4 Role of Academic Libraries in Media and Information Literacy (MIL)

Rupak Chakravarty

1.0  Introduction: 

Media and information literacy facilitates equitable access to information and knowledge necessary for building inclusive knowledge societies. MIL citizens can take informed decisions independently through better interpretations. It provides opportunities for the people to become skilful creators and producers of information and media messages independently. Libraries, archives, galleries and museums are very vital in the development of media and information literacy. Libraries offer resources which are authentic source of information for the community resource which helps them gain knowledge and excel at academic and professional levels. Libraries enhance citizens’ media and information literacy competencies through different MIL educational activities. The environment made available by libraries and other allied agencies is very encouraging for the users to undertake content creation, creative expression and information sharing thorough exposure to new media technologies. Libraries have particular significance for social inclusion because they provide access for all.

Although there exists several theories, models, publications pertaining to Information Literacy (IL) and Media Literacy (ML), there was a need to have a composite and unified approach to these two inseparable concepts. The need for such integration of IL and ML was felt so as to reap maximum benefit of the outcome, i.e. Media and Information Literacy (MIL) for the betterment of the individuals, organizations, societies and nations of the world.

MIL enables citizens to participate in a more democratic manner and transform themselves from passive citizens to active citizens, which is an unachievable task without being media and information literate. Libraries through MIL can provide opportunities for the younger generation in ascertaining good and effective governance. MIL competencies contribute to free, independent and pluralistic society by empowering users/citizens to make use of relevant information at hand. This is the right time for libraries to implement MIL policies and strategies to energize the knowledge society by preparing and training efficient and productive information seekers.

While MIL facilitates freedom of access to information and freedom of expression and many other associated rights, people are also required to abide by certain information ethics aspects.

2.1  Information Literacy (IL): 

The Alexandria Proclamation of 2005 describes information literacy and lifelong learning as the “beacons of the Information Society, illuminating the courses to development, prosperity and freedom. Information literacy empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. It is a basic human right in a digital world and promotes social inclusion in all nations.”

IL enables people to access information about their health, their environment, their education and work, empowering them to make critical decisions about their lives, e.g. in taking more responsibility for their own health and education. By becoming IL, people can access information efficiently (time) and effectively (sources), evaluate information critically and competently. Moreover, it empowers us to use information accurately and creatively for resolving the problem at hand, manage the flow of information from a wide variety of sources and apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information.

2.2  Media Literacy: 

Media literacy is generally defined as the ability to access the media, to understand and to critically evaluate different aspects of the media and media contents and to create communications in a variety of contexts Media literacy is a set of skills that anyone can learn. Just as literacy is the ability to read and write, media literacy refers to the ability to access, analyse, evaluate and create media messages of all kinds.

One of its perhaps best known definitions, conceived by Aufderheide, (1992) identifies it as a movement, which is designed to help to understand, to produce and negotiate meanings in a culture of images, words and sounds. According to her, a media literate person – and everyone should have the opportunity to become one – can decode, evaluate, analyse and produce both print and electronic media. The fundamental objective of media literacy is critical autonomy relationship to all media. Emphases in media literacy training range widely, including informed citizenship, aesthetic appreciation and expression, social advocacy, self-esteem, and consumer competence.

These are essential skills in today’s world wherein many people get most of their information through complex combinations of text, images and sounds. We need to be able to navigate this complex media environment, to make sense of the media messages that bombard us every day, and to express ourselves using a variety of media tools and technologies.

Media literate youth and adults are better able to decipher the complex messages we receive from television, radio, newspapers, magazines, books, billboards, signs, packaging, marketing materials, video games, recorded music, the Internet and other forms of media. They can understand how these media messages are constructed, and discover how they create meaning – usually in ways hidden beneath the surface. People who are media literate can also create their own media, becoming active participants in our media culture.

Media literacy skills can help children, youth and adults:

• Understand how media messages create meaning
• Identify who created a particular media message
• Recognize what the media maker wants us to believe or do
• Name the “tools of persuasion” used
• Recognize bias, spin, misinformation and lies
• Discover the part of the story that’s not being told
• Evaluate media messages based on our own experiences, beliefs and values
• Create and distribute our own media messages
• Become advocates for change in our media system

Media literacy education helps to develop critical thinking and active participation in our media culture. The goal is to give youth and adults greater freedom by empowering them to access, analyse, evaluate, and create media. According to United Nations Alliance of Civilizations (UNAOC), the various levels of media literacy include:

• Critical approach to media as regards both quality and accuracy of the content
• Using media creatively
• Understanding symbols, signs, pictures, etc. mentioned in advertorials and comparing products of similar nature.
• Understanding important instructions given in trade literature, manuals and guides.
• Being aware of copyright issues which are essential for a “culture of legality”, especially for the younger generation in its double capacity of consumers and producers of content (European Commission, 2007).

2.3 Media and Information Literacy (MIL): A unified approach 

The IFLA MIL recommendations mention that in order to survive and develop we have to make decisions, and solve problems in every facet of life – personal, social, educational, and professional. For making effective decisions we need as individuals, communities, and nations need information about ourselves as well as the surrounding physical and their social environments. This information is available via three processes: observation and experimentation, conversation (with other persons), and consultation (with memory institutions). The competence to do this effectively and efficiently is called Media and Information Literacy (MIL).

UNESCO encourages nations of the world to integrate MIL policies and strategies with already existing policies, regulations and laws relating to access to information, freedom of expression, media, libraries, education, and ICTs. UNESCO’s strategy seeks to move from the meaning of the individual terminologies to a unified notion embodying elements of both information literacy and media literacy.

MIL consists of the knowledge, the attitudes, and the sum of the skills needed to know when and what information is needed; where and how to obtain that information; how to evaluate it critically and organize it once it is found; and how to use it in an ethical way. The concept extends beyond communication and information technologies to encompass learning, critical thinking, and interpretative skills across and beyond professional and educational boundaries. Media and Information Literacy includes all types of information resources: oral, print, and digital. MIL has emerged as the new paradigm of the 21st century skills which involves human rights, dignity, respect and prosperity in an increasingly digital, interdependent, and global world. It promotes greater social inclusion by bridging the gap between the information rich and the information poor. It empowers and endows individuals with knowledge of the functions of the media and information systems and the conditions under which these functions are performed.

Figure 1. Broader level 21st century skills

MIL is closely related to Life Long Learning (LLL) which enables individuals, communities, and nations to attain their goals and to take advantage of emerging opportunities for all. It assists people, institutions and organisations meet their technological, economic, and social challenges, to redress disadvantages, and to advance every individual’s well-being.

IFLA recommendations for strengthening MIL that relates to the purview of libraries are:

• Support professional development for education, library, information, archive, and health and human services personnel in the principles and practices of Media and Information Literacy and Lifelong Learning;
• Libraries have been long known as making their readers into life long learners. IFLA recommends embedding Media and Information Literacy education in all Lifelong Learning (LLL) curricula of the academic institutions.
• Recognise MIL and LLL as key elements for accreditation of all education and training programs
• Include MIL in the core and continuing education of information professionals and other stakeholders as well as in the practice of advisors to the business, industry and agriculture sectors.
• Implement Media and Information Literacy programs to increase the employability and entrepreneurial capacities.

3.1 MIL and Academic Libraries: 

Media and other information providers such as libraries, archives and the Internet are widely recognized as essential tools for helping citizens make informed decisions. They are also the means by which societies learn about themselves, maintain public discourses, and build a sense of community. The world is witnessing constant change and will always be in a state of transition. This change has to be addressed by libraries along with other stakeholders by remaining key players. This can be done through constant reassessment and reevaluation of their own role and functions in finding new and innovative ways to be more adaptive and valuable for social, political, economic and of course technological development. Media and other information providers can have a major impact  on lifelong learning, and therefore citizens need a basic knowledge of their functions and how to assess them. The purpose of media and information literacy is to impart this knowledge to the users. Academic libraries can develop and sustain a culture of MIL through Media & Information Literacy programmes (MILP).

It has been universally accepted that a significant portion of students who start their higher education career at colleges and universities struggle with various aspects of MIL. They are considered illiterate as they lack essential MILs and live without the awareness of the emergence of the new form of information. They face the all pervasive “everywhereness of information” depicted by the infographic given below:

Figure 2. The “everywhereness of information”

Libraries/Educators need to introduce MIL to these students to help them become media and media and information literate. Libraries should establish a MIL rich environment to encourage higher- order thinking by stretching students’ thinking. Very little changes would be made if the educators are not supporting MIL in their professional environment. Visualizing the Five Laws of Library Science given by Dr. S. R. Ranganathan with the lens of MIL, it can be safely concluded that these five laws can be achieved with greater satisfaction if MIL is adopted and adapted by the academic libraries of today’s e-era.

Libraries can minimize the time gap between the information need and usage of relevant documents if they train their users in MIL. The fifth law itself is an indication of the rapid paradigm shifts taking place, including the shift from print to electronic, from text to multimedia. Libraries, through MIL can take the users to the next level where they can experience Lifelong learning and better sense making.

When it comes to identifying the stakeholders for practicing MIL, libraries can’t be the second best choice. The administrators and policy makers can only frame policies and strategies, but libraries can actually implement them at the grassroots level where it is required. Even academic libraries can play a pro-active role in policymaking.

The following table enlists set of core MIL skills which academic libraries can directly or indirectly inculcate amongst students as well as teaching community:

Broader level skills	Specific Skills
Computer and Internet skills	–  Basic  ICT  skills  including,  operating  a  computer,  PC security and maintenance. –   Concept  of  the  Internet,  web  browsers,  information retrieval, search engines. –   Composing emails, handling attachments, differentiating between important and junk mails –   Framing effective search strategies –   Navigation of educational, employment and government websites –    Awareness regarding e-governance
Basic Library Literacy	–   General idea of collection location/arrangement (where is what) –  Knowledge of the services available through a library –  Understanding of the array of resources available –  Knowledge of how information is organized –  Understanding of the best means of finding it –  Understanding the different types of library materials –  knowledge of reference sources –   Understanding shelf arrangement in the library with an idea of the call numbers –  Knowing how to use the library catalog –  Knowing how to use an index –  Knowing how to do library research –  Knowing how to do online research, etc.
Digital Literacy	–    Identify, access, manage, integrate, evaluate, analyse and synthesize digital resources –      Searching,  browsing  and  downloading  content  from Digital libraries.
Library 2.0	–   Using browser extensions for increasing productivity, e.g., using  Zotero  to  collect,  organize,  cite,  and  share  your research sources. –  Alerting services: RSS, ToC alerts, etc. –  Creating wikis, blogs, web pages using WYSIWYG web 2.0 services. –   Availing digital reference service.
OPAC	–   Searching relevant book using keyword, Title, author –  Using the advance search option like “theses search” –   Generating  Bibliography  according  to  desired  citation format.
Online  Privacy,  Safety  & Security	–  Analyse issues related to cyber safety and security –  Strategies for protecting online identity –  Protecting against viruses and securing passwords –  Identifying spam, phishing, and suspicious emails
Free Open Source Software (FOSS)	Awareness, promotion and training (in collaboration): general & discipline specific
Music and Audio, Video & Mobile Content	–  Understanding Media context and its Functioning –  Recording and/or editing one’s own audio content and Publishing, syndicating,  and/or  distributing  it  in  digital format –  Remixes of existing content –  Podcasting & Vodcasting –  Videos and photos of public events, environments    such    as    natural    catastrophes that the traditional media may not be able to access
Media regulation	–  Social,  ethical,  legal  issues,  Censorship,  Copyright  & Digital Rights management (DRM), Creative Common License.
Subject Gateways	– View/download/use e-resources. Eg. INFOPORT (INFLIBNET)
Open Access (OA)	-Awareness, Searching, Downloading articles, popularizing. Eg. DOAJ, DOAB
Open Course Ware (OCW)	– Reading, saving/downloading, listening/viewing, etc: eGyankosh (IGNOU), e-PGPathshala (INFLIBNET), NPTEL (National Programme on Technology Enhanced Learning)
Information Ethics	–   Plagiarism  awareness,  use  of  plagiarism  softwares  for originality/similarity assessment, –   Licences and Fair Use clause of publishers regarding permissions and restrictions, specially consortia e- resources.
Newspaper related skills	–  Inculcate reading Habit –  Searching online newspapers –  Summarizing useful information –  Awareness of e-paper for searching jobs and classified.
Exposure to multimedia devices	–  Handling E-book Readers –  Handling handheld and mobile devices
User Generated Content (UGC) or User Created Content (UCC): Access & Creation	–  Create, distribute, and share content (youtube, flickr, etc.) –  Sharing, recommending and rating content messages to chat rooms, newsgroups or forums –   Use peer-to-peer file sharing –  Create or work on your own blog or webpage –  Software tools for creating, editing, and remixing –   Sshare something online that you created yourself, such as your own artwork, photos, stories or videos
Scientific Networking	– Account creation, active participation, collaboration, uploading CV including publication details, sharing and requesting fulltexts, creating Groups, uploading presentations
Web Scale Discovery Services (WSDS)	–  Search, Save, Download, Citation formatting, Bibliographic information export, etc. Eg. EBSCO Discovery ServiceTM, OCLC WorldCat® Discovery Services, ProQuest Summon® Service
Webinars/Webcasting	– Obtaining knowledge, participate in discussions, asking questions, etc.
Empowerment	–   Hands-on   training   on   procedure   to   avail   Right   to Information (RTI)
Authors (Scholars, Researchers, Teachers, Scientists)	– Author Rights: rights to be retained by the author while transferring copyright to the publishers.

Table 1 Library MILP Skill set

The MIL training should enable patrons to be conversant with information at every stage of its life cycle irrespective of its form and format. Moreover, while imparting above mentioned MIL related skills to their patrons, libraries must ensure to develop the right perspective amongst them regarding balanced and active use of media. They should be able to comprehend the media content while remaining unbiased and having neutral opinion.

Academic libraries will have a dual role to be played. They will have to transform themselves from “qualitative collection facilitator” to “trainers or mentors of readers” enabling them to become significant contributor in nation building either independently or through meaningful collaborations.

The policy makers and administrators should come forward in supporting libraries in this crucial movement.

Academic libraries should promote, support, facilitate and participate in integrating MIL into extra-curricular activities of the educational institution to complement formal classroom settings. This integration will be possible when they collaborate and cooperate with other academic stakeholders. This integration may lead to activities like MIL clubs, MIL quality circles, MIL level assessment and evaluation quizzes, credit-based certification, community radio programmes, establishing linkages with local media, etc. A more participative approach would be required for the success and promotion of MIL as a whole. This necessitates integration of the activities of the faculties of education, library and information science, mass communication, media and information sciences and media and communication. Moreover, we need to ensure that faculty members of various disciplines, library professionals, pupils/students, researchers and citizens in general are being trained on all competencies of MIL. Academic libraries may also organize MIL award programmes to reward “best practices”.

3.2  UNESCO MIL Curriculum for Teachers: 

Enhancing MIL among students requires that teachers themselves become media and information literate. This initial focus on teachers is a key strategy to achieving a multiplier effect: from information-literate teachers to their students and eventually to society at large. The chain of imparting MIL skills starts from training the teachers which in turn prepare multiple students having MIL skills. These students representing the younger generation have the potential to bring positive changes in the society making this world a better place to live in.

Media and Information Literate Teachers, empower  Media and Information Literate Students, create Media and Information Literate Societies

Figure 2 Academic Library as the pivot of MIL Curriculum

Figure 3 Core components of UNESCO MIL Curriculum for Teachers

The UNESCO model MIL Curriculum and Competency framework for teachers is intended to provide teacher education systems in developed and developing countries with a framework to construct a programme for turning out teachers who are media and information literate. UNESCO envisions that educators will review the framework and take up the challenge of participating in the collective process of shaping and enriching the curriculum as a living document.

3.3 Faculty Development programmes (FDP): 

The FDPs are conducted by the University Grants Commission (UGC) Academic Staff Colleges (ASCs) of the Universities primarily at two levels. One is Orientation Programme (4 weeks) for newly inducted teachers and librarians and the other is Refresher Course (3 weeks) during career advancement at later stages. There is a great opportunity to sensitize them with the concept and core components of MIL so that they can share the same with their students and readers. This can be done with the approach of training the trainers. The librarians may be motivated to redesign their traditional library orientation programme and information literacy programme with customized adaptations of the UNESCO MIL Curriculum for Teachers. The teachers may be encouraged to introduce curriculum based MIL component in their syllabi.

3.4  Open CourseWare (OCW): 

Academic Libraries as the live facilitators of teaching, learning and research can capitalize upon the certain ready-to-use initiatives now available in Indian higher education system. Although, in order to enable the learners and researchers make optimum use of the valuable e-resources made available by these initiatives, they must be exposed to systematic and well structured MIL programmes. One of the initiatives taken by by IITs and IISc in the direction of OpenCourseWare (OCW) is National Programme on Technology Enhanced Learning (NPTEL). It provides e-learning through online Web and Video courses in Engineering, Science and humanities streams.

Another very significant initiative which can be cited here in Indian context is the e-PG Pathshala project launched by INFLIBNET. In this ambitious programme the MHRD, under its National Mission on Education through ICT (NME-ICT), has assigned work to the UGC for development of e-content in 77 subjects at postgraduate level. The scope of e-PG Pathshala include high quality, curriculum-based, interactive content in different subjects across all disciplines of social sciences, arts, fine arts & humanities, natural & mathematical sciences, linguistics and languages. The interactive content includes powerpoint presentations, videos, etc.

3.5 m-Learning: 

m-learning or mobile learning is defined as “learning across multiple contexts, through social and content interactions, using personal electronic devices.” m-learners can use mobile device educational technology in many locations at their time convenience. Such devices include smartphone, tablet PC, e-book readers, handheld computers, MP3 players etc.

The benefits of m-learning are many. It is convenient in that it is accessible from virtually anywhere. m-learning, like other forms of e-learning, is also collaborative. Sharing is almost instantaneous among everyone using the same content, which leads to the reception of instant feedback and tips. It offers portability with small devices, filled with tailored learning contents. In addition, it is simple to utilize m-learning for a more effective and entertaining experience. It rely upon mobile devices which are relatively less inexpensive than PCs and laptops, follow both BYOD (Bring Your Own Device) approach or device lending library service, multimedia content delivery and creation options, offers potentially a more rewarding learning experience, etc.

Figure 4.1 BYOD (Bring Your Own Device) promotion by EMORY Libraries

Figure 4.2 Device lending service offered by NCSU Libraries

Academic libraries can initiate such innovative services to provide wide exposure to multimedia resources/content without putting much constraint on the readers or themselves.

3.6 Blended Learning in Virtual Learning Environments (VLE): 

Blended learning takes the classroom out of a traditional brick-and-mortar setting. Students become part of virtual communities used for collaboration. Blended learning transitions away from a traditional teaching environment to a customized and interactive web platform for the user. Traditional learning can  also  be  blended  with  outdoor  learning which  may include  learning in  museums  or galleries with handheld or wearable technologies, learning outdoors e.g. on field trips. A very rich and interactive learning can be achieved through Virtual Learning Environment (VLE)

A VLE is an e-learning education system based on the web that models conventional in-person education by providing equivalent virtual access to classes, class content, tests, homework, grades, assessments, and other external resources such as academic or museum website links. It is also a social space where students and teacher can interact through threaded discussions or chat. It typically uses Web 2.0 tools for 2-way interaction, and includes a content management system. Academic Libraries can grab this opportunity to offer environment conducive to e-learning by facilitating access to multimedia e-resources on appropriate platform.

University of Delhi VLE is an example of VLE wherein the multi-media interactive contents loaded on VLE are categorized discipline-wise. The lessons are developed by highly qualified faculty members across the universities and are continually edited and reviewed, primarily by discipline-expert Fellows employed to edit, oversee and coordinate the content. The content goes through several levels of rigorous peer reviewing and academic vetting to ensure quality and standardization. VLE also contains multimedia repository in form of audio, video and short films to expose students to new technologies in pedagogy.

Figure 5 University of Delhi VLE

These online curriculum based content are written by experts in the disciplines and are evaluated for accuracy and quality before being approved for uploading. Students depending on sub- standard books and guides can find a treasure if made aware of the e-resources along with the necessary training to deal with multimedia content.

3.7 Massive Open Online Courses (MOOCs): 

Knowledge based societies develop at a faster rate thereby providing access to good education, particularly higher education. India has a staggering population of nearly 1.25 billion people. Half of these are under the age of 25. India is now facing enormous challenges on the educational front. The University Grants Commission (UGC) has envisaged the idea of implementing Massive Open Online Courses or MOOCs offering open access and easy participation to structured courses which award degrees and diplomas online. The high level of interaction and possibility of group learning also make them viable alternatives for India’s educational scenario. The most important feature of these courses is that both educationists and students can access the information with ease. They are very useful for providing information for conventional courses and supplementing regular courses as well. MOOCs can also expand knowledge base in specific domains such as teacher training and enhancing capabilities. They are ideal for professional growth and career advancement opportunities as well.

It will be a challenge for the government or policy making bodies to extend the benefits of MOOCs to the underserved and unserved who lack MIL skills. Academic libraries can bring them to the mainstream by enrolling them in MIL programmes providing comprehensive hand-on training to them in site-navigation, registration, handling multimedia content, etc.

3.8 Emerging e-Publishing Trends: Opportunities for Academic Libraries 

Libraries can capitalize upon the emerging e-publishing trends wherein image, audio and video content forms the core of multimedia journals. One such journal is The Journal of the Virtual Explorer (JoVE) which encourages the authors to make full use of colour, interactive 3D, animation, movies, maps etc. It is the world’s first peer reviewed scientific video journal. Established in 2006, which aims to overcome the two of the biggest challenges facing the scientific research community today – poor reproducibility and the time and labour intensive nature of learning new experimental techniques. Publishing in JoVE allows authors to dynamically present their methods, data analyses and results clearly, accurately, and professionally with the guidance of JoVE’s professional videographers and editors. JoVE has published thousands of video articles from top research institutions around the world.

3.9 Capacity Building through National Knowledge Network (NKN): 

University libraries in India can also encash upon the great opportunity available with the National Knowledge Network (NKN), a state-of-the-art multi-gigabit pan-India network for providing a unified high speed network backbone for all knowledge related institutions in the country. The purpose of such a knowledge network goes to the very core of the country’s quest for building quality institutions with requisite research facilities and creating a pool of highly trained professionals. The NKN will enable scientists, researchers and students from different backgrounds and diverse geographies to work closely for advancing human development in critical and emerging areas. NKN will serve as a platform for delivering effective distance education where teachers and students can interact in real time. This is especially significant in a country like India where access to education is limited by factors such as geography, lack of infrastructure facilities etc. The network enables co- sharing of information such as classroom lectures, presentations and handouts among different institutions. Sharing of journals, books and research papers across different institutions though a virtual library is also in pipeline.

The target users for the NKN are all institutions engaged in the generation and dissemination of knowledge in various areas, such as research laboratories, universities and other institutions of higher learning, including professional institutions.

Figure 6  NKN connectivity

NKN has already connected 934 institutions and aims to connect over 1500 Institutions/Organisations/Laboratories under various categories throughout the country.

3.10 Libraries and Intercultural Dialogue: 

Libraries have to play a proactive role in the culturally diverse society as reliable gateways as the lighthouse knowledge seekers. The IFLA/UNESCO Multicultural Library Manifesto gives guidelines as to how libraries can be agents for intercultural dialogue. It emphasizes that in a culturally diverse society focus should be on the following key missions, which relate to information, literacy, education and culture:

Libraries are expected to serve as gateways to culturally diverse societies in dialogue. The IFLA/UNESCO Multicultural Library Manifesto gives guidelines as to how libraries can be agents for intercultural dialogue. The mission of libraries is described as follows:

1.      promoting cultural diversity and facilitating cultural dialogue

2.      encouraging linguistic plurality and value for the mother tongue

3.      coexistence of multiple languages

4.      including learning of several languages from an early age;

5.      safeguarding and preserving oral tradition, linguistic and cultural heritage

6.      supporting expression, creation and dissemination in all relevant languages

7.      encourage peoples’ participation from all multi-cultural backgrounds

8.      facilitating ICT training

9.      promoting linguistic diversity in cyberspace

10.  encouraging universal access to cyberspace

11.  Facilitating exchange of knowledge and best practices with regard to cultural pluralism.

3.11 MIL, Academic Libraries and Knowledge Societies (KS): 

The aspects of multiculturalism and pluralism have gain wide attention on account of globalization. Multiculturalism involves enhanced expression to cultural diversity, including gender diversity. The role of media, libraries and other information providers and transmitters of culture are of prime significance in giving shape to the emerging “globalized cultures”. Here, MIL plays a crucial role as the promoter of multiculturalism by sharpening the skills of the citizens with competencies to use media, libraries, Internet and other information providers for cultural expressions and dialogue. MIL not only aims for enhancing the skills for usage but it enables them to critically analyze and evaluate the appropriateness of cultural representation through media and other information providers, including those on the Internet. This can serve as the building block for the much desired and sought after development of open knowledge societies. In this society we can expect reformed information institutions including libraries, diverse media which neutral and unbiased, visible presence of people enjoying freedom of expression, freedom of information as well as open development (i.e. development characterized by accountability and transparency) and the benefits of human rights.

3.12 Libraries as Duty Bearer: Human Rights based Approach 

When we talk of human rights and approaches to strengthen human rights, we talk of two actors viz. rights holders and duty bearers. In the context of MIL, the rights holders include: women, men, boys and girls, as well as learners, teachers, other members of the workforce, NGOs, and civil society groups. The duty bearers include: media organizations, museums, libraries, archives, education institutions,  civil  society  actors  and  other  information  providers  including  those  on  the  Internet.

Citizens do have certain media and information rights including right to information through libraries and other memory institutions, Internet, media, or any form of technology that contribute to social, economic and democratic development. In-turn, they should advocate for free well-equipped libraries and other memory institutions with qualified staff.

MIL seeks to have a neutral and unbiased approach towards the rights holders as well as the duty bearers. It identifies the rights of the rights-holders along with identifying the corresponding obligations of the duty bearers. Further, it strives to strengthen the capacities of rights holders to assert their rights and of duty bearers to meet their obligations. The United Nations and its organs have agreed on six human rights principles to guide development based on such approach:

i.  Universality and inalienability

ii. Indivisibility

iii. Interdependence and interrelatedness

iv. Equality and non-discrimination

v. Participation and inclusion

vi. Accountability and the rule of law

Academic libraries can develop modules focused on above six principles in consultations with departments like Human Rights, Sociology, Public Administration, Social Work, Centre for the Study of Social Exclusion and Inclusive Policy, Women’s Studies, etc.

3.13 Government and Policymakers: Role and Consensus 

Government (national or local) while framing MIL policy and strategy guidelines must emphasize on e-governance for all sectors which they cater to directly or indirectly. They should augment the use of ICTs to transform relations with citizens, businesses, and other arms of government. These technologies can serve a variety of different ends: better delivery of government services to citizens, improved interactions with business and industry, citizen empowerment through access to information, or more efficient government management. The resulting benefits can be less corruption, increased transparency, greater convenience, revenue growth, and/or cost reductions. Such services may be introduced in all the categories including G2C (government to citizens), G2B (government to businesses), G2E (government to employees), G2G (government to governments) and C2G (citizens to governments). To achieve this successfully and comprehensively the administration should set up an advisory committee of relevant stakeholders, ensuring that experts and practitioners are included from all aspects of MIL, such as media, libraries, ICTs, education, private sector and other stakeholders outlined in the section above about target audience for this resource. So, libraries will have to omnipresent in promoting MIL amongst people.

The information institutions should be encouraged to develop their own sets of policy documents for the development and implementation of MIL at their parent organizations. Such policy documents need to emphasize upon training programmes for professional development so that library professionals keep updated on the rapid development of the digital and media landscape. MIL training should be in hands of the professional who themselves are trained in MIL competencies and possess the desire to be always on the learning curve i.e. in learning mode.

For nations to achieve the stated vision for MIL, consensus between key stakeholders is most crucial. The stakeholders’ population represents a broad spectrum which may include children and young people, parents, families, caregivers at one end and government bodies, the media and telecommunications industries, libraries, museums and archives, community organizations and the education sector at the other end. Consensus and participation is a must across these groups in order to succeed.

4.1 Conclusion 

Academic libraries have diverse role to be played as their responsibilities have increased multifold in this multicultural knowledge society. They will have to contribute at various levels in various capacities. Library professionals will be responsible for developing MIL programmes for a range of groups in the community and they will need to develop their own knowledge, attitudes and skills specific to MIL. The knowledge and skills of library professionals are crucial to the successful implementation of MIL. There will be a need for sustained and ongoing professional development to ensure library visitors receive the full benefit of MIL programmes offered through libraries. They must ensure students’ understanding and enjoyment of media, facilitate understanding of how the media produce meaning, how they are organized, and how they construct their own reality – all this while keeping in mind the skills and knowledge necessary to create media products.

Their role in higher education will be ever increasing as the development of MIL curricula will be dependent on the collaboration between academics, library professionals and administrators. Policy makers, administrators, governments, academic stakeholders including higher education institutions and academic libraries will have to recognize MIL as an investment rather than a cost, and as potential rather than a burden. Mass media radio, television and newspaper, the Internet, libraries, archives and museums can work together in ensuring the permanency of MIL. Governments should treat libraries as an essential component of MIL and develop strategy to integrate libraries into MIL programmes as they provide an environment with resources and services and play a key role in people’s life-long learning.

Bibliography:

1. Cole, J. Y. (2001). Literacy, Libraries and IFLA: Recent Developments and a Look at the Future. IFLA Journal, 27(2), 87.
2. Graham, N. (2012). Conference report on the International Conference Media and Information Literacy (MIL) for Knowledge Societies. Journal Of Information Literacy, 6(2), 138-139.
3. Media and Information Literacy and Intercultural Dialogue: MILID yearbook 2013 (2013). NORDICOM, University of Gothenburg.
4. Moscow Declaration on Media and Information Literacy. (2012). Retrieved from: http://www.ifla.org/files/assets/information- literacy/publications/moscow-declaration-on-mil-en.pdf.
5. Sheila Webber. (2013). Information literacy: A subject for the 21st century. Pakistan Journal of Library and Information Science, (14), 1.
6. UNESCO. (2011). Media and Information Literacy: Curriculum for Teachers. Paris: UNESCO.
7. UNESCO. (2013). Media and Information Literacy: Policy and Strategy Guidelines. Paris: UNESCO.