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The purpose of this paper is to discuss the state of information literacy (IL) education in library schools in Africa. Principally, to understand how prepared the library schools are to take the lead by integrating IL courses into their school curricula.

The survey was carried out in two parts: first, the researcher conducted a survey of web sites maintained by library schools in Africa to identify the IL course offered and also to analyze the course contents. That was followed by sending an e‐mail message containing three research questions to library and information science (LIS) faculty members to ascertain the availability of IL courses in their curricula.

Results from the study revealed that, presently, only a few library schools offer the course IL as a stand‐alone course in their curricula. Many library schools have not yet incorporated “IL” as a stand‐alone course in their LIS curricula, rather, it is briefly discussed as a topic in related courses. The reason being that the LIS departments lack the technological facilities and qualified personnel to teach the course “IL.” Although not all the library schools in Africa were examined due to language barrier, more than 60 library schools were investigated, among them 20 institutions were found offering IL courses or a related area.

The researcher could not examine all the library schools in Africa due to language barriers, as many of the African countries have French as their official language and others Portuguese.

The results from the study reported in this paper will provide important data and insight into the current state of IL education in African library schools, and generate suggestions for educators and policy makers developing and including “IL” as a stand‐alone course in the LIS curriculum.

The purpose of this study is to evaluate the library school’s curriculum in Nigeria with the aim of comparing it with international and national library and information science (LIS) guidelines regarding provision of “digital libraries” course.

This study covered 31 universities offering LIS approved by the National Universities Commission (NUC). The main instrument for data collection for the study was analysis of departmental documents containing the LIS curriculum. Second, some library and information science educators from universities that were yet to integrate the course digital libraries in their LIS curriculum were interviewed.

This study revealed that majority of the library schools offer the course “digital libraries” or related areas as core course in their curricula. However, only few library schools have computer laboratories for students to enhance digital library skills. Some LIS educators in the library schools identified challenges such as lack of qualified information and communication technology (ICT) staff to handle the course coupled with lack of computer laboratories equipped with modern computers with stable internet facilities in the LIS departments in Nigeria.

The findings from this study may inform curriculum revision and updating efforts to make it more relevant by incorporating a stand-alone course on “digital libraries” and provision of computer laboratories in the LIS departments to produce future ICT/digital librarians.

If university administrators, decision-making body in the departments and LIS educators understand the factors that are currently standing in the way of integrating a course on digital libraries, then those barriers can be removed or lowered. If the enabling factors are appreciated, then actions can be taken to stimulate the implementation of the Librarians’ Registration Council of Nigeria (LRCN)/NUC recommendations in all library schools in Nigerian universities.

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

The information in the paper 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 identifies and annotates periodical articles, monographs, and audiovisual material, in the area of library instruction and information literacy.

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

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

This article presents an annotated bibliography of literature recently on library instruction and information literacy in academic, school, public, special, and all types of libraries. Interest in the topic remains strong, with a growing number of pieces also including the importance of assessment. Other themes discussed in the articles include research, collaboration, the use of tutorials, tours, distance learning, active learning, problem‐based learning, and the role of accreditation bodies.

The purpose of this paper is to describe the integration of a school library program into the English language program of a Spanish school.

The paper describes the development of an English Language Arts Library Classroom (ELALC) in the English Program at the Col‐legi SEK Catalunya, P‐12 school near Barcelona, Spain.

As schools in Spain do not typically have school library media centers or school librarians, the ELALCs are a way to bring the concept of a school library into a school culture where the idea is unfamiliar. The primary English language teachers at the SEK believe that the ELALCs will be a motivating environment for English language learning that will increase their students’ motivation and involvement in learning.

School library programs and librarians can and should take more active collaborative and instructional roles in language acquisition.

The paper presents an innovative concept in providing school library skills and encouraging literacy by development of a hybrid library classroom or biblioteca aula, for P‐12 schools that do not have library programs.

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 exhibition catalogues examining library instruction and information literacy.

The paper 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.

Beginning with a detailed analysis of 24 published surveys and programmes of library and information science curricula from 1969–1975, the article discusses the professional continuity in changing courses. A particular problem is maintaining the identity of ‘core studies’ in professional curricula. The content and objectives of computer courses are listed and discussed. The coverage of the author's own survey is explained. All 17 schools in the U.K., 1 in Dublin and 13 in eastern U.S.A. and Canada were visited in 1978 involving interviews with over 130 people individually or in groups. Ten schools overseas provided further data in questionnaires. The results of the survey begin by summarising the various stated objectives for computer courses. There follows a review of the structure of such courses and the views on options in this subject. Outlining the titles, content, duration and staffing, the article reviews, with supporting tables, courses for computer appreciation, programming and library automation. Separate tables and commentary cover the data from the questionnaires. In the conclusions, it is emphasised that computing is now an essential part of professional education, though how much and for whom is not yet decided. Advanced courses will soon be needed for those wishing to specialise.

Since 1973, Reference Services Review has published an annual annotated bibliography of materials focused on library instruction and, most recently, information literacy. Publications addressing academic library activities continue to be represented in the largest numbers. The continuing growth of electronic information has made librarians, in all types of libraries, more aware of the need to provide ongoing instruction to library users.