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Info Lit Literature Review 1 Running head: RESEARCH AND INFORMATION LITERACY LITERATURE REVIEW Literature Review Research and Information Literacy Suzanne Sallee

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Literature review outlining the importance of both students and teachers having a strong understanding of media and information literacy

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Page 1: Literature Review: Information LIteracy

Info Lit Literature Review 1

Running head: RESEARCH AND INFORMATION LITERACY LITERATURE REVIEW

Literature Review

Research and Information Literacy

Suzanne Sallee

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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.

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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

Association of College and Research Libraries. (1989, January 10). Presidential

committee on information literacy: Final report. Retrieved October 16, 2009, from

http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/presidential.cfm

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,

18(3), 215-225. Retrieved September 20, 2009, from Science Direct database.

Carr, J. (1998). Information literacy and teacher education. ERIC clearinghouse on teaching and

teacher education. Retrieved October 15, 2009, from

http://www.ericdigests.org/1999-2/information.htm

Higntte, M., Margavio, T., & Margavio, G. (2009, September). Information literacy assessment:

Moving beyond computer literacy. College Student Journal, 43(3), 812-821. Retrieved

September 20, 2009, from Academic Search Complete database.

ISTE. (2009). National Educational Technology Standards. Retrieved October 16, 2009, from

http://www.iste.org/AM/Template.cfm?Section=NETS

Julien, H. & Barker, S. (2009). How high-school students find and evaluate scientific

information: A basis for information literacy skills development. Library & Information

Science Research, 31(1), 12-17. Retrieved September 20, 2009, from Science Direct

database.

Juliena, H. (2009. Librarians' experiences of the teaching role: Grounded in campus

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relationships. Library & Information Science Research, 31(3), 149-154. Retrieved

September 20, 2009, from Science Direct database.

Martorana, J., Curtis, S., DeDecker, S., Edgerton, S., Gibbens, C., & Lueck, L. (2001). Bridging

the gap: Information literacy workshops for high school teachers. Research Strategies,

18(2), 113-120. Retrieved September 20, 2009, from Science Direct Journals database.

Mokhtar, I., Majod, S., & Foo, S. (2008). Information literacy education: Applications of

mediated learning and multiple intelligences. Library and Information Science Research,

30(3), 195-206. Retrieved September 20, 2009, from Science Direct database.

National Education Technology Plan. (2004). Seven major action steps and recommendations.

Retrieved October 15, 2009, from

http://www.ed.gov/about/offices/list/os/technology/plan/2004/site/theplan/edlite-

Recommendations.html

November, A. (2001). Empowering students with technology. Thousand Oaks: Corwin

Press.

November, A. (2008). Web literacy for educators. Thousand Oaks: Corwin Press

Obama, B. (2009, October 1). National information literacy awareness month, 2009. Retrieved

October 16, 2009, from http://www.whitehouse.gov/the_press_office/Presidential-

Proclamation-National-Information-Literacy-Awareness-Month/

Owusu-Ansah, E. (2004). Information literacy and higher education: Placing the academic

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Poplin, C. (2008, May). Arizona raising students’ technology literacy. eSchool

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Probert, E. (2009). Information literacy skills: Teacher understandings and practice. Computers

& Education, 53(1), 24-33. Retrieved September 20, 2009, from Science Direct database.

Samson, S. & Millet, M. (2003). The learning environment: First-year students, teaching

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knowledge for an information age. Binghamton: The Haworth Information Press.

Wen, J. & Shih, W. (2008). Exploring the information literacy competence standards for

elementary and high school teachers. Computers & Education, 50(3), 787-806. Retrieved

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Woodard, B. (2003). Technology and the constructivist learning environment: Implications for

teaching information literacy skills. Research Strategies, 19(3-4), 181-192. Retrieved

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