve the different needs of the library users.
Information literacy emerged as a result of the explosion of information, increasing
importance and the increasing digitisation of information. However, it cannot be
placed in the same category as all other programmes. It has a broader scope and
objectives as it is not limited to library resources and programmes. Its purpose
extends beyond knowing and mastering the contents of information sources,
searching and using information from them. Information literacy aims at
developing competencies in individuals to keep themselves updated in their
knowledge domains by utilising relevant and appropriate information, ethically
and legally. Subsequently, they should be able to apply this knowledge for their
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Information Use and User study, research, teaching and work. To achieve this, they need to develop
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reasoning, critical thinking, analytical and synthesis skills. Information literacy
enables one to contextualise and see things in a greater meaningful context.
Information literacy is an enabler of lifelong learning which is the focus of learning
today.

11.5 SUMMARY
Libraries have designed different programmes to introduce their services and
tools to their users. These differ from each other as they cater to different categories
of users. Library orientation is provided for the freshers/ new users to make
them aware of the rules, regulations, physical infrastructure and facilities in the
library. Library instruction aims at helping users to understand the tools to access
information. Bibliographic instruction is provided to the users to understand the
use of the available tools of organising information and thus to search for
information effectively and efficiently. Library orientation is concerned with
enabling the student to become aware of the existence of the library and the
services available and aiding the student to learn about the general use of the
library, whereas library instruction is concerned with enabling the student to
obtain information required for specific purpose by making full use of the
resources and material available in the library and is concerned with problems of
information retrieval.

Changes in the information world leading to the explosion of information and

its increasing importance in decision making at all levels led to the birth of the
concept of ‘Information Literacy’. Information literacy as a concept is different
from all other programmes of the library that relate to helping the user in accessing
required information. It helps in interpreting the information, using it to add to
one’s repertoire of knowledge and thus remaining updated and helps in lifelong
learning. It gains importance from this quality that it helps a learner to know
how to learn. There are different methods and tools to learning about information
resources. The developments in the concept of user education and information
literacy have been discussed for the learners to appreciate the concepts. There is
a vast literature on the subject as it is still developing and being researched. You
are advised to go through the references as well as new developments to keep
updated on the subject.

11.6 ANSWERS TO SELF CHECK EXERCISES

1) User education is described as a process or programme through which the
potential users of information are motivated to use the information sources.
User education has basically two components such as: i) orientation and ii)
instruction.

2) The development of user education originated since 1934 when Louis Shores
brought the concept of “Library Arts College” with the objective of
developing the student learning through the use of library. Patricia B.K. Knapp
and her 1964 Report also attempted at “exploring methods of developing a
more vital relationship between the library and college teaching”. Afterwards
various institutions and associations in the USA, UK and India as well as
UNISIST programme organised seminars and workshops to promote user
education.
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3) The objectives of library user education programmes are to: i) create User Education and
Information Literacy
awareness of the resources available and ii) acquaint a series of skills which
can be made use of in connection with different academic studies.
4) Lectures, seminars, tutorials and demonstrations guided tour, video-tapes,
programmed instruction, graphics, individual instructions are various
methods and media which are used for library user education programme.
5) Computer-based on-line information retrieval systems are helpful to users
to carry out on-line information searches either themselves or with the help
of an intermediary.
6) The need for evaluating user education in libraries is to study the value of
different programmes and measurement of the effects of such educational
programmes on those who participated.
7) Information literacy is defined as the ability to recognise the need for
information, to locate, evaluate and use effectively the needed information.
It is difficult to ascertain whether we have access to all information that
currently exists. Anyone can publish on the Internet making it difficult for
the user to verify the authenticity and validity of information. Sources of
information are also many making its control difficult. Information is
available in different formats which a user should be adept in handling to
use the information. The above characteristics of information require
individuals to be competent to handle and use the information which is
acquired on being information literate.
8) Information literacy came into existence in 1974, introduced by Paul
Zurkowski. ALA played a mojor role by setting the ALA Presidential
Committee on Information Literacy which gave comprehensive definition
of information literacy enumerating the characteristics expected of an
information literate person. A number of conferences were organised,
particularly the one at Prague by UNESCO and at Egypt by IFLA that helped
induce the attention in information literacy among professionals. Extensive
literature was produced by individuals and organisations including
universities and library associations that gave an impetus to research in the
field. Information literacy is being researched all over the world. Libraries
have designed programmes that need to have active collaborations of faculties
and administrators to make them successful.
9) Information literacy models are useful for LIS professionals and faculties in
designing information literacy programmes. They provide a framework to
develop an information literacy programme from information seeking to
writing and evaluating the information product. These models are learning
and creative process that enhances critical thinking. They have also been
used for design and evaluation of information literacy curricula. Some of
the Information Literacy Models are: SCONUL Seven Pillars of Information
Literacy, Kulthau’s Information Search Process, Stripling’s/Pitts Model,
Irving Model.
10) Association of College and Research Libraries (ACRL, 2000) has formulated
standards of information literacy for higher education that help in developing
an information literacy curriculum for an educational institution. The
standards also provide performance indicators (PI) and outcomes for each
standard. 33
Information Use and User 11) Information literacy can be imparted as stand-alone courses or as part of
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other courses. The component of information literacy may be integrated in
other courses. These courses may be offered as non-credit courses or as credit-
based courses.

11.7 KEYWORDS
Affective Goals and : They are concerned with feelings whether the student
Objectives wants to, and subsequently does, behave in various
educationally desirable ways. They are of long term
importance for the behaviour of the student.

Bibliographic : It is concerned with learning to make use of the

Instruction information resources available in a specific library.
It is concerned with the problems of information
retrieval and the techniques of exploiting information
sources to the maximum extent.

Cognative Goals : These are concerned with understanding various

and Objectives concepts. Within domain they are arranged according
to degree of complexity.

Digital Information : The ability to access, store, organise, transmit and use
Literacy digital information effectively in various activities
of life.

Illuminative or : This type of evaluation emphasises participant

Responsive Evaluation observation and interviews as means to obtain an
overall view of education programmes.

Information Literacy : The ability to use information effectively in various

activities of life. IL helps in lifelong learning.

Media Literacy : The competence to use various media in accessing,

storing, organising and transmitting information.
Library Literacy : The competence in using library tools and techniques
in accessing, searching, retrieving and using
information.
Library Orientation : The programme that tries to create the right kind of
environment for effective communication between
user and the library staff and to present an image of
the library as a pleasant, friendly institution, where
help can be obtained. It makes the user feel confident
that the library staff is competent and is always willing
to help her/him.
Psychometric : It has evolved from the discipline of psychology and
Evaluation is based on the assumption that it is possible to expose
experimental and control groups to different
treatments, while all other variables are controlled
and to measure changes by means of psychometric
tests, achievement tests or attitude scales.
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Sociological Evaluation: This approach has developed from the discipline of User Education and
Information Literacy
industrial sociology. This method is used to study
changes in the structure of an organisation.
Technology Literacy : The competence in using ICT in accessing, searching,
retrieving and using information.
User Education : The process or programme through, which the
potential users of information are made aware of the
value of information and are motivated to use
information resources.

11.8 REFERENCES AND FURTHER READING

ALA (American Library Association). Information Literacy Competency
Standards for Higher Education, 2000. Web. 7 July 2013. <http://www.ala.org/
ala/mgrps/divs/acrl/standards/standards.pdf>
ALA (American Library Association). Presidential Committee on Information
Literacy. Final Report. Chicago: American Library Association, 1989. Web. 10
July 2013. <http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/
presidential.cfm>
Breivik, P. S., and E. G. Gee. Information Literacy: Revolution in the Library.
New York: Macmillan, 1989. Print.
Bruce, C. S. “The Relational Approach: A New Model for Information Literacy”.
The New Review of Information and Library Research 3 (1997):1 – 22. Print.
---. “Information Literacy as a Catalyst for Educational Change. A Background
Paper”. In P. A. Danaher (Ed.), Proceedings of Lifelong Learning: Whose
responsibility and what isyour contribution? 3rd International Lifelong Learning
Conference, pp. 8-19, Yeppoon, Queensland, 2004. Web. 24 June 2013. <http://
eprints.qut.edu.au/4977/1/4977_1.pdf>
---. Seven Faces of Information Literacy. AULSIB Press: Adelaide, 1997.Print.
Corrall, S. “Information Literacy Strategy Development in Higher Education:
An Exploratory Study”. International Journal of Information Management
28:(2008). 26-37. Print.
Doyle, C. Outcome Measures for Information Literacy within the National
Education Goals of 1990.Final Report to the National Forum on Information
Literacy. Summary of Findings. ED 351033, 1992. Web. 25 July 2013.
Eisenberg, Michael B. Information Literacy: Essential Skills for the Information
Age. 2nd ed. Connecticut: Libraries Unlimited, 2005.Print.
..., and R. E. Berkowitz. Information Problem Solving: The Big Six Approach to
Library and Information Skills Instruction. Norwood, NJ: Ablex, 1990. Print.
Fjallbrant, Nancy, and Ian Malley. User Education in Libraries. 2nd ed. London:
Clive Bingley, 1984. Print.
Girja Kumar and Krishan Kumar. Philosophy of User Education. New Delhi:
Vikas, 1983. Print.
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Information Use and User Irving, A. Study and Information Skills across the Curriculum. London:
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Heinneman Educational Books, 1985.Web 20 August 2013. <http://
www.ericdigests.org/pre-9218/information.htm>
Kirkendall , C.A. “Library Use Education: Current Practices and Trends”. Library
Trends 29.1: (1980). Print.
Knapp, P.B. The Monteith College Experiments. New York: Scarecrow Press,
1964. Print.
Kulthau, Karol C. “A Process Approach to Library Skills Instruction: An
Investigation into the Design of Library Research Process”. School Library Media
Quarterly 13 (Winter): (1985) 35-40. Print.
Lubans, J., ed. Educating the Library User. London: Bowker, 1974. Print.
Moghdam, D. “User Training for Online Information Retrieval Systems”. JASIS
26: (1975). Print.
Rajagopalan, T.S. “Education and Training of Information Users”. Library Science
15:(1978). Print.
Revill, H.H. “Teaching Method in the Library: A Survey from the Education
Point of View”. Library World 71: (1970). Print.
Satyanarayana, N.R., ed. User Education in Academic Libraries. New Delhi:
Ess Ess Publications, 1988. Print.
Satyanarayana, R. Training Courses for Users of Scientific Information. Paper
11.4a DST Course Material: New Delhi: INSDOC, 1976. Print.
Stevenson, M.B. User Education Programmes: A Study of their Development,
Organisation, Methods and Assessment. Wetherby: British Library, 1977. Print.
Tadesse, Taye, and A. Neelameghan. “User Sensitisation and Orientation: A Case
Study in Postgraduates in the Medical Sciences”. Journal of Information Science
21. 1: (1995). Print.
Taylor, P.J. “User Education and the Role of Evaluation”. Unesco Bulletin for
Libraries 3291: (1978). Print.
Tocatlian, Jacques. “ Training Information Users”. Unesco Bulletin for Libraries
3291: (1978). Print.
Website:
< http://www.eric.ed.gov:80/ERICDocs/data/ericdocs2sql/>

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