Information Literacy
and the
21st Century Academy
The newest generation of
learners in the 21st century
is the net generation.
Young adults born in or after 1990 are unique because
their birth coincides with the introduction of the
graphical Web that resembles the Internet of today.
These young people are often referred to as “digital
natives” while older generations are described as
“digital immigrants.”
These digital natives can be
categorized according to
common digital behaviors
and attitudes.




It can be assumed that they are the most
electronically-connected generation in history.
They are electronic multi-taskers.
They are used to having information at their
fingertips.
They are often described as “tech-savvy.”
Interesting findings from the Online Computer Library
Center (OCLC) Membership Report’s (2005) College
Students Perceptions of Libraries and Information
Resources that was based on a nationwide survey of
approximately 400 student participants at postsecondary
institutions show that students preferred method of
searching for answers to both factual and complex
research questions is to start with a search engine (p. 62), even if it may not be the most efficient or fastest
means to answers.
Other results from this same
OCLC report (2005) are:


College students’ preferred method for identifying
new electronic resources is to use search engines too.
They also consult their friends and teachers and refer
to Web site links. Librarians are consulted less often
then these options. (p. 1-9)
“Libraries and search engines are trusted almost
equally among college students.”
(p. 6-5)
Google influences the net
generation’s search choices
through aggressive
advertising.
Important research about the net
generation claims that this generation is
not adequately prepared for higher
educational studies.
“For example,”
The bipartisan, nonprofit organization Achieve Inc.’s
(2007) “Closing the Expectations Gap 2007: An Annual
50-State Progress Report on the Alignment of High
School Policies with the Demands of College and Work”
finds that as students graduate from high school and enter
college, they may not arrive prepared with the research
skills needed to find evidence in support of their collegelevel writing assignments or the writing required in the
workplace.

Preliminary research findings by the
Educational Test Service support this concern,
as many college students who took the
iSkills™ Assessment, formerly called the
Information and Communication Technology
Literacy Assessment, did not demonstrate
critical thinking skills needed “to perform the
kinds of information management and research
tasks necessary for academic success.”
(Bogan, 2006)
According to Irvin R. Katz (2007), a senior researcher
at ETS, iSkills™ assessment results from a sample of
approximately 6300 college and high school students
and 63 schools indicate the net generation’s lack of
ICT literacy:
“During a task in which students evaluated a set of
Web sites:
• Only 52 percent judged the objectivity of the sites
correctly • 65 percent judged the authority correctly •
72 percent judged the timeliness correctly • Overall,
only 49 percent of test-takers identified the one Web
site that met all criteria”
“When selecting a research statement for a
class assignment:
• Only 44 percent identified a statement that
captured the demands of the assignment • 48
percent picked a reasonable, but too broad,
statement • 8 percent picked statements that
did not address the assignment.”
“When asked to narrow an overly broad
search:
• Only 35 percent selected the correct revision
• 35 percent selected a revision that only
marginally narrowed the search results.”
“Other results suggest that these students’ ICT literacy
need further development:
• In a Web search task, only 40 percent entered multiple
search terms to narrow the results • When
constructing a presentation slide designed to
persuade, only 12 percent used only those points
directly related to the argument • Only a few test
takers accurately adapted existing material for a new
audience • When searching a large database, only 50
percent of test takers used a strategy that minimized
irrelevant results.”
Nov. 15, 2006
Are College Students Techno Idiots?
Susan Metros, a professor of design technology at
Ohio State University, says that reading, writing and
arithmetic are simply not enough for today’s students.
What is important for learners is information: how to
find it, how to focus it, and how to filter out
nonsense. But for many students, their main source
for information is Google, which Metros finds
troubling…
The net generation’s preparation for higher
education is a national concern.
October 15, 2007
Voters urge teaching of 21st-century skills
Poll suggests 'back-to-basics' approach to education is not enough for nation's citizens
By Meris Stansbury, Assistant Editor, eSchool News
Results of a new poll commissioned by the Partnership for 21st Century Skills shows
the vast majority of U.S. voters believe students are ill-equipped to compete in the
global learning environment, and that schools must incorporate 21st-century skills
such as critical thinking and problem solving, communication and self-direction, and
computer and technology skills into the curriculum. But the upcoming presidential
election, researchers say, presents a perfect opportunity to charter a new path to
success for America's students.
Librarians and faculty members
need to develop students’ critical
thinking and problem solving skills
for lifelong learning to compete in a
global knowledge-based society.
What is Information
Literacy?

“A person must be able to
recognize when information is
needed and have the ability to
locate, evaluate, and use
effectively the needed information.”
------(1989). American Library Association Presidential Committee on Information
Literacy, Final Report, p.1.

“Information Literate people are
those who have learned how to
learn. They know how find
information, and how to use
information in such a way that
others can learn from them. They
are people prepared for lifelong
learning, because they can always
find the information needed for any
task or decision at hand.”
--------(1989). American Library Association Presidential
Committee on Information Literacy, p.1.
"The half of knowledge is to know
where to find knowledge"
Anonymous Inscription over the Main
Entrance to Dodd Hall ... Florida State
University Library , 1956
How we are going to teach
Information Literacy skills to our
students?
“Using problem-based learning, evidence-based
learning, and inquiry learning.”
“Create student-centered learning environments
where inquiry is the norm, problem solving
becomes the focus, and thinking critically is part
of the process.”
http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm
Information Literacy Competency
Standards for Higher Education


Standard One
The information literate student determines the
nature and extent of the information needed.
Standard Two
The information literate student accesses
needed information effectively and efficiently.
Standard Three
The information literate student evaluates
information and its sources critically and
incorporates selected information into his or her
knowledge base and value system.
 Standard Four
The information literate student, individually or as
a member of a group, uses information effectively
to accomplish a specific purpose.


Standard Five
The information literate student understands
many of the economic, legal, and social issues
surrounding the use of information and
accesses and uses information ethically and
legally.
http://www.ala.org/ala/acrl/acrlstandards/info
rmationliteracycompetency.cfm
Curriculum Integration
Kuhlthau’s research into the informationseeking behavior of students points directly to
her philosophy about INFORMATION
LITERACY – That INFORMATION
LITERACY is not a discrete set of skills but
rather a WAY OF LEARNING (1993).
Kuhlthau, C.C. (1993). Seeking Meaning: A Process Approach to Library and
Information Services.[ie] Greenwich, CT: Ablex.
How we are going to teach
Information Literacy skills to our
students?
To teach Information Literacy skills,
Information Literacy standards and
indicators have to be integrated into the
subject curriculum. To accomplish that
task it is necessary to have the Library as
the principal laboratory, where faculty
and librarians work in collaboration.
NEW PARADIGM
BEST PRACTICES
INFORMATION LITERACY
STUDENT ACHIEVEMENT
INFORMATION LITERATE
STUDENT IS:



AN AVID READER
CRITICAL AND CREATIVE THINKER
AN INTERESTED LEARNER WHO USES
LIBRARY AND TECHNOLOGY SKILLS TO
INVESTIGATE, ORGANIZE, AND
COMMUNICATE WHAT IS LEARNED IN A
RESPONSIBLE MANNER.
( LOERTSCHER, 1996 P. 192 )
INFORMATION SEEKING PROCESS
COGNITIVE PROCESS
RESEARCH
PROCESS
STUDENT CREATES MEANING
STUDENT ACHIEVES
UNDERSTANDING
(KUHLTHAU, 1993; Scott & Smith,1987)
RESEARCH
PROCESS
LEARNERS ARE
ACTIVE PARTICIPANTS
IN THEIR OWN
LEARNING RATHER
THAN “Passive
Receivers”.
(Kuhlthau, 1993b, p.23)
RESEARCH
PROCESS
Learners become
conscious of their lack of
knowledge, and reach the
point where they control
the self-learning process.
Teacher’s role changes
from transmitter of
information to facilitator
of teaching-learning
dynamics.
(Freire, P. 1995)
RESEARCH
PROCESS
ALLOWS STUDENT
TO DEVELOP
INFORMATION
SKILLS.
LIBRARY ROLE
TO ENSURE THAT STUDENTS,
FACULTY AND STAFF ARE
EFFECTIVE USERS OF INFORMATION
Additional Reasons to Advocate for
Integration of Information Literacy
in the Kean University Curriculum
Information literacy
instruction supports the
Kean Mission Statement
According to the Kean Mission statement,
“…the University prepares students to think
critically and creatively; to adapt to changing
social, economic, and technological
environments; and to serve as active and
contributing members of their communities”
(Kean University, 2000).
Foundation for Lifelong Learning
“Information literacy forms the basis for
lifelong learning. It is common to all
disciplines, to all learning environments, and
to all levels of education. It enables learners to
master content and extend their investigations,
become more self-directed, and assume greater
control over their own learning” (American
Library Association, 2006).
Additional reasons to focus on
Information Literacy:


NJ Commission on Higher Education’s proposal to
change state licensure regulations for college libraries
and services. This change would appear in the NJ
Administrative Code and would require universities
to have a campus-wide information literacy plan that
includes assessment (Oates, 2007).
Middle States looks for integration and assessment of
information literacy outcomes in the curriculum
(Middle States Association of Colleges and Schools,
2003; Ratteray, 2002).
Guidance is available from the
Association of
College & Research Libraries
Characteristics of Programs of Information Literacy
that Illustrate Best Practices:
A Guideline
http://www.ala.org/ala/acrl/acrlstandards/characteristics.cfm
Best Practices Initiative
Institute for Information Literacy
Approved by the ACRL Board, June 2003
(American Library Association, 2003).
What is the status of
Information Literacy
at Kean University?
Information literacy instruction
occurs in various settings:

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Librarian-student interactions at the Reference Desk.
Librarian-student interactions during Telephone,
Email, and Q and A NJ reference interactions.
Faculty incorporating problem-based research
assignments into the curriculum.
Faculty sharing disciplinary research expertise with
students in the classroom.
Librarians working with classes in library instruction
sessions, often utilizing active learning projects and
exercises developed through faculty and librarian
collaboration.
Foundation for a campus-wide
information literacy plan:



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Transition to Kean library component.
Research & Technology library module, including
pretest and posttest information literacy assessment.
Library instruction “lesson outlines,” based upon
ACRL Information Literacy Competency Standards
for Higher Education.
Course-specific information literacy resources,
including active-learning worksheets, tutorials,
research guides, and webliographies.
What can we do next to advance
integration of information literacy
into the curriculum?
Top-Ten Ways to Integrate
Information Literacy into the
Curriculum
1. Strive for a commitment regarding
information literacy integration in the
University’s Strategic Plan, perhaps even in
the University Mission Statement.
2. Integrate information literacy instruction and
assessment into the General Education
curriculum.
3. Build upon existing faculty best practices for
information literacy instruction and
assessment.
4. Call for faculty members to advocate for
information literacy integration in their
departments (for example, into their
departments’ course outlines).
5. Increase collaborative efforts by faculty and
librarians to develop active learning exercises
and rubrics and to pursue larger-scale
assessment project, such as research and
writing portfolio assessment (Breivik, 2000;
Scharf, Elliot, Huey, Briller, & Joshi, 2007;
Sharma, 2007).
Rubric image from University of Minnesota, Virtual Assessment Center, Creating
Rubrics, http://www.carla.umn.edu/assessment/VAC/Evaluation/p_7.html
6. Utilize WebCT and other web-based forums
to connect students to the Library web-based
resources, including the library catalog,
databases, webliographies, library research
guides, and interactive research tutorials
(Holba-Puacz, 2005; Jackson, 2007; Vander
Meer, 2000).
7. Make library research assistance available
through the modes of communication that
student’s use (Bell, 2007):
cell phones and IM
8. Since the net generation may not want to visit
the Library in person, meet students on their
turf: student clubs, organizations, teams
(Holba-Puacz, 2005).
9. Consider utilizing a commercial instrument,
such as the iSkills™ test (Educational Testing
Service, 2007):
http://www.ets.org
10. Consider investing in the Project SAILS
information literacy test (Kent State
University, 2000-2007):
https://www.projectsails.org
References
Albitz, R. S. (2007). The what and who of information literacy and critical thinking in
higher education. portal: Libraries and the Academy, 7(1), 97-109.
American Library Association. Association of College and Research Libraries. (2003).
Characteristics of Programs of Information Literacy that Illustrate Best Practices:
A Guideline. Retrieved October 28, 2007, from
http://www.ala.org/ala/acrl/acrlstandards/characteristics.cfm
American Library Association. Association of College and Research Libraries. (2006).
Information Literacy Competency Standards for Higher Education. Retrieved
October 28, 2007, from http://www.ala.org/acrl/ilcomstan.html
Bell, S. J. (2007, July). Who needs a reference desk? Library Issues, 27(6), 1-4.
Bogan, K. (2006, November 14). College students fall short in demonstrating the ICT
literacy skills necessary for success in college and the workplace. Educational
Testing Service. Retrieved October 22, 2007, from
http://www.ets.org/portal/site/ets/menuitem.c988ba0e5dd572bada20bc47c3921509/
?vgnextoid=340051e5122ee010VgnVCM10000022f95190RCRD&vgnextchannel=
d89d1eed91059010VgnVCM10000022f95190RCRD
References (continued)
Breivik, P. S. (2000, November). Information literacy and the engaged campus. AAHE
Bulletin. Excerpt retrieved October 27, 2007, from
http://library.geneseo.edu/services/faculty/Instruction/breivik.shtml
Educational Testing Service. (2007). ETS: Educational Testing Service. Retrieved
October 28, 2007, from http://www.ets.org
Freire, P. (1995). Pedagogy of the oppressed. (M.B. Ramos, Trans.). New York:
Continuum.
Holba-Puacz, J. (2005, March). The latest generation. Library Instruction Round Table
News, 27(3), 1. Retrieved October 28, 2007, from
http://www3.baylor.edu/LIRT/lirtnews/2005/mar05.pdf
Jackson, P. A. (2007). Integrating information literacy into Blackboard: Building
campus partnerships for successful student learning. The Journal of Academic
Librarianship, 33(4), 454-461.
Katz, I.R. (2007, January). ETS research finds college students fall short in
demonstrating ICT literacy: National policy council to create national standards.
College and Research Libraries News, 68(1). Retrieved October 22, 2007, from
http://www.ala.org/ala/acrl/acrlpubs/crlnews/backissues2007/january07/ets.cfm
References (continued)
Kean University. (2000). Kean University Mission Statement. Retrieved October 25,
2007, from http://www.kean.edu/universityoffices/missionstatment.htm
Kent State University. (2000-2007). Project SAILS (Standardized Assessment of
Information Literacy Skills). Retrieved October 23, 2007, from
https://www.projectsails.org
Kuhlthau, C. C. (1993). Seeking meaning: A process approach to library and
information services. Greenwich, CT: Ablex.
Kuhlthau, C. C. (1994). Teaching the library research process (2nd ed.). Metuchen, NJ:
Scarecrow Press.
Loertscher, D. (1996, Summer). President’s column. School Library Media Quarterly,
p. 192.
Middle States Association of Colleges and Schools. Commission on Higher Education.
(2003). Developing research and communication skills: Guidelines for information
literacy in the curriculum. Philadelphia, PA: Middle States Commission on Higher
Education.
References (continued)
Middle States Association of Colleges and Schools. Commission on Higher Education.
(2003). Developing Research & Communication Skills: Guidelines for Information
Literacy in the Curriculum. Executive Summary. Retrieved October 28, 2007, from
http://www.msche.org/publications/devskill050208135642.pdf
Oates, J. (2007, February 6). Memorandum to the New Jersey President’s Council on
Proposed Licensure Regulations Revisions for Collegiate Libraries and Services.
State of New Jersey. Commission on Higher Education.
OCLC Membership Reports. (2005, December). College students’ perceptions of
libraries and information resources. Online Computer Library Center, Inc.
Retrieved October 22, 2007, from
http://www.oclc.org/reports/perceptionscollege.htm
Partnership for 21st Century Skills. Retrieved October 22, 2007, from
http://www.21stcenturyskills.org
Rainie, L (2006, October 27). Digital natives: How today’s youth are different from
their “digital immigrant” elders and what that means for libraries [presented to
Metro – New York Library Council]. Pew Internet and American Life Project.
Retrieved October 22, 2007, from
http://www.pewinternet.org/PPF/r/71/presentation_display.asp
References (continued)
Ratteray, O. M. T. (2002). Information literacy in self-study and accreditation. Journal
of Academic Librarianship, 28(6) 368-375.
Scharf, D., Elliot, N., Huey, H., Briller, V., & Joshi, K. (2007). Direct assessment of
information literacy using writing portfolios. The Journal of Academic
Librarianship, 33(4), 462-477.
Scott, J. J., & Smith, S. C. (1987). Collaborative schools. (ERIC Digest Series No. 22).
4 pp. (ED290233)
Sharma, S. (2007). From chaos to clarity: Using the research portfolio to teach and
assess information literacy skills. The Journal of Academic Librarianship, 33(1),
127-135.
Staff. (2007, April). Closing the expectations gap 2007: An annual 50-state progress
report on the alignment of high school policies with the demands of college and
work. Achieve, Inc. Retrieved October 22, 2007, from
http://www.achieve.org/files/50StateReport-Final_0.pdf
References (continued)
Stansbury, M. (2007, October 15). Voters urge teaching of 21st-century skills: Poll
suggests ‘back-to-basics’ approach to education is not enough. eSchool News
Online. Retrieved October 22, 2007, from
http://www.eschoolnews.com/news/showstoryts.cfm?Articleid=7434
Thacker, P.D. (2006, November 15). Are college students techno idiots? Inside Higher
Ed. Retrieved October 22, 2007, from
http://www.insidehighereducation.com/news/2006/11/15/infolit
Vander Meer, P. F. (2000). Pushing the limits: Creative web use in libraries related to
instruction. Research Strategies, 17(4), 237-256.
Information Literacy
and the
21st Century Academy
21st Century Learner Series, Center for Innovative Education.
October 31, 2007.
Presented by Caroline Geck, Janette Gonzalez, and Linda Cifelli.
Copyright © 2007 Kean University Library.