Competing Agendas in Higher Education: Finding a Place for Information Literacy.

Abstract

Finding a Place for Information Literacy The authors propose a course-integrated, across-the-curriculum model for to enhance the curricular and educational mission of institutions of higher education to college students who will become lifelong learners. They examine the issues--and obstacles-- involved in establishing such a program, getting faculty and administrative support, and working toward curricular change. The roles of faculty and librarians, as well as the importance of their collaboration and cooperation in achieving a common goal, are discussed. Although many agendas in higher education compete with the authors suggest ways that obstacles to an across-the-curriculum program can be overcome to ensure that students become capable users of information. Information is a popular topic in the academic and the library world. The phrase describes the need to ensure that all students are capable of recognizing and refining their needs, finding they need, and evaluating and using this throughout their lifetimes.[1] Current trends in library-related instruction suggest that in order to accomplish this, librarians must shift from a focus on specific content to a resource-based and process approach, with a focus on the user.[2] This approach frequently uses active learning and critical-thinking teaching techniques, should include faculty collaboration, and often surpasses the standard fifty-minute bibliographic instruction session in complexity and collaborative effort.[3] The term also denotes increased attention to in a wide variety of formats (print as well as electronic) within and outside of the library. But do all those in academe who use the phrase information literacy have the same understanding? Do librarians know how to achieve this goal or put an program in place? We think there is a place for in higher education, but recognize that getting there is not easy. An Across-the-curriculum Model Information programs described in current articles, conference reports, and curricular proposals vary widely. They may consist of a single course with an emphasis, a freshman and capstone model, or a tiered or threaded approach in which students move progressively toward greater expertise. In our opinion, an program should be integrated into existing courses in an across-the-curriculum fashion. An across-the-curriculum model would incorporate the process of seeking, evaluating, and using into the curriculum and, consequently, all students' experiences. This is a philosophical approach that allows the use of to become a part of the learning process, as opposed to yet another requirement or an add and stir solution. Tufts University's statement describing a competing supports this idea: The educational approach [of Tuft's program] is built on the premise that such fundamental shifts in awareness and understanding will come only with a broad, continuing and repetitive program throughout the educational experiences. The integration of these concepts through a broad array of courses and experiences with an emphasis on expansion of curriculum in existing courses is the best method of achieving the goal of literacy.[4] Substitute the phrase information literacy for environmental literacy, and you have a good description of a framework for an program. What would such a model look like? While every across-the-curriculum program must be designed for the institution in which it would reside and no model can translate exactly from institution to institution, much less from to there are several key elements of a successful program. …

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