This course intends to build students’ understandings for information literacy as at once conceptual and process-oriented. Students will explore the instructional roles of librarians and library services; the concept of information literacy, its evolution within libraries, and its relevance to librarianship; varying instructional approaches to information literacy; and instructional design principles and learning theories that can inform effective library instructional services. Participants will also apply their growing knowledge to developing their own teaching practices

After completing this course, students who meaningfully engage with course material, actively participate and successfully complete their required course work should gain:

  1. Familiarity with varying information literacy conceptions, models, standards, and frameworks
  2. Recognition of various instructional roles that librarians play in different information environments and contexts.
  3. Development of a general understanding of instructional design principles (e.g. backward design, outcomes, instructional scaffolding, and learning assessment).
  4. Development of a working knowledge of teaching methods and learning theories which can inform your own instruction of information literacy.
  5. Reflection on an emerging or current teaching style and philosophy and its influence on IL instructions.

B.  Course Description

Defining information literacy; Various conceptions; IL and Other related literacies; IL Elements; Need and importance; Role in life-long learning; Information literacy contexts: academia, workplace, and everyday life; Theorems of information literacy; Models of information literacy: Big6TM, Information Search Process, Seven Pillars, and Empowering 8; IL competency standards; IL framework for higher education; Development of information literacy program: Guidelines, Action plan, and Best practices; IL instruction management; Learning theories & styles; Information literacy assessment; Information anxiety: Concept and implications for information literacy; IL at the crossroads: policy perspective; IL Research Methods; IL development in Pakistan; Challenges and opportunities for IL instruction in Pakistan.

C.  Teaching Methodology

The course will be conducted as a combination of lecture, discussion, and presentation methods.  Students will be expected to do extensive reading for each topic and engage in meaningful class discussion.

D.  Course Requirements and Evaluation

Performance of students will be evaluated on the following basis:

a)  Presentations and assignments        20 marks

Each student will select a topic related to information literacy with the approval of the instructor, prepare an assignment and present it in the class room following the guidelines provided in the class.

            b)   Mid Term examination                    30 marks

            c)   Final examination                           50 marks


E.  Text Books

  1. Inskip, Charles. (2019). Theories and practices in information literacy. London: Facet Publishing. 352p.
  2. , Annemaree. (2019). Information Literacy Research: Core approaches and methods. London: Facet Publishing. 256p.
  3. Forster. M. (Ed.). (2017). Information Literacy in the Workplace. London: Facet Publishing.

F.   Suggested Readings

  1. Eisenberg, M. B., Lowe, C. A, & Spitzer, K. L. (2004). Information literacy: Essential skills for the information age. 2nd ed. London: Libraries unlimited.
  2. ALA (2000). ACRL Information Literacy Competency Standards for Higher Education. Chicago: ACRL.
  3. ACRL (2016). Framework for Information Literacy for Higher Education.
  4. Geoff, W & Pope, A (Eds.) Information literacy: Infiltering the agenda and challenging minds. Oxford: Chandos Publishing, 2011.
  5. Grassian, E.S & Kaplowitz, JR. Information literacy instruction: Theory and practice. New York: Neal-Schuman, 2001.
  6. Sayers, R. (2006). Principles of awareness-raising for information literacy: A case study. Communication and Information, UNESCO.
  7. Ariew, S. A. (2014). Information Literacy at the Crossroads: The Convergence between the Research and the Writing Processes.
  8. Milena Dobreva, (2010) "Information Literacy at the Crossroad of Education and Information Policies in Europe", Library Review, Vol. 59 Issue: 8, pp.638-639.
  9. Basili, C. (Ed.). (2008). Information Literacy at the crossroad of Education and Information Policies in Europe. Consiglio Nazionale delle Ricerche. Chapter 1 and 2.
  10. Jesús Lau (2006). Guidelines on information literacy for lifelong learning. Mexico: IL section, IFLA.
  11. Michael B. Eisenberg (2003). The Big6 Approach to Information and Technology Literacy.
  12. ACRL (2011). Guidelines for Instruction Programs in Academic Libraries.
  13. ACRL (2012). Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline.
  14. Andretta, S. (2005). Information literacy: A practitioner’s guide. Elsevier.
  15. Rader, H. B. (2002). Information literacy 1973—2002: A selected literature review.
  16. Naveed, M. A., & Anwar, M. A. (2019). Towards information anxiety and beyond. Paper presented at the International Conference on Emerging Issues of Information Landscape held on Februry 28 – March 01, 2019 at University of Sargodha.
  17. Naveed, M. A., & Rafique, F. (2018). Information Literacy in the Workplace: A Case of Scientists from Pakistan. Libri, 68(3), 247-257.
  18. Naveed, M. A., & Anwar, M. A. (2019). Development of information literacy in Pakistan: Background and research. Pakistan Library and Information Science Journal, 50(2).

Course Material