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Examines libraries in four academic institutions in Kwara State, Nigeria, to assess the level of their performance against available human and material resources using a national standard measurement. Also seeks to identify reasons for their shortcomings, for possible amelioration. The investigation reveals that insufficient staffing, budgets, material resources, hours of opening and non‐availability of services such as photocopying and typewriting, hinder qualitative service. Offers suggestions for improvement.

To provide reliable data for the development of efficient information literacy education in a department of a higher educational institute in Thessaloniki, Greece. It requires in‐depth understanding of the current situation as well as future expectations.

Two research objectives were set. One was to record the use of resources by students and their perceptions, as well as the expectations of faculty regarding information literacy skills. The other was to examine the preferences of students and faculty regarding information literacy education. Two surveys were conducted among both students (cluster sampling) and faculty (census) by the utilization of relative structured questionnaire.

The project reveals that the percentage of students who use the e‐resources of the library is relatively low, and that the few students who attended the bibliographic instruction seminar use the e‐resources more for the completion of their assignments. Also faculty were found to do very little in class to motivate students to use library sources for completing long research papers. With reference to students' and faculty's preferences concerning future information literacy education, it was indicated that the greatest percentage prefer instruction at user's request, and a course integrated into the curriculum. Focusing on a course integrated in the curriculum, it is suggested that it is provided at the first or second semester of their studies, to be developed on the basis of librarian/faculty cooperation and supported by demonstration of resources and/or hands‐on workshops.

Further research is needed to fill the gaps left in understanding faculty attitudes toward information literacy. Also duplicating this survey in other departments of Technological Educational Institution could provide a picture of the kind of information literacy education a Greek institution should apply.

This research implies the need for developing a course integrated into the curriculum tailored to the interests of the students, designed to develop critical thinking skills. It is suggested that this course should be provided at an appropriate time that would allow students to acknowledge its relevance to course content. A multimedia product is suggested as a handbook to this course.

This research tries to fill a gap in the published literature which does not offer any surveys in Greek academic institutions about perceptions and practices of faculty and students regarding information literacy programs.