The course introduces students to the identification of skills and qualifications that contribute to the formation of Librarians and Information Scientists as Reference Instructors and Librarians. The course aims at understanding by the students of the basic Information Literacy skills, as defined by international standards and practices. It also refers to basic concepts of Information Literacy, so that students acquire an overall understanding of processes and methodologies on theory and practice (e.g. how information professionals connect users with the information they need), as well as legal and ethical content issues governing the provision of information services. In this sense, the course is the basis on which developed specific methodologies and information services management techniques.

The aim of the course is to highlight the importance of Information Literacy within the scientific field of Library and Information Science. The curriculum of the course aims to introduce students to the basic Information Literacy skills as defined by the international standards under which Librarians and Information Scientists are considered as Reference Instructors and Librarians. It also refers to basic concepts of Information Literacy, so that the students have a comprehensive understanding of the processes and methodologies of connecting the users with the required information and how they are acquired.

Upon successful completion of the course, students will be able to understand the basic Information Literacy skills as well as the critical skills that contribute to the formation of Librarians and Information Scientists as Reference Instructors. In particular, the students are going to:

• Have knowledge of the basic educational skills and competences (e.g. assessment, communication, educational design).
• Have knowledge of the basic principles and concepts of behavior for information services provision.
• Identify effectively the need for information.
• Choose appropriate strategies to meet specific information needs.
• Choose appropriate tools and resources to locate information effectively.
• Evaluate information and sources of information.
• Evaluate overall the information search process.
• Use information sources efficiently and effectively.
• Working together to achieve common goals and sharing ideas for enriching critical thinking about modern sources of information.
• Be able to use their knowledge and skills to solve problems within a wider (or interdisciplinary) context, particularly in Information Literacy issues.
• Be able to clearly communicate their conclusions and knowledge.

Week #1: Information and Information Literacy

Week #2: Information Literacy Education and Critical Thinking

Week #3: Users and Information (1)

Week #4: Users and Information (2)

Week #5: Libraries and Information Literacy

Week #6: Education as a Learning Process

Week #7: Teaching Process Design

Week #8: Information Literacy Standards (1)

Week #9: Information Literacy Standards (2)

Week #10: The Role of the Librarian and Information Scientist as an Instructor

Week #11: Information Liyetacy Implementation (1)

Week #12: Information Liyetacy Implementation (2)

Week #13: Information Literacy Programs in Greece

• ALA (1989). Presidential Committee on Information Literacy. Final report. Chicago: American Library Association. http://www.ala.org/acrl/publications/whitepapers/presidential
• ALA (1998). A progress report on information literacy: an update on the American library association presidential committee on information literacy: Final report. Chicago: American Library Association. http://www.ala.org/acrl/publications/whitepapers/progressreport
• ALA (2000). Information literacy competency standards for higher education. Chicago, Ill.: American Library Association. http://www.ala.org/acrl/standards/informationliteracycompetency
• Burkhardt, J. M., MacDonald, M. C., & Rathemacher, A. J. (2003). Teaching information literacy: 35 practical, standards-based exercises for college students. Chicago: American Library Association.
• CILIP (2012). Information literacy. London: Charted Institute of Library and Information Professionals. https://www.cilip.org.uk/research/topics/information-literacy
• CAUL (2001). Information literacy standards. Canberra: Council of Australian University Librarians. http://ilp.anu.edu.au/Infolit_standards_2001.html
• Grafstein, A. (2002). A discipline-based approach to information literacy. The Journal of Academic Librarianship, 28(4), 197-204.
• Heinström, J. (2000). The impact of personality and approaches to learning on information behaviour. Information Research, 5(3), paper 78.
• Heinström, J. (2003). Five personality dimensions and their influence on information behaviour. Information research, 9(1), paper 165.
• Herold, Κ. (2004). Introduction to the philosophy of information. Library Trends, 52(3), 373-665.
• Higgins, C., & Cedar Face, M. J. (1998). Integrating information literacy skills into the university colloquium: Innovation at Southern Oregon University. Reference Services Review, 26(3/4), 17-31.
• Ivey, R. T. (1994). Teaching faculty perceptions of academic librarians at Memphis State University. College & Research Libraries, 55(1), 69-82.
• Kostagiolas, P., Lavranos, C., Martzoukou, K., & Papadatos, J. (2015). Keeping the score: Outreach services and collaboration for academic music libraries in financially straitened times. Library Management, 36(6/7), 495-510.
• Kostagiolas, P., Lavranos, C., Martzoukou, K., & Papadatos, J. (2017). The role of personality in musicians’ information seeking for creativity. Information Research, 22(2), paper 756.
• Kostagiolas, P., Lavranos, C., Papavlasopoulos, S., Korfiatis, N., & Papadatos, J. (2015a). Music, musicians and information seeking behaviour: A case study on a community concert band. Journal of Documentation, 71(1), 3-24.
• Kuhlthau, C. C. (1999). Literacy and learning for the information age. In B. K. Stripling (ed.), Learning and libraries in an information age: principles and practice (pp. 3-22). Englewood, CO: Libraries
• Lavranos, C., Kostagiolas, P., & Papadatos, J. (2015). Information retrieval technologies and the “realities” of music information seeking. In I. Deliyannis, P. Kostagiolas & Ch. Banou (Eds), Experimental Multimedia Systems for Interactivity and Strategic Innovation (pp. 102-121). Hershey, PA: IGI Global.
• Lavranos, C., Kostagiolas, P., Korfiatis, N., & Papadatos, J. (2016a). Information seeking for musical creativity: A systematic literature review. Journal of the Association for Information Science and Technology, 67(9), 2105-2117.
• Lavranos, C., Kostagiolas, P., Martzoukou, K., & Papadatos, J. (2015a). Music information seeking behaviour as motivator for musical creativity: Conceptual analysis and literature review. Journal of Documentation, 71(5), 1070-1093.
• Lavranos, C., Kostagiolas, P., Martzoukou, K., & Papadatos, J. (2017, June 27-30). Connecting worlds, connecting disciplines: The impact of information seeking behaviour on the creative process in music. Paper presented at the I3 2017 International Conference: ’Information: Interactions and Impact’, Aberdeen. http://www.rgu.ac.uk/research/conferences/i-2017
• MacDonald, M. C., Rathemacher, A. F., & Burkhardt, J. M. (2000). Challenges in building an incremental, multi-year information literacy plan. Reference Services Review, 28(3), 240-247.
• Martzoukou, K. (2005). A review of web information seeking research: Considerations of method and foci of interest. Information Research, 10(2), paper 215.
• Martzoukou, K., & Sayyad, A. E. (2017). Towards an everyday life information literacy mind-set: A review of literature. Journal of Documentation, 73(4), 634-665.
• Olson, J. A. (2000). How to encourage students in a library instruction session to use critical and creative thinking skills: A pilot study. Research Strategies, 16(4), 309-314.
• Rockman, I. F. (2004). Integrating information literacy into the higher education curriculum: practical models for transformation. San Francisco, SF: Jossey-Bass.
• Rowlands, I., & Nicholas, D. (2008). Understanding information behaviour: How do students and faculty find books?. The Journal of Academic Librarianship, 34(1), 3-15.
• Sadler, E., & Given, L. (2007). Affordance theory: A framework for graduate students' information behaviour. Journal of Documentation, 63(1), 115-141.
• Saracevic, T., & Kantor, P. B. (1997). Studying the value of library and information services. Part I. Establishing a theoretical framework. Journal of the Association for Information Science and Technology, 48(6), 527-542.
• Saracevic, Τ. (1999). Information Science. Journal of the Association for Information Science and Technology, 50(12), 1051-1063.
• Shenton, A. K. (2009). Information literacy and scholarly investigation: A British perspective. Journal of the International Federation of Library Associations and Institutions, 35(3), 209-291.
• Totten, N. T. (1990). Teaching students to evaluate information: A justification. RQ, 29(3), 348-354.
• Wilson, T. D. (1981). A case study in qualitative research. Social Science Information Studies, 1(4), 241-246.
• Wilson, T. D. (1997). Information behaviour: An interdisciplinary perspective. Information Processing and Management, 33(4), 551-572.
• Wilson, T. D. (2006). On user studies and information needs. Journal of Documentation, 62(6), 658-670.

Lectures in conjunction with use of ICTs in teaching and communicating with students (using powerpoint slides and multimedia content of the Web, digital interactive exercises, e-mail). Support the learning process through e-learning platform (e-class).

-

Written final examination in Greek language, which will contain short-answer questions, essays development questions and an optional essay.