Essay 4 and 5 is not about libraries its about librarians who.docx

Essay 4 and 5 is not about libraries it's about librarians who
work in
public libraries and what is their role in information literacy.
And what
is the role of technology in information literacy
Essay 4 Requirements
1- Use only one source
2- Include 1 quote and 1 paraphrase
3- 750 Words, MLA Format, Works cited page
4- Use the second prompt "Role of technology in information
literacy.
Essay 5 Requirements
1- Include counter argument
2- You may keep thesis and some examples from Essay 4
3- 850 Words, MLA Format, Works Cited page
4- 2qoutes and 2 paraphrases from two attached articles and
notes

from librarian's lecture (5)
5- A. According to librarians most of the resources in the
library is not
yet digitized (because it cost more money to be digitized and
digitized
data is vulnerable to loss)
B. The US government distributes Hard Paper resources to
libraries
throughout the country to prevent it from loss and alteration
6- You have to include one from number 5 its required
First complete Essay 4 with all required materials than start on
Essay
5
Essay 4 + STEROID = Essay 5
Community & Junior College Libraries, 16:247–254, 2010
Copyright © Taylor & Francis Group, LLC
ISSN: 0276-3915 print / 1545-2522 online
DOI: 10.1080/02763915.2010.523327
Overcoming Challenges of the Technological
Age by Teaching Information Literacy Skills

MELYNDA BURKE
Graduate Student, Western Kentucky University, Bowling
Green, Kentucky, USA
The technological age has forever altered every aspect of life
and
work. Technology has changed how people locate and view
infor-
mation. However, the transition from print to electronic formats
has
created numerous challenges for individuals to overcome. These
challenges include coping with the massive amounts of informa-
tion bombarding people and sorting through a multitude of often
inferior sources. To adjust and cope, individuals must acquire
in-
formation literacy skills. The American Library Association
defines
information literacy as a set of abilities requiring individuals to
“recognize when information is needed and have the ability to
locate, evaluate, and use effectively the needed information.”
Information literacy skills are a necessary skill for survival in
today’s information driven society. Schools must prepare
students to
be successful in the real world, by teaching them to become
effective
users of information through information literacy skills.
Technolog-
ical innovations are sure to continue to advance; therefore we
must
adapt and embrace these changes or we will be left behind.
KEYWORDS information literacy
ISSUE

The technological age has forever altered every aspect of life
and work. The
development of the personal computer and explosion of the
Internet in the
1990’s revolutionized the transmission and format of
information. Today, the
majority of Americans use the computer on a daily basis. The
Pew Internet
& American Life Project reported that on a daily basis 72% of
adults use
the Internet, and 42% of young people ages 5–17 use the
Internet daily for
school work (National Center for Educational Statistics).
However, this tran-
sition from print to electronic formats has created numerous
challenges for
Address correspondence to Melynda Burke. E-mail:
[email protected]
247
248 M. Burke
individuals to overcome. These challenges include coping with
the massive
amounts of information bombarding people and sorting through
a multitude
of inferior sources. To adjust and cope, individuals must acquire
information
literacy skills.
ISSUE SIGNIFICANCE AND IMPACT

Currently, the need for information literacy skills is the most
pressing global
issue impacting educational technology and library media
education. Over-
coming and adapting to the challenges of the technological age
is and will
be the most significant transition in our lifetime, and possibly
even all of
history. This transition impacts people from all age groups,
education levels,
and incomes from across the globe. Everyone around the world
is impacted
by the challenges of the technological age and must learn to
adapt and cope
by learning information literacy skills.
CHALLENGES
In the technological age, there is an overabundance of resources
available.
Nelson (2000) explained, “More information has been produced
in the past
30 years than in the last five millennia” (para. 11). We have
vast amounts of
information at the touch of our fingertips. However, this
overabundance of
information does create many obstacles for individuals to
overcome. Daily
we are bombarded with information coming at us from a variety
sources
and formats. There are so many sources to review, but so little
time. This
bombardment of information is often referred to as information
overload
(Warnken 2004). Individuals must learn to digest properly all
this data and

be able to locate the information of use to them.
Another problem associated with the technological
advancements of
the Information Age is the ease of publication on the World
Wide Web.
Many sources located on the Web are filled with inaccurate and
even false
information. Nelson (2000) revealed, “Large volumes of data
are fraught with
inconsistencies, errors and useless data” (para. 15). Information
users must
be able to verify the accuracy and reliability of their sources.
SOLUTION
Schools must prepare our students to handle the challenges of
the tech-
nological age by teaching information literacy skills. The
American Library
Association defines information literacy as a set of abilities
requiring in-
dividuals to “recognize when information is needed and have
the ability
Overcoming Challenges of the Technological Age 249
to locate, evaluate, and use effectively the needed information”
(Ameri-
can Library Association [ALA] 2010). Information literacy
topics can include
teaching effective search strategies, copyright laws, evaluating
sources, and
intellectual freedom. Information literacy skills teach

individuals how to be-
come effective users of information, and “provide the
foundation for lifelong
learning which is increasingly viewed as a fundamental human
right” (Say-
ers 2006, 68). Information literacy skills are necessary for
survival in today’s
information driven society. Information literate individuals tend
to have a
higher quality of life, due to being more informed and more
capable of
making wise decisions (Milam 2002, 17). Furthermore,
information literate
individuals are in high demand with employers. Milam
explained, “Infor-
mation literacy skills are a necessity, as information drives
industry” (Milam
2002, 3).
Information literacy is also the hope that “the digital divide
between
information-rich and information-poor will eventually be
bridged” (Sayers
2006, 62); which could also assist individuals transition into
higher socio-
economic and education groups. Sayers further revealed, “The
2003 Infor-
mation Literacy Meeting of Experts in Prague identified
information literacy
as a powerful community tool that facilitates access to
information and has
real impact on its health, wealth, and well-being” (Sayers 2006,
70).
INFORMATION

The most authoritative sources for information regarding
information liter-
acy issues are from the American Library Association (ALA)
and American
Association of School Librarians (AASL). The ALA serves as
an advocate for li-
braries. The organization publishes numerous publications
including books,
newsletters, magazines, and journals. The AASL is a branch of
the ALA and
serves as an advocate for school libraries and school librarian’s
issues. The
AASL also publishes numerous works that relate to information
literacy in the
school library. However, there is also currently a wealth of
resources avail-
able on this topic in libraries and on the World Wide Web.
Many of these
sources are authored by librarians, education programs, and
school systems.
More sources on this topic can be located in the annotated
bibliography
section of this paper.
GROUPS WITH INFLUENCE
Information literacy can be influenced by library media
specialists, parents,
teachers, administrators, and politicians. Library media
specialists should
serve as the leader for modeling, teaching, and promoting
information lit-
eracy skills. Parents can promote and influence the teaching of
information

250 M. Burke
literacy skills by modeling information literacy skills to their
children at home,
and by advocating the need for more instruction in this area to
teachers, ad-
ministrators, and politicians. Teachers can influence
information literacy by
teaching the content in their classrooms, and by promoting the
topic to
fellow teachers, administrators, and politicians. Administrators
can impact
information literacy by encouraging their teachers to include the
skills in
their classrooms, and by lobbying politicians to mandate
information liter-
acy. Politicians can influence the issue by passing legislation to
mandate
information literacy into the curriculum.
LOCAL LEVEL OUTCOMES
Information literacy at the local level can be promoted by
modeling, encour-
aging, and marketing the topic. Library media specialists should
serve as
the leader in this push for teaching information literacy skills.
Library media
specialists should model information literacy skills to the
school community,
and serve as an advocate for the field. Advocating for the
inclusion of more
information literacy skills can include offering sessions on
subject, collab-
orating with teachers to better cover the topics assigned, and

encouraging
the school community to focus on the subject area. Library
media specialists
should also work closely with school and district administrators
to promote
the need for inclusion of information literacy skills. Outcomes
of local efforts
will vary depending on the success of the library media
specialist, and the
openness of school, the school community, and local
administrators.
IMPACT ON LIBRARY
The advancements of the technological age have also drastically
changed
the role and function of the library and the librarian. Prior to
the techno-
logical age, libraries were simply storehouses of information
(Miller 2000).
“Librarians primarily bought books and periodicals and relied
on book re-
views and standard reference works as selection tools”
(Thornton 2000, 842).
Today, libraries must maintain computer software programs for
cataloging
books, offer computer access to patrons, and even offer sources
entirely in
electronic formats. According to Miller the modern library is
“an increasingly
complex mix of formats and means of access” (Miller 2000,
663).
Due to the technological age, librarians must be technologically
savvy
and stay current on technological innovations. The modern

librarian must
often fulfill the role of a teacher, assisting and educating
patrons on technol-
ogy and information literacy skills. Warnken further explained
that librarians
should “inform and empower learning with technology that
enables patrons
to access and interact effectively with information in its many
forms and
format–real and virtual—and use it responsibly” (Warnken
2004).
CONCLUSION
Information literacy skills are a necessary skill for survival in
today’s informa-
tion driven society. Schools must prepare students to be
successful in the real
world, by teaching them to become effective users of
information through
information literacy skills. Technological innovations are sure
to continue to
advance; therefore we must adapt and embrace these changes or
we will be
left behind.
REFERENCES
American Library Association (ALA). 2010. Sections: History,
contact, what ALA does,
reason to join, publications, and membership. Retrieved June

16, 2010, from
http://www.ala.org/.
Miller, R. 2000. Electronic sources and academic libraries
1980–2000—a historical
perspective. Library Trends 48(4): 842–856. Retrieved July 5,
2010, from Google
Scholar.
Milam, P. 2002. InfoQuest: a new twist on information literacy.
Worthington, Ohio:
Linworth.
Nelson, M. 2000. We have the information you want, but getting
it will cost
you: Being held hostage by information overload. ACM Student
Magazine pp.
1–9. Retrieved February 21, 2010, from
http://www.acm.org/crossroads/xrds1–
1/mnelson.html/.
Pew Internet & American Life Project. Latest Trends: Online
Activities—Daily. Re-
trieved December 06, 2009, from
http://www.pewinternet.org/Data-Tools/Get-
the-Latest-Statistics.aspx/.
Sayers, R. 2006. Principles of awareness-raising: Information
literacy, a case
study. Retrieved July 3, 2010, from
http://unesdoc.unesco.org/images/
0014/001476/147637e.pdf/.
Thornton, G. 2000. Impact of electronic age on collection
development, the roles of
librarians, and library consortia. Library Trends 48(4): 842–

856. Retrieved July
5, 2010, from Wilson Web.
Warnken, P. 2004, March. Managing technology: The impact of
technology on infor-
mation literacy education in libraries. Journal of Academic
Librarianship 30(2):
151–156. Retrieved July 6, 2010. from Wilson Web.
ANNOTATED BIBLIOGRAPHY
American Library Association (ALA). 2010. Sections: History,
Contact, What ALA
Does, Reason to Join, Publications, and Membership. Retrieved
June 16, 2010,
from http://www.ala.org/.
252 M. Burke
– The ALA serves as an advocate for libraries. The organization
publishes nu-
merous publications including, books, newsletters, magazines,
and journals;
many of which focus on information literacy issues.
American Association of School Librarians (AASL). 2010.
Sections: History, Con-
tact, Mission and Goals, Publications, Knowledge Quest,
Hotlinks, Member-
ship, Membership Benefits. Retrieved June 16, 2010, from
http://www.ala.org/
ala/mgrps/divs/aasl/index.cfm/.
– The AASL is a branch of the ALA and serves as an advocate

for school libraries
and school librarian’s issues. The AASL also publishes
numerous works that
relate to information literacy in the school library.
American Association of School Librarians. 2009. Standards for
the 21st-Century
Learner in Action. Chicago, IL: American Library Association.
– A guide for library programs developed by ALA to assist
educators to meet
the needs of the modern learner.
BIG 6. 2010. BIG 6. Retrieved July 8, 2010, from
http://www.big6.com/.
– The BIG 6 is a model used to teach information literacy skills.
Blip Networks Inc. 2010. LION: Library Information literacy
Online Network. Re-
trieved July 7, 2010, from http://liontv.blip.tv/.
– An Online Network devoted to the world of Information.
Covers issues re-
lated to Information literacy (such as Privacy, Copyright, and
Plagiarism). Site
includes tutorials.
Burkhardt, J. M., M. C. MacDonald, and A. J. Rathemacher.
2005. Creating a com-
prehensive information literacy plan: a how-to-do-it manual and
CD-ROM for
librarians. New York: Neal-Schuman.
– Book and CD ROM that assists school librarians to create an
information

literacy plan. Resources include: details how to prepare for the
comprehensive
plan, an information literacy (IL) tool kit, history of IL, needs
assessment,
statistical data, methodologies, definitions, associations,
standards, guidelines,
marketing, and real IL plans: one for a K-6 institution and five
others for
academic libraries.
Cardiff University. Handbook for Information Literacy
Teaching. Retrieved July 03,
2010, from.
http://www.cardiff.ac.uk/insrv/educationandtraining/infolit/hilt/
.
– Handbook for Information Literacy Teaching developed by
librarians at
Cardiff University.
Common Senses Media. 2010. Retrieved June 30 2010, from
http://www.common
sensemedia.org/.
– The site includes various media and information literacy
related resources
for educators including online training, discussions, toolkits,
and numerous
lesson plans that include detailed instructions and student
handouts.
Data Momentum, Inc. Information Literacy: Lesson Plans.

Retrieved July 6, 2010,
from http://www.informationliteracy.org/.
– S.O.S. for Information Literacy is a Web-based multimedia
resource for edu-
cators, to enhance the teaching of information literacy skills to
children.
Kent State University Libraries. 2010. Trails: Tool for Real-
time Assessment of
Information Literacy Skills. Retrieved July 6, 2010, from
http://www.trails-9.
org/index.php/.
– Site offers a multiple-choice assessment to test a variety of
information literacy
skills, based on sixth and ninth grade standards. This Web-
based system was
developed to provide an easily accessible and flexible tool for
library media
specialists and teachers.
Norris, P. (2001). Digital Divide? Civic engagement,
information poverty and the
Internet worldwide. Cambridge: Cambridge University Press.
– Book discusses how the growth of the Internet is increasing
existing inequal-
ities between the information rich and poor, industrialized and
developing
societies, and rich and poor nations.
Shenk, D. 1998. Data Smog: surviving the information glut
(Revised Ed.). San Fran-
cisco: Harper Collins.

– Book details the impact of information overload or
information glut.
Sayers, R. 2006. Principles of awareness-raising: Information
literacy, a case
study. Retrieved July 3, from
http://unesdoc.unesco.org/images/0014/001476/
147637e.pdf/.
– Handbook detailing methods for promoting information
literacy awareness.
Methods and strategies based upon the United Nations Literacy
Decade
2003–2012.
University of Wisconsin-Milwaukee Libraries. 2009.
Information Literacy Activities.
Retrieved July 7, 2010, from
http://www4.uwm.edu/libraries/ris/instruction/
ip/.
254 M. Burke
– Activities developed by librarians at the University of
Wisconsin-Milwaukee
to promote the teaching of Information Literacy. The activities
feature active
learning exercises and tools to assess student learning.
University of Wyoming Libraries. 2010. TIP: Tutorial for Info
Power. Retrieved July
5, 2010, from http://tip.uwyo.edu/.
– Tutorial that teaches:

– Investigating a topic
– Searching for information
– Locating the information in the library
– Evaluating the quality of information -Utilizing the
information in papers,
speeches, or projects
Information Literacy. 2010. Information Literacy: Big 6 Game.
Retrieved July 6, 2010,
from http://www.kn.pacbell.com/wired/big6/game/index.html/.
– Game developed on BIG 6 model to be used when teaching
tool/activity.
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MANAGING TECHNOLOGY
•The Impact of Technology on Information
Literacy Education in Libraries
by Paula Warnken
A
s an associate provost responsible for administering

both information and technologieal resources on a
college campus and as a librarian whose background
is rooted in instructional services, I often fmd myself consid-
ering issues on technology and its relationship to the evolving
instructional role of libraries and librarians.
Each of us deals on a daily basis with the new technologies
that have forever changed libraries and the information for
which they are responsible. These new technologies have also
dramatically transformed and expanded the instructional role of
librarians, as reflected by the more recent use of the term
"information literacy" instead of "bibliographic instruction"
to describe what librarians teach. In this month's column, I will
review and reflect on how technology has influenced instruc-
tion, especially in its impact on library programs.
BACKGROUND
The role of the academic library as I know it has always
involved teaching research and critical thinking, with the goal
of educating lifelong learners. The ACRL Information Literacy
Competency Standards for Higher Education, approved by the
ACRL Board of Directors in January 2000, includes six
standards that provide a common framework and for defming
and assessing information literacy. These standards include the
ability to "determine the nature and extent of the information
needed; access needed information effectively and efficiently;
evaluate information and its sources critically; incorporate
selected information into one's knowledge base; use informa-
tion effectively to accomplish a specific purpose; [and] under-
stand many of the economic, legal, and social issues sur-
rounding the use of information and access and use information
ethically and legally." '
Similarly, in his March 1999 article "Transformational

Leadership and Transformational Learning," Ross Todd
defines three overlapping dimensions of information and crit-
Associate Provost, Information Resources, SUNY Cortiand,
Miller
Building, Room 206, Cortiand, NY 13045, USA.
<[email protected]>.
ical literacies: "connecting to, interacting with, and using
information." '̂
Likewise, in its Introduction, the ACRL Information Liter-
acy Competency Standards for Higher Education includes a
section on Information Literacy and Information Technology
that discusses the relationship between the two and recognizes
the role of information technology "fluency" in infonnation
literacy.^ Ross Todd notes that for librarians to be effective
facilitators in the instructional process, they must "understand
new technologies and employ them as they work in a learner-
centered environment that develops students' knowledge and
skills to manage, process, and use the enormous variety,
quantity, and quality of information." Todd goes on to discuss
how the "convergence of an intense information society and
economy; rapid changes in information technology; and the
embedding of such approaches as independent lifelong learn-
ing, flexible learning, and cooperative learning is creating a
rich learning environment for students as well as unparalleled
opportunities for educators." '^
The new infonnation environment to which Todd refers and
which is implicit throughout the Standards represents trans-
formations brought about by new technologies that librarians
and educators in higher education have been dealing with these
past twenty-five years. In addition, it is today's librarians who
have been most forcefully presented with the "challenge of
producing a generation of information literate lifelong learners

who can succeed in the information era." ^
The term "information literacy" was first used in 1974 by
Paul Zurkowski, then president of the Information Industry
Association.* However, it was not until the late 1980s, as
technology was heavily impacting library services, that the
term began to take on more specific meaning. In 1989, the
ALA Presidential Committee on Information Literacy released
its final report and deflnition: "To be information literate, a
person must be able to recognize when information is needed
and have the ability to locate, evaluate, and use effectively the
needed infonnation." ^ In his July 2003 article in The Journal
of Academic Librarianship, Edward K. Owusu-Ansah dis-
cusses the ALA definition and other related literacy deflnitions
that have emerged since then.^
The Journal of Academic Librarianship, Volume 30, Number 2,
pages 151-156 . March 2004 151
Whether implicit or explicit, technology is inherent in these
literacy definitions and has significantly influenced the instruc-
tional role ofthe librarian. Technology's impact on libraries has
changed the focus from "bibliographic instruction"—which
referred to traditional library resources—to "information liter-
acy," a much more inclusive concept that takes into account and
integrates the rapid advances in digital technologies that have
proliferated the amount of infonnation available.
In 1984, Evan Farber cited the growth of technology and the
delivery of instruction in the use of the library as two of the
three major developments impacting libraries (the third was
financial retrenchment).'° In 2002, the editors ofthe "Informa-
tion Literacy and Instruction" column of Reference and User
Services Quarterly took an informal poll to discover what

information literacy colleagues believed were the most signif-
icant issues. The responses, clearly prompted by developments
in technology, included the emergence of numerous standards
and guidelines; the changing definition of information literacy;
the rise of plagiarism, questions of copyright, and social and
ethical use of information; the impact of the digital age on
teaching and leaming; and the emergence of new teaching
methods and technological delivery of instruction.''
At the same time that technology and electronic infonnation
environments were changing, the role of libraries in higher
education was also undergoing a transformation. New accred-
itation standards were requiring evidence that students were
being exposed to information management and technology
literacy. General education programs were being reviewed
and reformed. There was more emphasis on integrated leaming
and first-year programs were emerging. There was a renewed
emphasis on leamer-centered education as a greater variety of
interactive media were being deployed throughout campus
curricula.
The new instructional technologies were providing chal-
lenges and impetus for increasing the potential for new leaming
opportunities in higher education. The librarian's role as
facilitator of the research and information retrieval process
was expanding and becoming more complex. As traditional
instructional paradigms were changing, each with new initia-
tives, there were greater expectations and a more central role
for libraries.
At SUNY Cortland, these new instructional technologies
were becoming commonplace in the leaming environment just
as new standards by which the institution should be held
accountable were emerging. In 2001, the State University of
New York, comprising sixty-four colleges and universities
throughout the state, introduced general education require-

ments that all students must show evidence of having attained
upon graduation. In addition to specifying ten specific knowl-
edge and skill areas, the requirements called for the infusion of
information management competencies. Specifically, students
must show evidence of being able to "perform the basic
operations of personal computer use; understand and use basic
research techniques; and locate, evaluate, and synthesize infor-
mation from a variety of sources."''^ These parallel develop-
ments in new technologies and standards brought about a new,
integrated approach to leaming at Cortland that incorporates
both information and technology literacies.
This approach made a difference in 2002 when Cortland
was being considered for ongoing accreditation from the
Middle States Association. During the accreditation process,
Cortland was able to provide evidence that students were
exposed to infonnation technologies and infonnation literacy
as part of the curriculum. And currently, Cortland is going
through the NCATE process, which requires all graduates of
teacher education programs to understand and be proficient in
the use of both information and technology.
Throughout these accreditation processes, it has been the
library that has assumed responsibility for providing both
technology and information literacy instruction to students—
either directly or by working with departments who incorporate
the instruction in their curricula. To establish guidelines, SUNY
Cortland adopted its own definition of Information Literacy that
acknowledges the ACRL Standards and the Middle States
Guidelines for Information Literacy in the Curriculum.^^ At
Cortland, information literacy has been linked both with com-
puter literacy and technological proficiencies. This is reflected
in the campus definition of information literacy to include
computer literacy, technological fluency, information literacy,
and information fiuencies.''*

All these developments have led to what is undoubtedly a
more central role for libraries in the educational process and an
exciting range of new opportunities for librarians to be inno-
vative educators. In fact, the opportunities represent the new
challenges technology has created as we strive to arm our
students with the knowledge and skills necessary to take fiill
advantage of new information resources.
TECHNOLOGY'S IMPACT ON INSTRUCTION
How have these challenging opportunities come about? Look-
ing back over the last twenty-five years, we can see them as
the outcome of technology's unprecedented rates of growth
and acceptance, with little disciplined attention on the part of
its new users. United States Census data from 2000 indicate
that in August of that year, 51 percent of households had one
or more computers and 42 percent of households had at least
one member who used the Intemet at home in 2000.'^ The
technology is now quickly and certainly there, but it seems the
skills necessary to use it most effectively and—more impor-
tant—critically are not. On the campus, both students and their
instructors find themselves needing to work hard to close the
gap by acquiring a wide variety of technology skills.
But this need may not be so apparent to today's students as
it should be. As observed in general classroom settings or in
formal studies, students at both the undergraduate and graduate
level generally feel comfortable with technology but do not
necessarily have the skills to fimction effectively and manage
the ever-increasing quantities of information resources avail-
able in the electronic environment. Kate Manuel discusses this
irony in her 2002 article "Teaching Information Literacy to
Generation Y," noting that students' ease with computers can
hinder the mastery of information literacy skills because those
students overestimate their ability to effectively search for and

access information. The difficulty of this situation is fiirther
compounded by the Intemet's making so much information
available that students believe research is less complicated than
it actually is.'*
Students expect to find vast amounts of information quickly
and easily. They consider their searches successful when short
search strings on popular Intemet search engines yield many
results. Within the past couple of years, "Google" has become
a public domain term and a verb. Students "google" what they
need to know and almost always find information of some
152 The Journal of Academic Librarianship
kind. They are satisfied when they identify multiple sites from
which to choose. Most often, they do not consider the type of
site or the validity ofthe information and are generally unaware
of the concept of evaluation criteria.
In this connection, a recent announcement by OCLC Pres-
ident and CEO Jay Jordan in the November 2003 issue of The
Journal of Academic Librarianship is especially significant,
not to mention clever and enterprising in its strategy:
"At this writing, we were preparing to start the largest, and
potentially
one of the most significant, pilot tests in the history of the
OCLC
cooperative—Open WorldCat.
In partnership with the Google search service, whieh provides
Web sites
and portals with access to billions of Web pages, we are making
a subset

of two million abbreviated records from WorldCat available on
Google,
along with the holdings of 12,000 academic, public, and school
libraries
and links to their Web-based catalogs and sites. With Open
WorldCat,
an information seeker who starts a search using Google could
end up
fmding the items needed in the library [emphasis added].""
Encouraging as this prospect may be, there is still a
significant group of skills to be imparted to students before
they can take full advantage of Open WorldCat or other
friendly tools that might come along. Students often have no
concept of how information is organized. They do not under-
stand indexing and are unaware of controlled vocabulary.
They do not necessarily understand the distinction between
Intemet resources and information available from electronic
databases.
The dramatic changes in information retrieval practices make
it imperative for students to be able to work independently on
computers: they must know how to connect remotely to data-
bases, how to use the file transfer protocol to access
information
on remote servers, and how to download, cut, and paste. They
must understand the difference between an index and a Web
search engine and differences among the databases, as well as
how to select appropriate databases. They must be able to apply
the principles of Boolean logic, to identify and narrow a topic,
and they must know how to evaluate information.
Of course, electronic media now extend beyond traditional
print resources. The use of "multimedia" has become a recog-
nized and legitimate means of imparting information and
constructing knowledge. Photos, images, audio, and video files

are all valid sources of infonnation. A final research project is
not necessarily a paper—it may be a Web page or a PowerPoint
presentation, with a compilation of sources from sound and
photo archives—with or without more traditional sources.
Moreover, the electronic environment in all formats brings
with it new issues related to copyright and respecting and
protecting intellectual property. The citing of sources has
become more of a challenge. It is more difficult for students
to understand just what plagiarism means and to comprehend
the legal and ethical issues involved. Plagiarism detection tools
such as "Tum-it-in" facilitate the process for faculty to identify
plagiarized works.
Again, while technology has made the research process more
efficient with fiiU-text databases and instantaneous location
information, these electronic enhancements create potential
for confusion because students do not understand the research
process as well as they know electronic tools. The need to
educate students about these issues is more critical than ever.
The essence of the general predicament has been pointedly
stated in a recent study published in the November 2003 The
Journal of Academic Librarianship: " . . . c o l l e g e s t u d e n
t s . . .
perceive their facility with technology to be so thorough that
they tend not to be interested in leaming the information
literacy
skills necessary to effectively locate, evaluate, and use the
information they glean from the Intemet. Thus, before students
can recognize that information literacy skills will facilitate and
validate their quest for the information they want and need for
their school and extracurricular interests, their 'techno-savvy'
overconfidence must be moderated."'^ This is a daunting
challenge in an electronic environment that is at once unpre-

dictable and overwhelming.
Librarians have traditionally seen their instructional role as
one of teaching informational processes, not technological
skills. However, in order for students to successfully complete
the research process, they must first understand and be able to
effectively use technology. Particularly with multimedia avail-
able as a legitimate resource, new information-seeking and
technology skills are needed and librarians must understand
the processes necessary to successfully compile multimedia
projects.
It is especially critical that students understand how to do
research and be self-reliant in the electronic information
environment at a time when it is no longer necessary to
consult with a librarian and not even necessary to come into a
library. We all face the "challenge of producing a generation
of information literate lifelong leamers who can succeed in
the information era."'^ As Robert Dugan and Carol Ou note
in the November 2002 "Managing Technology" column, the
role of technology in teaching and leaming raises many
questions about student leaming.^^ Technology is challenging
all educators as it transforms the teaching and leaming
environment.
TECHNOLOGY AND THE R O L E OF THE LIBRARY
As with any resource, technology becomes valuable when it is
used appropriately and effectively. New technologies create
opportunities for leamers but they must be approached critically
and used correctly. Although these technologies provide resour-
ces for fiill and richer leaming experience, as Ross Todd
observes, "improved leaming outcomes though information
technology do not happen by chance." Librarians, he goes on
to say, must be part of the process to inform and empower
leaming with technology that enables "students to access and

interact effectively with information in its many forms and
formats—real and virtual—and use it responsibly and purpose-
fijlly." ' New technologies profoundly impact access to infor-
mation because of the skills required to efficiently and
effectively complete the process.
Librarians have the same responsibility with electronic
materials as they do with books and other print material, both
for what we might call intellectual and physical access. Al-
though skills related to the physical access of electronic materi-
als (i.e., use of hardware and software) are outside of the
library's traditional scope, competencies such as saving, down-
loading, e-mailing, organizing electronic files, and navigating
the Intemet are essential to effectively manage the electronic
information environments so that the resources can be accessed
and used. As Chris Ferguson observes in his 2000 article on
integrating research and technology support, in the mind of the
users, there is not much of a distinction between the digital
infonnation itself and how to retrieve it.̂ ^
March 2004 153
For many students who have not been formally exposed to
print or electronic subscription databases, the Intemet is their
primary gateway to information whieh they typically access
through the World Wide Web. But as already noted, many of
these students do not understand the basic tenets of research,
nor do they know which are the most appropriate resources or
that they may or may not be in electronic format. With the
expansion ofthe world of information into cyberspace, the role
of the library instmctor must grow to incorporate the appro-
priate concepts and skills.
The Web is really a hybrid—at once an infonnation and

technological tool—and it is a critical element of information
literacy. Teaching about the Intemet and appropriate use of the
Web involves the same types of conceptual skills as teaching
about other research tools. However, teaching about the Web is
unlike teaching traditional "bibliographic" instruction where
the librarian has some control of the library resources that the
students will be exposed to. It is critical that students be taught
to evaluate materials they find on the Web so they can make
informed decisions about what would be considered reliable
and appropriate for their research. As mentioned above, this
also means understanding the ownership of intellectual prop-
erty as well as recognizing and accepting the responsibility to
credit others for words and ideas in whatever format—text or
graphic, print or electronic—they appear.
In this digital age, the instructional goals remain the same,
but the leaming objectives need to be recalibrated for electronic
infonnation environments. Librarians must especially consider
their instmctional goals in context of the wide variety of
student exposures to computers and the disparity in the
knowledge and skill base. The inconsistencies of student
background have created the need for librarians to design
instruction programs that consider a variety of experiences.
The systematic approach once used in traditional bibliographic
instruction programs can no longer be effective.
The convergence of electronic and traditional media is a
complex issue and one form does not displace the other. The
electronic information environment must be presented as a
complement to traditional information formats. Students must
still leam about traditional library resources, which will not
disappear completely in the foreseeable future: "just as scribal
culture coexisted for a lengthy period with Gutenberg's inven-
tion, print culture will coexist with the new electronic text for a
long time." ̂ ^

To reinforce the role of technology as an educational
resource, it is important for students to be exposed to new
technologies in the classroom. By using new technologies in
their instmctional sessions, librarians are modeling their use for
students and at the same time can be innovative and creative in
their presentations and enhance the leaming experience. Tech-
nology-rich classrooms with Intemet connectivity enable librar-
ians to demonstrate information retrieval techniques and give
students the opportunity for hands-on, experiential leaming.
At Washington State University, the electronic "Speakeasy
Studio Cafe" is a Web-based infonnation literacy program.
Author Mark Jacobs notes that "the utilization of technology in
the context of the new media classroom enables [librarians] to
communicate to student the principles of infonnation literacy in
a way that is at once challenging and interactive." •̂ '*
SUNY Cortland librarians use WebCT, an online course
management system, in their Composition Library Instmction
Program (CLIP), a collaborative information literacy program
with the English Composition faculty. Students gain hands-on
experience with the technology they must use to complete
assignments and be tested.
Using graphics and video—whether integrated in a course
management system or a stand-alone electronic presentation—
appeals to students who are visual leamers. Adding audio and
using video clips extend positive leaming opportunities to
auditory leamers. The technology engages students, allows
for interactive threaded discussions, and expands the instruc-
tion beyond traditional in-class restraints.
In order to teach with technology, librarians must be willing
to change how and what they teaeh, and of course they must
leam to effectively employ the technology itself Technology

provides more opportunities for creativity in the classroom, but
time is needed to leam (and releam) about these tools, whose
methods of use change fi-equently.
Continuing a long tradition, librarians will continue to adapt
to new technologies and integrate them into instruction, rec-
ognizing that technology concepts and skills are critical to
educating information literate students—a role that has always
been the purview of the librarian.
MODELS OF INFORMATION AND TECHNOLOGY
LITERACY
INSTRUCTION
How are libraries providing programs that recognize the goals
of teaching students about information and the research
process but acknowledge that students must first understand
the basics of technology? How do they bridge the technology
experiential gap among students? How do they build confi-
dence in the use of technology so students will be prepared to
develop research skills? What are they doing to help students
understand that electronic information is more than the Inter-
net and to comprehend the need to carefully and critically
evaluate the information they find? We can consider some
programs that illustrate what more and more campuses have
put in place.
Of the four instructional programs offered at the SUNY
Cortland library, two have incorporated both information and
computer literacy: single-session workshops and credit-bearing
computer applications courses. The Student Information and
Computer Literacy workshops are a direct outcome of the
acknowledged need for students to be able to navigate and
fully utilize the infonnation retrieval resources as part of the
research proeess. This program was instituted in the mid-1990s

when librarians found that much of their time was spent
explaining how to navigate the Web and how to manipulate
electronic text by cutting, pasting, downloading, saving, e-
mailing, etc. Librarians offered and advertised sessions that
were open to all students, but more popular were the sessions
frequently requested by faculty and required of students as a
prelude to a class assignment. These sessions tended to be more
successful because they were followed by a session dealing
with information literacy and related to the assignment. In the
late 1990s and into the early 2000s, the workshop program
continues, with less emphasis on basic computer sk̂ ills and
more on issues such as ownership of intellectual property,
plagiarism, and eopyright.^^
At the same time that librarians were expanding their
information literacy programs to incorporate technology liter-
acy instruction, the for-credit computer applications program
was being expanded to include information literacy. In addi-
tion to including electronic research and information retrieval
in the introductory three-credit computer applications course,
librarians developed two courses that dealt specifically with
information literacy issues. A one-credit "Computer Informa-
tion Retrieval" course covers topics such as database organi-
zation and documentation, an introduction to retrieving
information from commercial computerized databases, and
the use of command languages and communications software.
A three-credit course, "Computers and Society," includes
topics such as information ethics, copyright, and privacy
issues.^*
As colleges and universities are restructuring their general

education programs with greater attention to the importance of
information and computer literacy, librarians have been drawn
into the curriculum process in a way that has created new
opportunities for innovation and expansion in their instruc-
tional roles. In the mid-1990s, Illinois State University devel-
oped a General Education course, "Foundations of Inquiry,"
which integrated technology and library and research strategy
skills.^^ At Eastern Washington University, a new general
education curriculum was implemented in 1994, with courses
that incorporate both infonnation and computer literacy.
Librarians and technologists share the responsibility for
course development that includes lectures and hands-on lab
experience.^^
The Washington State University Speakeasy Cafe and
Studio mentioned above is itself an online General Education
course, "Accessing Infonnation for Research," which pro-
vides an opportunity for librarians to teach credit-bearing
courses. This course moved instruction beyond the limits of
traditional library instruction modes, with students using
technology as they learned about the research process and
the use of information retrieval tools in an online interactive
environment.^^
Alvemo College in Wisconsin takes an integrated approach
to computer and information literacy. Upon graduation, stu-
dents must demonstrate four levels of computer and informa-
tion literacy. Alvemo's Academic Support Services offers a
computer and information literacy course for students to
develop the required skills. The course consists of class
sessions and Web tutorial modules, online quizzes, assign-
ments, and an electronic discussion board.''"
The University of Washington's UWired program is a
collaborative partnership among librarians, technologists, and
curricular specialists, with the goal of infusing information

literacy and technology into the educational experience. As part
of the UWired initiative course, materials were digitized and
posted to the Web and librarians established a reference desk in
an undergraduate library computer lab.^'
In the mid-1990s, librarians at Augustana College in Illinois
developed the "Technology Toolbox," "intended as a founda-
tion upon which to build confidence and sophistication in the
use of computers and technology in any discipline." The
toolbox is a handbook, complete with instructions and hands-
on exercises that include the use of technology skills such as e-
mailing and text editing, along with informafion skills such as
successfully using online library resources.''^
These examples represent the emergence of technology as a
powerftil educational tool with the potential to involve librar-
ians in all elements of the educational process, at the same time
creating strategic alliances to strengthen the role of the library
within the university mission.
CONCLUDING T H O U G H T S
It is the responsibility of the entire academic institution to
graduate students who are both technology and information
literate. In order for this to happen, there must be successful
partnerships among many groups, from librarians and teaching
faculty to technologists and administration. There must be a
clear understanding of the necessary processes to follow and a
commitment from all groups that students have the necessary
instructional experiences. Academic program requirements must
include courses that expose students to infonnation and tech-
nology literacy. This requires cooperation from deans, depart-
ment chairs, and endorsement fi-om curriculum committees.
To be successful and independent learners for life, students
must graduate with the ability to understand and be able to

successfully navigate electronic environments. They must
understand and use both the information and technology
related to their fields of study. The successful development
and sustenance of such programs to assure that students have
the necessary competencies reaffirm the integral connectivity
between librarians and the educational programs of their
institutions.
Library administrators must provide the opportunities and
the motivation for librarians to understand and learn to use new
technologies that often are rapidly changing. They must provide
librarians with resources and tools to effectively deal with the
exponential growth of information in all formats and with the
constantly changing face of database infonnation retrieval
methods.
Library administrators must also gamer support and develop
collaborative partnerships for such programs with academic
administration at all levels. They must ensure that librarians
participate in every campus initiative that involves educational
reform. They must provide librarians with opportunities to work
with others in designing curricula that integrate the research
process with information retrieval tools. They must continue to
be articulate and act as strong advocates for the central role the
library is assuming in the educational process.
"Libraries have been successful over the years in transform-
ing themselves according to the changing nature of teaching,
learning, and scholarship." ^̂ And if libraries are to continue as
the universities' intellectual and educational hubs, they must
further extend this ability to transform by adapting their
instruc-
tional programs to the changing nature of technology.
N O T E S AND R E F E R E N C E S

1. Association of College and Research Libraries, "Information
Lit-
eracy Competency Standards for Higher Education." Available
online at the ACRL website at http://www.ala.org/acrl.html.
2. Ross J. Todd, "Transformational Leadership and
Transformational
Learning: Infonnation Literacy and the World Wide Web",
NASSP
Bulletin 83 (March 1999) 7.
3. Association of College and Research Libraries, "Information
Lit-
eracy Competency Standards for Higher Education."
4. Todd, "Transformation Leadership and Transformational
Learn-
ing," 4.
5. Hua Yi, "Information Literacy Programs: Achievements and
Im-
provements", Academic Exchange Quarterly 5 (Fall 2001): 203.
6. Edward K. Owusu-Ansah, "Information Literacy and the
Academ-
ic Library: A Critical Look at a Concept and the Controversies
Surrounding It", The Journal of Academic Librarianship 29
(July
2003): 223.
7. Report is available online at the ALA Website at http://www.
ala.org.
March 2004 155

8. Owusu-Ansah, "Information Literacy and the Academic
Library,"
220-22L
9. Ann Grafstein, "A Discipline-Based Approach to Infonnation
Lit-
eracy", The Journal of Academic Librarianship 28 (July 2002):
198.
10. Evan Farber, "College Libraries and the Teaching/Learning
Proc-
ess: A 25-Year Reflection", The Journal of Academic Librarian-
ship 25 {Us)/ 1999), pp. 173.
11. Lori Arp, Beth S. Woodard, "Recent Trends in Information
Liter-
acy and Instruction", Reference and User Services Quarterly 42
(Winter 2002) 125.
12. The State University of New York General Education
Learning
Outcomes are listed in Appendix D of the SUNY Assessment
Initiative Report, which is available online at the SUNY
General
Education Assessment Review (GEAR) Website at http://
www.cortland.edu/gear/supportdocs.html.
13. A complete set of the Guidelines is available online at the
Middle
States Commission on Higher Education Website
http://www.msa-
che.org.
14. SUNY Cortland's definitions of information literacy are
available

online at http://www.library.cortland.edu/info_lit_def.asp.
15. United States Census Bureau, "Current Population Reports"
is-
sued September 2001 and available online at
http://www.census.-
gov/population/www/socdemo/computer.html.
16. Kate Manuel, "Teaching Information Literacy to Generation
Y",
The Journal of Library Administration 36 (2002): 195-217.
17. Jay Jordon, "Cooperating During Difficult Times", The
Journal of
Academic Librarianship 29 (November 2003) 345.
18. Cecelia Brown, Ted J. Murphy, & Mark Nanny, "Turning
Techno-
sawy into Info-Savvy: Authentically Integrating Infonnation
Lit-
eracy into the College Curriculum", The Journal of Academic
Librarianship 29 (November 2003): 386.
19. Yi, "Information Literacy Programs," 203.
20. Robert E. Dugan & Carol Ou, "Keeping Me Awake at Night:
Some Issues and Questions about Managing Technology", The
Journal of Academic Librarianship 28 (November 2002): 407.
21. Todd, "Transformational Leadership and Transformational
Leam-
ing," 4 - 6 .
22. Chris Ferguson, "Shaking the Conceptual Foundations, Too:
In-
tegrating Research and Technology Support for the Next Gener-

ation of Infonnation Service", College and Research Libraries
61
(July 2000): 303.
23 Brendan A. Rapple, "The Librarian as Teacher in the
Networked
Environment", College Teaching A5 (Summer 1997): 113.
24. Mark Jacobs, "Speakeasy Studio and Cafe: Infonnation
Literacy,
Web-Based Library Instruction, and Technology", Information
Technology and Libraries 20 (June 2001): 66.
25. A listing of Student and Information Literacy Workshop
offerings
is available online at http://library.cortland.edu/scil.asp.
26. A full description of Cortland's Computer Applications
Program is
available oniine at http://www.cortland.edu/cap.
27. Carroll H. Vamer, Vanette M. Schwartz, & Jessica George,
"Li-
brary Instruction and Technology in a General Education 'Gate-
way' Course: The Student's View", The Journal of Academic
Librarianship 22 (September 1996): 355-359.
28. Rachel F. Fenske, "Computer Literacy and the Library: A
New
Connection", Reference Services Review 26 (Summer 1998):
67-72.
29. Jacobs, "Speakeasy Studio and Cafe," 66.
30. More infonnation about the Alvemo College Computer and
In-

formation Literacy Program is available in the EDUCAUSE
2003
Annual Conference Proceedings available online at http://www.
educause.edu and at http://depts.alvemo.edu/cil.
31. More infonnation about the UWired program is available in
the
CAUSE 1998 Annual Conference Proceedings available online
at
http://www.educause.edu and at http://www.washington.edu/
uwired.
32. Jeanne R. Davidson, "Computer Technology: Pandora's Box
or
Toolbox", Research Strategies 12 (Summer 1994) 182-186.
33. Ilene F. Rockman, "Strengthening Connections Between
Informa-
tion Literacy, General Education, and Assessment Efforts", Li-
brary Trends 51 (Fall 2002) 195.
INFORMATION LITERACY AND THE PUBLIC LIBRARY
Jane Harding Information Services/Special Projects Librarian
Sunshine Coast Libraries
Queensland
There is a lack of literature about information literacy and the
public library, especially compared with that of school

and academic libraries. This might suggest that public libraries
are not engaged in information literacy efforts.
However the literature reveals that, despite myriad challenges,
public libraries worldwide are embracing the
responsibility and have implemented a wide array of
information literacy approaches. They are furthering
information literacy in their communities, albeit along a poorly
defined and obstacle strewn path. Edited version of a
paper first published in the 'Australian library journal ' August
2008.
It is over 30 years since the term'information literacy' was
coined by PaulZurkowski' and nearly 20 years since the
concept came to the forefront of the library and
information profession. Libraries of all types
have been charged with taking an active role in
fostering an information literate society. Public
libraries have been proposed as the obvious and
well equipped agencies for imparting critical
information skills to the wider community.
A myriad of how to guides, reports, studies and
national goals and objectives provide a
framework for information literacy programs in
school and academic libraries. By contrast,
there is very little published literature about the
efforts of public libraries. Nonetheless public
libraries are embracing this responsibility.
There is evidence of a wide range of
information literacy focused programs in public
libraries worldwide. Although these programs
vary in format and content, most libraries have
approached information literacy skills
development in similar ways and appear to have
found a balance between the expectations
placed on them by various government and

information industry bodies, user demands, and
available resources. It is also clear that the
scope of programs is being limited by a range
of factors, some of which are the very
characteristics originally identified as a strength
of public library involvement in information
literacy development.
Information literacy and tbe public library:
an overview
Information literacy is widely considered to be
a survival requirement for life in the informa-
tion age, a vital underpinning to lifelong learn-
ing, and critical for a thriving democ-
racy.^"''"'*'̂ '*'̂ '̂ '''"''"''̂ ''''''''''̂
Many definitions of information literacy have
been proposed and debated in the 30 years since
the term was proposed, most of which reflect
attributes similar to the following commonly
cited definition
...to be information literate, a person must be
able to recognize when information is needed
and have the ability to locate, evaluate, and use
effectively the needed information.'*
Information literacy has been identified as an
issue of importance to all society.'^ Public
libraries are regarded as ideally suited to
promoting the development of information
literacy and encouraging lifelong learning in
1̂ . • • 18 19 2021 22 1 r
tneir communities. • • • • Iniormation

literacy development by public libraries is
highlighted as an 'essential service' and 'the
most important goal of libraries' with some
suggesting that 'no other entity - government or
private - is as ready to take on this growing
need, has the skill set necessary, or can do it as
inexpensively as the public library'.^•''̂ '' Public
libraries have recognised this responsibility in
the inclusion of the information literacy
development of their users as a goal in their
mission statements and strategic plans.
In providing information literacy support, they
have the opportunity to foster the lifelong
learning of their communities - lifelong
learning being described as 'gaining knowledge
to lead better, more fulfilling lives' and
differentiated from formal, accredited programs
of study.̂ '̂̂ '' In fact, the two concepts have
become inextricably linked in the literature and
the two terms are used interchangeably to some
extent.
There is also a misplaced tendency for
information literacy to be used synonymously
with library user education. It has been
suggested that information literacy is simply a
new name for the user education that librarians
have traditionally provided.̂ '̂̂ '̂̂ '̂"' However
the terms do represent different, yet interrelated,
concepts.
Aplis 21 (4) December 2008 157

Library instructional programs of the past
(bibliographic instruction, user education, or
library orientation) had the primary purpose of
helping users to use the library's resources
more effectively.'"'^^ Information literacy
certainly requires bibliographic skills, but it is
much more than knowing how to use the library
and its resources.
While there are many perspectives on whether
information literacy is a skills set, an attribute, a
capability, or a process, there is agreement that
it is a problem solving activity that involves
critical thinking and the ability to apply
information to an individual's life."'̂ "* It is this
constructivist emphasis that is seen as
differentiating information literacy from
bibliographic instruction.''̂ '̂ *' Its focus is on
developing a person's ability to 'learn how to
learn'" and therefore provide a foundation for
lifelong learning.
Information literacy is clearly more holistic and
far more complex than user education. The
questions are how can these concepts be taught
in the public library environment and are public
libraries actively engaged in doing so?
Tbe literature
The first step towards answering those
questions was to review what has been pub-
lished, both in terms of practical advice to
public libraries and documenting what public
libraries are doing. It soon became evident that
there is a notable lack of literature and research
on public libraries and information literacy,

particularly when contrasted with the volume of
writing addressing the school and academic
environment. Those monitoring the field have
observed this ^^^^""^''^
For many years, Rader conducted annual
reviews of the literature, culminating in a
review of 25 years of literature in 2000, which
scanned 3900 publications over the period
1973-1998, and categorized articles by type of
library. Johnson and Jent, who have compiled
similar reviews for the years 2000-2005, have
continued Rader's efforts. The finding of these
summaries is that only about 2% of articles
addressed information literacy in the context of
the public library, with the proportion of
articles decreasing to under 2% in more recent
years.'^'''''^'"*-"''"*'''' This is compared to 52-
62% for academic libraries and 20-35% for
schools.
Johnson acknowledges that her reviews have
been limited to English language articles and
those readily available via US based electronic
databases, and that it is an unscientific
sampling. Additionally Rader, and Johnson and
Jent, include a category of 'all types' in their
summaries. In examining the articles in this
category, it became apparent that a reasonable
number, particularly in more recent years, were
pertinent to public libraries. This suggests that
some articles should have been classified twice
to more accurately reflect the scope of writing
in various sectors. Johnson in 2001^'' and with
Jent in 2005^' partially acknowledge this in
their observation of an increasing emphasis on

articles dealing with collaboration between
different types of libraries.
A similar lack of emphasis on the public library
is reflected in the books and how to guides that
have been published on information literacy. A
review of offerings from Neal-Schuman
Publishers and ALA Publishing, two leading
publishers of reference literature for librarians
and teachers, reveals that more than half of the
works focus on academic libraries and about
one quarter on schools. Only two were identi-
fied that gave genuine attention to the public
library although this was not discernible from
the titles. The recently published Proven
strategies for building an information literacy
program includes one chapter by Walter,'^ a
UCLA lecturer, addressing information literacy
and the public library. This provides a synopsis
of the current situation with regard to informa-
tion literacy instruction in public libraries.
Contrary to the book's title, however, it does
not delve into the application of the strategies.
Several other books are consistently referred to
as key information literacy works. Yet they pay
similarly scant attention to the public library.
Eisenberg, Lowe and Spitzer's Information
literacy: essential skills for the information
age^^ described by Patricia Brievik in the
foreword as 'one of the most defmitive on the
topic', has only one page out of 400 dedicated
to discussion of the role of the public library,
and this is in the context of the future of
information literacy. This is despite the
acknowledgement in the introduction that

information literacy is an issue relevant to
everyone. An annotated bibliography of 85
pages fails to include a category for public
libraries, although this may be due to the
158 Aplis 21(4) December 2008
bibliography having been compiled from the
Eric database, which has its focus on education.
Similarly, Bruce and Candy's Information
literacy around the world: advances in
programs and research^'^ fails to include a
chapter or section on public libraries or even
acknowledge the public library as a valuable
stakeholder in information literacy development
for their communities.
Despite this lack of literature and obvious
publishing gaps, persistent searching of
databases and the world wide web did net a
range of literature. Substituting 'lifelong
learning' and 'user education' for 'information
literacy' expanded the search results. Much of
this literature takes the form of reports and
synopses addressing the role of public libraries
and/or outlining activities in public libraries.
Only three formal studies were identified
• Bruce and Lampson^' undertook an
investigation into the attitudes of librarians
in Washington State towards information
literacy. The purpose of the study was to
determine by way of survey and focus
groups why goals with respect to

information literacy are not being met. The
study included librarians from all disciplines
and the number of public librarians appears
to be higher than those from other sectors
although in proportion to the library
community in Washington State. The result
was the identification of a range of factors
affecting the approach of librarians to
information literacy development.
attempted to assess the readiness of
public libraries in one province of South
Africa to assume responsibility for
information literacy education, particularly
to students. Although focused on students
and limited to a small geographic area, it
provides insight into the perceptions and
attitudes of public librarians about
information literacy and will provide useful
background for future studies.
o Julien and Breu" undertook a survey of
information literacy programs with the aim
of assessing whether Canadian public
libraries were living up to expectations with
respect to developing the public's
information literacy. The study identified the
ways in which public libraries were
approaching information literacy
development as well as the factors limiting
implementation of programs. Although the
method of determining the sample size is not
clear and appears disproportionate across the
geographic regions in comparison to the
populations of the regions, the qualitative

information obtained is valuable for future
program development by public libraries.
The public library: its strengths
Although the public library is under represented
in what has been published, there is sufficient
material to begin to develop a picture of the
state of infomiation literacy programs in public
libraries.
First, a wide range of strengths of the public
library as a provider of information literacy
education can be identified.
Recognized role as place of learning Public
libraries, since the earliest times, have been
perceived as learning places and have 'always
occupied a place in education'.̂ ^• '̂''''"•'̂ '
An ongoing belief in the public library as a
learning institution was confirmed in several
reports by working groups in 1995 and 1996.
Both the Navigating the economy of knowledge
and 2020 vision: towards the libraries of the
future reports acknowledged that public
libraries are functioning as an arm of the
'national education system'." In a US study of
possible roles for public libraries, it is
interesting to note that the public perception of
the most important role for the public library
relates to lifelong learning.''^ Similarly, studies
of British public libraries have placed public
libraries firmly in the equation of lifelong
learning and education.*''
Information literacy experts The principles of
information literacy are considered to mirror the

traditional values of public libraries. Librarians
are viewed as information literacy *̂ ^̂
Broad client base The public library is a
community facility, serving the information
needs of all members of the community.*"^ It
has a wide diversity of clientele and the
potential to reach all sections of the community
from children to older adults, and across
minority groups and educational and
professional levels. It thus has the opportunity
to develop information literacy throughout the
community.68
A child's ftrst learning experience A child's
first independent learning experience (where
they go to seek information on a topic of
interest) and first access to information
Aplis 21(4) December 2008 159
technology often occurs at the library. Children
are exposed to the use of information directly
through tailored library programs and indirectly
via the behaviour of adults, which combine
with positive general library experiences
through story time sessions and summer
reading programs.*''^"'^' The public library can
encourage children from an early age to value
information as well as support them in learning
about, and gaining access to, information (key
elements of information literacy) as well as
instilling the value of the library as an
information source and learning place.'^

Lifelong contact with members of community
Schools and universities can provide
information literacy support and instruction
during years of formal education but do not
serve individuals in the subsequent years of
informal or self directed study. As information
literacy development is lifelong, public libraries
are perfectly positioned to be a 'constant
presence throughout people's lives', and able to
provide ongoing support to individuals in
developing their information l i t ^ ^ ^ * ^ ^
Teachable moments Public libraries have the
opportunity to provide one on one instruction
during client-librarian interactions such as
reference interviews. These are often cited as
the most effective means of information literacy
Partnerships Public libraries have a proven
track record and ability to form partnerships
and work with other stakeholders eg schools
and universities, to build information literacy
and deliver training.
Key access points Public libraries are major
providers of electronic and print information
and can offer appropriate programs and on the
spot assistance to citizens to foster their
information literacy.^"
What public libraries are doing
The literature also reveals that there is a wide
array of well established information literacy
programs in public libraries worldwide.Public
libraries have embraced their responsibilities

for information literacy development despite
the lack of clear guidelines, manuals or a
framework to assist their efforts.
The programs fall into several broad categories.
They tend to address elements of information
literacy development rather than the process as
a whole, and capitalize on the strengths of the
public library. As Hart̂ ^ observes in examining
the public library's role in information literacy
education, the 'challenge is to design effective
programs which take into account our own
realities'. It is evident that this is what public
libraries have done. In the absence of a
framework, some public libraries have found
their own balance between their responsibility
for providing information literacy education,
the demands of their community, and their
available resources, in the following ways.
ICT/technology access and training
A key element of information literacy is the
ability to locate and access information. The
2 r ' century has seen an explosion not only in
the amount of available information but in the
range of nonprint formats in which this
information is published - cdroms, electronic
databases, webpages. Public libraries have
followed this trend, investing substantial
amounts of money in digital and electronic
resources and the technology to access them.
However, these resources are of no value if
individuals cannot access them or use them
effectively. Thus the need for libraries to
provide training and support to enable their

users to 'navigate, explore and evaluate the
information sources'.̂ '̂̂ '̂**'*
It is in this area that it appears public libraries
have made the greatest contribution. The
provision of public internet access is common
in public libraries worldwide, with access to
technology viewed as 'one avenue in which
public libraries can progress lifelong learning
within the community'.**^ Additionally, public
libraries have implemented successful programs
of ICT training.
Many of these are targeted to groups within the
community, such as seniors, teens, mothers,
genealogists, and young people. Some of these
programs aim to at impart basic computer
skills. For example
• Norway - ICT training is provided for
seniors and minority groups'"
• Canada - Vancouver Public Library has
partnered with schools to provide training on
use of library electronic resources (opac,
databases and linked websites)^'
• Australia - Sunshine Coast Libraries in
Queensland offer regular sessions on a range
of basic computing skills.^^
Others take this training a step further by

expanding into the evaluation of resources,
generally in conjunction with internet training.
For example
• Spain - Intelligent use of internet
workshops'^^ (Tarragona and Murcia)
• Australia - The City of Stirling (Western
Australia) includes a session on 'using the
internet effectively' in its array of training
programs at the Mirrabooka branch library.^"
In the introduction to the internet class at the
Noosa branch of Sunshine Coast Libraries in
Queensland, this author emphasizes the
evaluation of search results and websites.
• United States of America - Farmington
Community Library (Michigan) extends its
training sessions to include 'critical
evaluation of online content'.95 Santa
Monica Public Library in California also
includes website evaluation in its class.'^
While most of these classes are delivered to
small groups, there is a flow through effect to
the wider community as participants use their
newfound and awareness skills to assist family
members or friends.**̂
Additional support and learning opportunities
are provided by subscription based services
such as Learningfast and Websters E-learning,
which deliver online tutorials on a range of ICT
related topics. These are generally available via
a library's website and are thus accessible from
homes or offices at any time of the day.

Reference interviews
Many libraries report that this is one way in
which they are able to readily advance
information literacy. It has been argued that
capitalising on one on one teachable moments
such as during reference interviews is the most
effective option for information literacy
instruction.'̂ ''̂ ^-""'-'«''"'̂ Others assert that
individual instruction 'doesn't realize the
library's full value to the community' and
advocate formal programs, such as group
classes.'"^''"'' However, there is little evidence
that this 'mass instruction' has 'any lasting
positive impact on citizens'.'"^
This form of instruction provides the
opportunity to expand from basic how to
instruction into the more cognitive aspects of
information literacy such as recognition of
information need and evaluation of sources. It
has the additional advantage of allowing an
individual to see the applicability of
information literacy in solving a real life
information problem.
Partnerships
Information literacy is a capability required
throughout life. It has been shown that
information literacy is cumulatively acquired -
the more exposure an individual has to the
elements of information literacy and more
opportunities to put these into practice, the
greater the likelihood of information literacy
being achieved.'"^ Partnerships are viewed as

being one way of ensuring citizens receive
support throughout life rather than only when
engaged in formal study.'°^ Many assert that
partnerships are both essential and the best way
for public libraries to approach information
literacy development. An increase in interest in
collaborative efforts between institutions is
An additional advantage of partnerships is the
potential for monitoring the longterm impact of
school and university programs, as public
librarians have the opportunity to observe
whether instruction provided during formal
learning is retained and/or translated into future
lifelong learning situations."^
There appears to be no dispute that the public
library has a 'major part to play in collaboration
"**with other stakeholders'."** Whether this is as a
leader or in more supportive role is still being
debated."^''^"'^' Partnerships take a variety of
forms.
Between public libraries and schools or
academic institutions is the most commonly
advocated partnership. It involves activities
such as schools providing details of curriculum
and assessment to public libraries to allow
librarians to provide effective assignment
assistance and tailored collections.'^^ The highly
successful and award winning partnership of
Mackay West State School and Mackay City
Council in Queensland Library is an excellent
example of how this can be accomplished for
the advantage of the students.'^^

Between public libraries and ISPs, community
information providers, government entities, and
private enterprise to provide opportunities to
obtain funding for programs or training for staff
or the public. The Austin Public Library
received funds from the Michael and Susan
Dell Foundation for development of the Wired
for youth program.'^'' In Europe and Western
Australia, partnerships have assisted in
providing infonnation literacy training for
' ' ^ ' ' '
Between public libraries and individuals in the
community in utilizing volunteers with
specialized skills to provide training and
support in areas such as computer skills. At the
Noosa branch of Sunshine Coast Libraries in
Queensland this allows the library to offer
needs based, one on one, instruction to
individuals for whom group lessons are not
suitable or who require more focused
assistance."^ This level of support would not
otherwise be able to be provided with the
library's current resources.
Public library constraints
Public libraries have myriad strengths to play a
role in information literacy development. The
literature also reveals a number of factors

limiting their efforts. In 1990 Van Fleet, writing
about adult lifelong learning and public
libraries, identified four potential obstacles to
public library 'effective participation in lifelong
learning'
to assumea librarians' reluctance
nontraditional role
b poor public perception of the library's
function
c lack of resources
d the absence of an underlying philosophy to
serve as a basis for coherent planning.'̂ *
Nearly 20 years later, these and other factors
are still influencing the work of public libraries
in information literacy development.
Interestingly, some of these limiting factors are
the very reasons that public libraries are seen as
ideal for providing information literacy
instruction. There is evidence, however, of
efforts being made to overcome these
limitations.
Lack of framework
In the academic and school environment,
agreed standards and objectives (such as those
developed and adopted by the Council of
Australian University Librarians (Caul) and the
US Association of College and Research
Libraries (ACRL)) provide a framework for the
design and implementation of information
literacy programs. There are no such guidelines

for public libraries and, as outlined above, very
little has been published about how public
libraries should support information literacy
development. Yet an equal, if not higher, level
of expectation and responsibility has been
129placed upon them.'"̂ ^ A need for a 'clearer
vision and blueprint' exists.'^"
Resources
Public libraries have faced signiflcant budget
challenges in recent years and can only accom-
plish so much within their flnancial constraints.
Information literacy programs are restricted in
large part due to insufficient staffing, space
constraints, and lack of facilities, equipment,
resources, and retrieval tools.'^'-'^'''"''^"''^^''^'^
Attitudes and beliefs
Subjective aspects such as staff and user
attitudes and beliefs have a dramatic effect on
the implementation and effectiveness of
information literacy development. 137
• Understanding of information literacy With
the library and information sector having
had so much contribution to the information
literacy movement, it might be expected that
all librarians are information literacy
advocates. Unfortunately, this is not true and
many librarians, especially public librarians,
may be the least able spokespersons.'''*' A
lack of understanding and knowledge of
infonnation literacy concepts by librarians
and other stakeholders was noted by Bruce

and Lampson''^ in their study of librarians'
attitudes towards infonnation literacy.
Additionally, there is a tendency to view
infonnation literacy very narrowly as the
teaching of infonnation searching skills and
use it as an umbrella term for library
activities such as user education and library
140
orientation.
• Staff It has been observed that people will
only interact with information in a way that
suits their value system. It is essential that
librarians adapt to the ways clients think
about and value information.''"'''"'''*^ There
has been a tendency among librarians to
allow the client to be in control of
interactions and for librarians not to impose
a judgment on the value of information
located. Infonnation literacy, however,
requires librarians to evaluate information or
encourage clients to do so.''*'*'''̂ Others see
that 'librarians must surrender authority in
order to empower patrons'.'''* Additionally,
although libraries have historically been
viewed as educational institutions, librarians
may not see themselves as, or want to be.
162 Aplis 21 (4) December 2008
teachers. Thus there needs to be a 'shift in
eonceptions of the educational role of public

• Public If the public do not recognise and
accept the public library as a facilitator of
information literacy and are not aware of the
availability of information literacy
programs, it is impossible for libraries to
fulfil their role."'
• Government and industry bodies More
support and acknowledgment is needed from
governments, business and educational
administrators for the role of public libraries
in fostering information literacy.'^*'''^'
Client base
Although the public library is presented as
accessible to the entire community, only those
segments who are, or who become, library users
are reached.'^^ Additionally, a diverse user base
- from newborns to older adults, illiterate to
highly educated, with different learning styles
and attitudes - poses challenges in providing
programs suitable to all users. Thus it is easier
and more effective to offer programs tailored to
specific groups.'"'"'' Thuringowa library* in
Queensland attempts to reach nonlibrary users
through its weekly column in the local
newspaper.'^^
Nature of the public library
The public library functions to serve
community needs and demands. To a large
extent, the services provided are driven by its
community.'^^ Although Spitzer, Eisenberg and
Lowe'''^ believe that public libraries are one
place where an increase in information literacy

efforts can and will take place, this is likely to
happen more as a function of public demand
than library initiative.
Training/sliitts
The skills of teaching are not routinely taught to
librarians in the course of their professional
education.'^^''^' Those working in public
libraries as information literacy developers need
to be trained and updated in teaching and
learning techniques to be effective and to be
comfortable in their new role.'^*'''^' Staff also
require support to develop their own
information literacy competencies and training
in use of new information sources."•'̂ '"̂ •̂"̂ •̂'̂ ^
The DELCIS: Distance education for
librarians: creating an information-competent
society project aimed to provide information
literacy training to librarians in Latvia and
Lithuania.'̂ '̂ Similarly, the City of Stirling
library in Western Australia partnered with the
Internet Training Institute of Australia to
provide training to library staff in use of the
internet and in the teaching of skills to the
public.'^'
Assessment
Public libraries are outcomes driven and need to
be able to measure the impact of services to
justify the continuation of the service. With
very little upon which to formally assess
information literacy competencies, it is difficult
to determine whether a program should be
continued, modified or expanded."'*' Some
suggest that just the number of people attending

classes and programs is a solid indicator. "''
Promotion
Library staff are generally not trained, or
proficient, in marketing. Particularly when
trying to market programs outside the library
and reach nonlibrary users, libraries face a
challenge.'™''^' Addressing this is critical if
they are to reach the broader community.
Cultural factors
In some countries cultural factors are impacting
on the work of public libraries, although this is
not evident in Australia.
South Africa The lingering effects of apartheid
continue to impact on the quality of library
services and, in turn, the range of programs that
can be offered.'̂ ^
Spain Culture and especially libraries suffered
under the rule of Franco. School libraries are
still uncommon. Public libraries are considered
the main resource for students. However,
student use of the public library is seen as a
problem by librarians and very little
cooperation is taking place between librarians
and teaching staff. In combination with
traditional teaching methods in Spain this has
contributed to a general lack of interest in the
use of libraries.'" Once again, attitudes and
awareness of staff and users need to modified
before public libraries can make progress.
Turkey Kurbanoglu'^'' indicates that Turkish
libraries are just not equipped with the

resources necessary to facilitate information
literacy.
Now a branch ofTownsville City Council Libraries as a result
of local government amalgamations in Queensland.
Conclusion
Although there has been much debate over the
definition of information literacy, it is widely
held that it is vital for life in the 2 P ' century.
Academic librarians have been at the forefront
of the infonnation literacy conceptualisation
and movement. Public libraries, with their very
large and diverse client base and lifelong
contact with users, are ideally positioned to lead
in developing information literate communities.
Little guidance and literature has been available
to public libraries on how they should go about
this.
Despite this, there is sufficient published
material providing evidence that public libraries
are actively and creatively meeting the
information literacy development challenge.
They have had to find a balance between
professional ideals, public demand, and
available resources. They are capitalizing on
their strengths and opportunities within the
boundaries of existing limitations. The
challenge now is to determine if current
approaches and programs meet community
information literacy needs - and if not how to

remove the obstacles and pave the way for
public libraries to increase their contribution to
the development of information literacy in their
communities.
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