The role of LIS faculty in the information literate university: taking over the academy?

Abstract

This paper aims to identify potential roles for Library and Information Science (LIS) faculty in an information literate University (ILU). The authors note the pressures on universities for change, and the debates and issues arising from these pressures. They define Information Literacy (IL) and present their concept of the ILU. Two case studies in curriculum development are outlined. The first describes development of compulsory Integrative Studies classes in the Strathclyde University’s Business School. These are taught by a cross‐disciplinary team, and they represent a rethinking of the course curriculum. The second case study, of the IL class at Strathclyde University, provides an example of experimenting with a holistic IL curriculum. Building on this, the authors propose possible roles for LIS faculty within the ILU. The paper concludes by suggesting that LIS faculty have some way to progress in fulfilling all their potential roles.

Citation

Johnston, B. and Webber, S. (2004), "The role of LIS faculty in the information literate university: taking over the academy?", New Library World, Vol. 105 No. 1/2, pp. 12-20. https://doi.org/10.1108/03074800410515237