Campus priorities and information literacy in Hong Kong higher education

Abstract

PurposeThe purpose of this paper is to describe the strategic efforts of the Hong Kong Baptist University Library to build institutional support for information literacy in an environment of major curriculum reform.Design/methodology/approachThe paper outlines the current state of information literacy efforts in Hong Kong higher education, provides a context for renewed potential of these efforts, and describes a number of approaches that were undertaken to build institutional support. Further, a change agency approach is used to assess these efforts thus far and provide guidance for the future.FindingsCampus‐wide information literacy programmes have been virtually non‐existent in Hong Kong. The current higher education environment and mindset is conducive to recognizing information literacy as a vital component in teaching and learning. Librarians can turn this opportunity into reality by gaining authority, credibility and visibility on campus, and by strategically aligning with institutional priorities such as outcomes‐based education, assessment, and lifelong learning.Originality/valueThis paper provides a Hong Kong perspective on integrating information literacy at the institutional level, and offers several specific strategies that have successfully been undertaken by librarians at one institution.