UNESCO’s Media and Information Literacy Curriculum for Teachers (2011) is a document meant to introduce methods of teaching information literacy in a global context. Unfortunately, a member of my Information Literacy course who was an international student from China suggested that the very idea of information literacy is something of a Western (and even perhaps North American) construct. From speaking with her colleagues in education in China, she got the impression that information literacy as a term, an idea, and as a practice was not familiar. Indeed, I have also heard other international students speak about the library not as a source of guidance and assistance, but merely as storage place for books and a place to study. Librarians are not guides or instructors, but wardens for books (so to speak).
Making the management of resources invisible and/or seamless is the goal of library automation. The people who manage the back end of this system, however, usually take some comfort in knowing that they have a common language with their fellow technical services librarians.
However, in my experience among the relatively comparable acquisitions and management processes that occur within large academic research libraries, I’ve clearly forgotten that the language that we use for work is dependent on the organizational structure, workflows, and systems used. These are highly dependent on the size of the collection and the organization.