| dc.description.abstract | Information Literacy (IL) is important for today’s learners as it promotes information related problem solving approaches and critical thinking competencies. IL proficient learners can confidently ask questions and seek answers, identify and evaluate sources, form opinion, make decision, interpret, organize and utilise information ethically. As using information resources are appearing challenging due to the production of enormous and multifaceted information resources frequently, so IL is the core of the ‘Curriculum for Excellence and Literacy’ across learning experiences and outcomes, which is a responsibility of all educators to make their students IL literate. This study expands on previous research and seeks to explore the role of IL for students’ effective learning through faculty-librarian collaboration. It also presents the reasons for adopting IL as pedagogy of lifelong learning process, which is shifted away from short-term mastery of library skills and focused on higher-order intellectual involvements. Moreover, the importance of libraries enduring to provide and enhance ILE to students in exigent environment is in the discussion. The methodology of this study approaches review of substantial amount of relevant published and grey literature. In addition, research into the ways students interact with information at IUB, observation of the participants’ commentary during faculty workshop for research support by the IUB library and evaluation of personal experience are also inseparable part of this study. The findings and review suggest that need for the continued development and implementation of IL should not be ignored. A well-designed IL programme benefits the students and the whole education community. Whatever the model is, after IL curriculum mapping, suitable programme should be integrated into the curriculum where assessment is another essential component. The university initiative to implement ILE would help to evolve as a collaborative effort between librarian and faculty which resulted as an effective driving force for quality higher education. | en_US |
