AIS3705
Assignment 4
Due 31 July 2025
,AIS3705
Assignment 4
Due 31 July 2025
Question 01: Information Literacy and User Education
1.1 Information Literacy Training at the Information Centre
Information literacy (IL) forms the foundation of academic success, enabling students
to find, evaluate, and use information ethically and effectively. The University of
Johannesburg (UJ) Library’s approach reflects an underlying philosophy of
constructivism and critical pedagogy, aiming not only to transfer skills but also to
empower students as critical knowledge producers. This analysis explores the
theoretical alignment, effectiveness, tensions, and implications of the library’s IL
programs, using scholarly evidence and the Association of College and Research
Libraries (ACRL) Framework to support critical insights.
1.1.1 Overview of Information Literacy Training at UJ Library
The UJ Library uses multiple delivery modes for IL training: orientation sessions,
discipline-specific workshops, embedded librarian programs, online tutorials, and one-
on-one consultations (University of Johannesburg Library, 2025). These initiatives cater
to diverse learner levels, from first-year undergraduates to advanced postgraduates,
and align with the ACRL Framework’s six core concepts:
• Authority is Constructed and Contextual
• Information Creation as a Process
• Information Has Value
• Research as Inquiry
• Scholarship as Conversation
• Searching as Strategic Exploration (ACRL, 2016).
, This conceptual framework assumes that students are active agents in constructing
knowledge, a stance that underpins the library’s pedagogical choices.
1.1.2 Critical Analysis of Program Components
Orientation Sessions
The mandatory sessions for first-year students introduce basic library functions,
aiming to build research foundations (University of Johannesburg Library, 2025).
However, a key tension arises: while these sessions target general competencies,
they may overlook diverse prior knowledge levels. Julien and Barker (2009) argue
that generic orientations fail to address the specific needs of non-traditional students
(e.g., mature or international learners). Broader implications include potential
disengagement and unequal academic transitions. To address this, UJ could integrate
active learning strategies like case-based activities to improve relevance and
inclusivity.
Discipline-Specific Workshops
These workshops cover database searching, referencing, and plagiarism
avoidance, aligning with the “Authority is Constructed and Contextual” frame
(ACRL, 2016). For example, engineering students use IEEE Xplore, while humanities
students access JSTOR. This reflects an assumption that disciplinary contexts shape
information evaluation norms.
However, a contradiction emerges between the tailored nature of workshops and
scalability challenges in large cohorts. Oakleaf (2014) notes that prioritising high-
impact skills, such as critical source evaluation, may mitigate such limitations. UJ
could further enhance these workshops by integrating assessments (e.g., quizzes) to
measure outcomes and adjust instruction accordingly.
Assignment 4
Due 31 July 2025
,AIS3705
Assignment 4
Due 31 July 2025
Question 01: Information Literacy and User Education
1.1 Information Literacy Training at the Information Centre
Information literacy (IL) forms the foundation of academic success, enabling students
to find, evaluate, and use information ethically and effectively. The University of
Johannesburg (UJ) Library’s approach reflects an underlying philosophy of
constructivism and critical pedagogy, aiming not only to transfer skills but also to
empower students as critical knowledge producers. This analysis explores the
theoretical alignment, effectiveness, tensions, and implications of the library’s IL
programs, using scholarly evidence and the Association of College and Research
Libraries (ACRL) Framework to support critical insights.
1.1.1 Overview of Information Literacy Training at UJ Library
The UJ Library uses multiple delivery modes for IL training: orientation sessions,
discipline-specific workshops, embedded librarian programs, online tutorials, and one-
on-one consultations (University of Johannesburg Library, 2025). These initiatives cater
to diverse learner levels, from first-year undergraduates to advanced postgraduates,
and align with the ACRL Framework’s six core concepts:
• Authority is Constructed and Contextual
• Information Creation as a Process
• Information Has Value
• Research as Inquiry
• Scholarship as Conversation
• Searching as Strategic Exploration (ACRL, 2016).
, This conceptual framework assumes that students are active agents in constructing
knowledge, a stance that underpins the library’s pedagogical choices.
1.1.2 Critical Analysis of Program Components
Orientation Sessions
The mandatory sessions for first-year students introduce basic library functions,
aiming to build research foundations (University of Johannesburg Library, 2025).
However, a key tension arises: while these sessions target general competencies,
they may overlook diverse prior knowledge levels. Julien and Barker (2009) argue
that generic orientations fail to address the specific needs of non-traditional students
(e.g., mature or international learners). Broader implications include potential
disengagement and unequal academic transitions. To address this, UJ could integrate
active learning strategies like case-based activities to improve relevance and
inclusivity.
Discipline-Specific Workshops
These workshops cover database searching, referencing, and plagiarism
avoidance, aligning with the “Authority is Constructed and Contextual” frame
(ACRL, 2016). For example, engineering students use IEEE Xplore, while humanities
students access JSTOR. This reflects an assumption that disciplinary contexts shape
information evaluation norms.
However, a contradiction emerges between the tailored nature of workshops and
scalability challenges in large cohorts. Oakleaf (2014) notes that prioritising high-
impact skills, such as critical source evaluation, may mitigate such limitations. UJ
could further enhance these workshops by integrating assessments (e.g., quizzes) to
measure outcomes and adjust instruction accordingly.
