The purpose of this Bachelor’s thesis is to examine university librarians’ perceptions of information literacy, of students’ information literacy and of education in information literacy. The focus is on how they perceive the students’ information literacy development during their university studies. Also of interest in this study is how librarians think that their teaching in information literacy should be included in the students’ other courses.   Three librarians at a Swedish university library were interviewed using qualitative interviews. The material from the interviews was then analyzed with Bruce’s model of different conceptions of information literacy and Limberg’s and Folkesson’s categories for methods and goals for education in information seeking.                       The results show that information literacy is of high importance for the students to be able to graduate. The students’ information literacy level differs amongst them, but it is clear that it actually develops during their university studies. The education in information literacy should be integrated gradually with the students’ other courses and there should also be a connection with what the students study at the time. To make this work, the teachers have to inform the librarians about the students’ tasks. This also shows that it is very important to have a working collaboration between teachers and librarians, between university departments and libraries. The responsibility for students’ developing in information literacy should be shared by librarians, teachers, the university and students themselves.

<p>The purpose of this Bachelor’s thesis is to examine university librarians’ perceptions of information literacy, of students’ information literacy and of education in information literacy. The focus is on how they perceive the students’ information literacy development during their university studies. Also of interest in this study is how librarians think that their teaching in information literacy should be included in the students’ other courses.</p><p> </p><p>Three librarians at a Swedish university library were interviewed using qualitative interviews. The material from the interviews was then analyzed with Bruce’s model of different conceptions of information literacy and Limberg’s and Folkesson’s categories for methods and goals for education in information seeking.</p><p>                     </p><p>The results show that information literacy is of high importance for the students to be able to graduate. The students’ information literacy level differs amongst them, but it is clear that it actually develops during their university studies. The education in information literacy should be integrated gradually with the students’ other courses and there should also be a connection with what the students study at the time. To make this work, the teachers have to inform the librarians about the students’ tasks. This also shows that it is very important to have a working collaboration between teachers and librarians, between university departments and libraries. The responsibility for students’ developing in information literacy should be shared by librarians, teachers, the university and students themselves.</p>

The outbreak of the corona pandemic has led to various restrictions within society and thus also within higher education. In March of 2020, all teaching at colleges and universities in Sweden became remote. This included library instruction. The aim of this study was to describe the teaching academic librarian’s role due to the corona pandemic and the transition to distance education it has entailed. The study applied Huvila’s terms work role and work task together with Kuhlthau’s levels of instruction as well as a model of emerging roles for academic librarians identified by Vassilakaki and Moniarou-Papaconstantinou as its theoretical framework. A mainly qualitative study was carried out. A questionnaire was sent to teaching academic librarians nationally. This resulted in 61 responses. Data gathered were analysed using conventional content analysis. The study’s results indicate that the role has changed due to changes in how tasks are carried out, for example how the library instruction is carried out, cooperation with faculty, requirements regarding technological competence, the use of digital learning resources and how the students’ needs are highlighted. The study’s results also indicate that this transformation will remain to some extent, and that blended learning will become more common.