THE EMERGING SOCIAL ISSUE:The Google of easily amount Generationaccessible information isand Gen Xers aregrowing informationno more geometrically,contributing their baby-literate thantoinformation overload.boomer predecessors.
WHAT ISINFORMATION LITERACY? “The ability to seek, ﬁnd, and decipher informa8on ...” —President Barak Obama Proclima8on of Na8onal Informa8on Literacy Awareness Month, 2009. American Library Associa8on Associa8on of Colleges and Research Libraries
TECHNOLOGY’S ROLE ININFORMATION OVERLOADResearch seems to be far more diﬃcult to conduct in the digital age than it did in previous 7mes. — Alison J. Head & Michael B. Eisenberg Project Informa@on Literacy Progress Report, 2009
SIMILAR INFORMATION ISSUES FOR ALL AGE GROUPSIn a world that’s informa7on rich... having more informa7on isn’t necessarily be=er. Real informa,on power is having the right informa,on at the right ,me. —American Library Associa@on, 2001, p 6
YOUNG ADULTS• According to the Young Adult Library Science Service Associa8on, a young adult is a person between the ages of 12 and 18. • “Growing up in a world dominated by the Internet…far more comfortable using a keyboard than wri8ng in a notebook…constant connec8on with friends and family at any 8me and from any place is of vital importance to them” (Black, 94). • These learners are digital na7ves.
COLLEGE-AGED ADULTS• Tradi8onal university students, late teens to early 20s, pursing bachelor’s degrees • Community college students, variety of backgrounds, goals, and ages, late teens to seniors • Digital immigrants and digital na8ves • Wide range of technology skills • Undeserved conﬁdence in their informa7on literacy skills.
BABY BOOMERS & SENIORS• Seniors (or older adults): Deﬁned by the ALA as 55 and older. • Baby Boomers: Totaling more than 23% of the popula8on by 2015 (U.S. Census, 2004). • Seniors, aged 51 and older, will total more than 33 percent of the U.S. popula8on by 2015. • “Silver Surfers” • Extremely diverse
COMMON STRATEGIES FOR ALL GENERATIONS• Explain informa8on and technology in terms each genera8on understands. – For seniors, URLs are like addresses. – For teens, a book report is like a movie trailer. • Understand and respect each groups’ cogni8ve and emo8ve needs during the learning process.
INFORMATION LITERACY & INFORMATION OVERLOAD• Young adults are taught informa8on literacy strategies in order to deal with informa8on overload from a young age. • “Overcoming the constraints of 8me and space, informa7on technology serves as a tool of empowerment for the individual. It is the challenge of educators today to support and u8lize this extraordinary tool in mee8ng the needs of Gen Y and those who follow” -‐-‐ Black, 2010, p 100
INFORMATION LITERACY & INFORMATION OVERLOAD• College-‐aged adults percep8on of their informa8on literacy skills exceeds their actual skill set (Godwin, 2009). • They use technology to help them with research, oaen pre-‐searching on Wikipedia. • They are not as rigorous with informa8on searches to solve personal problems or sa8sfy personal curiosity.
INFORMATION LITERACY & INFORMATION OVERLOAD• Seniors or older adults: Aging factors vs. informa8on literacy • Rela8onship between technology skills and informa8on literacy and overload • “Digital Divide” and informa8on literacy • Stereotypes of seniors vs. reality
YOUNG ADULT STRATEGIES“Informa8on literacy brings together educa8on and informa8on resources in a dynamic way to guarantee meaningful student learning … This is our future.” -‐-‐ Ross, 1992, p 16
COLLEGE-AGED ADULT STRATEGIES• First research stop: Wikipedia • Use Wikipedia to explain how informa8on is created • Lessons in research must be relevant, not repe88ve.
SENIOR STRATEGIES• Senior-‐friendly library materials and programs • Computer literacy classes for seniors • Taking into considera8on aging factors (cogni8on and physical)
IMPLEMENT INFORMATION LITERACYSTRATEGIES WITH TECHNOLOGY • Online computers • Wikipedia • Social networking
YOUNG ADULT TECHNOLOGIES• “Digital na7ves mul7task and prefer visuals to graphics and text. They are intricately connected or networked via cell phone, blog, Facebook, and YouTube, thriving on instant gra8ﬁca8on and preferring games to work” (Black, 2010, p 95). • This means: Entertain them. Libraries need games/gaming sta8ons available and need to know what’s going on with technology. Be a step ahead to help them become informa8on literate.
BEST PRACTICES• Informa8on literacy and technology needs to be taught in a language that the patrons’ age group understands • Relevance, not repe88on • Using technology in an age-‐appropriate way to develop and sustain informa8on literacy through out a life8me
REFERENCES• Akin, L. (1998). Informa8on Overload and Children: A Survey of Texas Elementary School Students. Retrieved from: hfp://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume11998slmqo/akin.cfm • American Librarian Associa8on. (2010). Informa8on Literacy. Retrieved from: hfp://www.ala.org/ala/professionalresources/atoz/profresourcesinfolit/informa8on_literacy.cfm • American Library Associa8on. (2001). A library advocate’s guide to building informa8on literate communi8es. Library advocacy now! Ac@on pack 2001. Retrieved from: hfp://www.ala.org/ala/aboutala/oﬃces/ola/informa8onliteracy.pdf • Associa8on of Colleges and Research Libraries. (1989, January 10). ACRL Presiden8al Commifee on Informa8on Literacy: ﬁnal report. Retrieved from: hfp://www.ala.org/ala/mgrps/divs/acrl/publica8ons/whitepapers/presiden8al.cfm • Black, A. (2010). Gen Y: Who they are and how they learn. educa@onal HORIZONS, Winter, 92-‐101. • Bundy, A. (2002, September). Growing the community of the informed: informa8on literacy -‐-‐ a global issue. Australian Academic & Research Libraries, 33:3. Retrieved from: hfp://alia.org.au/publishing/aarl/33.3/full.text/bundy.html • Butler, N.R. & Hodin, M.W. (2010, May 24). Debt and the demographics of aging. Washington Times. Retrieved from: hfp://www.washington8mes.com/news/2010/may/24/debt-‐and-‐the-‐demographics-‐of-‐aging/?page=1 • Fitzgerald, M.A. (1999). Evalua8ng Informa8on: An Informa8on Literacy Challenge. American Associa8on of School Librarians. Retrieved from: hfp://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume21999/vol2ﬁtzgerald.cfm • Godwin, P. (2009) Informa8on literacy and Web 2.0: is it just hype? Program: electronic library and informa@on systems, 43(3), 264-‐274. Retrieved from EBSCO EJS. doi: 10.1108/00330330910978563 • Head, A. J. & Eisenberg, M. B. (2009, February 4). What Today’s College Students Say about Conduc8ng Research in the Digital Age. Project Informa@on Literacy Progress Report. The Informa8on School, University of Washington. Retrieved from: hfp://projec8nfolit.org/pdfs/PIL_ProgressReport_2_2009.pdf
REFERENCES CONTINUED• Honnold, R., & Mesaros, S. A. (2004). Serving seniors. New York: Neal-‐Schuman Publishers, Inc. • Klapp, O. (1982). "Meaning lag in the Informa8on society." Journal of Communica@on, 32(2), p 56–66. • Leung, R. (2005, September 4). The Echo Boomers: Steve Kroa reports on the children of the Baby Boomers. 60 Minutes. Retrieved from: hfp://www.cbsnews.com/stories/2004/10/01/60minutes/main646890.shtml?tag=contentMain;contentBody • Na8onal Ins8tute on Aging. (2010). Making your website senior friendly. Retrieved from hfp://www.nia.nih.gov/HealthInforma8on/Publica8ons/website.htm • Obama, B. (2009, October 1). “Na8onal Informa8on Literacy Awareness Month, 2009. Retrieved from hfp://www.whitehouse.gov/assets/documents/2009literacy_prc_rel.pdf • Ross, T. (1992). The power of informa8on literacy: unity of educa8on and resources for the 21st century. presented at The Annual Mee@ng of the Interna@onal Associa@on of School Librarianship. Australia: Marist Sisters College. • RUSA. (2008). Guidelines for library and informa@on services to older adults. Retrieved from hfp://www.ala.org/ala/mgrps/divs/rusa/resources/guidelines/libraryservices.cfm • Small, R. V., Zakaria, N., and El-‐Figuigui, H. (2004, March). Mo8va8onal Aspects of Informa8on Literacy Skills Instruc8on in Community College Libraries. American College and Research Libraries, 65(2), p 96-‐121. Retrieved from hfp://crl.acrl.org/content/65/2/96.full.pdf+html. • Spitzer, K. L., Eisenberg, M. B., & Lowe, C. A. (1998). Informa8on literacy: Essen8al skills for the informa8on age. In The Evolu@on of a Concept (p. 35-‐64). Syracuse, NY: Informa8on Resources Publica8ons. • U.S. Census Bureau. (2004). U.S. interim projec8ons by age, sex, race, and Hispanic origin. Retrieved from: hfp:// www.census.gov/popula8on/www/projec8ons/usinterimproj/natprojtab02b.pdf • U.S. Census Bureau. (2004). Projected popula@on of the united states, by age and sex: 2000 to 2050. Retrieved from hfp://www.census.gov/popula8on/www/projec8ons/usinterimproj/natprojtab02a.pdf