1. Information Literacy and the 21st Century Academy
21st Century Learning, Education 2.0 Conference November 30 and December 1, 2007 Presented by Caroline Geck, Janette Gonzalez, and Linda Cifelli, Kean University Library

2. 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.”

3. 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.”

4. 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. 6-2), even if it may not be the most efficient or fastest means to answers.

5. 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)

6. Google influences the net generation’s search choices through aggressive advertising.

7. 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 college-level writing assignments or the writing required in the workplace.

8. 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)

9. 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”

10. “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.”

11.  “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.”

12. “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.”

13. 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.

14. 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.

15. 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.

16. “Information Literate people are those who have learned how to learn
“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.

17. "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

18. 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.”

19. AASL Standards for the 21st-Century Learner
"Standards for the 21st-Century Learner" is a guide that offer a vision for teaching and learning to direct Library Media Specialist as education leaders. The standards will serve as a tool to shape the learning of students in the school.” 

20. The Standards
The Standards describe how learners use skills, resources,
and tools to
1. inquire, think critically, and gain knowledge;
2. draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge;

21. 3. pursue personal and aesthetic growth.
The Standards describe how learners use skills, resources,
and tools to
3. pursue personal and aesthetic growth.
4. share knowledge and participate ethically and productively as members of our democratic society;

22. SCHOOL LIBRARY MEDIA PROGRAM Catalyst for Efficient Implementation of Core Curriculum Content Standards K - 12
Prepared by NJASL Professional Development Committee Revised Edition
Additional to The New Jersey Core Curriculum Content Standards and School Library Scope and Sequence, this document included:
The School Library Media Program Philosophy
Relationship to National and State Standards
School Library Media Program Goals
  Roles of the School Library Media Specialist
Planning and Assessment of the School Library Media Program
Program Components (Facilities, Staffing, Resources, Scheduling,
Curriculum)

23. 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.

24. 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.

25. 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.

26. Curriculum Integration
Kuhlthau’s research into the information-seeking 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.

27. 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.

28. WHY RESEARCH ?

29. NEW PARADIGM
BEST PRACTICES
INFORMATION LITERACY
STUDENT ACHIEVEMENT

30. 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 )

31. INFORMATION SEEKING PROCESS
COGNITIVE PROCESS
RESEARCH PROCESS
STUDENT CREATES MEANING
STUDENT ACHIEVES UNDERSTANDING
(KUHLTHAU, 1993; Scott & Smith,1987)

32. LEARNERS ARE ACTIVE PARTICIPANTS IN THEIR OWN LEARNING RATHER THAN “Passive Receivers”.
(Kuhlthau, 1993b, p.23)
RESEARCH PROCESS

33. 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.
RESEARCH PROCESS
(Freire, P. 1995)

34. ALLOWS STUDENT TO DEVELOP INFORMATION SKILLS.
RESEARCH PROCESS
ALLOWS STUDENT TO DEVELOP INFORMATION SKILLS.

35. LIBRARY ROLE
TO ENSURE THAT STUDENTS, FACULTY AND STAFF ARE EFFECTIVE USERS OF INFORMATION

36. Information Literacy and the 21st Century Academy: Opportunities for PK-20 Collaboration

37. 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).

38. Information Literacy and the Institutional Mission
According to the Kean University 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).

39. Information Literacy and Middle States Accreditation
Middle States looks for integration and assessment of information literacy outcomes in a university’s curriculum (Middle States Association of Colleges and Schools, 2003; Middle States Association of Colleges and Schools, 2006; Ratteray, 2002).

40. Information Literacy and the NJ Commission on Higher Education
The NJ Commission on Higher Education has proposed a change to the 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).

41. Association of College & Research Libraries’ Best Practices Initiative
Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline
Best Practices Initiative Institute for Information Literacy
Approved by the ACRL Board, June 2003
(American Library Association, 2003).

42. What is the status of PK-20 Information Literacy collaboration?

43. Local collaborative efforts:
PK-12/higher education collaborations:
Librarians work with teachers and media specialists to plan learning activities for PK-12 classes that visit university libraries.
Librarians work with PK-12 students participating in programs such as Upward Bound, Adelante Scholars, and Science Star.
Community college/4-year college collaborations:
Librarians at 4-year colleges and community college librarians share information literacy documents.
First Year Experience (FYE) collaboration:
Librarians collaborate with FYE instructors to incorporate information literacy objectives and activities into the course.
General Education collaboration:
Librarians collaborate with faculty in integrating information literacy activities and assessment into General Education courses.
Collaborations with upper-level and graduate courses:
Librarians collaborate with faculty in integrating information literacy activities and assessment into numerous courses.

44. Statewide collaborative efforts:
Professional Association & Committee Memberships:
New Jersey Association of School Librarians
User Education Committee of the NJLA-CUS / ACRL-NJ.
Conferences and Workshops:
Professional development activities sponsored by the User Education Committee of the New Jersey Library Association, College and University Section (NJLA-CUS) and the New Jersey Chapter of the Association of College and Research Libraries (ACRL-NJ).
Professional development activities sponsored by the New Jersey Association of School Librarians.

45. National collaborative efforts:
Task Force:
Blueprint for Collaboration, AASL/ACRL Task Force on the Educational Role of Libraries (American Library Association, 2006).
Professional Association/Committee memberships:
AASL/ACRL Interdivisional Committee on Information Literacy
Library Instruction Round Table (ALA).
Instruction Section (ACRL)
Professional listservs (including INFOLIT and ILI-L).
Conferences and Workshops:
ALA conferences.
AASL conferences
LOEX conferences.

46. What can we do next to advance integration of information literacy into the PK-20 curriculum?

47. Ten Options for Fostering Collaborations in the PK-20 Information Literacy Environment
Strive for a commitment regarding information literacy integration in your institution’s Strategic Plan and Mission Statement.

48. Integrate information literacy instruction and assessment into your institution’s General Education curriculum.

49. Collaborate with undergraduate and graduate teacher education programs to integrate information literacy instruction and assessment into education courses (American Library Association, 2006).

50. Find information literacy “champions” among the teaching faculty
Find information literacy “champions” among the teaching faculty. Call upon faculty to share their own best practices for information literacy instruction and assessment and to advocate for information literacy integration in their departments.

51. Increase collaborative efforts by faculty and librarians to develop research projects (Breivik, 2000). Take advantage of the Net generation’s tech savvy. Assessment can focus on student-created authentic information products, such as web pages, e-journals, blogs, podcasts, multimedia presentations, etc.
Rubric image from University of Minnesota, Virtual Assessment Center, Creating Rubrics,

52. Use WebCT, Blackboard, and other web-based forums to connect students to the Library’s web-based instructional resources, such as webliographies, library research guides, and research tutorials (Holba-Puacz, 2005; Jackson, 2007; Lippincott, 2005; Vander Meer, 2000). Design interactive, self-guided instructional materials that will support the “experiential” learning style of Net generation students (Oblinger, 2004).

53. Utilize Web 2. 0 technologies to offer Library 2
Utilize Web 2.0 technologies to offer Library 2.0 services (Casey & Savastinuk, 2006). Making library research information and assistance available through IM, text messaging, blogs, wikis, MySpace, Facebook, Second Life, etc. could “better meet the social norms, behaviors and expectations of millenial generation students” (Bell, 2007).

54. 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).

55. Look to other states for benchmark
collaborative efforts. Some examples:
Central Pennsylvania K-16 Information Literacy Network (Pennsylvania State University, 2007)
CLOC (Community Librarians Outreach and Collaboration, 2007)
Institute for Library and Information Literacy Education (Burhanna & Jensen, 2006; Kent State University, 2007)

56. Use the Blueprint for Collaboration to gather ideas that can be implemented in your school, university, or college. Produced by the AASL/ACRL Task Force on the Educational Role of Libraries, the document provides recommendations relating to:
“Collaboration”
“Joint Association Activities”
“Continuing Education for Librarians”
“Outreach
(American Library Association, 2006)

57. References
American Association of School Librarians. (2007). Standards for the 21st-Century Learner. Retrieved November 12, 2007, from
American Library Association. (1989). Presidential Committee on Information Literacy: Final Report. P. 1. Retrieved November 29, 2007, from
American Library Association. American Association of School Librarians and Association of College and Research Libraries Task Force on the Educational Role of Libraries. (2006). AASL/ACRL Blueprint for Collaboration. Retrieved November 28, 2007, from
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
American Library Association. Association of College and Research Libraries. (2006). Information Literacy Competency Standards for Higher Education. Retrieved October 28, 2007, from
Bell, S. J. (2007, July). Who needs a reference desk? Library Issues, 27(6), 1-4.

58. References (continued)
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
Breivik, P. S. (2000, November). Information literacy and the engaged campus. AAHE Bulletin. Excerpt retrieved October 27, 2007, from
Burhanna, K. J., & Jensen, M. L. (2006). Collaborations for success: High school to college transitions. Reference Services Review, 34(4), Retrieved November 19, 2007, from
Casey, M. E., & Savastinuk, L. C. (2006, September 1). Library 2.0. Library Journal, 131(14), Retrieved November 28, 2007, from
Community Librarians Outreach and Collaboration. (2007). CLOC. Retrieved November 29, 2007, from

59. References (continued)
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
Jackson, P. A. (2007). Integrating information literacy into Blackboard: Building campus partnerships for successful student learning. The Journal of Academic Librarianship, 33(4),
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
Kean University. (2000). Kean University Mission Statement. Retrieved October 25, 2007, from

60. References (continued)
Kent State University. (2007) Institute for Library and Information Literacy Education. Retrieved November 28, 2007, from
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.
Lippincott, J. K. (2005). Net generation students and libraries. EDUCAUSE Review, 40(2), Retrieved November 17, 2007, from
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. Executive Summary. Retrieved October 28, 2007, from

61. References (continued)
Middle States Association of Colleges and Schools. Commission on Higher Education. (2006). Characteristics of excellence in higher education: Eligibility requirements and standards for accreditation (12th ed.). Philadelphia, PA: Middle States Commission on Higher Education.
New Jersey Association of School Librarians. (2005). School Library Media Program: Catalyst for Efficient Implementation of Core Curriculum Content Standards, K Retrieved November 15, 2007, from
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.
Oblinger, D. (2004). The next generation of educational engagement. Journal of Interactive Media in Education, 8. Retrieved November 17, 2007, from

62. References (continued)
OCLC Membership Reports. (2005, December). College students’ perceptions of libraries and information resources. Online Computer Library Center, Inc. Retrieved October 22, 2007, from
Partnership for 21st Century Skills. Retrieved October 22, 2007, from
Pennsylvania State University. (2007). Central Pennsylvania K-16 Information Literacy Network. Retrieved November 29, 2007, from
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
Ratteray, O. M. T. (2002). Information literacy in self-study and accreditation. Journal of Academic Librarianship, 28(6)

63. References (continued)
Scott, J. J., & Smith, S. C. (1987). Collaborative schools. (ERIC Digest Series No. 22). 4 pp. (ED290233)
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
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
Vander Meer, P. F. (2000). Pushing the limits: Creative web use in libraries related to instruction. Research Strategies, 17(4), 

64. Information Literacy and the 21st Century Academy
21st Century Learning, Education 2.0 Conference November 30 and December 1, Presented by Caroline Geck, Janette Gonzalez, and Linda Cifelli. Copyright © 2007 Kean University Library.