Information LiteracyInformation Literacyand theand the

2121stst Century Academy 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

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.”

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

AASL Standards for the 21st-Century AASL Standards for the 21st-Century Learner Learner

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

http://www.ala.org/ala/aasl/aaslproftools/learningstandards/standards.cfm

The StandardsThe Standards

1. inquire, think critically, 1. inquire, think critically, and gain knowledge; and gain knowledge;

2. draw conclusions, make 2. draw conclusions, make informed decisions, informed decisions, apply knowledge to new apply knowledge to new situations, and create situations, and create new knowledge; new knowledge;

http://www.ala.org/ala/aasl/aaslproftools/learningstandards/standards.cfm

The Standards describe how learners use The Standards describe how learners use skillsskills, , resourcesresources,,and and toolstools to to

3. pursue personal 3. pursue personal and aesthetic and aesthetic growth.growth.

4. share knowledge 4. share knowledge and participate and participate ethically and ethically and productively as productively as members of our members of our democratic society;democratic society;

The Standards describe how learners use The Standards describe how learners use skillsskills, r, resourcesesources,,and and toolstools to to

http://www.ala.org/ala/aasl/aaslproftools/learningstandards/standards.cfm

SCHOOL LIBRARY MEDIA PROGRAMCatalyst for Efficient Implementation of

Core Curriculum Content StandardsK - 12

Prepared by NJASL Professional Development Committee 2005 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)

http://njasl.org/documents/SLMP_000.pdf

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

Information Literacy and Information Literacy and the 21the 21stst Century Academy: Century Academy: Opportunities for PK-20 Opportunities for PK-20

CollaborationCollaboration

“ “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

Information Literacy and the Information Literacy and the Institutional MissionInstitutional Mission

According to the Kean University Mission According to the Kean University Mission statement, “…the University prepares students statement, “…the University prepares students

to think critically and creatively; to adapt to to think critically and creatively; to adapt to changing social, economic, and technological changing 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 and Middle Information Literacy and Middle States AccreditationStates Accreditation

Middle States looks for integration and Middle States looks for integration and assessment of information literacy outcomes in assessment of information literacy outcomes in

a university’s curriculum (Middle States a university’s curriculum (Middle States Association of Colleges and Schools, 2003; Association of Colleges and Schools, 2003; Middle States Association of Colleges and Middle States Association of Colleges and

Schools, 2006; Ratteray, 2002).Schools, 2006; Ratteray, 2002).

Information Literacy and the NJ Information Literacy and the NJ Commission on Higher EducationCommission on Higher Education

The NJ Commission on Higher Education has The NJ Commission on Higher Education has proposed a change to the state licensure proposed a change to the state licensure

regulations for college libraries and services. regulations for college libraries and services. This change would appear in the NJ This change would appear in the NJ

Administrative Code and would require Administrative Code and would require universities to have a campus-wide universities to have a campus-wide

information literacy plan that includes information literacy plan that includes assessment (Oates, 2007).assessment (Oates, 2007).

Association of Association of College & Research Libraries’ College & Research Libraries’

Best Practices InitiativeBest Practices Initiative

Characteristics of Programs of Information Literacy thatCharacteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline Illustrate Best Practices: A Guideline

http://http://www.ala.org/ala/acrl/acrlstandards/characteristics.cfmwww.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 PK-20 Information Literacy PK-20 Information Literacy

collaboration?collaboration?

Local collaborative efforts:Local collaborative efforts: PK-12/higher education collaborations:PK-12/higher education collaborations:

Librarians work with teachers and media specialists to plan learning Librarians work with teachers and media specialists to plan learning activities for PK-12 classes that visit university libraries.activities for PK-12 classes that visit university libraries.

Librarians work with PK-12 students participating in programs such as Librarians work with PK-12 students participating in programs such as Upward Bound, Adelante Scholars, and Science Star.Upward Bound, Adelante Scholars, and Science Star.

Community college/4-year college collaborations:Community college/4-year college collaborations: Librarians at 4-year colleges and community college librarians share Librarians at 4-year colleges and community college librarians share

information literacy documents. information literacy documents. First Year Experience (FYE) collaboration:First Year Experience (FYE) collaboration:

Librarians collaborate with FYE instructors to incorporate information Librarians collaborate with FYE instructors to incorporate information literacy objectives and activities into the course.literacy objectives and activities into the course.

General Education collaboration:General Education collaboration: Librarians collaborate with faculty in integrating information literacy Librarians collaborate with faculty in integrating information literacy

activities and assessment into General Education courses. activities and assessment into General Education courses. Collaborations with upper-level and graduate courses:Collaborations with upper-level and graduate courses:

Librarians collaborate with faculty in integrating information literacy Librarians collaborate with faculty in integrating information literacy activities and assessment into numerous courses. activities and assessment into numerous courses.

Statewide collaborative efforts:Statewide collaborative efforts:

Professional Association & Committee Memberships:Professional Association & Committee Memberships: New Jersey Association of School LibrariansNew Jersey Association of School Librarians User Education Committee of the NJLA-CUS / ACRL-NJ.User Education Committee of the NJLA-CUS / ACRL-NJ.

Conferences and Workshops:Conferences and Workshops: Professional development activities sponsored by the User Education Professional development activities sponsored by the User Education

Committee of the New Jersey Library Association, College and Committee of the New Jersey Library Association, College and University Section (NJLA-CUS) and the New Jersey Chapter of the University Section (NJLA-CUS) and the New Jersey Chapter of the Association of College and Research Libraries (ACRL-NJ).Association of College and Research Libraries (ACRL-NJ).

Professional development activities sponsored by the New Jersey Professional development activities sponsored by the New Jersey Association of School Librarians.Association of School Librarians.

National collaborative efforts:National collaborative efforts:

Task Force:Task Force: Blueprint for CollaborationBlueprint for Collaboration, AASL/ACRL Task Force on the , AASL/ACRL Task Force on the

Educational Role of Libraries (American Library Association, 2006).Educational Role of Libraries (American Library Association, 2006).

Professional Association/Committee memberships:Professional Association/Committee memberships: AASL/ACRL Interdivisional Committee on Information Literacy AASL/ACRL Interdivisional Committee on Information Literacy Library Instruction Round Table (ALA).Library Instruction Round Table (ALA). Instruction Section (ACRL)Instruction Section (ACRL) Professional listservs (including INFOLIT and ILI-L). Professional listservs (including INFOLIT and ILI-L).

Conferences and Workshops:Conferences and Workshops: ALA conferences.ALA conferences. AASL conferencesAASL conferences LOEX conferences.LOEX conferences.

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

into the PK-20 curriculum?into the PK-20 curriculum?

Strive for a commitment regarding Strive for a commitment regarding information literacy integration in your information literacy integration in your institution’s Strategic Plan and Mission institution’s Strategic Plan and Mission Statement.Statement.

Ten Options for Fostering Ten Options for Fostering Collaborations in the PK-20 Collaborations in the PK-20

Information Literacy EnvironmentInformation Literacy Environment

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

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

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

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

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

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

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

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

Look to other states for benchmarkLook to other states for benchmark

collaborative efforts. Some examples:collaborative efforts. Some examples:

Central Pennsylvania K-16 Information Literacy Network Central Pennsylvania K-16 Information Literacy Network (Pennsylvania State University, 2007)(Pennsylvania State University, 2007)

CLOC (Community Librarians Outreach and Collaboration, CLOC (Community Librarians Outreach and Collaboration, 2007) 2007)

Institute for Library and Information Literacy Education Institute for Library and Information Literacy Education (Burhanna & Jensen, 2006; Kent State University, 2007) (Burhanna & Jensen, 2006; Kent State University, 2007)

Use the Use the Blueprint for CollaborationBlueprint for Collaboration to to gather ideas that can be implemented in gather ideas that can be implemented in your school, university, or college. your school, university, or college. Produced by the AASL/ACRL Task Produced by the AASL/ACRL Task Force on the Educational Role of Force on the Educational Role of Libraries, the document provides Libraries, the document provides recommendations relating to:recommendations relating to:

““Collaboration”Collaboration” ““Joint Association Activities”Joint Association Activities” ““Continuing Education for Librarians”Continuing Education for Librarians” ““OutreachOutreach

(American Library Association, 2006)(American Library Association, 2006)

ReferencesReferencesAmerican Association of School Librarians. (2007). American Association of School Librarians. (2007). Standards for the 21st-Century Standards for the 21st-Century

Learner. Learner. Retrieved November 12, 2007, from Retrieved November 12, 2007, from http://www.ala.org/ala/aasl/aaslproftools/learningstandards/standards.cfmhttp://www.ala.org/ala/aasl/aaslproftools/learningstandards/standards.cfm

American Library Association. (1989). American Library Association. (1989). Presidential Committee on Information Presidential Committee on Information Literacy: Final Report. Literacy: Final Report. P. 1. P. 1. RRetrieved November 29, 2007, from etrieved November 29, 2007, from http://www.ala.org/ala/acrl/acrlpubs/whitepapers/presidential.cfm http://www.ala.org/ala/acrl/acrlpubs/whitepapers/presidential.cfm

American Library Association. American Association of School Librarians and American Library Association. American Association of School Librarians and Association of College and Research Libraries Task Force on the Educational Role Association of College and Research Libraries Task Force on the Educational Role of Libraries. (2006). of Libraries. (2006). AASL/ACRLAASL/ACRL Blueprint for Collaboration.Blueprint for Collaboration. RRetrieved etrieved November 28, 2007, fromNovember 28, 2007, fromhttp://www.ala.org/ala/acrl/acrlpubs/whitepapers/acrlaaslblueprint.cfmhttp://www.ala.org/ala/acrl/acrlpubs/whitepapers/acrlaaslblueprint.cfm

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

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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.

References (continued)References (continued)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

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

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Information LiteracyInformation Literacyand theand the

2121stst Century Academy Century Academy

21st Century Learning, Education 2.0 Conference November 30 and December 1, 2007.

Presented by Caroline Geck, Janette Gonzalez, and Linda Cifelli. Copyright © 2007 Kean University Library.