From Green Libraries to Green Information Literacy

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.

Full text

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 people’s 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 is “a 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 machine’s
computing power
• managing equipment replacement cycles mindfully and having older computers
repaired
• finding reputable recyclers of e-waste
• recycling toner cartridges and choosing “green” 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
Google’s 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 year’s 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 library’s 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 library’s 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 industry’s
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 isn’t
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 world’s 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 today’s 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.
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