Search

Librarians are expected to be expert searchers, and developing information literacy skills to navigate the vast world of information is a focus of most library and information science (LIS) programs. It is important to understand the information literacy and behaviors of LIS students to see if they are employing the skills they will need to assist and educate their future patrons, yet there is relatively little research into the information literacy and behaviors of librarians and library students. Using a survey on information behaviors, this study addresses this gap in the literature by examining how LIS students in 18 countries search for, evaluate, and use information in various contexts, and on whom they rely for help. The results of this study demonstrate library science students' information literacy skills within an international context. Faculty in LIS programs will be interested to see how their students approach information problems, and might use this understanding to develop or strengthen courses and inform curricular decisions.

The Visegrad group comprises four countries: the Czech Republic, Hungary, Poland and Slovakia. The literature on information literacy, mainly in the respective national languages, and the development of initiatives are presented in this paper. The situation in each country is discussed separately, followed by a short discussion of similarities and differences. Approaches vary in details, but there is a common background and shared roots. The use of terminology is similar in all countries, because they are the national (native language), translated variations of internationally accepted English terms. Because of the linguistic affinity, Czech and Slovak terminology usage is even closer. Though the context behind the terminology is the same in all languages, there are some differences in the interpretations at the conceptual level, in all languages. Related national and regional initiatives are enumerated and analyzed.

After providing background to Continuing Professional Education (CPE) of librarians in Hungary, this article outlines the content of a course that seeks to make Hungarian librarians familiar with free Internet resources that are usable for library technical services and reference. One of the most important topics covered in the course is the question of finding information on the World Wide Web. The importance of virtual reference and details about Libinfo, the major Hungarian virtual reference desk service are discussed. The author also gives details about some of the Hungarian and international resources used for the course. (Contains 3 figures.)

Discusses how not only do students of technical writing courses need to learn how to prepare documents for translation properly, but students of translation need to learn technical and academic writing. Gives the example of a course taught at the Technical University of Budapest, Hungary. (SG)