Information literacy in university library user education

Purpose – The aim of this paper is to determine the essential features of information literacy; what role it should play in university library user education; and how programs can be best implemented. Design/methodology/approach – The researchers systemically surveyed and reviewed publications related to information literacy and library user education. Findings – It was found that a well‐designed information literacy program benefits the library and its staff, faculty, and students; librarians should play a leading role in the design and operation of programs, but collaboration with faculty, IT professionals and students is essential; programs should be embedded in the curriculum, be largely cooperative, and be problem‐based; evaluation and assessment are essential components; emphasis should be placed on first‐year students; and, ideally, the librarians will turn into educators and the library will become a learning center combining learning, research and technology. Research limitations/implications – This paper reflects the opinions of the researchers and the authors of the reviewed literature who have insights into the issues related to information literacy and library user education. These opinions present useful guidelines for both librarian and teacher practitioners. Originality/value – This paper provides a point of view on the relationship between information literacy and library user education in the six themes described above.