User education at the digital library: physical and intellectual access to information through digital literacy

Abstract

Introduction The Digital Library provides physical access to a vast variety of information resources. However, giving users physical access to information does not guarantee that they become informed (Buckland 1991). If at the same time, we look upon libraries as learning centres (see Tonning this volume), the Digital Library can play an equally central role in helping them gain “intellectual access” (Buckland 1991) to information. In this chapter, we discuss how information and digital literacy education can facilitate the user’s intellectual access to information. The chapter presents how the University of Bergen Library (hereafter UBL), in collaboration with three other Scandinavian higher education libraries, has developed online learning objects for the virtual classroom to help students improve their digital and information literacy. More specifically, the learning objects have been designed to help students with their information search process and use of information sources in their writing process. This chapter is organised as follows. Firstly we outline why and how the learning objects came about, with a focus on the pedagogical framework and learning goals underlying the production of materials. Secondly, the learning objects are described. Subsequently, an overview of the first stages of the implementation process is provided, which highlights the collaboration between library and faculty. Finally, the conclusion summarises the main points in planning digital and information literacy user education at the Digital Library.

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