Main Article Content
This Canadian-based survey research study investigates the information literacy (IL) instruction practices, attitudes and knowledge of university faculty. Findings are based on results from an online survey of all full-time faculty at York University. The value of this paper lies, firstly, in its contribution to a field of enquiry where a research deficit has been identified. Second, it contributes to IL research and practice by both synthesizing and corroborating some of the findings of earlier studies of a similar nature. This and other studies establish that many faculty attitudes and practices regarding IL instruction have remained relatively constant over time by revealing evidence of a strong and enduring faculty belief in the value of solid student IL proficiencies, concerns that these proficiencies fall below desired standards; the view that IL instruction is beneficial; and evidence of disconnects between expressed beliefs and actual IL practice. Third, this study builds on what is already known by uncovering disciplinary differences in faculty opinions and practices in the domain of IL instruction and by providing insights on how faculty’s perceptions and rankings of different types of IL competencies are evolving and changing in an increasingly web-based information universe.
How to Cite
BURY, Sophie. Faculty attitudes, perceptions and experiences of information literacy: a study across multiple disciplines at York University, Canada.. Journal of Information Literacy, [S.l.], v. 5, n. 1, p. 45-64, may 2011. ISSN 1750-5968. Available at: <https://ojs.lboro.ac.uk/JIL/article/view/PRA-V5-I1-2011-1>. Date accessed: 18 mar. 2018. doi: https://doi.org/10.11645/5.1.1513.
information literacy; faculty; academic libraries; higher education; survey research; information literacy assessment
Peer reviewed articles
The Journal of Information Literacy ( JIL) is an open access title and authors retain copyright in their articles and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution ShareAlike Licence. You are free to deposit a copy in your institutional repository but we would appreciate an acknowlegement that it was first published in the Journal of Information Literacy with a link back to the JIL site. To ensure the broadest possible audience for the Journal of Information Literacy the editorial team has set up a number of agreements which stipulate that the journal’s issues will be included on one or more subscription databases, although the articles will still be available free of charge and in full text format. If you wish to have your article excluded from these agreements please state so in the ‘Comments to Editor’ box.