Purpose The purpose of this paper is to investigate how US public libraries offer information literacy (IL) instruction to their patrons. Design/methodology/approach The study is a content analysis of eight library websites to determine passive IL instruction and active literacy instruction. Findings Library web guides offer passive IL instruction by highlighting resources patrons may wish to access to resolve information inquiries. Further, the authors found that a little less than 50 per cent of library programming offers some IL instruction, the majority of which relates to helping patrons learn to use tools to create information products. Originality/value IL is the ability to recognize the need for information, to effectively find information to meet that need and to use information for some purpose or goal. Academic, school and public libraries believe that understanding and using information critically and effectively bring gains to an individual and to society. However, they diverge in how and why they engage in IL instruction. The authors’ findings suggest that less than half of the libraries surveyed are providing active IL instruction, despite the recognition of the benefits IL provides.

中文翻译：

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独特或无处不在：学术界以外的信息素养教育

目的本文的目的是调查美国公共图书馆如何向读者提供信息素养（IL）指导。设计/方法/方法这项研究是对八个图书馆网站的内容分析，以确定被动式IL教学和主动式扫盲教学。Findings Library Web指南通过突出显示顾客可能希望访问的资源来解决信息查询，从而提供被动的IL指导。此外，作者发现，不到50％的图书馆程序设计提供了一些IL指令，其中大部分与帮助顾客学习使用工具来创建信息产品有关。创意/价值IL是识别信息需求，有效地找到满足该需求的信息以及出于某些目的或目的使用信息的能力。学术的，学校和公共图书馆相信，批判性地理解和使用信息可以有效地为个人和社会带来收益。但是，他们在如何以及为什么从事IL教学方面存在分歧。作者的发现表明，尽管认识到IL所提供的好处，但接受调查的图书馆中不到一半提供了有效的IL指导。