Empowering the Information User: New Ways to User Education

Citation

Gregory, M. (2001), "Empowering the Information User: New Ways to User Education", New Library World, Vol. 102 No. 3, pp. 111-115. https://doi.org/10.1108/nlw.2001.102.3.111.1

The format of the book is made up of an editor’s preface, authors’ introduction, eight chapters, a reading list and a brief index; the chapter headings are as follows:

1. 1.

   (1) What does empowering the user mean?

2. 2.

   (2) Who are these people?

3. 3.

   (3) What do you want the users to achieve?

4. 4.

   (4) What is going to be in the scheme?

5. 5.

   (5) How are you going to deliver your empowerment programme?

6. 6.

   (6) What works best for whom?

7. 7.

   (7) Finding the time and energy.

8. 8.

   (8) How do you know it has worked?

This series aims to consider topical issues for LIS professionals in a practical and straightforward style; the subject of this title is concerned with educating library and information service users, thus empowering and enabling them to become more competent in information retrieval and more satisfied with information services.

It challenges librarians to reconsider their approach and attitude to the thorny issue of user education with the ultimate reward, if successful, of more time to develop other skills and services to users. It urges LIS professionals not to be precious with their knowledge, but to promote themselves and reap the benefits of a user‐focused service and better informed clientele.

The layout of each chapter is useful; each beginning with bullet points of the aims and objectives, and finishing with a summary of outcomes and benefits.

The style of language is not, however, consistent; some chapters are written in the instructive style of a manual or handout, others are not; this may be a little confusing and the user may waste time backtracking to check any missed “instructions”.

Four case studies are used throughout the book to develop the themes; these are based on the needs of film studies students, family history researchers, the human resources department of a large company and services to children in the public library service.

The authors have chosen these to illustrate empowerment programmes across the service sectors, yet the four areas are not treated equitably.

The academic scenario is more developed and structured than those of the other sectors, reflecting perhaps the experiences and expertise of the authors.

Multi‐media systems, Inter/intranet developments in the delivery of user education are, I feel, under‐stated given the commitment in recent years, especially in HE, to the provision of and access to electronic sources of information.

The authors do not have any radical new methods to impart, with the exception of the introduction; rather they candidly ask us to assess and evaluate existing methods of user education, and offer different and thought‐provoking approaches to traditional and contemporary systems.

LIS professionals should constantly review the needs of their users, whatever the sector, and make best use of IT developments; the dynamics of information and knowledge management inevitably mean that in the two years since this book was published such developments may have overtaken some of the methods discussed here.