Advertisement

Information Literacy, Leadership and Management

  • Sirje Virkus
  • Sigrid Mandre
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 552)

Abstract

One of the dominant features of successful development of information literacy is effective leadership and good management that is important at various levels of the university (at top management level, library level, school and faculty level, department level and programme level) and could enormously influence the development of information literacy. Therefore, a study was designed to investigate the views and understanding of top and middle managers on their activities and competencies in academic libraries. A constructivist approach and grounded theory methodology was used in this study. Semi-structured interviews were conducted with top and middle managers of seven Estonian academic libraries. This paper presents an overview of how information literacy and leadership is discussed in the library and information science literature, and selected results of the research project that shows how top and middle managers perceive the role of information literacy in their leadership role, activities and competencies.

Keywords

Information literacy Leadership Management Academic libraries Grounded theory 

References

  1. 1.
    Virkus, S.: Development of information-related competencies in european higher open and distance learning: an exploration of contextual factors, Ph.D. thesis, Manchester Metropolitan University, Manchester (2011)Google Scholar
  2. 2.
    CETUS: The Academic Library in the Information Age: Changing Roles. (Discussion Series). Consortium for Educational Technology for University Systems, Seal Beach (1997). http://www.gvsu.edu/library/librarylights/winter02/ChangingRoles.html
  3. 3.
    Haycock, K.: Fostering collaboration, leadership and information literacy: common behaviors of uncommon principals and faculties. NASSP Bull. 83(605), 82–87 (1999)CrossRefGoogle Scholar
  4. 4.
    ACRL: Characteristics of programs of information literacy that illustrate best practices: a guideline best practices initiative institute for information literacy. Approved by the ACRL Board, June 2003. Association of College and Research Libraries (2003). http://www.ala.org/ala/mgrps/divs/acrl/standards/characteristics.cfm
  5. 5.
    Bundy, A. (ed.): Australian and New Zealand Information Literacy Framework: Principles, Standards and Practice, 2nd edn. Australian and New Zealand Institute for Information Literacy, Adelaide (2004). http://www.caul.edu.au/Google Scholar
  6. 6.
    McGuinness, C.: Exploring strategies for integrated information literacy. Commun. Inf. Literacy 1(1), 26–38 (2007)CrossRefGoogle Scholar
  7. 7.
    Saunders, L.: Information Literacy as a Learning Outcome: The Perspective of Institutional Accreditation. Libraries Unlimited, Santa Barbara (2011)Google Scholar
  8. 8.
    Dewey, B.I.: Leadership and university libraries: building to scale at the interface of cultures. J. Libr. Adm. 42(1), 41–50 (2005)Google Scholar
  9. 9.
    Ritchie, A., Walker, C.: Continuing Professional Development: Pathways to Leadership in the Library and Information World. K. G. Saur, Munich (2007)CrossRefGoogle Scholar
  10. 10.
    Roberts, S., Rowley, J.: Leadership: The Challenge for the Information Profession. Facet Publishing, London (2008)Google Scholar
  11. 11.
    Rowley, J., Roberts, S.: Influential leadership for academic libraries. In: Griffiths, J.R., Craven, J. (eds.) Access, Delivery, Performance: The Future of Libraries Without Walls, pp. 197–214. Facet Publishing, London (2009)Google Scholar
  12. 12.
    Snavely, L., Cooper, N.: Information literacy debate. J. Acad. Libr. 23(1), 9–14 (1997)CrossRefGoogle Scholar
  13. 13.
    Iannuzzi, P.: Faculty development and information literacy: establishing campus partnerships. Ref. Serv. Rev. 26(3/4), 97–102 (1998)CrossRefGoogle Scholar
  14. 14.
    Mullins, J.: Are public libraries led or managed. Libr. Rev. 55(4), 237–248 (2005)CrossRefGoogle Scholar
  15. 15.
    O’Connor, S.: The heretical library manager for the future. Libr. Manag. 28(1–2), 62–71 (2007)CrossRefGoogle Scholar
  16. 16.
    Kaarst-Brown, M.L., Nicholson, S., Von Dran, G.M., Stanton, J.M.: Organizational culture of libraries as a strategic resource. Libr. Trends 53(1), 33–53 (2004)Google Scholar
  17. 17.
    Collis, B., van der Wende, M.: Models of Technology and Change in Higher Education: An International Comparative Survey on the Current and Future Use of ICT in Higher Education. Twente: Center for Higher Education Policy Studies (CHEPS). Report (December 2002). http://doc.utwente.nl/44610/1/ictrapport.pdf
  18. 18.
    Reding, V.: Tuning educational structures in Europe: from Prague to Berlin, the EU contribution. In: Opening Address at the Tuning Closing Conference, Brussels, 31 May 2002. http://europa.eu.int/commdgs/education_culture
  19. 19.
    Virkus, S.: Development of information-related competencies in European ODL institutions: senior managers’ view. New Libr. World 107(11/12), 467–481 (2006)CrossRefGoogle Scholar
  20. 20.
    Virkus, S.: Information literacy from the policy and strategy perspective. Nord. J. Inf. Lit. High. Educ. 4, 16–37 (2012)Google Scholar
  21. 21.
    Basili, C.: A framework for analysing and comparing information literacy policies in European countries. Libr. Trends 60(2), 395–418 (2011)CrossRefGoogle Scholar
  22. 22.
    Whitworth, A.: Empowerment or instrumental progressivism? Analyzing information literacy policies. Libr. Trends 60(2), 312–337 (2011)CrossRefGoogle Scholar
  23. 23.
    Denzin, N.K., Lincoln, Y.S.: Introduction: the discipline and practice of qualitative research. In: Denzin, N.K., Lincoln, Y.S. (eds.) The Landscape of Qualitative Research: Theories and Issues, pp. 1–45. Sage, Thousand Oaks (2003)Google Scholar
  24. 24.
    Badley, G.: Reading an academic journal is like doing ethnography. Forum: Qual. Soc. Res. (Forum Qualitative Sozialforschung) 5(1) (2004). http://www.qualitative-research.net/index.php/fqs/article/view/660/1428
  25. 25.
    Ezzy, D.: Qualitative Analysis: Practice and Innovation. Routledge, London (2002)Google Scholar
  26. 26.
    Glaser, B., Strauss, A.: The Discovery of Grounded Theory. Weidenfield & Nicolson, London (1967)Google Scholar
  27. 27.
    Robson, C.: Real World Research: A Resource for Social Scientists and Practitioner-researchers, 2nd edn. Blackwell, Oxford (2002)Google Scholar
  28. 28.
    Charmaz, K.: Grounded theory: objectivist and constructivist methods. In: Denzin, N.K., Lincoln, Y.S. (eds.) Handbook of Qualitative Research, 2nd edn, pp. 509–535. Sage, Thousand Oaks (2000)Google Scholar
  29. 29.
    Charmaz, K.: Constructing Grounded Theory: A Practice Guide Through Qualitative Analysis. Sage, London (2006)Google Scholar
  30. 30.
    Charmaz, K.: Constructionism and the grounded theory method. In: Holstein, J.A., Gubrium, J.F. (eds.) Handbook of Constructionist Research, pp. 397–412. Guilford Press, New York (2008)Google Scholar
  31. 31.
  32. 32.
    Christiansen, L., Stombler, M., Thaxton, L.: A report on librarian-faculty relations from a sociological perspective. J. Acad. Libr. 30(2), 116–121 (2004)CrossRefGoogle Scholar
  33. 33.
    O’Sullivan, C.: Is information literacy relevant in the real world? Ref. Serv. Rev. 30(1), 7–14 (2002)CrossRefGoogle Scholar

Copyright information

© Springer International Publishing Switzerland 2015

Open Access This chapter is distributed under the terms of the Creative Commons Attribution Noncommercial License, which permits any noncommercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited.

Authors and Affiliations

  1. 1.Institute of Information StudiesTallinn UniversityTallinnEstonia

Personalised recommendations