literature review: information literacy
DESCRIPTION
Literature review outlining the importance of both students and teachers having a strong understanding of media and information literacyTRANSCRIPT
Info Lit Literature Review 1
Running head: RESEARCH AND INFORMATION LITERACY LITERATURE REVIEW
Literature Review
Research and Information Literacy
Suzanne Sallee
Info Lit Literature Review 2
Northern Arizona UniversityAbstract
Our world is changing rapidly and so is the knowledge and information we have available. We
now have to ability to access information immediately with the touch of a button on a computer.
While most of this information is valid and reliable, much is not. It is imperative that as members
of the global workplace we have the information literacy skills in place to access, evaluate, and
use this information. Information literacy has not been incorporated into our curriculums. Our
teacher training programs are not preparing future teachers with the information literacy
knowledge and skills they need. An online professional development course for teachers and
librarians will help them begin to development their own knowledge and skills, which can then
be transferred to students.
Info Lit Literature Review 3
RESEARCH AND INFORMATION LITERACY
On October 1, President Barack Obama proclaimed October 2009 to be National
Information Literacy Awareness Month. (Obama, 2009). In his proclamation, Obama stated that
we not only need to know how to find information but how to evaluate that information in any
situation. This is especially true in a world where anyone can publish their own opinion or
perspective, whether fact or fiction. He also stated that both institutions and educators must be
aware of and adjust to these new realities and ensure that our students are “given the tools
required to take advantage of the information available to them” (Obama, 2009).
In 2004, the development of the National Education Technology Plan set forth seven
major action steps for the integration of technology to help close the achievement gap. As we
prepare students for the future, one of the goals is to “Ensure that teachers and students are
adequately trained in the use of online content (National Education Technology Plan, 2004). It
has been stated that in today’s America, “knowledge is this country’s most precious commodity”
and the people who are information literate are “America’s most valuable resources (Association
of College and Research Libraries, 1989). The implementation of information literacy instruction
for students, teachers, and librarians is the key to ensuring the continuation of this valuable
resource.
What is Information Literacy?
Defining information literacy is often a difficult task as many people have differing ideas
about the concept (Probert, 2009). Schools, teachers, and administrators often equate information
literacy with information technology (IT) skills (Mokhtar, Majid, & Foo, 2008). Research studies
have shown that over 50% of those surveyed thought that information literacy skills were either
the same as information technology (IT) skills or they were unsure (Probert, 2009). While the
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concept of computer or technology literacy is still relevant, we need to shift the focus more to
information literacy (Higntte, Margavio, & Margavio, 2009).
Information literate individuals can recognize the need for information; can access
information; evaluate the information; and creatively use that information in a socially
responsible manner (Mokhtar et al, 2008). Information literate individuals have “learned how to
learn” utilizing a higher-level set of concepts and abilities (Probert, 2009).
Information literacy skills are an essential part of modern Western culture and the ability
to access and evaluate information is critical to success in both our work and personal lives
(Julien & Barker, 2009). Those who have the ability to access and manage large amounts of
information will be influential contributors to society (November, 2008).
Being information literate is a goal that educators cannot ignore and should be a
requirement of undergraduate education (Owusu-Ansah, 2004). Unfortunately, even though
information literacy has grown and evolved, the content and curriculum in schools has remained
fixed in the computer literacy of the past (Higntte et al, 2009). Curriculum planners and
administrators need to ensure that information literacy is explicitly taught in classrooms (Julien
& Barker, 2009).
We must also remain mindful that the Internet is a “free and open global forum where
anyone can express any version of the truth (November, 2001, p. 2). This open global forum has
turned users into producers of information and made it even more difficult to distinguish between
fact and opinion (Badke, 2009). In helping students to interpret information from the World
Wide Web, we need to teach them the “grammar of the Internet” just as we would teach them
how to access and use printed materials (November, 2001, p. 2.) The information landscape
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continues to change and grow rapidly making it vital that schools provide information literacy
instruction to students and faculty.
Standards
As our information landscape has changed, so have the technology standards our students
are introduced to and our instruction aligned with. One section of the No Child Left Behind Law
has addressed the importance of preparing our students for a world infused with technology and
information (Poplin, 2008):
“To assist every student in crossing the digital divide by ensuring that every student is
technologically literate by the time the student finishes the eighth grade, regardless of the
student’s race, ethnicity, gender, family income, geographic location, or disability.”
In 1998, the International Society for Technology in Education (ISTE) developed the
National Educational Technology Standards for Students (NETS-S). These standards gave us a
starting point in developing computer literacy for students.
With the impetus of 21st century technologies and introducing students to 21st century
skills, ISTE revised the NETS-S. The 1998 NET-S introduced students to “technology research
tools” and helped to define what students need to know and be able to do with technology. The
new 2007 NET-S places technology in the 21st century and addresses the need to develop
“Research and Information Fluency and reflects the role that educational technology plays in the
learning of students today (ISTE, 2009). Aligned with the student standards, ISTE also
developed National Education Standards for Teachers (NETS-T) to guide teachers through the
process of developing those 21st century skills for their students (ISTE, 2009).
In conjunction with the development of ISTE’s NETS for students and teachers, the state
of Arizona has also revised their technology standards. Instead of students identifying, defining,
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and explaining technology, they are predicting, determining, evaluating, applying, and
synthesizing their technology understanding and skills, especially in the area of research and
information literacy.
With the implementation of these new standards addressing the needs of the 21st century
learner, it is even more vital that we ensure students and teachers develop and implement their
information literacy skills to live and work in this rapidly changing digital world.
Students and Technology
Our students have been nicknamed by some as “digital natives.” They have grown up
with technology and the Internet. They don’t know a world without computers and cell phones.
However, data from a recent Technology Literacy Assessment administered to 5th and 8th graders
in Arizona showed that most do not even know how to complete a Boolean search (Poplin,
2008). Studies on high school and college students have not shown much better results.
Researchers assessing the information literacy skills of 600 college students showed that
only 40% received a passing grade on an information literacy assessment (Hignette et al, 2009).
Studies on high school science students have shown that they have difficulty evaluating the
authenticity of online information, as well as demonstrating poor search skills, such as selecting
search terms, evaluating websites, or citing sources (Julien & Barker, 2009). Surveys have also
shown that students either don’t think about checking the validity of web resource or they don’t
know how to evaluate the information (Badke, 2009). Further studies have also shown that when
researching the Internet, students are looking for the “right answer” and judge the relevance of a
site on whether it is convenient to access (Julien & Barker, 2009). These students have often
learned to use the Internet informally from friends who also are not knowledgeable users (Julien
& Barker, 2009).
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Student surveys have shown some patterns to their information searches. A students first
choice for accessing information is usually not the library but accessing search engines as the
primary tool used for information searching (Badke, 2009). One study showed that at least 59%
of student research was Internet based (Julien & Barker, 2009). They access the Internet for
general searches or more specifically to access Wikipedia (Julien & Barker, 2009). The reason
cited for utilizing the Internet for research was their perceived relevance of information obtained
via the Internet (Julie & Barker, 2009). The main search strategies reported by students was key
word searching or copying and pasting an assignment topic or question into the search box and
then accessing the first three or four sites at the top of the search results (Julien & Barker, 2009).
Many of the students like and use Wikipedia as a resource, even though they acknowledge that is
may not be a valid source of information (Julien & Barker, 2009).
How do students primarily access online information? They Google It! It is reported that
70-80% of students use Google for research (Badke, 2009). As with the mainstream population,
Google is the most used search engine by all students (Julien & Barker, 2009). Interviews have
revealed that students view Google and the Internet as one and the same and often even use the
terms interchangeably (Julien & Barker, 2009). They tend to trust the first page of Google results
(Badke, 2009) showing they perhaps do not understand how search engines actually work (Julien
& Barker, 2009).
Results of various studies shows that our secondary school students do not have effective
information literacy skills (Mokhtar et al, 2008) and the graduate students that are
technologically literate are not necessarily information literate (Samson & Millet, 2003). Today,
information literacy skills are as essential to education as reading, writing, and mathematics and
should be integrated into the school curriculum and taught throughout schooling beginning at the
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primary school level (Mokhtar et al, 2008). This curriculum must include developing skills to
identify effective information sources, access information, evaluate it, and use it effectively,
efficiently, and ethically (Julien & Barker, 2009). This integration of information technology into
the curriculum will motivate and engage students but the emphasis must be on learning with
technology and not about technology (Woodard, 2003).
Teacher Education
November (2008) has stated that educators need to “prepare students to think critically
about the information and communication they use on the web.” But our teachers cannot prepare
students to be information literate unless they themselves understand how to find and use
information effectively, efficiently, and ethically (Carr, 1998). However, the integration of
information technology into teacher education programs has not occurred (Carr, 1998). Julien
and Barker (2009) interviewed teachers in the United Kingdom and found them to be lacking in
search and evaluation skills. As with students, information literate teachers must possess the
knowledge and skills to collect, analyze, assess, organize, and synthesize online information
(Wen & Shih, 2008). We also need teachers to not just be information literate teachers but
information literacy instructors as well (Shinew & Walter, 2007). They must be able to integrate
information literacy skills into content area instruction. All classroom teachers are in need of
instruction and professional development in information literacy (Probert, 2009).
Jennifer Branch (Shinew & Walter, 2003) interviewed pre-service teachers enrolled in
information literacy courses. One pre-service teacher reported feeling more information literate
and able to access computer-based information, evaluate that information, and integrate these
skills into her classroom instruction. Another teacher commented that the course has helped her
see the need to use the Internet to access updated information and research best practices for
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teaching. A third teacher states that she will definitely be passing these skills along to her
students. This supports November’s (2008, p 2) observations that “children need us to be
exemplary role models.”
Evidence has shown that if teachers are properly trained in information literacy, they can
effectively teach these sills to their students (Probert, 2009). Teachers that have participated in
strong information literacy trainings develop the skills and knowledge to successfully implement
the information literacy process. Some have even reported that learning information skills has
transformed their teaching (Probert, 2009). Shinew and Walter (2003) have identified three
effective areas that can contribute to the information literacy skills of educators and students:
1. Developing information literacy skills that relate to their work and promote lifelong
learning.
2. Integrating information literacy instruction into the coursework of future teachers.
3. Using the school library as the primary information resource of the school and utilizing
the school librarian as a collaborator along with classroom teachers in the development of
information literacy skills.
Few schools and libraries have implemented a model of teaching the teachers in order for
information literacy to be taught by the classroom teacher rather than the school librarian
(Samson & Millet, 2003). Ensuring that our K-8 teachers and librarians are well trained in
information literacy is the first step along the path to student information literacy.
Librarian’s Role
Glenna Westwood has stated, “there is no one in an academic institution more qualified
to teach students information literacy than a librarian” (as quoted in Owusu-Ansah, 2004). This
statement holds true for librarians in higher education institutions. Oftentimes K-8 librarians are
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classroom teachers that have transitioned to the library after completing a test to become highly
qualified and may not be information literacy authorities. Once the K-8 librarian has had
opportunities to participate in information literacy instruction and become information literate,
they are the “information brokers and experts” and providers of “campus wide information
literacy” (Owusu-Ansah, 2004) of the campus.
School librarians have the privilege of equipping students with the knowledge and skills
to effectively access and evaluate information and learn the intellectual advantages of doing so
(Owusu-Ansah, 2004). However, they must go beyond basic retrieval skills and provide well-
rounded, in-depth information literacy knowledge (Owusu-Ansah, 2004). The school library with
an information literate librarian is the perfect starting place for the development of information
literacy skills. The librarian has the ability to meet with every student across a campus.
Librarians should not only instruct students in developing information literacy skills but
also provide both informal and formal training in information literacy to school faculty (Black,
Crest, & Volland, 2003). It is crucial for classroom teachers to also develop these skills, as they
are the primary contact for students (Black et al, 2003). It is often difficult for individuals to
learn these skills well, but collaboration between librarians and faculty helps students and others
in the academic community develop the necessary skills (Juliena, 2009).
Teachers need the expertise and support of a school librarian in order to teach effective
research skills and assist with classroom research projects (Martorana, Curtis, DeDecker,
Edgerton, Gibbens, & Lueck, 2001). An effective method of providing support and training is
through a trainer of trainers (or trainer of teachers) model (Martorana et al, 2001). In a trainer of
trainer model, librarians work directly with teachers instructing them in the implementation of
information literacy directly into their classroom curriculum. Teachers who have participated in
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such a model have reported overwhelmingly positive results in their own information literacy
growth and implementation into the classroom (Martorana et al, 2001).
Students and faculty all need to become information literate. The school librarian has the
ability to impact all students and staff within a school and the development of their information
literacy is the perfect starting place in the implementation of a school wide information literacy
program. Information literacy incorporates both library skills and information skills and greatly
adds to an information rich environment (Woodard, 2003). Library information literacy
programs will promote learning and complement the learning process occurring in classrooms
and other parts of our learning institutions (Martorana et el, 2001).
Conclusion
As our world becomes increasingly more digitally focused and information continues to
change and grow rapidly, it is vital that our students learn how to maneuver the Internet and
evaluate the reliability and validity of the information they access. Our teachers and librarians
should be the primary source of instruction in information literacy knowledge and skills. This
new role for teachers and librarians as information literacy instructors will result in the
attainment and retention of these skills for students (Woodard, 2003). We must ensure that all
librarians, teachers, and students are well trained and informed in accessing, evaluating, and
effectively and ethically using online information.
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References
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committee on information literacy: Final report. Retrieved October 16, 2009, from
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Badke, W. (2009, July). How We Failed the Net Generation. Online, 33(4), 47-49. Retrieved
September 20, 2009, from Academic Search Complete database.
Black, C., Crest, S., & Volland, M. (2001). Building a successful information literacy
infrastructure on the foundation of librarian–faculty collaboration. Research Strategies,
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Carr, J. (1998). Information literacy and teacher education. ERIC clearinghouse on teaching and
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