Informacinio raštingumo fenomenas universitetinėje aplinkoje: dėstytojų ir bibliotekininkų požiūris
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The paper presents the results of empirical research into information literacy conception as understood by Lithuanian university teachers and librarians. Due to rapid development of IT, information overload, and obsolescence of information university academic space is experiencing big transformations. Therefore, information literacy is one of the topical issues that call for discussion and research. The aim of the conducted research was to identify university teachers and librarians’ understanding of information literacy phenomenon and its impact on the quality of university studies. The survey participants (123 university teachers and 68 librarians) represented nine Lithuanian universities located in different regions of Lithuania. To achieve the aim of the study the expert method was explored which revealed that the survey participants possess several conceptions of information literacy (often closely related to their specific functions at work): “skills to use IT”; “skills to create computer programmes”; “skills to utilise computer programmes’; “skills to use information resources”; “skills to use information resources effectively that are in various information locations to solve personal tasks”. The last conception prevails among the study participants. Comparative analysis between the university teachers and librarians indicated that more librarians understand information literacy as “skills to use various information resources” and twice as many teachers as “skills to use computer programmes." Two categories “skills to use IT” and “skills to use information resources to solve personal tasks and problems” predominate in both British researchers’ study (Johnston and Webber, 2003, 2004) and this study. With view to modernization of university education and changes in educational paradigm the insight into university teachers and librarians’ internalization of information literacy and attitudes towards its value in the university becomes vitally important. The academic staff’s understanding of the phenomenon has an immediate impact on students’ information literacy knowledge and skills development, formation of information culture and their application in learning process and overall university education.
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