Teaching Information literacy Skills for Training Programs to Higher Education with Emphasis on urban studies

This study aims to determine the need for teaching information literacy skills in the curriculum of higher education. From MA and doctoral students in urban studies, 380 samples were selected using stratified random sampling. In the process of gathering data translated Information Literacy Competency Standard Questionnaire for Higher Education by the American Library Association in 2000 approved, used and to analyze the results descriptive statistics were used. The results showed that there is a significant difference between the mean scores of T (inferential statistics) MA and PhD student’s view test on the literacy information, but between the mean scores of two educational groups (humanities, in urban studies and technical). There is not a significant difference between the mean scores of male and female students. Based on the findings facilities, educational content, quantity and quality are factors in self-learning and factors that caused differences or lack of differences and recommended that the curricula in higher education, most students considered information literacy capabilities.