Augmenting Information Literacy in Academic Libraries: Programs and Implications of Selected Central Libraries

Abstract

In this information age, it is essential to provide users with the ability to identify, assess, and utilize information and its resources effectively, and the academic libraries as excellent centers for promoting such skills to users in the form of information literacy (IL). The present study examines the degree to which academic libraries integrate information literacy programs and evaluates the efficacy of librarians in imparting these critical skills and abilities to users. The aim is to assess the extent of information literacy instructions provided by academic libraries in higher education, probing the efficacy of current information literacy programs, and identifying complications encountered by librarians in providing these services. The study methodologically employs a survey of secondary literature and a case study of five central libraries to examine the development of information literacy programs and to identify best practices provided for their integration into the academic curriculum. Such a study highlights considerable deficiencies in the awareness and value of IL programs, highlighting the necessity for better curriculum integration with provisions of effective staff training. The study also reveals difficulties including staff demotivation, resource limitations, and dependency on outdated instructional methods. It will likely emphasize on enhancing collaboration between researchers and library personnel, altering information literacy programs to meet digital literacy requirements, and increasing student participation, thereby developing lifetime learning and decisive information competencies among library users to develop a strong ecosystem of relevant information usage models and innovations.

Keywords: Information Literacy, Academic Libraries, Filtering Relevant Information, Search Strategies, User Empowerment, Literary Instructions, Library Staff Training

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