User:Shashi du lis09

Area of Information Literacy in case of Library and Information Science Profession

Area of Contribution to Information Literacy Efforts in the Libraries

An attempt has been made to study under the following areas:

 Circulation Staff Information Literacy Contribution:

• Recognise that the circulation desk is often the first point of contact for a user and that the user’s first impression is important; • Train all staff for positive “first point of contact” interactions; • Involve student staff in training, discussing approachability and describing the information literacy goals for the library.

 Inter Library Loan Information Literacy Contribution:

• Help users to determine what is available within the library; • Refer when appropriate; • Use interlibrary loan request as an indicator of collection need.

 Reference Information Literacy Contribution:

• Teach how to find at point of need; • Collaborate on researchers; • Use a “Please disturb” sign at the reference desk; • Conduct a reference interview; • Identify what users are really asking for; • Do not hide things!

 Administrative Information Literacy Contribution:

• Share information literacy plans with all staff ; • Help library staff promote information literacy ; • Make personal contacts across campus; • Add information literacy support to job description, as appropriate.

 Acquisitions, Cataloguing and Serials Information Literacy Contribution:

• Make it possible for faculty, staff and students to make collection request Online, as well as using request cards; • Acquire new (and needed items) in a time; • Notify requesters about the acquisition of new items; • Stay in close touch with the curriculum; • Provide links to web sites and online journals from within the catalogue.

 Library Web Page Design, Systems and Network Information Literacy Contribution:

• Computer operation knowledge and skills, (which constitute computer literacy), such as how to operate OPACs or microcomputer workstations, how to use modem with communication software to dial in systems and to download files, how to use stand alone or net-worked printer to print information, how to use CD-ROM devices etc.; • Network knowledge such as some basic concepts on networking technology, overview of library network environment, different network systems’ features and usage of LAN and online cataloguing systems, WAN especially Internet related, WWW, Email, and FTP functions, CD-ROM databases, necessary functions and commands to use networking systems such as login/out; • Multimedia knowledge and skills for graphic/image resources, sound information resources, and other devices such as scanner with OCR applications; • Networked information available in network systems, in their contents of databases( in subjects), coverage and formats, structure of files and records, information intended market for users and uses, information de-livery services, types of information such as utilities and index tools (Yahoo and Lycos in WWW, Veronica and Jewels in Gopher), resource guides and subject guides, bibliographic lists and full text/full-image electronic publications, email discussions groups (listserv) and training resources of different purposes; • Information re-trieval skills such as Boolean logic searching; and • Standards and methods to evaluate information results for effective use of information. (http://www.ifla.org/iv/ifla62)

In general, much of the work in the area of information literacy is founded on a common understanding that: “Information literacy is an intellectual framework for recognising the need for, understanding, finding, evaluating, and using information. These are activities which may be supported in part by fluency with information technology, in part by sound investigative methods, but most importantly through critical discernment and reasoning. Information literacy initiates, sustains, and extends lifelong learning through abilities that may use technologies but are ultimately independent of them.”