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The rapid changes in the Greek Library scene in the last decade and the need for librarians to work in a more complex and demanding environment create responsibilities for library schools to design and implement new programmes, adopting a new learning theory. A literature review indicated constructivism as a theory that could be used to create a new educational environment that will allow student‐centered and collaborative learning, and facilitate interaction. In order to identify the competencies and skills required of library managers as perceived by practitioners, the authors conducted a survey. The population of the survey was the staff of Greek libraries, the data collection method was a census and the instrument was a structured questionnaire. Descriptive statistics, as well as ANOVA one‐way, Pearson’s parametric correlation and multiple regression were run to determine the present and needed managerial competencies and skills of Greek librarians.

The purpose of this paper is to investigate student information literacy skills in the Technological Education Institute (TEI) of Thessaloniki, Greece, and examine whether courses and/or library seminars make any difference and contribute to the development of information literacy skills.

The survey is conduct with students from all the departments of TEI that are enrolled at the sixth or seventh semester of their studies. The instrument of the survey is a structured questionnaire that included 12 questions, and measured a total of 73 variables.

A significant percentage of the students have not completed an assignment in the previous semester, are not acquainted with the scientific sources available in the library, and have not attended an information literacy course and/or a library seminar. However, there is a slight difference between those respondents who have “attended an IL course integrated in the curriculum” and those who have not.

The approaches described here may be helpful to librarians when they prepare guidelines for a program that assesses the level of students with regard to information literacy skills.

The purpose of this study is to investigate the attitudes and perceptions of Greek librarians regarding information literacy programs and their preparedness for such programs.

The study was targeted at all professional and paraprofessional staff of the academic libraries in Greece and Cyprus. The instrument was a specially designed structured questionnaire which included 20 questions, in sum 67 variables.

Most libraries do not deliver information literacy programs, but some kind of library instruction. Many respondents consider that more money, more librarians and an appropriately equipped space are the best ways to improve information literacy programs. Concerning the information literacy trainers, there are those who emphasize teaching abilities and/or pedagogical experience, and those who emphasize infrastructure and funding.

The paper contributes to the existing knowledge of information literacy skills by revealing certain issues regarding the academic libraries in Greece and Cyprus.

The purpose of the present study was to expand the knowledge of student computer competencies and IT self‐efficacy in two LIS departments in Greece.

The participants in the study were students in the two LIS departments of the Technological Educational Institutes (TEI) situated in Thessaloniki and Athens, Greece. The survey was addressed to sophomores, juniors and seniors, because IT courses are taught after the first year of study. The instrument of the survey was a structured questionnaire comprising three parts, measuring a total of 48 variables.

The levels of students' IT self‐efficacy is rather high, while the mean score of computer competence indicates a rather low level of perceived ability in using computers. Students were more competent in using e‐mail and Facebook, as well as using the internet for personal purposes. IT self‐efficacy and perceived computer competence were positively related to the frequency of use of certain electronic activities and previous PC/internet experience. In addition, the frequency of IT use was a strong predictor of IT self‐efficacy, and both frequency of use and experience were predictors of computer competence. The findings also suggested that increased levels of self‐efficacy and computer competence were associated with higher grades.

By being aware of the factors that predict self‐efficacy and perceived ability, educators in both LIS departments can design instruction or other interventions in a way that will boost self‐efficacy beliefs. Such an approach is likely to increase the acceptance and use of IT and help LIS students meet the learning objectives of IT courses.

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.

To examine the use of library resources, focusing on e‐sources, by the members of the faculty of a higher educational institute in Thessaloniki, Greece; to reveal the factors which influence the effective use of sources for academic duties; and to provide reliable information to both the administration and the library of the institute, with the aim of the improvement of library services.

A census survey, using a structured questionnaire, among the faculty of the Technological Educational Institute of Thessaloniki was conducted to examine the frequency of use of resources, mainly e‐sources, and to reveal the impact of demographic or academic situational characteristics, the assumed positive influence of academic productivity, perceived usefulness of resources and access to e‐sources on the use of e‐sources as well as the assumed negative influence of barriers and computer anxiety on the use of e‐sources.

The great majority of the faculty of TEI uses printed sources more than e‐sources, but they also use e‐sources quite frequently. Use is mostly of books, websites and printed journals. It was also found that the use of e‐sources is higher in the School of Business Administration and Economics among those who hold a PhD degree and among younger members of the faculty. Also, the results indicated that the use of e‐sources is positively influenced by the respondents' perceived usefulness of resources, the convenience of access to the sources and their academic productivity. The examination of the computer anxiety rating scale (CARS) provided evidence that the less anxious the faculty feel about PCs, the more frequent users they become.

Further research is needed to measure how faculty interact with information, what kind of electronic sources they prefer, what search strategies they use, as well as whether their information needs are satisfied. This research needs to be duplicated to other universities in Greece to determine whether the results can be generalized for Greek academic faculty.

University administrations need to improve library facilities, to include more workstations for access to electronic sources, as well as to improve the marketing and communication of these e‐sources.

This research tries to fill a gap in the literature, which has underemphasized so far the need for assessing and measuring the use of library resources in Greek academic libraries and the examination of the factors that influence this use.

The purpose of this paper is to give an insight to the motivation processes and learning strategies of the students of the Library and Information Systems (LIS) Department of Alexander Technological Educational Institute (ATEI), Thessaloniki, in courses encompassing Information Technology (IT).

The students participated in the study between the 10th and 12th week of a 13‐week semester. Data were collected with the Science Motivation Questionnaire (SMQ) and the Self‐Regulated Learning Strategies component of the Motivational Strategies for Learning Questionnaire (MSLQ). Independent samples t‐tests were used to indicate any associations between motivation to learn and learning strategies, with students' background characteristics. Multiple regression analysis was used to predict students' levels of motivation from the background characteristics, and their intention to continue their studies and to work as librarians/information professionals.

Results showed that participants reported relatively increased levels of motivation and employment of effective learning strategies. Participants' intention to continue their studies in library/information science emerged as the only variable that significantly contributed to the equation for predicting self‐regulated learning from the whole set of predictors and also to the prediction of motivation to learn.

The SMQ was originally designed for science courses and the use of the translated and slightly modified version did not seem to be very sensitive in the IT learning context. A follow up study with different methodologies, would add to the weight of the present findings. In addition, future studies could focus on the particular factors that motivate students to learn IT and to achieve the learning objectives of the IT courses.

The intended outcome of this survey was to provide LIS students and instructors with an assessing tool to evaluate motivation to learn IT and the effectiveness of the strategies employed in the process of acquiring knowledge and skills. Based on the results, faculty members can provide learning environments that promote motivation towards learning and encourage students to select and use more advanced and effective learning strategies. In addition, the results of the study provide an additional argument for organizing a postgraduate program at the LIS Department of ATEI, Thessaloniki.

Empirical research on learning attitudes of LIS students is limited. Moreover, motivation and learning strategies use have never been studied in the Greek context of library education, although IT literacy is an essential task and all LIS Departments' instructors share the important goal of fostering students' motivation to learn IT.