Abstract
In this paper, the author critically reviews the strategies that have been adopted by librarians to secure academic support for curriculum-integrated information literacy (IL) instruction, and questions whether the popular approach of targeting individual academics offers a suitable foundation for the establishment of long-term IL programs. The paper suggests that librarians should instead align their IL objectives with the overall academic mission of their institutions and seek out the means to effect a more wide-ranging change in the academic culture, where IL is recognized as a core educational value. Several strategies are suggested by which this aim may be achieved.
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