Knowledge Organization and Dissemination, and Knowledge Navigation and Application: Where the Classroom and the Library Meet in Higher Education
Education is a process by which the existing knowledge of a society is transferred from one generation to another, and a process in which the tools and aptitudes for generating new knowledge are developed. Higher education may therefore be regarded as a process of professional socialization, in which the knowledge and expectations for a designated area of intellectual activity and practice are inculcated into novices by existing experts, with the expectation that the novice will one day become an expert. At the center of the interactions and activities that define this process is the knowledge that is to be transferred, learned, internalized, assimilated, eventually improved upon, or superseded. In this perception of higher education as a milieu for the interplay of the activities and relationships that facilitate knowledge transfer and acquisition, colleges and universities are best served when they acknowledge the close and interdependent relationship between their teaching-learning efforts and the knowledge organization, transfer, and navigation activities and expertise of their librarians. When the repositories and gateways to knowledge and familiarity with their use affects efficiency of access to and use of knowledge, then training to ensure such familiarity becomes an essential part of the activities that define the teaching-learning-research mission of higher education. Herein lies the academic library's inextricable centrality to the main purpose of colleges and universities. Herein lies the strongest justification for the library's active and direct participation in information literacy education.
Keywords: Information Literacy, Academic Libraries—Aims and Objectives
Dr. Edward K. Owusu-Ansah
Assistant Professor and Coordinator of Information Literacy and Library Instruction, Department of the Library, College of Staten Island, City University of New York