URN_NBN_SI_doc-TU6JAVFY

112 Knjižnica, 2018, 62 (1–2), 111–134 Miloš Petrovič Abstract Purpose: The article describes the history of relations between academic libraries and universities in the field of user education. Education has the same meaning for the uni- versity as information literacy has for academic libraries. We were interested in how successfully the libraries are participating in this process and how the universities are responding. We have also demonstrated the impact of new technologies and the im- portance of e-learning in a changing learning environment. Methodology/approach: Theoretical approach and content analysis of universities, fac- ulties and libraries official documents. Results/analysis: Findings show that we can expect changes in the relationship be- tween universities and libraries, not so much because of the influence of libraries on this relationship, but mainly due to external factors such as, for example, open sci- ence, open learning content, research data management, etc. Research limitation: We have mainly pointed out the example of the University of Mari- bor Library and the University of Maribor. Further research should include other Slo- vene universities. Originality/practical implications: In the case of participation in doctoral schools, we have shown that examples of good practices exist in spite of the fact that this area is not systematically regulated at the university. Such good practices could be the first step toward systematic regulation. Keywords: information literacy, e-learning, academic libraries, universities Plus ça change, plus c’est la même chose. (Jean-Baptiste Alphonse Karr) (Bolj se stvari spreminjajo, bolj ostajajo enake) 1 Uvod Današnjo družbo znanja zaznamujejo moderne tehnologije, stalne spremembe in velika količina informacij. Področje visokošolskega izobraževanja ni nobena izjema. Intenzivno uvajanje računalniških, informacijsko komunikacijskih ter v zadnjem času mobilnih tehnologij je potekalo sočasno s spremembami v načinih poučevanja in učenja. Reforma evropskega visokega šolstva je poleg prenove programov prinesla tudi nove pedagoške metode dela, ki »naj bi spodbudile aktivnost študentov pri pri- dobivanju znanja, reševanju učnih in raziskovalnih problemov, pri čemer bo izstopala kritična presoja, odločanje, organiziranje, selekcioniranje, uporaba in vrednotenje informacij. Sodobne pedagoške metode naj bi omogočale večjo ustvarjalnost in inovativnost študentov, osebno izbiranje načinov učenja in