Introduction

Information has never been more abundant. Technology can store, transmit, mine and recombine information at volumes and rates exponentially greater than any other time in history. Internet searches identify thousands of potentially relevant sources. What is the role of the collections librarian in this inherently disruptive environment? Academic librarians once enjoyed recognition as information gatekeepers. They also acted as the stewards of content. With budgets constraining library selection and preservation roles, and as concerns about space have resulted in more licensing and less ownership, authority now lies in the facilitation of user-meaningful access. Information literacy (IL) plays a central role in this complex landscape.

IL is not only the academic librarian's job, it is the responsibility of everyone participating in the academic community: librarian, scholar, teacher and student. It proffers a constantly evolving vocabulary, from ‘site’ to ‘search,’ that a user must master in order to begin informed searching. Critical inquiry lies at the core of its functionalities: discernment of sources, curiosity about authenticity, intelligent assessment of different points of view and disciplinary perspectives. It requires attention to new and everchanging concerns such as technical security, cyberspace privacy, legal concepts such as intellectual property, and ultimately, internet ethics. IL is the passport not only to research but also to both personal and professional identity in the 21st century.

This shift in the role of the collections librarian from judgement to process will be examined by considering issues raised by

A traditional research environment

First, some definitions.

IL is variously defined, as information fluency, digital age skills, media or information literacy, and 21st-century skills. Identified by governments and cultural organizations as essential for citizens, IL touches educators at all levels of institutional study and across disciplines. While all libraries address IL, this chapter will focus on academic libraries.

IL skills can be described as specific competencies for being able to articulate information needs, and then to find, evaluate, manage and use information (ACRL, 2000).