Abstract
Information literacy (IL) is generally accepted as an important learning competency in undergraduate education and is directly and indirectly mentioned in many national accrediting bodies’ standards. While information literacy has been seen as the sole domain of librarians, research shows that disciplinary faculty believe it is important and teach it in their classes. This study reports the findings from a survey conducted at California State University, Los Angeles on faculty’s information literacy teaching practices. The results show that faculty take responsibility for teaching all areas of information literacy and do so in a variety of ways.
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