Information Literacy Education: A Process Approach; Professionalising the Pedagogical Role of Academic Libraries

Citation

Winzenried, A.P. (2010), "Information Literacy Education: A Process Approach; Professionalising the Pedagogical Role of Academic Libraries", Library Review, Vol. 59 No. 3, pp. 228-229. https://doi.org/10.1108/00242531011031269

Teaching within the academic library is a significant issue. The teaching of information literacy, while accepted as a key role of libraries, is not always valued the way that it should be. Library staff can quite frequently feel isolated from mainstream academic activity in their own institution. Information Literacy Education argues that academic libraries, therefore, need to become highly dynamic and flexible learning organisations with the teaching of information literacy as one of their key directions.

Within the definition of information literacy accepted by the authors, this work is quite exceptional in its clear case for greater pedagogical rigour in the teaching of information literacy in academic libraries. Given a didactic model, teaching in the academic library can and should be more flexible and lead to it becoming a highly valued practice. Information literacy (IL) in this work is defined very much in terms of process, with the authors arguing for a greater attention to both the role of the academic library in IL provision and in the importance of the library as a teaching institution. While the debate over the specific nature of IL is no doubt a continuing one, this work is critical in the importance it attaches to libraries as centres of learning. All too often academic libraries are not seen as serious players in the formal learning process. This work places them very prominently into the teaching arena as IL specialists.

Underpinning this work are two significant Norwegian models – L´øvelie's Pedagogical Triangle of Practice (1972, 1974) and the didactic relation model developed by Bj´ørndal and Lieberg. Between these the authors propose a model of IL teaching that includes strong elements of reflection on practice, experience and background that operate within a dynamic teaching context. A practitioner's work can thus be accessed through systematic didactic reflection.

Using these models the authors lead their readers towards the goal of becoming professional and autonomous educators. This is a point that they see as critical. Until information professionals in academic libraries become efficient educators who are both professional in their teaching and autonomous in their operations then, they argue, the best practice for IL teaching is out of reach.

Scenarios are used throughout the book to provide illustrations. Discussion of these highlight some of the issues faced in academic libraries round the world. With the advent of the “Google generation” (post c.1993) it is increasingly difficult to make students aware of library‐sponsored content. The scenarios in this book, the didactic model suggested, and the strategic advice provided will assist the process of libraries becoming more dynamic in their approach to teaching IL. By doing so, they will increase their relevance in the age of Google and remain a vital part of the information landscape of which they are a part.

There is already a considerable body of literature as regards teaching of IL in academic libraries. Where this new work makes its contribution is in the area of establishing the principles for a didactic approach to that teaching. The authors seek to provide library staff with a more flexible and strategic framework for their teaching programs and thus an additional impetus towards greater recognition for libraries as centres of professional teaching and learning.