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Reviewing electronic information literacy training packages

Author(s): Ruth Stubbings | Alan Brine

Journal: Innovation in Teaching and Learning in Information and Computer Sciences
ISSN 1473-7507

Volume: 2;
Issue: 1;
Date: 2003;
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Keywords: information literacy | information skills training | tutorials

There is a perception among librarians that the need for students in Higher Education (HE) to enhance their information literacy skills has grown. This is explained by several factors: the increase in student numbers and students with different levels of skills; changes in learning and teaching practices that place a greater emphasis on student centered learning (Ray & Day 1998); a decrease in library expenditure, resulting in more students chasing less resources (Brown & Gibbs 1996); an increase in the availability of electronic information that has led to the need for students to have greater critical and evaluative skills (Brophy 1993).The increase in demand for measures to improve information literacy is occurring in a climate where lecturers feel under pressure and have scant room in their taught modules to allow “guest speakers” to discuss non-core subject material in lectures or tutorials. At the same time, many students feel that they know how to find information because they can discover what they need on the Internet, (often using Google ). More detailed discussions on how students search for information and how they assess their own searching skills can be found in the work by Ray & Day (1998), Armstrong (2000) and Stubbings & McNab (2001).
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