Article in liber quarterly · October 004 doi: 10. 18352/lq. 7780 · Source: oai citations 45 reads 6,104 authors: Some of the authors of this publication are also working on these related projects

participate in collaborative faculty and/or university projects (Peacock, 2000: 
29-30). 
Bruce and Lampson (2002) note, that despite some progress over the past decade, library 
and information professionals still report that universal information literacy is a distant, 
if not a receding, goal. Johnston and Webber (2003, 338) also argue that even in the 
United States: “Whilst much attention has been paid to information literacy by American 
policy-makers, librarians and academics, the results are still relatively narrow, giving a 
potentially superficial guide to the nature of a curriculum for information literacy in 
HE”. (Virkus, 2004b).
Brophy (2001: 25) concludes that the role that academic libraries will play in the future 
is thus far from clear. However, the CILIP (2002) report 
Libraries and Lifelong Learning 
draws the picture of the future where the library will continue to emphasize selecting, 
accessing, and subsidizing information resources and of equal importance will be 
teaching students and faculty time and place independently to identify, locate, and 
evaluate information. The library of the future will blend the best traditions of the past - 
those of structure, service, and subsidy - with an electronic or virtual library. The 
academic library will offer collections in all formats, as well as networked information 
services and materials for self-paced learning and programs that support new ways of 
teaching and delivering information resources. The new academic library will be 
creative, flexible, and closely allied with the academic disciplines. Collaborative 
relationships in both public and private settings, from the local and regional to the state, 
national, and international levels will be developed. 
 

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SIRJE VIRKUS AND SILVI METSAR 
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