Information Literacy and the 21st Century Academy

Information LiteracyInformation Literacyand theand the

2121stst Century Academy Century Academy

The newest generation of The newest generation of learners in the 21st century learners in the 21st century

is the net generation.is the net generation. Young adults born in or after 1990 are unique because Young adults born in or after 1990 are unique because

their birth coincides with the introduction of the their birth coincides with the introduction of the graphical Web that resembles the Internet of today. graphical Web that resembles the Internet of today. These young people are often referred to as “digital These young people are often referred to as “digital natives” while older generations are described as natives” while older generations are described as “digital immigrants.”“digital immigrants.”

These digital natives can be These digital natives can be categorized according to categorized according to common digital behaviors common digital behaviors

and attitudes.and attitudes. It can be assumed that they are the most It can be assumed that they are the most

electronically-connected generation in history.electronically-connected generation in history. They are electronic multi-taskers.They are electronic multi-taskers. They are used to having information at their They are used to having information at their

fingertips.fingertips. They are often described as “tech-savvy.” They are often described as “tech-savvy.”

Interesting findings from the Online Computer Library Interesting findings from the Online Computer Library Center (OCLC) Membership Report’s (2005) Center (OCLC) Membership Report’s (2005) College College Students Perceptions of Libraries and Information Students Perceptions of Libraries and Information ResourcesResources that was based on a nationwide survey of that was based on a nationwide survey of approximately 400 student participants at approximately 400 student participants at postsecondary institutions show that students preferred postsecondary institutions show that students preferred method of searching for answers to both factual and method of searching for answers to both factual and complex research questions is to start with a search complex research questions is to start with a search engine (p. 6-2), even if it may not be the most efficient engine (p. 6-2), even if it may not be the most efficient or fastest means to answers. or fastest means to answers.

Other results from this Other results from this same same

OCLC report (2005) are:OCLC report (2005) are: College students’ preferred method for identifying College students’ preferred method for identifying

new electronic resources is to use search engines too. new electronic resources is to use search engines too. They also consult their friends and teachers and refer They also consult their friends and teachers and refer to Web site links. Librarians are consulted less often to Web site links. Librarians are consulted less often then these options. (p. 1-9)then these options. (p. 1-9)

““Libraries and search engines are trusted almost Libraries and search engines are trusted almost equally among college students.” equally among college students.”

(p. 6-5) (p. 6-5)

Google influences the net Google influences the net generation’s search choices generation’s search choices

through aggressive through aggressive advertising.advertising.

Important research about the net Important research about the net generation claims that this generation generation claims that this generation is not adequately prepared for higher is not adequately prepared for higher educational studies. educational studies. “For example,”“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 college-level writing assignments or the writing required in the workplace.

Preliminary research findings by the Preliminary research findings by the Educational Test Service support this concern, Educational Test Service support this concern, as many college students who took the as many college students who took the iSkills™ Assessment, formerly called the iSkills™ Assessment, formerly called the Information and Communication Technology Information and Communication Technology Literacy Assessment, did not demonstrate Literacy Assessment, did not demonstrate critical thinking skills needed “to perform the critical thinking skills needed “to perform the kinds of information management and research kinds of information management and research tasks necessary for academic success.” tasks necessary for academic success.” (Bogan, 2006)(Bogan, 2006)

According to Irvin R. Katz (2007), a senior researcher According to Irvin R. Katz (2007), a senior researcher at ETS, iSkills™ assessment results from a sample of at ETS, iSkills™ assessment results from a sample of approximately 6300 college and high school students approximately 6300 college and high school students and 63 schools indicate the net generation’s lack of and 63 schools indicate the net generation’s lack of ICT literacy: ICT literacy:

““During a task in which students evaluated a set of During a task in which students evaluated a set of Web sites:Web sites:

• • Only Only 5252 percent judged the objectivity of the sites percent judged the objectivity of the sites correctly • correctly • 6565 percent judged the authority correctly • percent judged the authority correctly • 7272 percent judged the timeliness correctly • Overall, percent judged the timeliness correctly • Overall, only only 4949 percent of test-takers identified the one Web percent of test-takers identified the one Web site that met all criteria”site that met all criteria”

““When selecting a research statement for a When selecting a research statement for a class assignmentclass assignment::

• • Only Only 44 44 percent identified a statement that percent identified a statement that captured the demands of the assignment • captured the demands of the assignment • 48 48 percent picked a reasonable, but too broad, percent picked a reasonable, but too broad, statement • statement • 8 8 percent picked statements that percent picked statements that did not address the assignment.”did not address the assignment.”

 “  “When asked to narrow an overly broad When asked to narrow an overly broad search:search:

• • Only Only 3535 percent selected the correct revision percent selected the correct revision • • 3535 percent selected a revision that only percent selected a revision that only

marginally narrowed the search results.”marginally narrowed the search results.”

““Other results suggest that these students’ ICT literacy Other results suggest that these students’ ICT literacy need further development:need further development:

• • In a Web search task, only In a Web search task, only 4040 percent entered percent entered multiple search terms to narrow the results • When multiple search terms to narrow the results • When constructing a presentation slide designed to constructing a presentation slide designed to persuade, only persuade, only 1212 percent used only those points percent used only those points directly related to the argument • Only a few test directly related to the argument • Only a few test takers accurately adapted existing material for a new takers accurately adapted existing material for a new audience • When searching a large database, only audience • When searching a large database, only 50 50 percent of test takers used a strategy that minimized percent of test takers used a strategy that minimized irrelevant results.”irrelevant results.”

Nov. 15, 2006Nov. 15, 2006 Are College Students Techno Idiots?Are College Students Techno Idiots? Susan Metros, a professor of design technology at Susan Metros, a professor of design technology at

Ohio State University, says that reading, writing and Ohio State University, says that reading, writing and arithmetic are simply not enough for today’s students. arithmetic are simply not enough for today’s students. What is important for learners is information: how to What is important for learners is information: how to find it, how to focus it, and how to filter out find it, how to focus it, and how to filter out nonsense. But for many students, their main source nonsense. But for many students, their main source for information is Google, which Metros finds for information is Google, which Metros finds troubling…troubling…

The net generation’s preparation for The net generation’s preparation for higher education is a national concern.higher education is a national concern.

October 15, 2007Voters 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 Librarians and faculty members need to develop students’ critical need to develop students’ critical

thinking and problem solving skills thinking and problem solving skills for lifelong learning to compete in a for lifelong learning to compete in a

global knowledge-based society.global knowledge-based society.

What is Information What is Information Literacy?Literacy?

““A person must be able to recognize A person must be able to recognize when information is needed and have when information is needed and have the ability to locate, evaluate, and use the ability to locate, evaluate, and use effectively the needed information.”effectively the needed information.”

------(1989). American Library Association Presidential Committee on Information ------(1989). American Library Association Presidential Committee on Information Literacy, Final Report, p.1. Literacy, Final Report, p.1.

““Information Literate people are those Information Literate people are those who have learned how to learn. They who have learned how to learn. They know how find information, and how to know how find information, and how to use information in such a way that use information in such a way that others can learn from them. They are others can learn from them. They are people prepared for lifelong learning, people prepared for lifelong learning, because they can always find the because they can always find the information needed for any task or information needed for any task or decision at hand.”decision at hand.”

--------(1989). American Library Association Presidential --------(1989). American Library Association Presidential Committee on Information Literacy, p.1.Committee on Information Literacy, p.1.

"The half of knowledge is to know"The half of knowledge is to knowwhere to find knowledge"where to find knowledge"

Anonymous Inscription over the MainAnonymous Inscription over the MainEntrance to Dodd Hall ... Florida StateEntrance to Dodd Hall ... Florida StateUniversity Library , 1956 University Library , 1956

How we are going to teach How we are going to teach Information Literacy skills to our Information Literacy skills to our

students?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 CompetencyStandards for Higher Education

Standard OneStandard OneThe information literate student determines the The information literate student determines the nature and extent of the information needed.nature and extent of the information needed.

Standard TwoStandard TwoThe information literate student accesses The information literate student accesses needed information effectively and efficiently.needed information effectively and efficiently.

Standard ThreeStandard Three The information literate student evaluates The information literate student evaluates

information and its sources critically and information and its sources critically and incorporates selected information into his or her incorporates selected information into his or her knowledge base and value system.knowledge base and value system.

Standard FourStandard Four The information literate student, individually or as The information literate student, individually or as

a member of a group, uses information effectively a member of a group, uses information effectively to accomplish a specific purpose.to accomplish a specific purpose.

http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm

Standard FiveStandard Five The information literate student understands The information literate student understands

many of the economic, legal, and social issues many of the economic, legal, and social issues surrounding the use of information and surrounding the use of information and accesses and uses information ethically and accesses and uses information ethically and legally.legally.

Curriculum IntegrationCurriculum Integration

Kuhlthau’s research into the information-Kuhlthau’s research into the information-seeking behavior of students points directly to seeking behavior of students points directly to her philosophy about INFORMATION her philosophy about INFORMATION LITERACY – That INFORMATION LITERACY – That INFORMATION LITERACY is not a discrete set of skills but LITERACY is not a discrete set of skills but rather a WAY OF LEARNING (1993).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 How we are going to teach Information Literacy skills to our Information Literacy skills to our

students?students? To teach Information Literacy skills, To teach Information Literacy skills,

Information Literacy standards and Information Literacy standards and indicators have to be integrated into the indicators have to be integrated into the subject curriculum. To accomplish that subject curriculum. To accomplish that task it is necessary to have the Library as task it is necessary to have the Library as the principal laboratory, where faculty the principal laboratory, where faculty and librarians work in collaboration. and librarians work in collaboration.

NEW PARADIGM

BEST PRACTICES

STUDENT ACHIEVEMENT

INFORMATION LITERACYINFORMATION LITERACY

INFORMATION LITERATE INFORMATION LITERATE STUDENT IS:STUDENT IS:

AN AVID READERAN AVID READER CRITICAL AND CREATIVE THINKERCRITICAL AND CREATIVE THINKER AN INTERESTED LEARNER WHO USES AN INTERESTED LEARNER WHO USES

LIBRARY AND TECHNOLOGY SKILLS TO LIBRARY AND TECHNOLOGY SKILLS TO INVESTIGATE, ORGANIZE, AND INVESTIGATE, ORGANIZE, AND COMMUNICATE WHAT IS LEARNED IN A COMMUNICATE WHAT IS LEARNED IN A RESPONSIBLE MANNER.RESPONSIBLE MANNER.

( LOERTSCHER, 1996 P. 192 )( LOERTSCHER, 1996 P. 192 )

INFORMATION SEEKING PROCESS

COGNITIVE PROCESSRESEARCH 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)

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

RESEARCH PROCESS ALLOWS

STUDENT TO DEVELOP INFORMATION SKILLS.

LIBRARY ROLELIBRARY ROLE

TO ENSURE THAT STUDENTS, TO ENSURE THAT STUDENTS, FACULTY AND STAFF ARE FACULTY AND STAFF ARE EFFECTIVE USERS OF EFFECTIVE USERS OF INFORMATIONINFORMATION

Additional Reasons to Advocate for Additional Reasons to Advocate for Integration of Information Literacy Integration of Information Literacy in the Kean University Curriculumin the Kean University Curriculum

Information literacy Information literacy instruction supports the instruction supports the Kean Mission StatementKean Mission Statement

According to the Kean Mission statement, “…According to the Kean Mission statement, “…the University prepares students to think the University prepares students to think critically and creatively; to adapt to changing critically and creatively; to adapt to changing social, economic, and technological social, economic, and technological environments; and to serve as active and environments; and to serve as active and contributing members of their communities” contributing members of their communities” (Kean University, 2000). (Kean University, 2000).

“ “Information literacy forms the basis for Information literacy forms the basis for lifelong learning. It is common to all lifelong learning. It is common to all disciplines, to all learning environments, and disciplines, to all learning environments, and to all levels of education. It enables learners to to all levels of education. It enables learners to master content and extend their investigations, master content and extend their investigations, become more self-directed, and assume greater become more self-directed, and assume greater control over their own learning” (American control over their own learning” (American Library Association, 2006). Library Association, 2006).

Foundation for Lifelong LearningFoundation for Lifelong Learning

Additional reasons to focus on Additional reasons to focus on Information Literacy:Information Literacy:

NJ Commission on Higher Education’s proposal to NJ Commission on Higher Education’s proposal to change state licensure regulations for college libraries change state licensure regulations for college libraries and services. This change would appear in the NJ and services. This change would appear in the NJ Administrative Code and would require universities Administrative Code and would require universities to have a campus-wide information literacy plan that to have a campus-wide information literacy plan that includes assessment (Oates, 2007).includes assessment (Oates, 2007).

Middle States looks for integration and assessment of Middle States looks for integration and assessment of information literacy outcomes in the curriculum information literacy outcomes in the curriculum (Middle States Association of Colleges and Schools, (Middle States Association of Colleges and Schools, 2003; Ratteray, 2002).2003; Ratteray, 2002).

Guidance is available from the Guidance is available from the Association of Association of

College & Research LibrariesCollege & Research LibrariesCharacteristics of Programs of Information Literacy Characteristics of Programs of Information Literacy

that Illustrate Best Practices: that Illustrate Best Practices: A GuidelineA Guideline

http://www.ala.org/ala/acrl/acrlstandards/characteristics.cfmhttp://www.ala.org/ala/acrl/acrlstandards/characteristics.cfm

Best Practices InitiativeBest Practices InitiativeInstitute for Information LiteracyInstitute for Information Literacy

Approved by the ACRL Board, June 2003Approved by the ACRL Board, June 2003(American Library Association, 2003).(American Library Association, 2003).

What is the status ofWhat is the status of Information Literacy Information Literacy

at Kean University?at Kean University?

Information literacy instruction Information literacy instruction occurs in various settings:occurs in various settings:

Librarian-student interactions at the Reference Desk.Librarian-student interactions at the Reference Desk. Librarian-student interactions during Telephone, Librarian-student interactions during Telephone,

Email, and Q and A NJ reference interactions.Email, and Q and A NJ reference interactions. Faculty incorporating problem-based research Faculty incorporating problem-based research

assignments into the curriculum.assignments into the curriculum. Faculty sharing disciplinary research expertise with Faculty sharing disciplinary research expertise with

students in the classroom. students in the classroom. Librarians working with classes in library instruction Librarians working with classes in library instruction

sessions, often utilizing active learning projects and sessions, often utilizing active learning projects and exercises developed through faculty and librarian exercises developed through faculty and librarian collaboration.collaboration.

Foundation for a campus-wide Foundation for a campus-wide information literacy plan:information literacy plan:

Transition to Kean library componentTransition to Kean library component.. Research & Technology library module,Research & Technology library module, including including

pretest and posttest information literacy assessment.pretest and posttest information literacy assessment. Library instruction “lesson outlines,”Library instruction “lesson outlines,” based upon based upon

ACRL Information Literacy Competency Standards ACRL Information Literacy Competency Standards for Higher Education.for Higher Education.

Course-specific information literacy resources,Course-specific information literacy resources, including active-learning worksheets, tutorials, including active-learning worksheets, tutorials, research guides, and webliographies.research guides, and webliographies.

What can we do next to advance What can we do next to advance integration of information literacy integration of information literacy

into the curriculum?into the curriculum?

1. Strive for a commitment regarding 1. Strive for a commitment regarding information literacy integration in the information literacy integration in the University’s Strategic Plan, perhaps even in University’s Strategic Plan, perhaps even in the University Mission Statement.the University Mission Statement.

Top-Ten Ways to Integrate Top-Ten Ways to Integrate Information Literacy into the Information Literacy into the

CurriculumCurriculum

2. Integrate information literacy instruction and 2. Integrate information literacy instruction and assessment into the General Education assessment into the General Education curriculum.curriculum.

3. Build upon existing faculty best practices for 3. Build upon existing faculty best practices for information literacy instruction and information literacy instruction and assessment. assessment.

4. Call for faculty members to advocate for 4. Call for faculty members to advocate for information literacy integration in their information literacy integration in their departments (for example, into their departments (for example, into their departments’ course outlines).departments’ course outlines).

5. Increase collaborative efforts by faculty and 5. Increase collaborative efforts by faculty and librarians to develop active learning exercises librarians to develop active learning exercises and rubrics and to pursue larger-scale and rubrics and to pursue larger-scale assessment project, such as research and assessment project, such as research and writing portfolio assessment (Breivik, 2000; writing portfolio assessment (Breivik, 2000; Scharf, Elliot, Huey, Briller, & Joshi, 2007; Scharf, Elliot, Huey, Briller, & Joshi, 2007; Sharma, 2007).Sharma, 2007).

Rubric image from University of Minnesota, Virtual Assessment Center, Creating Rubric image from University of Minnesota, Virtual Assessment Center, Creating Rubrics, http://www.carla.umn.edu/assessment/VAC/Evaluation/p_7.htmlRubrics, http://www.carla.umn.edu/assessment/VAC/Evaluation/p_7.html

6. Utilize WebCT and other web-based forums 6. Utilize WebCT and other web-based forums to connect students to the Library web-based to connect students to the Library web-based resources, including the library catalog, resources, including the library catalog, databases, webliographies, library research databases, webliographies, library research guides, and interactive research tutorials guides, and interactive research tutorials (Holba-Puacz, 2005; Jackson, 2007; Vander (Holba-Puacz, 2005; Jackson, 2007; Vander Meer, 2000).Meer, 2000).

7. Make library research assistance available 7. Make library research assistance available through the modes of communication that through the modes of communication that student’s use (Bell, 2007): student’s use (Bell, 2007):

cell phones and IMcell phones and IM

8. Since the net generation may not want to visit 8. Since the net generation may not want to visit the Library in person, meet students on their the Library in person, meet students on their turf: student clubs, organizations, teams turf: student clubs, organizations, teams (Holba-Puacz, 2005).(Holba-Puacz, 2005).

9. Consider utilizing a commercial instrument, 9. Consider utilizing a commercial instrument, such as the iSkills™ test (Educational Testing such as the iSkills™ test (Educational Testing Service, 2007):Service, 2007):

http://www.ets.orghttp://www.ets.org

10. Consider investing in the Project SAILS 10. Consider investing in the Project SAILS information literacy test (Kent State information literacy test (Kent State University, 2000-2007):University, 2000-2007):

https://www.projectsails.orghttps://www.projectsails.org

ReferencesReferencesAlbitz, R. S. (2007). The what and who of information literacy and critical thinking in Albitz, R. S. (2007). The what and who of information literacy and critical thinking in

higher education. higher education. portal: Libraries and the Academy, 7portal: Libraries and the Academy, 7(1), 97-109. (1), 97-109.

American Library Association. Association of College and Research Libraries. (2003). American Library Association. Association of College and Research Libraries. (2003). Characteristics of Programs of Information Literacy that Illustrate Best Practices: Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline. A Guideline. Retrieved October 28, 2007, from Retrieved October 28, 2007, from http://www.ala.org/ala/acrl/acrlstandards/characteristics.cfmhttp://www.ala.org/ala/acrl/acrlstandards/characteristics.cfm

American Library Association. Association of College and Research Libraries. (2006). American Library Association. Association of College and Research Libraries. (2006). Information Literacy Competency Standards for Higher EducationInformation Literacy Competency Standards for Higher Education. Retrieved . Retrieved October 28, 2007, from October 28, 2007, from http://www.ala.org/acrl/ilcomstan.htmlhttp://www.ala.org/acrl/ilcomstan.html

Bell, S. J. (2007, July). Who needs a reference desk? Bell, S. J. (2007, July). Who needs a reference desk? LibraryLibrary Issues, 27Issues, 27(6), 1-4.(6), 1-4.

Bogan, K. (2006, November 14). College students fall short in demonstrating the ICT Bogan, K. (2006, November 14). College students fall short in demonstrating the ICT literacy skills necessary for success in college and the workplace. literacy skills necessary for success in college and the workplace. Educational Educational Testing Service.Testing Service. R Retrieved October 22, 2007, from etrieved October 22, 2007, from http://www.ets.org/portal/site/ets/menuitem.c988ba0e5dd572bada20bc47c3921509/http://www.ets.org/portal/site/ets/menuitem.c988ba0e5dd572bada20bc47c3921509/?vgnextoid=340051e5122ee010VgnVCM10000022f95190RCRD&vgnextchannel=?vgnextoid=340051e5122ee010VgnVCM10000022f95190RCRD&vgnextchannel=d89d1eed91059010VgnVCM10000022f95190RCRDd89d1eed91059010VgnVCM10000022f95190RCRD

References (continued)References (continued)Breivik, P. S. (2000, November). Information literacy and the engaged campus. Breivik, P. S. (2000, November). Information literacy and the engaged campus. AAHE AAHE

Bulletin. Bulletin. Excerpt retrieved October 27, 2007, from Excerpt retrieved October 27, 2007, from http://library.geneseo.edu/services/faculty/Instruction/breivik.shtmlhttp://library.geneseo.edu/services/faculty/Instruction/breivik.shtml

Educational Testing Service. (2007). Educational Testing Service. (2007). ETS: Educational Testing Service.ETS: Educational Testing Service. Retrieved October Retrieved October 28, 2007, from 28, 2007, from http://www.ets.orghttp://www.ets.org

Freire, P. (1995). Freire, P. (1995). Pedagogy of the oppressed.Pedagogy of the oppressed. (M.B. Ramos, Trans.). New York: (M.B. Ramos, Trans.). New York: Continuum.Continuum.

Holba-Puacz, J. (2005, March). The latest generation. Holba-Puacz, J. (2005, March). The latest generation. Library Instruction Round Table Library Instruction Round Table News, 27News, 27(3), 1. Retrieved October 28, 2007, from (3), 1. Retrieved October 28, 2007, from http://www3.baylor.edu/LIRT/lirtnews/2005/mar05.pdfhttp://www3.baylor.edu/LIRT/lirtnews/2005/mar05.pdf

Jackson, P. A. (2007). Integrating information literacy into Blackboard: Building campus Jackson, P. A. (2007). Integrating information literacy into Blackboard: Building campus

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Katz, I.R. (2007, January). ETS research finds college students fall short in demonstrating Katz, I.R. (2007, January). ETS research finds college students fall short in demonstrating ICT literacy: National policy council to create national standards. ICT literacy: National policy council to create national standards. College and College and Research Libraries News, 68Research Libraries News, 68(1). Retrieved October 22, 2007, from (1). Retrieved October 22, 2007, from http://www.ala.org/ala/acrl/acrlpubs/crlnews/backissues2007/january07/ets.cfmhttp://www.ala.org/ala/acrl/acrlpubs/crlnews/backissues2007/january07/ets.cfm

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Kent State University. (2000-2007). Kent State University. (2000-2007). Project SAILS (Standardized Assessment of Project SAILS (Standardized Assessment of Information Literacy Skills).Information Literacy Skills). Retrieved October 23, 2007, from Retrieved October 23, 2007, from https://www.projectsails.orghttps://www.projectsails.org

Kuhlthau, C. C. (1993). Kuhlthau, C. C. (1993). Seeking meaning: A process approach to library and information Seeking meaning: A process approach to library and information servicesservices. Greenwich, CT: Ablex.. Greenwich, CT: Ablex.

Kuhlthau, C. C. (1994). Kuhlthau, C. C. (1994). Teaching the library research processTeaching the library research process (2nd ed.). Metuchen, NJ: (2nd ed.). Metuchen, NJ: Scarecrow Press.Scarecrow Press.

Loertscher, D. (1996, Summer).Loertscher, D. (1996, Summer). President’s column.President’s column. School Library Media Quarterly, School Library Media Quarterly, p. p. 192.192.

Middle States Association of Colleges and Schools. Commission on Higher Education. Middle States Association of Colleges and Schools. Commission on Higher Education. (2003). (2003). Developing research and communication skills: Guidelines for information Developing research and communication skills: Guidelines for information literacy in the curriculumliteracy in the curriculum. Philadelphia, PA: Middle States Commission on Higher . Philadelphia, PA: Middle States Commission on Higher Education.Education.

References (continued)References (continued)Middle States Association of Colleges and Schools. Commission on Higher Education. Middle States Association of Colleges and Schools. Commission on Higher Education.

(2003). (2003). Developing Research & Communication Skills: Guidelines for Information Developing Research & Communication Skills: Guidelines for Information Literacy in the Curriculum. Executive Summary.Literacy in the Curriculum. Executive Summary. Retrieved October 28, 2007, from Retrieved October 28, 2007, from http://www.msche.org/publications/devskill050208135642.pdfhttp://www.msche.org/publications/devskill050208135642.pdf

Oates, J. (2007, February 6). Oates, J. (2007, February 6). Memorandum to the New Jersey President’s Council on Memorandum to the New Jersey President’s Council on Proposed Licensure Regulations Revisions for Collegiate Libraries and Services. Proposed Licensure Regulations Revisions for Collegiate Libraries and Services. State of New Jersey. Commission on Higher Education.State of New Jersey. Commission on Higher Education.

OCLC Membership Reports. (2005, December). College students’ perceptions of OCLC Membership Reports. (2005, December). College students’ perceptions of libraries and information resources. libraries and information resources. Online Computer Library Center, Inc.Online Computer Library Center, Inc. Retrieved Retrieved October 22, 2007, from http://www.oclc.org/reports/perceptionscollege.htmOctober 22, 2007, from http://www.oclc.org/reports/perceptionscollege.htm

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Rainie, L (2006, October 27). Digital natives: How today’s youth are different from their 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 – “digital immigrant” elders and what that means for libraries [presented to Metro – New York Library Council]. New York Library Council]. Pew Internet and American Life ProjectPew Internet and American Life Project. Retrieved . Retrieved October 22, 2007, from October 22, 2007, from http://www.pewinternet.org/PPF/r/71/presentation_display.asp http://www.pewinternet.org/PPF/r/71/presentation_display.asp

Ratteray, O. M. T. (2002). Information literacy in self-study and accreditation. Ratteray, O. M. T. (2002). Information literacy in self-study and accreditation. Journal Journal of Academic Librarianship,of Academic Librarianship, 2828(6) 368-375. (6) 368-375.

Scharf, D., Elliot, N., Huey, H., Briller, V., & Joshi, K. (2007). Direct assessment of Scharf, D., Elliot, N., Huey, H., Briller, V., & Joshi, K. (2007). Direct assessment of information literacy using writing portfolios. information literacy using writing portfolios. The Journal of Academic The Journal of Academic Librarianship, 33Librarianship, 33(4), 462-477. (4), 462-477.

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Information LiteracyInformation Literacyand theand the

2121stst Century Academy 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.