The necessity of information literacy education in a marketing department
Date
2005Author
Κορομπίλη-Ξαντίδου, Στέλλα
Τηλικίδου, Ειρήνη
Korobili - Xantinidou, Stella
Tilikidou, Irene
Metadata
Show full item recordAbstract
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.
Design /methodology/approach - 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.
Findings - 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.
Research limitations/implications - 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.
Practical implications - 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.
Originality/value - 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 New Library World
regarding information literacy programs.
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