Information literacy (IL) skills can be at the apex of the university learning environment, as these are the institutions of excellence that can make all-round development of the students by creating them learned on how to learn.

IL is basically a library instruction programme. It focuses on content, communication, analysis,

information searching and evaluation. In view of the contemporary environment of rapid

technological change and proliferating information resources Information Literacy in libraries have become increasingly important.

It forms the basis for life long learning by enabling the learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning.

Hence, IL is the facilitation of active learning using information resources from the real world.

For Under Graduate (UG), Post Graduate (PG) Students & Research Scholars

able to identify different types of information sources

become familiar with the information sources available from the library and to know which source to choose

distinguish between full text articles and abstracts

apply prior and new information to construct new concepts or create new understandings

find information effectively and efficiently use relevant print and electronic journals use relevant subject databases to locate

information

aware of online resources available to them for ongoing support and reference

know how to formulate an effective search strategy

use basic search techniques and devise search strategies using Boolean logic

be able to perform a successful search using a relevant library databases/OPAC.

be able to evaluate search results

understand how to cite and reference sources

have the necessary skills and competencies to avoid plagiarism

critically evaluate information and the information seeking process

find and evaluate information sources via a range of electronic tools including library catalogues, databases and the internet

engage effectively with their academic learning and writing tasks

distinguish and access the various research tools at their disposal, covering both subscription and free services

Use information ethically

find the relevant literature/key resources and learn how to search them effectively

track down results and keep up-to-date manage information using Reference Management

Tools manipulate and organize references within their

own database of citations evaluate research results enable students to reflect on their work practice

and progress foster group work by identifying common goals

and working towards individual and group aims find out how to use the information correctly

(evaluation, plagiarism, citing sources correctly and creating a bibliography)

place Information Literacy in the context of their research

ability to choose, locate and evaluate resources relevant to their research needs

develop an awareness of electronic information sources

understanding information gateways and union catalogues

learning how to effectively access journal articles including open access, and how to use abstracting and indexing databases

becoming aware of major databases in specific subject areas and how to build effective search strategies

use evidence-based filters to further refine the search critically evaluate and analyze results with reference to the

strengths and weakness of the source being searched learning how to keep up-to-date in their subject/research

through RSS technology, and alerting services consider alternative resources: Bookmarking sites and

Google Scholar able to collaborate with their peer researchers using

Academic Research Social Networks (e.g., ResearchGate, Academia, etc.)

compile annotated bibliography using reference management tools in their research

able to cite correctly, with due regard to the different formats and standards of electronic resources available

identify how to publish and disseminate their research work in high impact factor journals

understand the basic reasons for Plagiarism and aware about Academic Integrity and penalties for Plagiarism and also avoid plagiarism in their research work.

Information

skills

Information

competency

Information

fluency

•Refer to the capacity of an

individual to identify the

information need and

aptitude to use it

•In addition to information

skills it includes the attitude

towards use of information

•Mastery in information

competency

Library

Orientation

User

Education

Information

Literacy

Interchangeable Terms of Information Literacy

• Provided to the uninitiated users in the

beginning of the session in academic

libraries/teaching the use of access tools

such as catalogues of library holdings,

abstracts, encyclopaedias and other

reference sources that aid library users

searching for information.

Library Orientation/

Instruction

• Search for and retrieval of information is

stressed in bibliographic instruction

Bibliographic

Instruction

•is step ahead in that, it expects an information

literate person to be aware of the importance of

information, is aware of the information

generation process, is able to locate and access,

effectively use, communicate and add information

to his knowledge base

Information Literacy

Recognising the

need for

information

Knowing how to

access information

Understanding how

to evaluate

information

Knowing how to

synthesize

information

Being able to

communicate

information

Learning

IL

Learning thinking

processes associated with

knowledge creation and

information management

Learning how to

communicate with people

to access and exchange

data information and

knowledge

Learning the intellectual

norms of the subject

domain associated with

the production of

knowledge

Learning how to use

information tools

(technology, systems

and sources) to access,

organize and distribute

data, information and

knowledge

•Associates IL with the

use of IT to gather and

communicate

information.

IT Conception

•In which IL is perceived

as the knowledge of

sources and the ability to

access these directly, or

indirectly via an

intermediary.

Information

sources

conception

•IL here is seen as

‘executing a process’. In

which a new situation is

tackled through the use of

an appropriate strategy to

find & use information

Information

professing

conception

•IL here is associated with

the effective control and

manipulation of

information through the

use of mechanical devices,

memory or IT.

Information

control conception

• In which IL is

perceived as ‘building

a personal knowledge

base in a new area of

interest’.

Knowledge

construction

conception

• which envisage the

application of knowledge

and personal

perspectives that lead to

new insights.

Knowledge

extension

conception

•Which is associated with the

wise and ethical use of

information considered in a

wider historical or cultural

context. Information here

undergoes ‘a process of

reflection which is part of the

experience of effective

information use.

Wisdom

conception

Identification of

a topic to be

searched

•Topic

formulation

stage:

identification

of the topic

related to the

literature

review

Translation of the

topic into a

search

•Search

construction

stage:

exploration of

the search

strategies

adopted by the

students

Implementation

of the search

activity

•Search evaluation

stage: exploration

of the level of

evaluation and

degree of

reflection applied

by the students

when assessing

the result of the

search activity

Integration

• Integration of

the results in

the students’

knowledge.

Information

Literacy

Recognising

the need for

information

Locating the

information

Evaluating the

information

Using the

information

effectively

Category 1: IL as a transferable

process of enquiry

Category 2: IL as information

retrieval and evaluation

Category 3: IL as expanding

knowledge

Category 4: IL as an aspect of

professional information

Category 1: IL as Functional

Literacy (Personal context)

Category 2: IL as Lifelong

Learning (Academic context)

Category 3: IL as Provision

(Information Provision context)

Category 4: IL as Education

(Information Education context)

•Service Point locations

•Library layout

•Self-help Signage*

•Service Point locations

•Library layout

•Self-help Kiosks*

•Building and service locations

•Library layout

•Website layout

•Self-help

Maps* & Site Maps*

•Description and location of services

•Brief Information Literacy Instruction

•Self-help

Guided Tours#,

Self-guided Tours* &

Virtual Tours*

* Asynchronous # Synchronous ^ Both Asynchronous and Synchronous Adopted from Grassian, E.S & Kaplowitz, J.R,2009

•Extended, in-depth study of

information researching, the scholarly

communication process, and various

means of identifying, locating,

evaluating, and using information

effectively and ethically.

•Alternative Modes: One-shot group

sessions/workshop Online tutorials,

credit courses, Workbooks and

exercises

Credit courses^

•Reach users when they have a need to

know or desire to learn

•Can decrease library anxiety

•Alternative Modes: Online tutorials, credit

courses, Workbooks and exercises

One-shot

group

sessions/

workshops#

* Asynchronous # Synchronous ^ Both Asynchronous and Synchronous Adopted from Grassian, E.S & Kaplowitz, J.R,2009

•Class assignments, including learner created

subject guides, easily updateable online

tutorials, and a means of answering research-

related questions.

Blogs, Wikis,

and RSS feeds*

•Visual presentation of IL instruction related

topics and services – virtually or in the physical

library.

Exhibits/

displays*

•Spontaneous audience interaction to engage

learners or illustrate points

•Useful in Face-to-face sessions when

technology fails

Flip charts/

blackboards/

whiteboards* or #

•Useful for remote users, 24/7, in order to

provide basic IL Instruction, along with

immediate feedback.

•Portions can be used during synchronous

instruction

Online Tutorials^

* Asynchronous # Synchronous ^ Both Asynchronous and Synchronous Adopted from Grassian, E.S & Kaplowitz, 2009

•Class assignments, including learner created

subject guides, easily updateable online

tutorials, and a means of answering research-

related questions.

Blogs, Wikis,

and RSS feeds*

•Visual presentation of IL instruction related

topics and services – virtually or in the physical

library.

Exhibits/

displays*

•Spontaneous audience interaction to engage

learners or illustrate points

•Useful in Face-to-face sessions when

technology fails

Flip charts/

blackboards/

whiteboards* or #

•Useful for remote users, 24/7, in order to

provide basic IL Instruction, along with

immediate feedback.

•Portions can be used during synchronous

instruction

Online Tutorials^

* Asynchronous # Synchronous ^ Both Asynchronous and Synchronous Adopted from Grassian, E.S & Kaplowitz, J.R,2009

• Introducing, outlining, and reviewing a synchronous

Face-to-face session.

•For spontaneous interaction with a group in

synchronous Face-to-face session.

Overhead

projectors#

•Search strategy guidance in researching. a topic new to

the user. Pathfinders/

subject guides*

•Mechanics of using research tools for individual or

groups.

•Outline for IL Instruction sessions.

Point-of-use guides* or

#

• Introducing, outlining, and reviewing a

synchronous session

•Allows for quick demos of concepts like Boolean

Operators through the visual use of Venn

diagrams

•Can be mounted on a Website or asynchronous

use, with or without narration

Presentation slideshows*

or #

* Asynchronous # Synchronous ^ Both Asynchronous and Synchronous Adopted from Grassian, E.S & Kaplowitz,J.R, 2009

•One-to-one guidance and help with information

researching online or in person, to help meet IL

Instruction standards.

•Useful in person or remotely, in many different

forms, including interactions at a reference desk,

by appointment, by phone, or online (e-mail,

chat, text messaging, instant messaging)

Reference and

research

consultations* or #

•Useful as tutorials and for tours, or to introduce

library services, for individual or group viewing, in

person or remotely.

•Can be useful in relieving library anxiety

Videos* or #

Podcasts*

•Self-paced active learning, online or in paper, using

researching tools and locating materials. Workbooks and

exercises* or #

* Asynchronous # Synchronous ^ Both Asynchronous and Synchronous Adopted from Grassian, E.S & Kaplowitz, J.R, 2009

•Extracurricular classes

and/or self-paced

packages.

Generic

•Extracurricular classes

and/or self-paced

packages that

complement the

curriculum.

Parallel •Classes and packages

that are part of the

curriculum.

Integrated

•Curriculum design in

which students have

ongoing interaction

and reflection with

information.

Embedded

•Basic library instruction is

given to support writing

classes.

Discipline

specific

•Consists of advanced

sessions on higher-level

research concepts such

as controlled vocabulary

and citation technique.

Course-Specific

•Emphasize critical

thinking and information

literacy skills.

Credit Classes

ability to identify the information and different sources of information;

to develop a systematic method of searching for information related to areas of studies of the users.

to make aware of wide range of sources (including open access sources) available for finding information and select the sources which will best meet users needs.

aware of appropriate indexing and abstracting services and databases and understand the principles of their use.

to develop database searching techniques for accessing both web-based and CD-ROM databases.

to use current awareness methods to keep up-to-date with the published literature.

to use local library network for obtaining documents through inter-library loan and document delivery services.

to compare and critically evaluate information obtained from various sources.

able to cite bibliographic references in their academic projects, papers, articles, reports or theses.

to construct a personal bibliographic system.

ability to access and evaluate the printed & electronic resources;

to make use of the retrieved information ethically;

For University Students and Research Scholars

Printed Resources

* Books

* Journals

* Newspapers

* Reference Works

(Encyclopedias, Dictionaries,

Biographies, Handbooks, etc.)

Course Reserves

Online Resource

Electronic journals

Electronic books

Electronic Thesis and

Dissertation (ETD)

Electronic Reference book

Electronic Newspaper

Online databases

CD-ROMs databases

Other Online sources

Navigational Tools Primary Search Engines Meta Search Engines Subject or Web Directories Hybrid Search Engines Subject Gateways or Subject Portals Websites

About Library

History of Library

Special Features

Library Rules

Registration

Library Staff

Classification system

Barcodes/QR Codes

Library Services

• Reference

• Periodical,

Circulation

•Inter library loan

•Current Awareness

Services & SDI

•Indexing and

abstracting

•Online reference

service

•Bulletin board

services

•Internet & Theses

My Account

• Check due dates

•Renew loans

•Smart Cards

•No Dues

•Lost ID Cards

Circulation of books

•Issue of books

•Return of books

•Reserve a book

•Recall a book

•Inter Library Loan

•Request for

unavailable

materials

•Late Fee

Library Catalogue

•Author Search

•Subject Search

•Call Number Search

Online Catalogues

Forms of OPAC: OPAC , Web OPAC,

Social OPAC,

Mobile based OPAC

• Functions of OPAC

•General Features

•Searching features

• Access Points

•Search Limits and Strategies

•Bibliographic Display

•User Assistance

•Page Layout, Labels, Text Display,

Session Filters

•OPAC 2.0 Features

Journals

Characteristics of Journals

Types Journals : Printed &

Electronic Journals

* How to find Journal

Articles?

* Open Access Journals

Periodical

Major types of periodicals

•Printed copies

•Electronic versions

•Searching Articles :

•Print & electronic format

* Searching Databases

* Subscribed databases

* Consortia-based databases

* Open Access databases

* Use of Boolean Operators,

Truncation, wildcards, other

access points.

Basic & Advanced Searching

including Federated Searching

Searching Internet

•Basic Searching

•Advanced Searching

•Federated Searching

•Searching Articles in

different file formats,

languages, periods, etc.

Searching Digital Libraries/institutional Repositories •Title wise

•Author wise

•Subject & Year wise

•Category/subject wise

•Download Full Text documents

•Saving documents

•Sharing documents

•DOI/URL/ISSN

Citation

Style Manuals

Reference: Author’s name

•Publication date, Article title

•Name of the Journal

•Volume number, Issue number

•Page Numbers, Year, etc.

•DOI/URL/ISSN/ISBN

•Web-based Citation Tools

•Citation Management Tools

•Reference Management Tools

Plagiarism

• Academic Integrity

•What is considered as Plagiarism?

• Basic Reasons for Plagiarism

•Types of plagiarism

•Prevention of Plagiarism – UGC

Regulations

• Similarity checks excluded from

Plagiarism

•Core Area - Zero Tolerance Policy

• Levels of Plagiarism in Non-Core

Area

• Penalties for Students

•Legal Repercussions of Plagiarism

• Plagiarism Detection Tools

Printed & Electronic Resources

Purpose, Authority, Contents,

Accuracy, Objectivity, Currency,

Coverage, Scope

Arrangement, Treatment

Intended Audience

Format, Special Features

Indexes & Bibliographies, etc.

Accessibility, Cost

Down Load Time, HTML &

Browser problems , etc

Search Engines

Database of Web

Documents : Size of

Database, Currency,

indexing, coverage,

completeness of Text,

Types of Doc. Covered and

speed and consistency

Capabilities of a Search

Engine : Basic search

options & limitations,

advanced search options &

limitations

Results Display : Ranking,

Display, Collapse pages

from the same site.

Websites Content Features: Accuracy , Authority Breadth , Coverage Currency, Depth Intended Audience Links, Objectivity Organization , Purpose Relation to other works Multimedia Features: Animation , Audio & Video User Interface: Informative Feedback Navigation Search Facility Visual Clarity Technical Description Online Evaluation

Lectures

Demonstrations

Case Studies

Hands-on

Problem-

solving

Delhi University Library System

Source: Majumdar,S & Rajesh Singh

To acquaint the users with the power of Internet.

To provide an indication as to what is their on Internet related to their course of study;

To show how web resources could be of immense use in their academic pursuit and research;

To show the usefulness of various multimedia resources on web related on to their syllabi.

To describe specific features of various data bases being subscribed by DULS;

To promote the use of subscribed databases in academics and research.

To acquaint the users with the use of various search techniques to retrieve relevant information.

To recognize the need for information, and to evaluate, organize, interpret, and communicate information in all its formats;

To promote that Information Competency is for participants academic and vocational success and for lifelong learning.

To provide course-integrated instruction in collaboration with the faculty and in alignment with course objectives.

To establish a direct interaction between users and library professionals.

Bibliographic Citations

Search Techniques

Plagiarism

Source: Majumdar,S & Rajesh Singh

• Be competent, independent learners;

• Actively engage in the world of ideas;

• Confidently solve problems;

• Know what is relevant information;

• Use technological tools to access information and communicate;

• Operate comfortably in multiple answers or no answers situations;

• Have high standards for their work and use information ethically;

• Create quality products.

Source: Majumdar,S & Rajesh Singh

Social Science Research and the Internet

Internet : a biggest source of information with widest coverage and the fastest access.

Evaluating Internet Resources: Authority, Accuracy, Currency, Coverage, Objectivity

Google Services: Anatomy of Search, Special search tips, A Reference tool, Google Scholar, Google Patents, Google Books, etc.

Public Domain Resources: Subject Gateways, E-Books, E-Journals, Scholarly Websites, etc.

Source: Majumdar,S & Rajesh Singh

• Internet and Academic Research in Social Sciences.

• Features of Electronic Information Sources.

• Importance of Subscribed databases

• Role of E-resources in Social Science Research.

• Orientation to subscribed databases

• Practical exposure

• The scope, coverage and important features of all the Social Science databases subscribed by DULS databases available from E-ShodhSindhu were described to the audience.

• Some selected topics of research were practically searched and demonstrated.

Source: Majumdar,S & Rajesh Singh

• Introduction to bibliographic citations. • What is plagiarism? • Need & Importance of citations in scholarly writings. • How can we avoid plagiarism ? • Sources that need to be credited or acknowledge in scholarly writings. • Some tips on preventing plagiarism. • Different manuals of style for bibliographic citations. • The 15th ed. of the Chicago Manual of Style comprising, general guide lines and how to cite different sources : rules and examples was described to the audience. • The presentation practically demonstrated the various rules regarding bibliographical citations and how to make the citations in research.

Source: Majumdar,S & Rajesh Singh

Use of Internet in teaching, learning and research largely depends upon the knowledge of search techniques. The presentation deliberated on the

Role of WWW in academic research.

Use of Internet and Features of web resources.

Types of resources on the web.

Importance of e-resources in academic research.

How to find relevant and precise information?

Recall, Relevance and precision in web search

Kinds of search :Phrase search, Field search, Boolean operators, Proximity search, Controlled vocabulary, Concept Map, Limiting/Refining searches, Publication search, Visual search, Related topics

Web search techniques were defined and practically demonstrated to the audience. Important subscribed databases were used to practically demonstrate the search techniques.

Source: Majumdar,S & Rajesh Singh

Source: Kaur, Prabhjeet, Sohal, K.K and Walia, P.K (2009)

The importance of a disciplinary context for information literacy and the benefits of a curriculum integrated approach where for example:

Students acquire a clearer understanding of the research process

Students produce better assignments and research papers

Students use a wide variety of information resources

Students evaluate information critically and systematically

Plagiarism can be discussed and addressed more effectively

It contributes to improved student success and student retention (CONUL, 2004)

The proposed course work has been designed for three to five year under graduate courses like B.A., B.Com, B.Tech., M.B.B.S., etc. in such a manner that it can be completed in the first 2 years of the course.

This course can be conducted as a session of 2 hours a week, around the year and be embedded with the academic curriculum, so that the skills can be applied to real problems.

Thus, it would not be a burden on students and will provide them with knowledge which will aid them in their regular course of study.

Adopted from: Kaur, Prabhjeet, Sohal, K.K and Walia, P.K (2009)

Theory

1. What is information?

2. Information providers

3. Library sources

4. Library services

5. Information Technology

6. Searching for information

Practical

1. Library Tours

2. Assignment

Title: Understanding and Finding Information

Adopted from: Kaur, Prabhjeet, Sohal, K.K and Walia, P;K (2009)

Cours

e C

onte

nts

Theory

1. Evaluation of information

2. Organization of information

3. Presentation of information

Practical

1. Library Tours

2. Assignment

Course Title: Organizing, Processing and Presentation of Inform

Adopted from: Kaur, Prabhjeet, Sohal, K.K and Walia, P.K (2009)

Cours

e C

onte

nts

Benefits

of IL

Better

Decision

Making

Informed

citizens

Overcome

digital

Divide

Life long

learners

Critical

Thinkers

An Information literacy programme is a programme that provides users with the knowledge and skill to use the various resources to access their required information.

The role of the IL programme in an academic library is intended to encourage and facilitate lifelong learning.

To empower students in the pursuit of knowledge, the library professional aim to teach the skills of identifying, locating, and evaluating information by developing and implementing IL programmes. Creating and maintaining IL programs to support lifelong learning should become a mission for every academic library.

The need of the hour is that teachers and librarians should work collaboratively to produce information literacy content and to make the students aware of the new technology and techniques for effective use of information.

Inclusion of IL programmes into the academic curriculum fosters collaboration between the faculty and librarians, which enables students to develop the skills to learn independently and to carry on learning throughout their life.

Finally, to fulfill the application of the fourth law of Library Science, i.e., "Save the time of the reader," as a librarian may not be available round the clock, so users should be made information literate so that they can be self-empowered with the help information literacy programmes by the respective libraries.

ACRL (Association of College and Research Libraries) (2000). “Information Literacy Competency Standards for Higher Education.” Available online at https://alair.ala.org/bitstream/handle/11213/7668/ACRL%20Information%20Literacy%20Competency%20Standards%20for%20Higher%20Education.pdf?sequence=1&isAllowed=y (Accessed on 22 March 2020).

Andretta, Susie. (2012). Ways of Experiencing Information Literacy Making the case for a relational approach .Oxford : Chandos Publishing, 220p.

Bruce, C. (1997). The seven faces of information literacy. Adelaide: Auslib press.

Chartered Institute of Library Information Professionals (CILIP). Definitions, 2018. Available online at https://infolit.org.uk/definitions-models/ (Accessed on 20 March 2020).

Consortium of National and University Libraries (CONUL), 2004. Information Literacy Policy. Available online at http://www.conul.ie/committees/documents/CONULILpolicyfinal.doc (Accessed on 22 March 2020).

Consortium of National and University Libraries (CONUL). (2009). Integrating Information Literacy into the Curriculum. Available online at https://library.nuigalway.ie/media/jameshardimanlibrary/content/documents/support/CONULACILbookletfinal.pdf (Accessed on 22 March 2020).

DULS. Information Literacy and Competency Development Program. Available online at http://crl.du.ac.in/Information%20Literacy%20and%20Competency%20Development%20Programme.htm (Accessed on 20 March 2020).

Eisenberg, M. B. (2010). “Information literacy: essential skills for the information age.” DESIDOC Journal of Library & Information Technology, 28(2), 39-47. https://doi.org/10.14429/djlit.28.2.166.

Francis, A.T. (2018). Teaching role of librarians. New Delhi: Daya Publishing,, 110p.

Gilton, Donna L. A. (1994). “World of difference: preparing for information literacy instruction for diverse groups.” Multicultural Review, 3 (3), 38-35.

Grassian, E.S & Kaplowitz, J.R. (2009). Information literacy instruction: theory and practice, 2nd ed. New York: Neal-Schuman publishing, 412p.

Grafstein, A. (2002). “ A discipline-based approach to information literacy.” Journal of Academic Librarianship, 197-204.

Hepworth, M. (2000). “Approaches to providing information literacy training in higher education: challenges for librarians.” The New Review of Academic Librarianship, 21-34.

Kaur, Prabhjeet, Sohal, K.K and Walia, P. K. (2009). “Information Literacy Curriculum for Undergraduate Students.” Available online at http://crl.du.ac.in/ical09/papers/index_files/ical-93_179_380_2_RV.pdf (Accessed on 22 March 2020).

Lichtenstein, A.A. (2000). “Informed instruction: learning theory and information literacy”. Journal of Educational Media & Library sciences, 38 (1), 22-31.

Majumdar, S and Rajesh Singh. “Information Literacy Program for Social Sciences: A workshop Report .” Available online at http://crl.du.ac.in/Publication/ILP-WORKSHOP-06.pdf (Accessed on 22 March 2020).

Margam Madhusudhan. (2012). "Information literacy programmes in select university libraries in Delhi: a study." Journal of Indian Library Association, 48.4, 10-24.

Mellon, C.A. (1988). “Information problem-solving: a developmental approach to library instruction”. In C. Obserman and K.Strauch (eds), Theories of Bibliographic Education. New Providence, New Jersy: R.R. Bowker, 77-89.

Ramesh Babu, B. (2010). “Information Literacy—Competency Standards and Performance Indicators: an overview.” DESIDOC Journal of Library & Information Technology, 28 (2), 56-65.

Ramesha. B. ((2008). “Information literacy - need for an urgent action in India: a strategic approach.” DESIDOC Journal of Library & Information Technology, 28. 2, 66-72.

Shapiro, Jeremy J. and Hughes, Shelley K. (1996). “Information literacy as a liberal art. Educom Review 31(2). Available online at http://www.educause.edu/pub/er/review/reviewArticles/31231.htm (Accessed on 20 March 2020).

Thanks to all the authors/universities/websites/ Libraries, whose original works are used in the form of references, images, and screenshots in this presentation for a better understanding of the users and also for academic purposes only.

Oberman, C & Linton, R.A. (1988). “Guided design: teaching library research as problem-solving”. In C. Obserman and K.Strauch (eds), Theories of Bibliographic Education. New Providence, New Jersy: R.R. Bowker, 111-34.

The Hong Kong University of Science and Technology Library. (2019). Information Literacy .Tutorial. Available online at https://libguides.ust.hk/infoliteracy/start (Accessed on 22 March 2020).