Information Literacy Training in Public Libraries: A Case from Canada

Abstract

The purpose of this study was to explore the current state of information literacy (IL) training and to identify the strategies and methods used by Canadian public libraries in improving IL skills for their staff and patrons. Also, the study sought to identify problems associated with the development of IL training. This study employed document analysis, observations, and focus group interviews to collect research data. The focus group interview consisted of six library staff members. The research findings revealed that Canada’s public libraries valued their roles as IL training providers and paid careful attention to staff development by offering various training approaches in order to provide efficient IL instruction for the public. Another issue explored in this study is that Canadian public libraries build partnerships with other organizations to extend their IL teaching responsibilities. In addition to the financial concern, a major challenge, based on the research findings, is that public libraries need to let their staff understand the learning theories associated with IL education and adult learning in order to enhance the quality of this training. This study also proposes four guidelines for developing effective IL trainings at public libraries.