cally taught as a generic set of skills(Stebbing et al.2019: 24).Thefindings of Stebbings et al. confirm other research and our own experiences:Academics see information literacy through their discipline lens, expressed in thediscipline’s own language, and thus connected to the pedagogical approach of theacademic discipline.However, Hyldegård et al. (2011) reminds us: Students cannot be considered asa single group. Information behaviour depends on level of study, subject, libraries’dissemination, interpretations of what is needed in relation to a given situation, andpreferences and different types of learning styles and personality traits, to mentionsome of the factors pertaining in this context. Information search does not only playa major role in the consciousness of students, but also gains more importance thelonger that one studies. In general, students are happy with the tools and aids thatlibraries make available, but research also indicates that their knowledge is gen-erally overlooked and that their extensive use should not be too cumbersome. Thestudents’use depends primarily on the requirements of the teachers at their edu-cational institution.Practitioners and Researchers MeetInformation Literacy has become an importantfield of research and practice inlibraries, and IFLA, the International Federation of Library Associations, has aseparate Standing Committee for Information Literacy. In the annual World Libraryand Information Conferences this committee arranges open sessions, and also a pre-and/or post-conference satellite meeting. Anyone who is interested in the devel-opment of Information Literacy in libraries should take a look at the proceedings ofthis Standing Committee.There are several other European conferences with IL in libraries as an importanttopic, and we will present some of them in what follows:ECIL(The European Conference of Information Literacy) aims to bring toge-ther researchers, information professionals, employers, media specialists, educators,policy makers and all other related parties from around the world to exchangeknowledge and experience and discuss recent developments and current challengesin both theory and practice (ECIL 2018 website). Since the beginning, proceedingshave been published by Springer, in the“Communications in Computer andInformation Science”book series.41Background and Earlier Research
LILACis organised by CILIP’s Information Literacy Group. The LILACcommittee is made up of a team of information professionals from all areas oflibrary and information work, who are dedicated to improving information literacy.LILAC is a great opportunity for our fellow professionals to present their ideas,share best practice and show case new thinking in our sector (Lilac 2019 website).
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