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The purpose of this paper is to present a conference report on the unique organizational features and the common themes found among the three keynote speeches of the Library 2.011 World Wide Virtual Conference held on the internet on November 2‐4, 2011.

This report was generated based on the author’s personal participation and observation of a virtual conference and a descriptive method was used to report on and summarize the major subjects of three keynote presentations.

The paper finds that Library 2.0 is still a live practice among libraries, and the concept itself has become an inspiring theoretical starting point for re‐examining information profession, information literacy, and information management behaviours.

This article sorts out the theoretical directions of Library 2.0’s research, which will provide a reflective and guiding tool for evaluating current library practice and designing future innovative library services.

This chapter extends the phenomenographical research method by arguing the merits of engineering the outcome space from these investigations to effectively communicate the outcomes to an audience in technology-based discipline areas. Variations discovered from the phenomenographical study are blended with pre- and post-tests and a frequency distribution. Outcomes are then represented in a visual statistical manner to suit the specific target audience. This chapter provides useful insights that will be of interest to researchers wishing to present findings from qualitative research methods, and particularly the outcomes of phenomenographic investigations, to an audience in technology-based discipline areas.

The purpose of this paper is to show how different approaches to information literacy, such as are mediated through web‐based tutorials, are used as tools in negotiating the information‐seeking expertise of university librarians.

A textual analysis of 31 web‐based Scandinavian tutorials for information literacy has been conducted. The similarities and differences identified are analysed as linguistic expressions of different approaches to information literacy. The approaches are seen as constructions based on a dialogue between the empirical data and the theoretical departure points.

Four approaches to information literacy emerge in the results: a source approach, a behaviour approach, a process approach, and a communication approach. The approaches entail different perspectives on information literacy. They impart diverging understandings of key concepts such as “information”, “information seeking” and the “user”.

A reflective awareness of different approaches to information literacy is important for both researchers and LIS practitioners, since the approaches that come into play have practical consequences for the operation of user education.

The present study supplements the information literacy research field by combining empirical findings with theoretical reflections.

To demonstrate existing definitional consensus on information literacy, and outline the main and unique areas of concern resulting from that consensus for libraries desiring to contribute to information literacy education.

Leading attempts at defining information literacy are examined to demonstrate their lack of substantive definitional differences, and to establish parameters for the library’s participation in information literacy education.

Examines the leading definitional contributions since the American Library Association’s 1989 seminal work on information literacy. Demonstrates the lack of substantive definitional differences between those and the ALA definition. Suggests librarians concentrate on the expectations deriving from such unanimity, and outlines those expectations.

Clarity of definitions provides more stable atmosphere for practical initiatives, while controversies over definitions distract from action. By pointing out the fundamental agreements between seemingly competing definitions of information literacy, this article underscores the need for librarians to fully concentrate on ways to achieve information literacy. By specifying the library’s unique place in that process and outlining the concrete things it can do, the article also provides practical guidance for more focused activity on the part of the library in information literacy education.

This article demonstrates a consistently overlooked definitional consensus on information literacy, and shows how the purported differences in definition actually represent delineations of steps and approaches that facilitate practical implementation. It also outlines the specific areas and activities that are legitimate responsibilities of the library in information literacy education, and notes areas outside the library’s reach.

The ACRL Competency Standards related to learners' values and value systems has not been interrogated in relation to information literacy theory or practice. This paper aims to analyze the inclusion of values in these and other guidelines and seeks evidence of the development of this topic in the literature.

A comparative review of information literacy standards related to values/value systems was conducted. An analysis of the literature engaging issues related to personal or community values related to information was completed. Suggestions for continued work were based on these findings.

Competency standards related to values/value systems are out of place in guidelines designed to assist in the assessment of information literacy instruction. Instead, it is more likely that information literacy development is a form of values education.

Further research is needed to locate specific personal and community values related to information literacy. This research should begin with information‐related values of student communities, professional organizations and other groups.

Readers will develop a greater understanding of professional and personal values in relation to information literacy and the standards designed to help librarians and others.

This paper establishes a basis for a comparative analysis of information literacy standards drafted by different groups. The discussion on the place and purpose of values‐related objectives in the 2000 ACRL Competency Standards and a review of the literature on this topic are unique to this paper.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the seventeenth to be published in Reference Services Review, includes items, in English published in 1990. A few are not annotated because the compiler could not obtain copies of them for this review.