This study investigates how information literacy courses have been taught in American Library Association-accredited library and information science programmes. Using a content analysis approach, we compared information literacy course syllabi from Master of Library Science (MLS) programmes collect ed in 2005 and 2009. In addition, courses in school library media (SLM) programmes were analysed and compared with MLS syllabi. It was found that the goals of information literacy courses in both types of programme are to educate librarians who can facilitate the development of information literacy skills in the communities they serve. However, our analysis revealed different approaches: information literacy courses in MLS programmes focused on instructional techniques while SLM courses focused on integrating information literacy in the larger educational context. Although instructional techniques are still important, recent literature suggests that effective information literacy education requires integrating skills in learners' unique contexts. We suggest that MLS courses need to go beyond instructional methods and emphasise more collaboration and integration of information literacy practices in their users' communities.
Stored only when both papers are in the corpus — 16 citations exist upstream.