Midrar Ullah1, Kanwal Ameen1. 1. , midrarullah2007@yahoo.com , Librarian and Literature Search Officer, Army Medical College, National University of Sciences and Technology (NUST), Pakistan, Abid Majeed Road, Rawalpindi, Pakistan 46000; , kanwal.ameen@gmail.com , Professor and Chairperson, Department of Library and Information Science, University of the Punjab, Lahore, Pakistan, 54000.
Abstract
OBJECTIVES: The research explored the current practices of information literacy (IL) instruction in medical libraries of Pakistan. METHODS: A semi-structured questionnaire was mailed to the head librarians of all 114 academic medical libraries in Pakistan. It investigated the types of IL instruction provided, topics covered, methods of delivery and assessment, level of integration in the curriculum, and level of collaboration with teaching staff. RESULTS: The study revealed that 74% of the respondents had offered some types of IL instruction in their institutions during the previous year, ranging from library orientation to research-level skills. IL instruction is typically only offered to new students or first-time library users or on demand. A majority of the respondents developed IL instruction programs without faculty involvement. Librarians were primarily responsible for offering IL instruction in medical institutions. Face-to-face instruction in computer labs or lecture halls and individual instruction at reference desks were identified as the most common IL instruction delivery methods. The data indicated that oral feedback, written feedback, and searching in a computer lab were the most popular assessment methods that medical librarians used. CONCLUSION: IL instruction activities in medical libraries of Pakistan are in their infancy. Medical librarians also lack systematic approaches to IL instruction. IMPLICATIONS: Medical librarians need to develop educational partnerships with faculty for integrating IL instruction into the mainstream curriculum.
OBJECTIVES: The research explored the current practices of information literacy (IL) instruction in medical libraries of Pakistan. METHODS: A semi-structured questionnaire was mailed to the head librarians of all 114 academic medical libraries in Pakistan. It investigated the types of IL instruction provided, topics covered, methods of delivery and assessment, level of integration in the curriculum, and level of collaboration with teaching staff. RESULTS: The study revealed that 74% of the respondents had offered some types of IL instruction in their institutions during the previous year, ranging from library orientation to research-level skills. IL instruction is typically only offered to new students or first-time library users or on demand. A majority of the respondents developed IL instruction programs without faculty involvement. Librarians were primarily responsible for offering IL instruction in medical institutions. Face-to-face instruction in computer labs or lecture halls and individual instruction at reference desks were identified as the most common IL instruction delivery methods. The data indicated that oral feedback, written feedback, and searching in a computer lab were the most popular assessment methods that medical librarians used. CONCLUSION: IL instruction activities in medical libraries of Pakistan are in their infancy. Medical librarians also lack systematic approaches to IL instruction. IMPLICATIONS: Medical librarians need to develop educational partnerships with faculty for integrating IL instruction into the mainstream curriculum.