Conference PaperPDF Available

Abstract

The amount of information available on green libraries and green library practices, seems to be growing, however, very little has been written about green information literacy. The aim of this paper is to discuss how information literacy and its instruction can be transformed into green and contribute to the green library movement. With this aim, relevant recent and past publications have been analyzed. A green information literacy concept is introduced and a multi-faceted approach towards green information literacy instruction is presented. Conclusions and recommendations are drawn for practice and further studies.
S. Kurbanoğlu et al. (Eds.): ECIL 2014, CCIS 492, pp. 47–58, 2014.
© Springer International Publishing Switzerland 2014
From Green Libraries to Green Information Literacy
Serap Kurbanoğlu1 and Joumana Boustany2
1 Hacettepe University, Department of Information Management, Ankara, Turkey
serap@hacettepe.edu.tr
2 Dicen-IDF EA 7339 Université Paris Descartes, Paris, France
jboustany@gmail.com
Abstract. The amount of information available on green libraries and green
library practices, seems to be growing, however, very little has been written
about green information literacy. The aim of this paper is to discuss how
information literacy and its instruction can be transformed into green and
contribute to the green library movement. With this aim, relevant recent and
past publications have been analyzed. A green information literacy concept is
introduced and a multi-faceted approach towards green information literacy
instruction is presented. Conclusions and recommendations are drawn for
practice and further studies.
Keywords: Green libraries, green information literacy, environmentalism,
sustainability, sustainability literacy, sustainable thinking, green information
literacy instruction.
1 Introduction
Scientists agree that our planet is in jeopardy because of the threat of environmental
challenges such as air and water pollution; destruction and depletion of the ozone
layer, forests, soil, oil fields, energy and water, accumulation and distribution of toxic
wastes, and emission of greenhouse gases, which altogether can change our lifestyle
drastically. Environmental changes and challenges are mainly caused by human
activities, however, they impact the survival of all living species, the integrity of the
earth, the security of nations, and the heritage of future generations. Consequently,
there is a need for urgent action to address these problems by changing peoples and
institutions behaviors to reverse the trend and repair the damage. Environmental
issues have become a major area of research and also concern in the twenty-first
century [1-3].
Today, as awareness and interest have increased towards environmental problems,
discussion of environmental sustainability has become widespread in many
governments and organizations. Organizations, including libraries [4], are taking
measures to reduce their damage on the environment. As a result of libraries
involvement with environmental issues, the Green Library Movement, whose main
concern is reducing libraries environmental impact, emerged in the early 1990s [2].
48 S. Kurbanoğlu and J. Boustany
The amount of information available on green and environmentally sustainable
libraries and library practices seems to be growing. However, very little has been
written about how information literacy can contribute to this greening trend. The aim
of this paper is firstly to examine how environmental issues can be incorporated into
libraries, secondly to make an attempt to highlight how information literacy and
information literacy instruction can be transformed into green, and lastly, to discuss
how information literacy instruction can embrace environmental sustainability and
contribute to the green library movement. With this aim, relevant recent and past
publications have been analyzed. Based on an in-depth literature review, a definition
for green information literacy is proposed and a multi-faceted approach towards
environmentally sustainable information literacy instruction is presented. Conclusions
and recommendations are drawn for practice and further study.
2 Terminology
Sustainability is not a synonym for environmentalism. Conserving natural resources
for future generations is only one of the three components of the sustainable
development concept. Although the other two components, namely social equity and
economic growth, are equally important [5-6], in this paper the focus will be on the
environmental dimension of sustainability, in other words environmental
sustainability.
Although often used interchangeably, as Mulford and Himmel [7] indicate, there is
a difference between green and sustainable. Environmental sustainability means
using resources and interacting with the natural world in ways that will not reduce
what is available to future generations [8]. On the other hand, going green means to
“pursue knowledge and practices that can lead to more environmentally friendly and
ecologically responsible decisions and lifestyles, which can help protect the
environment” [9]. Sustainability is a broader concept, and being green is an element
of being sustainable. Green practices such as reducing, recycling, reusing, minimizing
pollution and waste can contribute to sustainability by mitigating the use of finite
resources; however they do not address their replenishment [7]. In other words,
“being green is taking environmental issues into account when making choices, being
sustainable is to consume resources at a rate no faster than they can renew themselves,
and generate waste at a rate no faster than can be assimilated by the environment” [7].
A green information system is a system “designed to minimize GHG [green-house
gas] emission throughout its lifecycle from content creation to distribution, access,
use, and disposal” [3, p. 635].
The term green library refers to a library that is environmentally conscious in
many ways which include a wide range of actions such as,
using nontoxic, and therefore, environmentally friendly cleaning products instead
of toxic chemical cleaners,
reducing energy use,
collecting and promoting materials with environmental themes,
From Green Libraries to Green Information Literacy 49
adopting green practices such as recycling
developing information services that can produce fewer carbon footprints
throughout the lifecycle of the generation, publication, organization, distribution,
access, use and disposal of information [2], [7], [10-12].
Environmental literacy has been defined as “the degree of our capacity to perceive
and interpret the relative health of environmental systems and to take appropriate
action to maintain, restore, or improve the health of those systems” [13, p. 5].
Environmentally literate individuals have a basic comprehension of the environment,
and the concepts of sustainability. Today, it has been designated as a core competency
[4].
Carbon footprint is “the total amount of greenhouse gases produced to directly and
indirectly support human activities, usually expressed in equivalent tons of carbon
dioxide (CO2)” [14].
3 Green Libraries
Libraries practiced sustainability long before the concept of sustainability gained a
wider acceptance, by maintaining knowledge and information from one generation to
the next. The environment has benefited largely from libraries lending practices
which reuse the same materials extensively and reduce the number of trees harvested
[15], [6].
The Green Library Movement, greening libraries and reducing their environmental
impact emerged in the early 1990s and gained popularity in the beginning of this
century [2]. The Talloires Declaration, the first official statement for a commitment to
environmental sustainability in higher education - composed in 1990 and signed by
over 40 countries - had an important impact on this movement. As an action plan for
educating for environmentally responsible citizenship, fostering environmental
literacy for all and incorporating sustainability and environmental literacy in the
operations of universities [1], this Declaration forced academic libraries to start going
green [5].
Greening of libraries is now pervasive, as evidenced by the many publications on
the subject. Libraries of all sorts, today, are finding ways to incorporate green
thinking into action [4] by working on reducing the waste -ecological/carbon
footprints- resulting from library operations and adding more environmentally
responsible practices in their daily operations and services [6].
Libraries today are taking a more proactive role in green practices [6] by helping
communities they serve to become green and sustainable. They lead by setting an
example of, and acting as role models for sustainability.
The green library is a multi-faceted concept with several components, such as
green buildings, green operations and practices, green programs and services, green
information systems and green collections.
50 S. Kurbanoğlu and J. Boustany
3.1 Green Buildings
A green library building is, generally, the first thing that comes to minds when talking
about green libraries. A green or sustainable building isa structure that is designed,
built, renovated, operated, or reused in an ecological and resource efficient manner”
[16].
Green buildings not only help in using finite energy resources prudently, but also
reduce the carbon footprints of these buildings. Buildings are known as one of the
heaviest consumers of natural resources and produce a significant portion of
greenhouse gas emissions. For instance, in the U.S., buildings consume about 70
percent of the electricity and produce about 40 percent of all CO2 emissions [17].
Sustainable aspects of library buildings include features such as lighting,
ventilation, heating and cooling, the interior fittings, installing solar or geothermal
energy systems, use of water-harvesting systems, double-paned windows, low-flush
and dual-flush, all for electricity and water efficiency. The use of sustainable
materials and resources, utilizing building materials, furnishings, and fixtures with
recycled content, use of refurbished materials and products, using products (building
materials, furniture and consumables) made from natural materials, all help the
preservation of natural resources and lessen depletion of resources that require a long
time to renew themselves [7], [11].
3.2 Green Operations and Practices
Green operations and practices in libraries include but are not limited to the following
[6-7], [2], [11], [15], [18-19]:
reusing or donating the items instead of disposing of them,
separating waste and providing onsite-recycling collection
reducing or reusing paper
eliminating use of plastics and instead providing and encouraging use of real
plates/mugs/utensils
using recycled, chlorine-free, FSC certified paper
setting the copier/printer default to duplex
minimizing printing
routing print materials rather than making multiple copies
using shared network and public e-mail folders as searchable repositories for
information and content
using electronically completed/submitted forms
using electronic/digital communication
using products/consumables with recyclable content
procuring refurbished items when possible
purchasing locally
using environmentally friendly cleaning products instead of toxic chemical
cleaners
using stairs rather than elevators
From Green Libraries to Green Information Literacy 51
having every-other light off where possible
re-filling toner cartridges rather than buying new
installing energy-efficient lighting
using motion sensors
shutting down computers when the library is closed to the public
using LCD monitors
using natural lighting and ventilation
choosing and using Energy Star compliant computer components
consolidating servers in large institutions
using virtualization so that multiple patrons can share a single machines
computing power
managing equipment replacement cycles mindfully and having older computers
repaired
finding reputable recyclers of e-waste
recycling toner cartridges and choosinggreen” inks
3.3 Green Programs and Services
The green Library Movement pushed libraries to offer new services. In addition to the
efforts of creating sustainable libraries, librarians have started to offer creative and
unusual green programs to their communities for broadening awareness not only by
providing resources and information on green living and environmental issues but
also organizing educational outreach programs and workshops on adopting green
practices such as recycling and food security to help others achieve greening of their
own lives, facilities, and operations [15], [2], [7].
Libraries, especially public libraries, started to become known as the center for
green education [7]. Librarians today, provide information about growing food and
alternative medicines [2]. Some libraries have created community gardens to educate
patrons about successful gardening practices, some even have maintained tool-lending
(for gardening); some became archival depositories for genetic material like seeds and
started to serve as depository for local seeds [2], [15].
Lending watt meters at a library is another good example for creative and unusual
green services. The Pennsylvania State University Libraries provide watt meters to be
checked out by users to measure at home or office how much electricity an electronic
appliance consumes (in use and not in use). The main aim of this green service is to
help individuals become aware of their consumption and reduce their electric
footprint, as well as save money and become energy smart [20].
3.4 Green Information Systems
Information systems are important parts of libraries and library services. Information
systems and services make extensive use of ICT (information and communication
technologies) and increased use of ICT has a significant impact on energy
consumption and greenhouse gas emission.
52 S. Kurbanoğlu and J. Boustany
Current reports and publications have focused on the amount of energy consumed
in ICT use and Internet searches. Figures might help to understand the environmental
impact of information systems and services: It is estimated that a Google search
causes between 1g-10g (gram) CO2 emissions depending on the time involved and
the equipment used as well as whether the equipment/computer is started or not [21].
Google estimates that several billions of searches (about 6 billion in 2013) are done
per day [22]. Billions of searches are conducted daily to find information not only on
the web, but also in library catalogs, databases, institutional repositories, and e-
resources such as books and journals. As Chowdhury [24] indicates there is an
information retrieval system behind every search that provides access to the
information, and in return, consumes energy and generates CO2 emission. In 2010
Googles total electricity consumption was 2.26 million MWh [23]. “It is estimated
that the Internet consumes between 170 and 307 GW (Giga Watt) of electricity which
is equivalent to 11-19 percent of the total energy usage of the humanity.” [23, p. 614].
A typical computer running for a day (24 hours) creates 494 kg CO2 [25]. Hosting a
mere 10MB of data produces 2-1/2 kilos of CO2 [8]. The energy consumed by servers
and data centers is doubled over five years time [15] and the infrastructure for these
data centers requires electricity for power and cooling, and they “can be more than 40
times as energy intensive as conventional office buildings” [10].
Research shows that appropriate use of ICT can reduce the overall greenhouse gas
emissions of these systems and services. Use of cloud computing (mainly based on
reduced server energy consumption) and Green IT is one example [23]. Chowdhury
[24] proposes four key enablers of green information retrieval: standardization in
processes and practices, sharing resources, reusing content and tools, and green user
behavior with regard to energy usage, business practices, and lifestyle.
3.5 Green Collections and Collection Development
Connell [15] presents three facets of green collection development: selection of
materials whose content informs and assesses green practices, de-selection processes
that emphasize reusing and recycling materials, and selection of a material format
(print or electronic) which generates less CO2 emission.
Selection. This is about building up green collections by selecting green resources
on issues such as environment, green computing, organic gardening, energy
conservation, etc., to add to the librarys collection, including reference works, serials,
books, DVDs, and websites [15]. It is all about facilitating access to green
information.
De-selection. Collection development includes de-selection/weeding of outdated
or worn library materials. Green de-selection is about recycling and reusing weeded
materials. Instead of throwing them away, selling, giving-away or recycling weeded
and unneeded printed resources became a standard green practice. While it is easy to
recycle printed material, it is more difficult to recycle multi-media waste products
such as CDs, DVDs, audiobooks -all come with plastic cases- [15].
Material Format. Sustainability of library collections is generally addressed
with regard to environmental impact of print resources versus electronic resources.
From Green Libraries to Green Information Literacy 53
There are numerous studies that compare the two formats by listing the benefits each
type brings, along with cost, accessibility, archiving, and processing. From an
environmental impact point of view, the carbon footprint of resource formats is the
main focus.
“The problem of reducing a librarys carbon footprints is perhaps the most
complex and most contentious when it comes to the format of the collection” [15].
There are contradictory opinions about the environmental friendliness of printed
resources vs electronic resources. Emphasis is generally on reducing paper use but
there is little awareness of the impact of digital technologies [8]. In evaluating the
environmental impacts of different formats, Connell [15] finds printed resources more
earth friendly. Christinsen [8] claims that we need electricity to power eBook readers,
so eBooks might in some cases kill more trees than print books. On the other hand,
Chowdhury [26] indicates that the environmental costs of production and distribution
of electronic resources are negligible compared to print resources, because the amount
of CO2 generated by the production and distribution of print resources is much
greater than electronic resources.
The environmental impact of the publishing industry is substantial. The impact of
print publishing is mostly in the production of the paper itself [8]. For instance, in the
U.S., paper manufacturing consumes over 15 percent of all the energy used by all
types of manufacturing processes [27]. The impact is multifaceted. Cutting and
processing trees, producing paper, publishing and transporting published materials, all
require energy consumption. However the largest portion of the publishing industrys
carbon footprint is in harvesting trees that would otherwise serve as CO2 storage [19].
Publishers today try to reduce the paper impact by participating in the Green Print
Initiative by using recycled paper and harvesting fewer trees [15].
Electronic publishing, on the other hand, is more complicated. The impact comes
from storage and distribution of data, energy consumption, e-waste disposal, and toxic
clean-up. Today, we let digital copies multiply and there is an environmental cost of
this uncontrolled proliferation. The environmental impact of printing, forwarding, and
storing digital data should also be taken into account. “Going paperless isnt
necessarily green.” [8]
The carbon footprint of e-resources is generally determined by the electricity they
use. It is not only the electricity used at users sites (the use of ICT to access and use
these sources) but also the electricity used by data centers and servers of commercial
search engines, commercial databases and publishers due to the massive amount of
data they store and the massive amount of search traffic they accommodate [15].
Based on an estimate, the worlds ICT ecosystem “uses about 1,500 TWh of
electricity annually, equal to all the electric generation of Japan and Germany
combined.… The zettabyte era already uses about 50 percent more energy than global
aviation.” [28, p. 45].
The environmental impact of e-resources does not stop with electricity use. E-
resources are also associated with increased paper use, as library patrons and staff
print out articles for in-house use [29-30], [18], [15].
54 S. Kurbanoğlu and J. Boustany
Other facets of computer use and disposal, such as recycling, reuse, and toxic e-
waste (which contains lead, mercury, and cadmium) are also important in determining
the environmental impacts of e-resources [15].
There has long been a debate about print versus electronic, however it still is not
fully resolved in regard to their environmental impacts. The popular opinions that
delivering information electronically is greener and paperless libraries are more
environmentally friendly are not fully proven [31]. Print and electronic media both
have positive and negative impacts on the environment [32]. There is no doubt that
the amount of databases, electronic journals, eBooks, digital repositories, archives,
and digitally-born collections will continue to grow. Both print and e-resources will
each remain a significant portion of most libraries collections. As Carli [32] notes,
both can be sustainable, but both will need to become far more eco-efficient over the
next years.
4 Green Information Literacy
Although there is a large body of literature on green libraries and the green library
movement, exploration of the connection between information literacy, environmental
sustainability and going green has been very limited.
Information literacy is, in fact, closely linked to environmental literacy and has a
positive impact on the environment. First of all, with its meta-literacy characteristic,
information literacy skills help to develop and improve environmental literacy skills.
Information literacy simply facilitates accessing and selecting the most relevant,
current and reliable information sources to make well informed decisions on
environmental issues. Critical thinking, another important component of the
information literacy skills set, helps not only to critically evaluate information
available on environmental issues but also helps to perceive and understand the
relative health of environmental systems. Secondly, although environmental
sustainability is not the ultimate target, there is no doubt that advanced search skills –
a part of information literacy skills- help to develop better search strategies, which, in
turn, bring better results in a shorter time span, and leave fewer carbon footprints.
Furthermore, advanced computer literacy skills, a prerequisite for information
literacy, help in many ways to shorten the amount of time computers are used while
searching as well as using and communicating information. Thus, carbon dioxide
emission is reduced.
We can conclude that, even unintentionally, information literacy skills facilitate
going green by pursuing knowledge and practices that can lead to more
environmentally friendly actions. At this point, one can pose a question about whether
or not information literacy is intentionally linked to environmental sustainability.
This seems to be the key question which enables us to define green information
literacy. Green information literacy is a set of conventional skills, as addressed in
almost all information literacy definitions, which is expanded to include sustainable
thinking. In other words, sustainable thinking--considering how our information
behavior, information choices and information actions (search, use, and communicate
From Green Libraries to Green Information Literacy 55
information) affect the environment--is the most important, indispensable and
additional component of green information literacy.
In todays world, where our planet is under the threat of environmental problems,
sustainable thinking is as important as critical thinking. Placing it among the core
components of information literacy materializes transformation towards green
information literacy. Once this is realized, individuals will be more aware of the
impact of their information behaviors on ecological, economic, and social systems
and this will lead to more ecologically responsible actions, which can help protect the
environment.
The emergence of the green information literacy concept will certainly require a
new approach to information literacy instruction. Information literacy instruction can
be bonded with environmental sustainability and contribute to the green library
movement in several ways. Greening information literacy instruction is two-fold. On
one hand, instruction sessions can embrace green operations and practices. It is about
using resources (materials and energy) prudently and reducing carbon footprints (the
amount of greenhouse gases) produced during instructional activities. This can be
realized in many ways, such as reduced distribution of printed flyers and training
materials (printing on-demand), using both sides of paper, and using recycled paper.
In addition to reduced paper use, the following practices would also help:
using re-usable mugs/beverage containers rather than disposable during the breaks
collecting and re-using training materials at the end of the sessions
switching off lights when the instruction session ends
switching off computers and monitors following instruction
using natural lighting and ventilation when possible
collecting recyclable waste which is produced during the sessions and making sure
they are recycled.
On the other hand, information literacy instruction can be engaged with
environmental sustainability by embedding sustainable thinking into it. It is about
making users conscious about how to go green while searching, selecting, using and
communicating information. According to Stark [4], information literacy instruction
is a good opportunity for libraries to help users to shift their thinking towards
sustainability. This can be carried out by demonstrating factual figures, and drawing
their attention to the environmental impacts of their information behaviors and
actions. For instance, presenting figures on CO2 emission generated by a web search
while teaching how to develop efficient search strategies might help in this direction.
It will certainly help users develop sustainable thinking and sustainable attitudes in
their information literacy actions if they know that the Internet's carbon footprints
now exceed those of air travel [33], [28]. The environmental impact of paper vs
electronic sources, the use of information and communication technologies, and
information systems can be referred in information literacy instruction programs. This
will, no doubt, increase the awareness and motivation of users to act responsibly in all
activities where they use their information literacy skills. As Stark [4] suggests
“thinking about sustainability should not be confused with thinking sustainably.”
56 S. Kurbanoğlu and J. Boustany
Teaching how to think sustainably while using information literacy skills (searching,
accessing, using, and communicating information) should become an integral part of
information literacy instruction. Link [34], also suggests using green topics and
resources as the basis for information literacy instruction sessions. This will also help
increasing awareness in an indirect way.
Understanding the impact of everyday information choices on the environment
becomes more and more important and libraries, especially instruction librarians can
play a key role here. As Miller [35] states, “libraries are challenged with the new role
of connecting the public with environmental awareness and education.” However,
according to Stark [4] they “have not fully approached the role they could play in
embedding sustainability into information literacy”. It is their responsibility to foster
sustainable thinking in information literacy instruction and fully engage
environmental sustainability in their teaching mission. Embedding sustainable
thinking can make information literacy instruction much more interesting and rich.
5 Conclusions and Recommendations
There are many opportunities for information literacy to contribute to environmental
sustainability. Reducing the ecological footprint of our information behavior, choices
and actions is possible by developing sustainable thinking skills as part of our
information literacy skills repertoire. We need to recognize the need for more
information on the concept of green information literacy, which is neglected, and
requires attention, and how sustainable thinking can be embedded into information
literacy instruction. Up until now, very little written has been on this issue and further
research is needed to elaborate more on possible practices in this area.
It is expected that this study will be helpful to further develop the concept of green
information literacy and will pave the way for further research. We would like to
invite information literacy experts, instructors and researchers to think about it and
discover new dimensions to its definition and practice.
Following are some recommendations for greening information literacy and
information literacy instruction:
promoting scholarly research
developing expertise in environmental issues and green library practices
embedding sustainable thinking into information literacy concepts and instruction
adapting information literacy standards to embrace environmental viewpoints and
sustainable thinking
writing reports on how information literacy instruction can support environmental
sustainability and sharing them with the decision makers
embedding sustainability in information literacy policy documents as well as
library policy and strategic planning
collaborating for information literacy instruction with faculty in disciplinary areas
which touch on studies of the environment and sustainability
From Green Libraries to Green Information Literacy 57
compiling factual information on the impact of information behaviors and actions
on the environment and presenting and sharing this information widely with users
exploring means of sharing ideas on going green in information literacy activities.
We can conclude that green information literacy and the greening of information
literacy instructional initiatives can contribute, in different ways, to the creation of a
greener environment, and should be seen as an important component of the Green
Library Movement.
References
1. ULSF: Tallories Decleration (2001),
http://www.ulsf.org/programs_talloires.html
2. Antonelli, M.: The Green Library Movement: An Overview and Beyond. Electronic Green
Journal 1, 27 (2008), http://escholarship.org/uc/item/39d3v236
3. Chowdhury, G.: Building Environmentally Sustainable Information Services: A Green IS
Research Agenda. Journal of the American Society for Information Science and
Technology 63(4), 633–647 (2012)
4. Stark, M.R.: Information in Place: Integrating Sustainability into Information Literacy
Instruction. Electronic Green Journal 1, 32 (2011), http://escholarship.org/
uc/item/1fz2w70p
5. Smith, M.: Getting There from Here: Changing the Ecological and Social Footprint of our
Professional Conferences. Against the Grain 22(6) (2010-2011),
http://www.berkshirepublishing.com/assets/pdf/ATG_v22_No6_De
cJan2011.pdf
6. Jankowska, M.A.: Practicing Sustainable Environmental Solutions: A Call for Green
Policy in Academic Libraries. Against the Grain 22(6) (2010-2011),
http://www.berkshirepublishing.com/assets/pdf/ATG_v22_No6_De
cJan2011.pdf
7. Mulford, M.S., Himmel, N.A.: How Green is My Library? Libraries Unlimited, Santa
Barbara, California (2010)
8. Christinsen, K.: Sustainability in Collection Development: Seeing the Forest and the Trees.
Against the Grain 22(6), 1–16 (2011),
http://www.Berkshirepublishing.com/assets/pdf/
ATG_v22_No6_Dec.pdf
9. Going Green (2013), http://www.thrall.org/special/goinggreen.html
10. Jankowska, M.A., Marcum, J.W.: Sustainability Challenge for Academic Libraries:
Planning for the Future. College & Research Libraries 71, 160–170 (2010)
11. Purohit, S.: Green Library: A New Concept of Library. In: International Conference on
Entrepreneurial Approaches to Librarianship, December 26-28 (2013)
12. Fourie, I.: A Call for Libraries to Go Green: An Information Behaviour Perspective to
Draw Interest from 21st Century Librarians. Library Hi Tech. 30(3), 428–435 (2012)
13. Roth, C.E.: Environmental Literacy: Its Roots, Evolution and Directions in the 1990s.
ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus
(1992)
14. Time for Change: What is a Carbon Footprint - Definition (2007),
http://timeforchange.org/what-is-a-carbon-footprint-definition
15. Connell, V.: Greening the Library: Collection Development Decisions. The Journal of the
New Members Round Table 1(1) (2010),
http://www.ala.org/nmrt/sites/ala.org.nmrt/files/content/overs
ightgroups/comm/schres/endnotesvol1is1/3greeningthelibrary.pdf
58 S. Kurbanoğlu and J. Boustany
16. CalRecycle: Green Building Basics (2014),
http://www.calrecycle.ca.gov/greenbuilding/basics.htm
17. Energy Information Administration. Annual Energy Outlook with Projections for 2030
(2008), http://www.eia.gov/oiaf/aeo/pdf/0383(2008).pdf
18. The Role of IT in Campus Sustainability Efforts: An EDUCAUSE White Paper (2009),
http://net.educause.edu/ir/library/pdf/PUB9003.pdf
19. Milliot, J.: Toward a Greener Future. Publishers Weekly 255(10) (2008),
http://www.publishersweekly.com/pw/print/20080310/
15955-toward-a-greener-future.html
20. PennState.: Watt Meter to Measure Electricity Use is Available at Libraries. Penn State
News (2014), http://news.psu.edu/story/312112/2014/04/15/impact/
watt-meter-measure-electricity-use-available-libraries
21. Leake, J., Woods, R.: Revealed: The Environmental Impact of Google Searches. The
Sunday Times (2009), http://evanmills.lbl.gov/commentary/docs/
times.pdf
22. Statistic Brain.: Google Annual Search Statistics (2014),
http://www.statisticbrain.com/google-searches/
23. Chowdhury, G.: Sustainability of Digital Information Services. Journal of
Documentation 69(5), 602–622 (2013)
24. Chowdhury, G.: An Agenda for Green Information Retrieval Research. Information
Processing & Management 48(6), 1067–1077 (2012)
25. The University of Oxford IT Services.: Green Desktop Computing (2013),
http://www.oucs.ox.ac.uk/greenit/desktop.xml?ID=estimate
26. Chowdhury, G.: Carbon Footprint of the Knowledge Sector: Whats the Future? Journal of
Documentation 66(6), 934–946 (2010)
27. Peters, T.: How Green is My Library? Smart Libraries Newsletter 29(2), 1–3 (2009),
http://www.alatechsource.org/sln/february-2009
28. Mills, M.P.: The Cloud Begins with Coal: Big Data, Big Networks, Big Infrastructure, and
Big Power. An Overview of the Electricity Used by the Global Digital Ecosystem.
National Mining Association and American Coalition for Clean Coal Electricity (2013)
29. Alpi, K.M.: Its not Easy Being Green: A Survey of Staff Experiences with Environmental
Issues in Sci-Tech and Other Libraries. Issues in Science and Technology Librarianship 26
(2000),
http://www.istl.org/00-spring/article1.html?a_aid=3598aabf
30. Nardozza, F., Stern, N.: Printsense: Making Sense of Print Management. EDUCAUSE
CAR Research Bulletin (2006), http://net.educause.edu/ir/library/pdf/
ERB0606.pdf
31. Jankowska, M.A.: The Way I See It: A Call for Sustainable Library Operations and
Services: A Response to ACRLs 2007 Environmental Scan. C&RL News 69(6), 323–324
(2008), http://crln.acrl.org/content/69/6/323.full.pdf
32. Carli, D.: Print vs. Digital Media: False Dilemmas and Forced Choices. The Institute for
Sustainable Communication, New York (2010)
33. Owen, D.: The Inventors Dilemma. New Yorker 86(13), 42–50 (2010)
34. Link, T.: Transforming Higher Education Trough Sustainability and Environmental
Action. Issues in Science & Technology Librarianship (2000),
http://www.istl.org/00-spring/article4.html
35. Miller, K.: Public Libraries Going Green. American Library Association (2010)
... Libraries began embracing green themes in the 1990s, and the green library movement has gradually grown from green librarianship to green librarian (Jankowska and Marcum, 2010). Green libraries are multifaceted, with multiple components such as green activities and operations, green buildings, green information systems, green collections, and green services and programs (Kurbanoğlu and Boustany, 2014). This study focuses on the green library building factor, while other practices such as recycling, noise, and paper use are part of the environmental management factor. ...
... Several names have been assigned to green library buildings, such as sustainable libraries and environmentally friendly libraries. The most important goal of green library building is to decrease the negative effects on the environment and society or reduce the ecological footprint (Kurbanoğlu and Boustany, 2014). To complete the cycle of the environmental dimension, the environmental management factor closes the cycle. ...
... In this study, "green library building" refers to the attitude of librarians toward adopting environment-friendly actions and practices in library infrastructure and operations. This includes strategies such as careful site selection, utilization of natural building materials, resource conservation, waste material recycling, and promoting community engagement in environmental issues using information (Kurbanoğlu and Boustany, 2014;Sarkar, 2020;Schopfel, 2013;Singh and Mishra, 2019). Previous studies have consistently shown that green library buildings can achieve multiple objectives, including reducing consumption costs, minimizing negative environmental impacts, and improving indoor environmental quality (Kurbanoğlu and Boustany, 2014;Sarkar, 2020;Schopfel, 2013;Singh and Mishra, 2019). ...
Article
The purpose of this study is to develop a model for corporate social responsibility (CSR) in libraries. This study seeks to fill the gap in the literature regarding empirical studies on the factors influencing the social responsibility of public and academic libraries in the United Arab Emirates (UAE). A quantitative study was conducted to examine the intention to adopt CSR in UAE libraries using the Partial Least Squares Structural Equation Modeling Path Model Assessment. The process included an assessment of the measurement model and an assessment of the structural model. An online survey was conducted using a questionnaire, and data were gathered from 237 valid responses to validate the structural model of this study. The relationships among the variables and the most influential factors were determined using Importance-Performance Matrix Analysis. The results support significant relationships between activities and events, outreach, professional ethics, employees’ relationship, health and safety, partnerships, user issues, and reporting and library corporate social responsibility (LCSR). The study found that the most important factors in LCSR are employees’ relationships and professional ethics. The proposed model can help libraries to apply social responsibility that fits the nature of libraries. The theoretical framework and methodology used in this study could be useful for researchers in the fields of CSR and library and information science.
... Its task is to change the behavior of an individual or the entire institution" (Čadovska, 2017). Virtually, all definitions of information literacy refer to a set of conventional abilities that are enhanced to include sustainable thinking as "green information literacy" (Kurbanoglu & Boustany, 2014). The current study undertaken tries to highlight the awareness, attitude, and perception of library professionals regarding the green movement at the University of Calicut. ...
... (Hauke, 2018). Information literacy abilities make it easier to go green by exploring information and habits that can result in more ecologically friendly behavior (Kurbanoglu & Boustany, 2014). Abiolu and Okere (2011) recommended information specialists should use several strategies or methods, including repackaging, seminars, exhibitions, social media, and awareness campaigns, in their efforts to improve illiterate communities' access to environmental information. ...
... The success stories and lessons learned from libraries with well-established green practices serve as valuable insights for the broader library community. These libraries have demonstrated the tangible benefits of green initiatives, showcasing how environmental sustainability can be integrated into library operations and services (Kurbanoğlu & Boustany, 2014). By incorporating renewable energy facilities and green building practices, libraries have been able to preserve archives and reduce their environmental footprint (Ozoadibe & Obi, 2023). ...
Article
Aims: Public libraries are integral to community development, offering access to information, education, and cultural resources. In response to the imperative of environmental responsibility, libraries are increasingly adopting sustainable practices to reduce their ecological footprint. This paper identified the environmental sustainability initiatives, assessed their effectiveness and explored the challenges faced by public libraries in implementing environmental sustainability initiatives Methodology: This study employed a positivist research paradigm and survey design to investigate environmental sustainability initiatives in eleven geographically diverse public libraries in Ghana. Utilizing purposive and stratified random sampling, 70 library staff members were surveyed through tailored closed-ended questionnaires. The analysis focused on identifying the initiatives, assessing their effectiveness, and exploring implementation challenges. Statistical analysis was conducted using ANOVA to evaluate the study objectives, ensuring a rigorous examination of the data collected from library staff experiences with sustainability initiatives Results: The research findings indicate that gender does not significantly affect staff involvement in environmental sustainability initiatives in libraries, but age, education, job roles, and experience do. Younger, more educated individuals in specific roles showed greater participation. Varied perceptions about sustainability initiatives were noted among different demographics. This study identified critical challenges faced by libraries in implementing environmental sustainability initiatives. Financial constraints emerged as a predominant barrier (F-statistic = 12.909, P = 0.00). Insufficient staff training and awareness also hindered efforts (F-statistic = 9.834, P = 0.00). Limited management support (F-statistic = 7.739, P = 0.00) and resistance to change (F-statistic = 14.466, P = 0.00) further impeded progress. Inadequate infrastructure was a significant challenge (F-statistic = 21.486, P = 0.00), emphasizing the need for investment in sustainable technologies. Conclusion: The environmental sustainability initiatives in Ghana’s public libraries demonstrate a commitment to green practices and community engagement. By implementing tailored awareness campaigns, continuous staff training, and inclusive policies, libraries can effectively promote eco-friendly behaviors. Addressing challenges such as financial constraints and infrastructure limitations will further enhance their role in fostering sustainable development.
... Libraries are crucial information sources for promoting environmental awareness and adoption of environmentally friendly practices in addition to being stores of knowledge [5] [6]. Green libraries find ways to incorporate green thinking into action [7]. ...
... cbf nN N a https://doi.org/10.3311/celisr.37600 and practices, green programmes and services, green information systems, and green collections (Kurbanoğlu and Boustany, 2014). Hauke (2017) emphasises that green libraries focus on services, activities, events, literature and projects related to all types of sustainability according to the UN 2030 Agenda, there by demonstrating their social role and responsibility as leaders in sustainability education. ...
Article
This study aims to investigate the integration of sustainability principles into the strategic plans of national libraries within the European Union (EU-27). Content analysis was conducted on 22 strategic plans of national libraries to identify chapters, sections, or objectives explicitly mentioning sustainability, as well as keywords related to the four pillars of sustainability: environmental, economic, social and cultural. The analysis revealed varying degrees of emphasis on sustainability across the national libraries. The findings provide valuable guidance for national libraries seeking to strengthen their commitment to sustainable development and align their operations with global sustainability goals.
... Nastojeći temu dograditi našim temeljnim poslanjem -knjigom -na Festivalu je predstavljena knjiga Speleologija, a rezultat je suradnje 40-ak autora speleologa i znanstvenika, te dosad najveća speleološka knjiga na ovim prostorima. 12 U drugom dijelu festivala uvijek se organizira predstavljanje knjižničnih postera koje je 2020. organizirano na terasi Knjižnice. ...
Article
Full-text available
Background of the study: Eco-friendly information literacy plays an important role in helping to change public behavior towards a more environmentally friendly lifestyle. Purpose: The aim of this research is to examine various aspects of information literacy within the green and sustainable business programs conducted by The Local Enablers (TLE) in an eco-friendly context. Method: The research method employed is qualitative descriptive study. The research subject is based on the involvement of specific parties with the research object to be studied in-depth. The subjects involved in this study consist of several individuals who play roles in the TLE project team during the planning and implementation of green and sustainable business programs. Findings: This research outlines the information literacy process in the green and sustainable business program at TLE according to the Big6 Model theory, from problem formulation to information evaluation. The Big6 Model assists TLE as a problem-solving framework for the information needs of the green and sustainable business program. Each member of the TLE team is able to explain the process of searching for and using information during program development. Conclusion: Eco-friendly information literacy is well-established within TLE, where they actively seek out and implement new environmental information within the TLE ecosystem. In designing and implementing green and sustainable business programs, TLE recognizes the urgency of environmental issues and understands that the process of information literacy is an effective problem-solving tool.
Article
Full-text available
The purpose of this article is to identify green (environmentally friendly) practices in the university libraries of Kocaeli and Istanbul, and to determine the environmental awareness and attitudes of the users (students) of these libraries in their daily lives, as well as conceptually. In addition, students’ level of awareness about the environmental impacts of access to and use of information, and the greenness of libraries from the user’s perspective were also investigated. Within the scope of the study, data was collected through a face-to-face questionnaire method conducted with the library users of 11 universities. Questionnaires were distributed only to student library users, and a total of 436 students answered them. This study differs from the existing literature by evaluating the environmental measures applied by librarians and their users, in contrast to studies employing conceptual approaches to the subject of green libraries. This study is intended to assist library managers, librarians and researchers conducting research on these issues. It encompasses the users’ perceptions of green libraries, environmental approaches and practices that they support in libraries, their awareness of the environmental effects of information access and use, and how they evaluate their library from a green perspective. In a global context, it aims to contribute to the literature on libraries by presenting data from an unresearched region. The study first assesses the green practices of 11 university libraries using a questionnaire given to library managers, and then assesses them using a questionnaire distributed to users. Finally, it seeks to present a concrete link between information literacy and the environment, contrasting green libraries with their users’ awareness of environmental impact. The results of the study showed that 7 of the 11 university libraries are in the green library category. When the data obtained from the users was analyzed, the average score for environmental awareness and attitude (EAA) in daily life among those who had received environmental education was found to be significantly higher than those who had not. The level of greenness a library was evaluated as having (EGL) was significantly higher among users of green libraries than non-green users. This can be interpreted as users having noticed the environmentally friendly measures being practiced. No significant difference was found between the green libraries and their users’ environmental awareness and attitudes in daily life.
Article
Full-text available
Purpose: The purpose of this study is to explain the views of graduate students of the Faculty of Psychology and Educational Sciences of Allameh Tabataba'i University on the effect of green information literacy on environmental protection. Methodology: The present study is an applied research that was conducted using a descriptive-survey method with a quantitative approach. The statistical population of this study is 910 people, which according to Morgan and Krejcie table, the sample size is 270 people. Data collection tool was a researcher-made questionnaire and finally the collected data were analyzed with SPSS software. Findings: In the present study, by evaluating green information literacy in four sections of environmental knowledge, environmental motivation, environmental behavior or performance, attitude towards environmental protection, the findings showed that the impact of green information literacy on all four sections The average (3.80) is above the average level and the assessment of green information literacy in four sections from the perspective of the research community with p value <0.05 is of great importance and has an important impact. Conclusion: According to the obtained results, from the point of view of master's students of the Faculty of Psychology and Educational Sciences of Allameh Tabatabai University, green information literacy has a high impact on preserving the environment.
Article
Current concerns over the sustainability of our biosphere for future generations of humans are being scrutinized on the fringes of the higher education complex. What role does higher education play in creating a more sustainable future? What responsibility do librarians have for the current decline in biological systems around the globe? How might we rethink what we do and how we do it? And where do libraries, which were once considered the heart of the university, fit into these questions? I will argue that the situation is potentially critical, that our responsibilities are substantial, and that our chance to show leadership is ripe.
Article
Earth Day 2000 is time to study what is being done in libraries to promote the well-being of the environment. In March 2000, sixty-five STS-L Listserv subscribers responded to a survey asking about environmental policies and committees, individual and institutional attitudes and behavior related to recycling, and the effects of electronic journals and reserves on copying and printing. The responses provide some data on environmental activities in the libraries of STS-L subscribers. Information and tips on reducing, reusing and recycling supplement the results with concrete ideas on improving the environment in libraries.
Article
Academic librarians have not fully approached the role they could play in embedding sustainability into information literacy: the process of critically accessing, evaluating and using information. This area is a rich opportunity for libraries to help train students to shift their thinking toward more sustainable models. Because libraries are central to students' academic investigations, the work of librarians in embedding information literacy across the curriculum is an obvious place to transform the practices of knowledge inquiry. By adapting the national ACRL standards to the cultural, historical, ecological, economic and local environment at the University of Montana, students will be led to recognize the importance of the sustainability, place and impact of the information.