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The purpose of this paper is to present a model for curricular integration of information literacy for undergraduate programs in higher education.

Data are drawn from individual interviews at three universities in Australia and curricular integration working experience at a New Zealand university. Sociocultural theories are adopted in the research process and in the development of the model.

Key characteristics of the curriculum integration of information literacy were identified and an information literacy integration model was developed. The S²J² key behaviours for campus‐wide multiple‐partner collaboration in information literacy integration were also identified.

The model was developed without including the employer needs. Through the process of further research, the point of view of the employer on how to provide information literacy education needs to be explored in order to strengthen the model in curricular design.

The information literacy integration model was developed based on practical experience in higher education and has been applied in different undergraduate curricular programs. The model could be used or adapted by both librarians and academics when they integrate information literacy into an undergraduate curriculum from a lower level to a higher level.

The information literacy integration model was developed based on recent PhD research. The model integrates curriculum, pedagogy and learning theories, information literacy theories, information literacy guidelines, people and collaboration together. The model provides a framework of how information literacy can be integrated into multiple courses across an undergraduate academic degree in higher education.

Information literacy education plays a vital role in developing students’ information capabilities in higher education. Curriculum integration of information literacy is advocated by ACRL (2000) in the United States and ANZIIL (Bundy, 2004) in Australia and New Zealand. Research (Derakhshan & Singh, 2011; Dixon-Thomas, 2012) suggests that the most effective way to provide information literacy education is to integrate information literacy throughout the curriculum. The purpose of this chapter is to discuss curriculum in higher education and to introduce a model of curricular integration of information literacy.

The curriculum of a university (as one form of higher education) is usually seen as an educational plan to engage learners in the acquisition of knowledge and skills leading to a degree, diploma or certificate. The curriculum can be viewed at various levels, namely: institutional, faculty, programme, course and class levels. Therefore, information literacy can be integrated at different levels: university, faculty, programme, or courses and associated classes. This chapter will explain a model of curriculum integrated information literacy developed by Wang (2010) which was based on sociocultural theories and practitioners’ experiences in information literacy curriculum integration in higher education. Explanations of how to apply it in curriculum integration and curriculum design in higher education will also be provided.

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information is provided about each source, and the paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this article is to consider the current barriers to situating in the disciplines and to offer a possible strategy for so doing.

The paper reviews current challenges facing librarians who seek to situate information literacy in the disciplines and offers and practical model for those wishing to do so. Phenomenographic evidence from disciplinary faculty focus groups is presented in the context of the model put forward.

Disciplinary faculty do not have generic conceptions of information literacy but rather understand information-related behaviors as part of embodied disciplinary practice.

Librarians dissatisfied with traditional forms of generic information literacy instruction marketing will find a method by which to place ownership on information literacy in the hands of disciplinary faculty.

The article offers a unique analysis of the challenges facing current information literacy specialists and a new approach for integrating information literacy in the disciplines.

Academic libraries have sought to become the leaders in the provision of information literacy (IL). The purpose of this paper is to identify to what extent IL is being promoted through institutional websites.

Data were collected from all UK university websites (n=133) in early 2015 to identify the promotion of IL. Content analysis was used for the five categories: IL in the mission statement, visions or strategic plan; IL model or framework; IL policy; IL assessment; and, IL training. Data collection was limited to information in the public domain which could be accessed from individual websites, which were searched and browsed systematically.

In total, 85.7 per cent of universities promote IL to some extent on their websites in at least one of the five categories, however the degree of the information provided varied extensively. Less than 6 per cent of universities promote IL at institutional level. Only 17.3 per cent refer to a model or framework, 15.8 per cent show their IL policy and 9 per cent provide information on their assessment of students’ IL skills. Information on IL training is offered on 84.2 per cent of websites, the most common method being online tutorials, although 52.6 per cent only offer training for one or two aspects of IL, primarily information seeking and citing and referencing.

This paper provides up-to-date data concerning how universities in the UK promote IL in the public domain via their websites. It should be of interest to academic librarians who are responsible for IL provision.

Information literacy (IL) enables individuals to discover new ways of thinking and new knowledge across a range of platforms, tools and media. It hopes to enable them to fit into the world of research and scholarly communication. This paper aims to describe the development and current practices in IL program at the University of the South Pacific (USP). This case study puts emphasis on how IL at USP reflects the educational priorities of the University and the region. Discussions on socio-cultural context hope to provide insights on developing a framework based on global standards that address the cultural aspect within students’ learning environment in the 12 member countries.

This paper mainly used desktop research and document analysis to present the IL model which is cohesively embedded within the University’s strategic plan and research skills development framework.

The results are summarized in three sections: paradigms and models as basis, current content and mode of delivery, methodologies and design for instruction and socio-cultural insights.

At present, this study will cover Fiji (the Main Campus) and Vanuatu (School of Law). Other member countries with USP presence such as Cook Islands, Kiribati, Marshall Islands, Nauru, Niue, Samoa, Solomon Islands, Tokelau, Tonga and Tuvalu are considered as part of the future design. Ultimately, a comprehensive model that is applicable for 21 other campuses in the ten member countries will be designed. It also hopes to be replicable in the entire Pacific context.

This study provides baseline data to develop future strategies for implementation in the regional level.

This paper deals with definitional issues of IL related to Pacific cultural contexts that goes beyond a single country, one national identity as it deals with 11 countries, a different model for networked paradigm for IL.

The purpose of this paper is to examine the literature published on information literacy (IL) from 2005 to 2014 and reveal the key aspects of IL publication trends.

The study analyses the literature indexed in Web of Science database on IL from 2005 to 2014 and used the required bibliometric measures to analyse specific aspects of publishing trends.

The findings of the study reveal that increase in literature on IL from 2005 to 2014 was noticed. A high amount of annual growth of literature on IL is observed for the year of 2007, 2008 and 2011. “Pinto, M” and the “University of Granada, Spain” was productive author and institute. Journal of Academic Librarianship was the most productive journal, with 97 articles being published for the period. USA was the most contributing country. “Digital divide”, “media literacy”, “pedagogy”, “higher education” and “critical thinking” were current research topics in the IL domain.

The paper is very useful for researchers to learn about trends in the literature on IL, as well as possible areas for further research, and it provides the names of the most productive authors, organizations and countries, along with the most popular IL keywords.

Main goal in this paper is to show the experience of a web-based program in information literacy from different perspectives: students, teachers and librarians. The study focuses on freshmen in business administration.

The empirical research uses a mixed qualitative and quantitative methodology. A qualitative study is used to analyse the opinions from teachers and librarians, whereas a quantitative study is developed to study the students' perceptions.

Students find information literacy competencies to be useful and perfectly applicable to their assignments. In this sense, there is no need to provide additional incentives (extra points) for the course. At the light of the work assignments, teachers and librarians suggest that there is a necessity for greater depth in questions of citation and plagiarism.

Results have to be interpreted within the context of study. There is a need to use alternative methodologies and activities in different groups to check and compare the effectiveness of each action.

The paper can be used as a guide for teachers and librarians to develop courses of information literacy. Results obtained from this experience show some key points that may be useful for teachers and librarians.

This article complements previous literature by providing new findings from different angles. The information gathered from the librarians, teachers and students involved provides a holistic view about the effectiveness of web-based tutorials for information literacy learning.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.