IL for lifelong learning: Changing roles of Library and Information Professionals in e-Information era

1. IL for lifelong learning: Changing roles of Library and Information Professionals in e-Information era Sridevi Jetty, Dy. Librarian, Bundelkhand University, Jhansi, U.P.

2. WHAT IS INFORMATION LITERACY? • Ability to locate, organize, evaluate • and use information • Combines computer and research skills • Important for academic achievement • Basis for lifelong learning Sridevi Jetty, B.U

3. Need for IL • Library orientation/Bibliographic Instruction/User Education • Information Explosion of later 20th century • Participative citizenship • Information Literacy beyond the walls of the class room

4. Definition Information-literate has been defined as “having the ability to recognize when information is needed, then to be able to locate and evaluate the appropriate information and use it effectively” (American Library Association) Unfortunately, the concept and practice of Information Literacy has not gained ground at grass root levels in the developing countries. Sridevi Jetty, B.U

5. Why Information Literacy? Changing Information Scenario Impact of ICT Internet & WWW Changing (electronic) Information Format Subscription Based E-Resources Consortia Open Access E-Resources

6. IL will help inUsage of technical layering of virtual information services and sources through: • online library catalogues and virtual learning environments and emphasises that infor. has to be sysnthesised with a wider body of knowledge in order to be useful.

7. IL in Indian scenario benefits the users in following ways: to accustom with the essence of World Wide Web to provide awareness of various Internet Resources to visualise the usefulness in academics to envisage the efficacy of various multimedia resources to uphold the use of subscribed databases Open access Resources

8. various search techniques need and communication of information Information Competency is for lifelong learning to provide curriculum/course-integrated instruction in alliance with the faculty and with course objectives to institute direct relations amid users and library professionals.

9. IL / Research Skills / Literature search To obtain best results from information search/ literature search/ research One need to think about the following: What do I need to find out? Whydo I need this information? When do I need the information by? How am I going to find the relevant information? Where am I going to find the relevant information? Who created this information?

10. How to find the relevant information? ie. plan your search strategy Users need to be provided with: Introduction to library systems, services & Information sources that help in literature search Thinking about the questions that need to be asked Outlining the main areas of interest Considering the scope of subject Background reading and brainstorming will help to understand the subject, make connections, and gather keywords (search terms) Consider search terms (alternative, broader, narrower) and related subjects.

11. Kinds of search Software Governments Hardware Manufacturing Modular Type of organisation Non-Manufacturing Businesses Product Lifecycle m’ment Local Area Network Services Enterprise Resource Planning Non-Profit Organisations CRM Online sales Financials Supply Chain M’ment External interface Eg. Retail Computer software system Distribution Purchasing Background Manufacture Data integrity Origins CIM Y2K Shared data store MRP Legacy information systems Business functions Internal Payroll Business Resources Business information Web-based ERP II 1990s Accounting External EAS

12. Where to find relevant information?Overview of Library Website

13. Library Subject Guides

14. Internet / www Its easy and cheap to put information on the Web Information may be unfettered, so be cautious. Many precious resources, but also information which is poorly written, badly researched, deceptive, propaganda etc. Therefore it is always important to evaluate search results.

15. Subject Gateways on Internet Subject gateways and search engines to be used to find quality information on the internet: Intute Infomine Pinakes VoS (Voice of the Shuttle) Exalead The WWW Virtual Library TechXtra (Engineering, Maths and Computing)

16. Alacra Wiki FreeFullText.com SocioSite Search Cube Renardus Google Blog Search http://blogsearch.google.com/ MathGuide E-print Network Cogprints BUBL Information Service

17. Whocreated this information: Evaluation • It is important to evaluate the search results for relevance and quality ie. Is it what you need and is it trustworthy? • This is especially important while using the Internet. • Consider the following.....

18. Authority Relevance and Accuracy Intent Objectivity Currency

19. Authority Who is the author/site creator? Does the site originate from an organisation or an individual? What is their knowledge base, qualifications etc? Relevance and Accuracy Is this what I need? Will it answer my question? Is it at the right level? Intent What is the purpose of website/information e.g. financial gain, propaganda, academic etc?

20. Objectivity Is the purpose of the site clearly stated? Is the site based on verifiable facts or opinions? Balanced view? Links to supporting information? Currency How old is this information? When was it last updated and by whom? Is the site regularly maintained? Do the links work?

21. Library Catalogue http://library.mdx.ac.uk

22. Electronic Resources

23. Subscribed E-Resources

24. Open Access E-Resources

25. Information Literacy: How to implement? • IL as a stand-alone course • IL integrated in to an existing course • IL component added to a discipline specific course

26. New Approaches to Information Literacy

27. Safari(Skills in Accessing, Finding & Reviewing Information) 1 . Understanding information 1. Introduction2. What is information?3. The information age4. Everyday uses5. Types of information6. Information universe7. Mapping sources8. Identifying needs9. Summary 2 . Unpacking information 1. Introduction2. Information journeys3. Supply & chain4. Research supply chain5. Categorising information6. Shape of the literature7. Finding information8. Summary 3 . Planning a search 1. Introduction2. Describing information3. Databases4. Library catalogues5. World Wide Web6. Which to use?7. Planning a search8. Choosing resources9. Summary http://www.open.ac.uk/safari/php_pages/s07t05p010000.php

28. 4 . Searching for information 1. Introduction2. Basic principles3. Databases4. Library catalogues5. World Wide Web6. Tracking progress7. Your subject8. Summary 5 . Evaluating information 1. Introduction2. Information quality3. Presentation4. Relevance5. Objectivity6. Method7. Provenance8. Timeliness9. Summary 6 . Organising information 1. Introduction2. Why organise?3. Ways to organise4. Social bookmarks5. Citing references6. Bibliographies7. Summary 7 . Where do I go from here http://www.open.ac.uk/safari/php_pages/s07t05p010000.php

29. Unpacking Information http://www.open.ac.uk/mosaic/s2t4p2.cfm

30. Here we have described one way in which Penny's research has moved through the research supply chain. As the research moved through the chain it appeared in many forms. It appeared as a thesis, a journal article, a review article, a news article and as part of a course book. As we begin to understand how the information supply chain works in the 'real' world we begin to realize the complexity of the chain, and the huge number of forms that information can take. In order to better understand this complexity we begin to 'group' similar types of information – we start to categorize.

31. research supply chain thesis, a journal article, a review article, a news article and as part of a course book information supply chain works http://www.open.ac.uk/mosaic/s2t4p2.cfm

32. MosiacMaking sense of information in the connected age • An assessed 12 week credit-earning short course in IL • A successful collaborative effort between Library and faculty • Written by the staff in the Library Information Literacy Unit • The format for assessment is integrated into the programme. This is tested at Open University, U.K www.open.ac.uk/mosiac/index.cfm

33. Seven pillars of information literacy Source: SCONUL. (1999) Information skills in higher education: a SCONUL Position Paper. London: SCONUL. http://www.sconul.ac.uk/publications/99104Rev1.doc

34. Role of Librarians • Librarians and Info. Professionals, from gatekeepers to guides, in the present Knowledge society must support learning at all levels • IL programmes can inculcate good principles in fundamental use of information use in the knowledge society • Library services must come to be recognised as an integral resource and not merely an optional part of higher education • Students must be taught how knowledge is structured and organised by Librarians who are experts in information organisation and retrieval is best suited to the role of guides • Since Librarians cannot do it alone, this must be assisted by faculty whose responsibility it will be to build information usage into their teaching programmes and to encourage students to use the precious resources of the libraries • SUCCESS in IL delivery can only be achieved thro’ collaboration bet. Librarians and the teaching staff who have the expertise in the various disciplines across the curricula / courses

35. Information literacy is a survival skill in the Information Age. Instead of drowning in the abundance of information that floods their lives, information literate people know how to find, evaluate, and use information effectively to solvea particular problem or make a decision… - Presidential Committee on Information Literacy, U.S.A

36. KNOWING is seeing beyond images; hearing beyond words, and sensing beyond appearances. So it is said that if you know others and know yourself, you will not be imperiled in a hundred battles; if you do not know others but know yourself, you win one and lose one; if you do not know others and do not know yourself, you will be imperiled in every single battle. • Sun Tzu, The Art of War

37. Thankyou Bundelkhand University Campus