Information literacy skills are a necessity among university students, hence information literacy instructors should keep abreast with the 21st century information literacy curriculum, its delivery and assessment. The study investigated information literacy training and its needs at NUL. The purpose was to investigate information literacy curriculum, delivery and assessment at the National University of Lesotho. Guided by the Association of College and Research Libraries (ACRL) information literacy framework for higher education, the study sought to establish the extent to which the NUL information literacy programme considers ACRL frames or any other standard of relevance. The study adopted a qualitative approach using a phenomenology research design. Data was collected from NUL Subject Librarians through focus group discussions and one on one interview with the Lecturers. Data was generated from structured interview questions; analysed manually and presented in an interpretative form such that participants’ responses were tabulated under subheadings corresponding to the items from the research instruments that were formulated from the research questions. Major findings are that there is no information literacy programme in place hence there is no specific curriculum at NUL, as a result there is also no benchmarking. NUL Subject Librarians take initiative to improvise information literacy content; they use lecture mode and library tours as their predominant mode of information literacy teaching and learning. Although there is a Communication Skills Course meant to assist students with information and communication skills, students struggle to search for information; they are even unable to consult a variety of information sources. The study therefore recommends NUL Library to establish a clear information literacy training programme that is delivered in collaboration with academic staff. It is further recommended that Subject Librarians should contribute to the content of the Communication Skills Course.

There is NO more traditional library function for instruction librarians than teaching information literacy. Without sacrificing expected librarian services such as demonstrating searching and citation management, the Association of College and Research Libraries (ACRL) Framework for Information Literacy in Higher Education allows us to orient students with a high-level, integrated view of how the seemingly disparate pieces and requirements of graduate research form an integrated whole.

The ACLR Information Literacy Framework condenses the research process into simple threshold concepts. This poster offers straightforward, classroom-tested advice on introducing these concepts to an academic audience. These strategies are approrpriate for high-level undergraduates, participants in honors programs, and those interested in graduate school. In Fall 2015, East Tennessee State University began a comprehensive workshop series providing graduate-level research support. Directly based on the Framework, the first offering, "How Academic Research Works" , is a high-level overview of the scholarly research process. While student reaction was positive, the Framework concepts are not what the new graduate student needs most.