cally taught as a generic set of skills Stebbing et al 2019 24 The fi ndings of

Cally taught as a generic set of skills stebbing et

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cally taught as a generic set of skills (Stebbing et al. 2019 : 24). The fi ndings of Stebbings et al. con fi rm other research and our own experiences: Academics see information literacy through their discipline lens, expressed in the discipline s own language, and thus connected to the pedagogical approach of the academic discipline. However, Hyldeg å rd et al. ( 2011 ) reminds us: Students cannot be considered as a single group. Information behaviour depends on level of study, subject, libraries dissemination, interpretations of what is needed in relation to a given situation, and preferences and different types of learning styles and personality traits, to mention some of the factors pertaining in this context. Information search does not only play a major role in the consciousness of students, but also gains more importance the longer that one studies. In general, students are happy with the tools and aids that libraries make available, but research also indicates that their knowledge is gen- erally overlooked and that their extensive use should not be too cumbersome. The students use depends primarily on the requirements of the teachers at their edu- cational institution. Practitioners and Researchers Meet Information Literacy has become an important fi eld of research and practice in libraries, and IFLA, the International Federation of Library Associations, has a separate Standing Committee for Information Literacy. In the annual World Library and 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 of this Standing Committee. There are several other European conferences with IL in libraries as an important topic, 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 exchange knowledge and experience and discuss recent developments and current challenges in both theory and practice (ECIL 2018 website). Since the beginning, proceedings have been published by Springer, in the Communications in Computer and Information Science book series. 4 1 Background and Earlier Research
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LILAC is organised by CILIP s Information Literacy Group. The LILAC committee is made up of a team of information professionals from all areas of library 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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