The application of new technologies and the acquisition of new sources and methods of information dissemination, as well as the provision of libraries services, requires the special education of the users in order to take advantage of these sources and services. In this paper, an investigation of the Greek academic libraries and their user education sessions is attempted. This research aims to explore the user education sessions offered by the libraries, with special regards to the education, the type of user education sessions and their contents. For the collection of the elements, the questionnaire method is selected. The current situation as much as it concerns the libraries and the applied teaching methods at the Greek education institutions, is presented

Nikitakis, Michail

Papadourakis, George

Sitas, Anestis

English

E-LIS

 1 FROM LIBRARY SKILLS TO INFORMATION LITERACY   Michail Nikitakis, Technological Educational Institute of Crete, Library  Heraklion, Crete 71500 GREECE nikit@lib.teiher.grGeorge Papadourakis Technological Educational Institute of Crete  Department of Applied Informatics and Multimedia,  Heraklion, Crete 71500 GREECE papadour@cs.teiher.grAnestis Sitas Aristotle University of Thessaloniki Department of Philology, Section MNES, Library Thessaloniki 54124, Greece  sitas@lit.auth.gr Abstract: The application of new technologies and the acquisition of new sources and methods of information dissemination, as well as the provision of libraries services, requires the special education of the users in order to take advantage of these sources and services. In this paper, an investigation of the Greek academic libraries and their user education sessions is attempted. This research aims to explore the user education sessions offered by the libraries, with special regards to the education, the type of user education sessions and their contents. For the collection of the elements, the questionnaire method is selected. The current situation as much as it concerns the libraries and the applied teaching methods at the Greek education institutions, is presented.  Keywords: Information literacy, Digital library, Teaching library, Collaborative learning, Computer literacy, Higher education  1. THE SITUATION OF GREEK ACADEMIC LIBRARIES  The role, the position and the form of the library as an institution in the information society, is revised. New technologies in the production, distribution, publication, organization and provision of information, question the existing models of organization and function of the library. In this environment of innovative developments, libraries expand their role not only to the adoption on electronic material, but also to the development of new methods for the organization of new materials enhancing their services for the final receiver of information. The need for a change in not accidental, but stems from the fact that information is of a vital importance for human beings, in educative, recreational and financial level. The last years, academic libraries in Greece try to keep pace with those developments by importing new organizational and functional structures that keep abreast of the needs of Information Society. In our days, all academic libraries have an Online  2Public Access Catalogue (OPAC), while they provide their users with new forms of material (e-journals, databases, software -hardware). The expenses made by the whole of Greek academic libraries, University and TEI (Technological Educational Institutes) confirm this situation. See tables 1 and 2. [9]    Expense of e-journals Expense of Databases Expense of  software- hardware 2000 14.537 573.1999 173.046 2001 84.560 437.107 94.232 2002 2.691.386 556.704 194.424 2003 1.604..085 814.604 346.703 Table 1: University expenses    Expense of e-journals Expense of Databases Expense of  software- hardware 2000 1.778 31.988 38.643 2001 13.9996 20.552 4.827 2002 535 21.800 66.832 2003 28.4000 79.823 25.528 Table 2: TEI expenses  The purchase of new forms of material that libraries collect, keeps pace with the purchase of traditional printed material. See tables 3 (monographs) and 4 (journals). [9]    1998 1999 2000 2001 2002 2003 University 3.699.155  6.290.078 3.603.421 1.625.308 4.523.526 2.572.892 1.058.362 1.319.651 500.221 404.775 178.807 360.195 4.757.517 7.609.729 4.103.642 2.030.083 4.702.330  2.933.087 Table 3 : Monographs purchases    1998 1999 2000 2001 2002 2003 University 6.844.153 7.614.762 8.409.931 8.449.043 8.988.739 4.920.381474.418 638.260 277.968 398.243 325.224 238.392 7.318.571 8.253.022 8.687.899 8.847.286 9.323.963 5.158.773 Table 4:  Journals  purchases  3  The great quantity of information that libraries produce and accumulate and their doubtful quality, create new challenges to their search, retrieval and efficiency.  Information Literacy demands techniques and intellectual competencies that the final information receiver should possess for his proper and effective performance. Thus, the role of the library expands and should be pedagogical and complementary to the teaching process and to the knowledge diffusion. Information literacy that is provided by the library services in collaboration with the responsible instructor, intends to cover this need. Numerous are those who claim that the quality advancement of the third degree education depends on the integration of the library in the programs of study, bridging the gap between the classroom and the library.   1.1. TEACHING FORMS IN GREEK ACADEMIC INSTITUTIONS: TEACHING BASED ON LECTURING WITH A UNIQUE BOOK  This is most popular teaching model in the third degree education in Greece. The instructor in charge is the one who has the main role in the spreading of knowledge, while students owe to learn form the lecture, through devotion and memorization of the provided knowledge. Control of the taught material is realized through written examinations. The role of the library in this teaching model is absent.  1.2. TEACHING WITH MULTIPLE BIBLIOGRAPHIES  The scope of this teaching model is for the learner to develop his critical competency by creating knowledge from various sources. The role of the instructor is not only to provide knowledge but also to instill into the student the need to obtain searching competencies and to locate even predefined sources. Teaching with multiple bibliographies presupposes the use of the library in the teaching process. [2]  1.3. STUDENT-CENTERED MODEL  Many are those who deem that the upgrade of the quality of the third degree education depends on the integration of libraries in the programs of study contributing to the gap bridging between the classroom and the library. The traditional learning method through the memorization of notes or the lectures of instructors is getting outdated and gives its place to the education that supports critical competency and the student s perceptiveness for the acquisition of knowledge through independent learning supported by library use. Student-centered teaching model stresses on the experience and the absorption of knowledge rather than on memorization. The student chooses to divide information into cognitive issues related to each course. Evans Ira Farber states that librarians should discuss with instructors so as to know the aims and the content of each course and thus, to try to find ways to assist the learning process. [3, 10] In student-centered teaching model, information research is the rule, the solution of problems is the focal point and critical thinking is a part of the teaching process.      42. INTRODUCTION TO INFORMATION LITERACY   The need of information is well defined with the coverage of informational needs (confrontation of uncertainty) that can be confronted with information. [5]  The confrontation of a problem through information use presupposes: a) the awareness of the problem, its outline, the search and allocation of new information and b) the learning of how to use information systems, meaning the technology that supports publication, recording, organization and access to information (powers of information technology). [1] Information literacy is defined as the total of competencies that a student should have so as to be able to: Manipulate information systems of information management (software application).  To be aware of financial, legal, social and ethical issues that surround information usage.  To define the amount of needed information, so as to solve his problems. To have access to needed information actively and effectively. To evaluate information so as to be able to succeed in reaching a certain cause.   ) AIM OF THE RESEARCH  To record if there is provision of services on information literacy for academic libraries users, the kind of these services and their content and to explore at the same time, the role and the limits of intervention of the library in the learning process.   ) SELECTION, ANALYSIS OF THE POPULATION, COMPILATION OF THE QUESTIONNAIRE  By tasking into account the research topic, the selected case studies, the type of the adopted sample and the rising material and technical problems, it has been selected to send to the libraries of the academic institutions around Greece, an e-mail with a questionnaire based on the guidelines of ACRL (Association of College and Research Libraries) on information literacy. The questionnaire contains 11 questions and its structure is formed so as to constitute a means not only for the collection, but also for the diffusion of information to those ignoring the existence of information literacy. The type of closed - ended questions has been chosen, for the easier coding and the better statistical analysis through Microsoft Excel. Research has been realized between January and March of the year 2004 with a total sample of 115 libraries. From those 84 have replied with a corresponding rate of 73% that reaches confidence interval of 95%. [8]     C) PRESENTATION AND ANALYSIS OF THE QUESTIONNAIRE  The majority of academic libraries in Greece include in their services information literacy projects, in a percentage of 58,3% against 41,7% of those that have not adapted their services to a similar training project. Information literacy lessons are mainly realized with the library s responsibility and they only include courses of teaching bibliographic abilities, since teaching of how to use PCs is covered by the  5lessons included in the programs of study of their faculties. In a percentage of 53%, the library through a lecture provides sessions on bibliographic instruction, while a percentage of 43% of sessions are provided online by tutorials through the library s Website. Finally, just a 4% has incorporated information literacy lessons in the programs of study of their Faculty. The content of these sessions on bibliographic instruction include:  a) Use of informational tools for information retrieval 53% (OPAC, electronic journal, data base, cd-server), 26,5% (OPAC, electronic journal, data base, web search), 16,3% (information organization, OPAC, electronic journal, data base, cd-server) 4,2% (OPAC, electronic journal, data base).   b) Definition of the nature and the coverage of information. 68,75 % of the sessions provide information for the user on how to express his queries by defining (describing) his subject with keywords and by creating searching strategies after having chosen the proper informational source, while the 31,25% of the sessions do not include corresponding information   c) Assessment and evaluation of information. A 75,3% of the sessions provide information on the criteria taken into consideration during assessment and evaluation of information, while a 24,7% of the sessions do not include a similar informational unit. Information literacy sessions take place in a percentage of 71,4% in a classroom equipped with PCs, while a 28,6 % in plain classrooms with the help of data display. The duration of these sessions is 1 hour in a percentage of 52% and 2 hours in a percentage of 48%.   3. CONCLUSIONS  It is commonly accepted that Greek academic libraries begin to adapt to the demands of a digital era by introducing Information literacy sessions to their services with a first aim to promote provision of independent library services. [4]  In Greece, third degree education goes through a reforming process towards flexible learning systems; so as to prepare students for the continually changed needs of the working market that technological development imposes. Acquisition of competencies through information Literacy multiplies the opportunities of self-conducted learning from the side of students, while they get involved in the use of a great variety of informational sources, which they use in order to expand their knowledge and to improve their critical thinking. [2]  Instructors and librarians have to cooperate and to develop sessions in the field of specific scientific sectors for the comprehension- recording of knowledge through information literacy. Convergence of electronic with traditional sources is a complicated issue for libraries. Electronic informational environment should be presented as a supplement to traditional schemes. Students should learn to use even traditional information sources that will not extinct in the future. Efficient knowledge distribution is characterized as the key to the increase of productivity and the financial development. In this newly formed environment, adaptation to change emphasizes on knowledge and forms the need of lifelong learning by imposing changes to the educational system. [6]  6In order all the above to come true, there should be some institutional adjustments that will provide libraries with the ability to participate to the configuration of the programs of study. [7]   4. REFERENCES [1].  American Library Association, http://www.ala.org  [Access 05-15-2005] [2]. Branch K., Gilchrist D. Library instruction and information literacy in community and technical colleges , RQ, v. 35n. 4 (1996), p. 476 [3].  Farber, Evan Ira, Bibliographic instruction in practice: a tribute to the legacy of Evan Ira Farber, based on 5th Earlham College-Eckerd college bibliographic instruction conference, Febr. 5-7/1992  [4].  Kohl D. K. As time goes by revisiting fundamentals , Library Trends, v. 44, n. 2, (1995), p. 423-7  [5].  Krikelas James, Information-seeking behavior: patterns and concepts , Drexel Library Quarterly, n. 19, (1983), p. 5-20 [6]. Lenox Mary F., Walker Michael L. Information Literacy in the educational process , The Educational Forum, v. 57 (Spring 1993)  [7]. Rader H. B. Information literacy and undergraduate curriculum , Library Trends, v. 44, n. 2 (1995), p. 270-9 [8].  Stephen P. K, Hornby, S. Simple statistics for library and information professionals, Library Association Publishing, (1997) [9].  Total Quality Management Unit of Greek Academic Libraries, http://www.mopab.gr/  [Access 05-15-2005] [10].  Van Vuren, A. J., Henning J. C. User education in a flexible learning environment: an opportunity to stay relevant in the 21st century . The Challenge to be relevant in the 21st century , IATUL conference, University of Pretoria South Africa (1998)  

As time goes by revisiting fundamentals ,

Bibliographic instruction in practice: a tribute to the legacy of Evan Ira Farber, based on 5 th Earlham College-Eckerd college bibliographic instruction conference,

Information literacy and undergraduate curriculum ,

Information-seeking behavior: patterns and concepts ,

Library instruction and information literacy

Simple statistics for library and information professionals,

Total Quality Management Unit of Greek Academic Libraries,

User education in a flexible learning environment: an opportunity to stay relevant in the 21 st century . The Challenge to be relevant in the 21 st century , IATUL conference,

From library skills to information literacy

E-LIS repository

 1
 
FROM LIBRARY SKILLS TO INFORMATION LITERACY   
Michail Nikitakis, 
Technological Educational Institute of Crete, Library  
Heraklion, Crete 71500 GREECE 
nikit@lib.teiher.gr
George Papadourakis 
Technological Educational Institute of Crete  
Department of Applied Informatics and Multimedia,  
Heraklion, Crete 71500 GREECE 
papadour@cs.teiher.gr
Anestis Sitas 
Aristotle University of Thessaloniki 
Department of Philology, Section MNES, Library 
Thessaloniki 54124, Greece  
sitas@lit.auth.gr
 
Abstract: The application of new technologies and the acquisition of new sources and 
methods of information dissemination, as well as the provision of libraries services, 
requires the special education of the users in order to take advantage of these sources 
and services. In this paper, an investigation of the Greek academic libraries and their 
user education sessions is attempted. This research aims to explore the user education 
sessions offered by the libraries, with special regards to the education, the type of user 
education sessions and their contents. For the collection of the elements, the 
questionnaire method is selected. The current situation as much as it concerns the 
libraries and the applied teaching methods at the Greek education institutions, is 
presented.  
Keywords: Information literacy, Digital library, Teaching library, Collaborative 
learning, Computer literacy, Higher education  
1. THE SITUATION OF GREEK ACADEMIC LIBRARIES  
The role, the position and the form of the library as an institution in the information 
society, is revised. New technologies in the production, distribution, publication, 
organization and provision of information, question the existing models of 
organization and function of the library. In this environment of innovative 
developments, libraries expand their role not only to the adoption on electronic 
material, but also to the development of new methods for the organization of new 
materials enhancing their services for the final receiver of information. 
The need for a change in not accidental, but stems from the fact that information is of 
a vital importance for human beings, in educative, recreational and financial level. 
The last years, academic libraries in Greece try to keep pace with those developments 
by importing new organizational and functional structures that keep abreast of the 
needs of Information Society. In our days, all academic libraries have an Online 
 2
Public Access Catalogue (OPAC), while they provide their users with new forms of 
material (e-journals, databases, software -hardware). 
The expenses made by the whole of Greek academic libraries, University and TEI 
(Technological Educational Institutes) confirm this situation. See tables 1 and 2. [9]    
Expense of e-
journals 
Expense of 
Databases 
Expense of  
software- hardware 
2000 14.537 573.1999 173.046 
2001 84.560 437.107 94.232 
2002 2.691.386 556.704 194.424 
2003 1.604..085 814.604 346.703 
Table 1: University expenses    
Expense of e-
journals 
Expense of 
Databases 
Expense of  
software- hardware 
2000 1.778 31.988 38.643 
2001 13.9996 20.552 4.827 
2002 535 21.800 66.832 
2003 28.4000 79.823 25.528 
Table 2: TEI expenses  
The purchase of new forms of material that libraries collect, keeps pace with the 
purchase of traditional printed material. See tables 3 (monographs) and 4 (journals). 
[9]    
1998 1999 2000 2001 2002 2003 
University 3.699.155 
 
6.290.078 3.603.421 1.625.308 4.523.526 2.572.892 
1.058.362 1.319.651 500.221 404.775 178.807 360.195 
4.757.517 7.609.729 4.103.642 2.030.083 4.702.330  2.933.087 
Table 3 : Monographs purchases    
1998 1999 2000 2001 2002 2003 
University 6.844.153 7.614.762 8.409.931 8.449.043 8.988.739 4.920.381
474.418 638.260 277.968 398.243 325.224 238.392 
7.318.571 8.253.022 8.687.899 8.847.286 9.323.963 5.158.773 
Table 4:  Journals  purchases 
 3
  
The great quantity of information that libraries produce and accumulate and their 
doubtful quality, create new challenges to their search, retrieval and efficiency.  
Information Literacy demands techniques and intellectual competencies that the final 
information receiver should possess for his proper and effective performance. Thus, 
the role of the library expands and should be pedagogical and complementary to the 
teaching process and to the knowledge diffusion. Information literacy that is provided 
by the library services in collaboration with the responsible instructor, intends to 
cover this need. Numerous are those who claim that the quality advancement of the 
third degree education depends on the integration of the library in the programs of 
study, bridging the gap between the classroom and the library.   
1.1. TEACHING FORMS IN GREEK ACADEMIC INSTITUTIONS: TEACHING 
BASED ON LECTURING WITH A UNIQUE BOOK  
This is most popular teaching model in the third degree education in Greece. The 
instructor in charge is the one who has the main role in the spreading of knowledge, 
while students owe to learn form the lecture, through devotion and memorization of 
the provided knowledge. Control of the taught material is realized through written 
examinations. The role of the library in this teaching model is absent.  
1.2. TEACHING WITH MULTIPLE BIBLIOGRAPHIES  
The scope of this teaching model is for the learner to develop his critical competency 
by creating knowledge from various sources. The role of the instructor is not only to 
provide knowledge but also to instill into the student the need to obtain searching 
competencies and to locate even predefined sources. Teaching with multiple 
bibliographies presupposes the use of the library in the teaching process. [2]  
1.3. STUDENT-CENTERED MODEL  
Many are those who deem that the upgrade of the quality of the third degree education 
depends on the integration of libraries in the programs of study contributing to the gap 
bridging between the classroom and the library. The traditional learning method 
through the memorization of notes or the lectures of instructors is getting outdated 
and gives its place to the education that supports critical competency and the student s 
perceptiveness for the acquisition of knowledge through independent learning 
supported by library use. Student-centered teaching model stresses on the experience 
and the absorption of knowledge rather than on memorization. The student chooses to 
divide information into cognitive issues related to each course. Evans Ira Farber states 
that librarians should discuss with instructors so as to know the aims and the content 
of each course and thus, to try to find ways to assist the learning process. [3, 10] 
In student-centered teaching model, information research is the rule, the solution of 
problems is the focal point and critical thinking is a part of the teaching process.     
 4
2. INTRODUCTION TO INFORMATION LITERACY   
The need of information is well defined with the coverage of informational needs 
(confrontation of uncertainty) that can be confronted with information. [5]  
The confrontation of a problem through information use presupposes: a) the 
awareness of the problem, its outline, the search and allocation of new information 
and b) the learning of how to use information systems, meaning the technology that 
supports publication, recording, organization and access to information (powers of 
information technology). [1] 
Information literacy is defined as the total of competencies that a student should have 
so as to be able to: 
Manipulate information systems of information management (software 
application).  
To be aware of financial, legal, social and ethical issues that surround information 
usage.  
To define the amount of needed information, so as to solve his problems. 
To have access to needed information actively and effectively. 
To evaluate information so as to be able to succeed in reaching a certain cause.   
) AIM OF THE RESEARCH  
To record if there is provision of services on information literacy for academic 
libraries users, the kind of these services and their content and to explore at the same 
time, the role and the limits of intervention of the library in the learning process.   
) SELECTION, ANALYSIS OF THE POPULATION, COMPILATION OF THE 
QUESTIONNAIRE  
By tasking into account the research topic, the selected case studies, the type of the 
adopted sample and the rising material and technical problems, it has been selected to 
send to the libraries of the academic institutions around Greece, an e-mail with a 
questionnaire based on the guidelines of ACRL (Association of College and Research 
Libraries) on information literacy. 
The questionnaire contains 11 questions and its structure is formed so as to constitute 
a means not only for the collection, but also for the diffusion of information to those 
ignoring the existence of information literacy. The type of closed - ended questions 
has been chosen, for the easier coding and the better statistical analysis through 
Microsoft Excel. Research has been realized between January and March of the year 
2004 with a total sample of 115 libraries. From those 84 have replied with a 
corresponding rate of 73% that reaches confidence interval of 95%. [8] 
    
C) PRESENTATION AND ANALYSIS OF THE QUESTIONNAIRE  
The majority of academic libraries in Greece include in their services information 
literacy projects, in a percentage of 58,3% against 41,7% of those that have not 
adapted their services to a similar training project. Information literacy lessons are 
mainly realized with the library s responsibility and they only include courses of 
teaching bibliographic abilities, since teaching of how to use PCs is covered by the 
 5
lessons included in the programs of study of their faculties. In a percentage of 53%, 
the library through a lecture provides sessions on bibliographic instruction, while a 
percentage of 43% of sessions are provided online by tutorials through the library s 
Website. Finally, just a 4% has incorporated information literacy lessons in the 
programs of study of their Faculty. The content of these sessions on bibliographic 
instruction include:  
a) Use of informational tools for information retrieval 53% (OPAC, electronic 
journal, data base, cd-server), 26,5% (OPAC, electronic journal, data base, web 
search), 16,3% (information organization, OPAC, electronic journal, data base, 
cd-server) 4,2% (OPAC, electronic journal, data base).   
b) Definition of the nature and the coverage of information. 68,75 % of the sessions 
provide information for the user on how to express his queries by defining 
(describing) his subject with keywords and by creating searching strategies after 
having chosen the proper informational source, while the 31,25% of the sessions 
do not include corresponding information   
c) Assessment and evaluation of information. A 75,3% of the sessions provide 
information on the criteria taken into consideration during assessment and 
evaluation of information, while a 24,7% of the sessions do not include a similar 
informational unit. Information literacy sessions take place in a percentage of 
71,4% in a classroom equipped with PCs, while a 28,6 % in plain classrooms with 
the help of data display. The duration of these sessions is 1 hour in a percentage of 
52% and 2 hours in a percentage of 48%.   
3. CONCLUSIONS  
It is commonly accepted that Greek academic libraries begin to adapt to the demands 
of a digital era by introducing Information literacy sessions to their services with a 
first aim to promote provision of independent library services. [4]  
In Greece, third degree education goes through a reforming process towards flexible 
learning systems; so as to prepare students for the continually changed needs of the 
working market that technological development imposes. Acquisition of 
competencies through information Literacy multiplies the opportunities of self-
conducted learning from the side of students, while they get involved in the use of a 
great variety of informational sources, which they use in order to expand their 
knowledge and to improve their critical thinking. [2]  
Instructors and librarians have to cooperate and to develop sessions in the field of 
specific scientific sectors for the comprehension- recording of knowledge through 
information literacy. 
Convergence of electronic with traditional sources is a complicated issue for libraries. 
Electronic informational environment should be presented as a supplement to 
traditional schemes. Students should learn to use even traditional information sources 
that will not extinct in the future. Efficient knowledge distribution is characterized as 
the key to the increase of productivity and the financial development. In this newly 
formed environment, adaptation to change emphasizes on knowledge and forms the 
need of lifelong learning by imposing changes to the educational system. [6] 
 6
In order all the above to come true, there should be some institutional adjustments that 
will provide libraries with the ability to participate to the configuration of the 
programs of study. 
[7]   
4. REFERENCES 
[1].  American Library Association, http://www.ala.org  [Access 05-15-2005] 
[2]. Branch K., Gilchrist D. Library instruction and information literacy in 
community and technical colleges , RQ, v. 35n. 4 (1996), p. 476 
[3].  Farber, Evan Ira, Bibliographic instruction in practice: a tribute to the legacy of 
Evan Ira Farber, based on 5th Earlham College-Eckerd college bibliographic 
instruction conference, Febr. 5-7/1992  
[4].  Kohl D. K. As time goes by revisiting fundamentals , Library Trends, v. 44, n. 
2, (1995), p. 423-7  
[5].  Krikelas James, Information-seeking behavior: patterns and concepts , Drexel 
Library Quarterly, n. 19, (1983), p. 5-20 
[6]. Lenox Mary F., Walker Michael L. Information Literacy in the educational 
process , The Educational Forum, v. 57 (Spring 1993)  
[7]. Rader H. B. Information literacy and undergraduate curriculum , Library 
Trends, v. 44, n. 2 (1995), p. 270-9 
[8].  Stephen P. K, Hornby, S. Simple statistics for library and information 
professionals, Library Association Publishing, (1997) 
[9].  Total Quality Management Unit of Greek Academic Libraries, 
http://www.mopab.gr/  [Access 05-15-2005] 
[10].  Van Vuren, A. J., Henning J. C. User education in a flexible learning 
environment: an opportunity to stay relevant in the 21st century . The Challenge 
to be relevant in the 21st century , IATUL conference, University of Pretoria 
South Africa (1998)  


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From library skills to information literacy

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