Internet Reference Services Quarterly

ISSN: 1087-5301 (Print) 1540-4749 (Online) Journal homepage: https://www.tandfonline.com/loi/wirs20

The Information Literacy Challenge

Addressing the Changing Needs of Our Students Through Our Programs

Elizabeth A. Dupuis

To cite this article: Elizabeth A. Dupuis (1997) The Information Literacy Challenge, Internet
Reference Services Quarterly, 2:2-3, 93-111, DOI: 10.1300/J136v02n02_11

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 The Information Literacy Challenge:
Addressing the Changing Needs
of Our Students Through Our Programs
Elizabeth’A. Dupuis

SUMMARY. Technological changes are occurring rapidly. As one

result, students entering college are bringing very disparate com-
puter skills and attitudes. Some students are reluctant to embrace
new technologies; others demand electronic resources for all assign-
ments. By considering the computer access and Internet resources
available to elementary school students today, we can only imagine
what our userspf tomorrow will expect from libraries. Although col-
lege students may arrive at our libraries with increased computer
skills, their‘ knowledge of electronic information may be lacking.
Definitions of information literacy and an overview of information
literacy skills are outlined. The Digital Information Literacy pro-
gram at The University of Texas at Austin, as well as the technologi-
cal environment and facilities at the institution, serve as a case study
for integrating information literacy skills into traditional services
and partnerships. [Article copies availableforafeefmm f i e Haworth Doc-
ument Delivety Service: 1-800-342-9678. E-mail addm: getinfo@
haworth.comj

Elizabeth A. Dupuis ([email protected]) is Head of the Digital Infonna-

tion Literacy Office at The University of Texas at Austin, Undergraduate Library
Services Division, The General Libraries, Flawn Academic Center (FAC) 10 I ,
S5443, Austin, TX 78713.
[Haworth co-indexingentry note]: “The Information Literacy Challenge: Addressing the Changing
Needs o f Our Students Through Our Programs.” Dupuis. Elizabeth A. Co-published simultaneously in
Internet Reference Services Quurterly (The Haworth Press, Inc.) Vol. 2. No. 213. 1997. pp. 93-1 I I; and
The Challenge of Internet Literacy: The Instruction-Web Convergence (ed:Lyn Elimbeth M. Martin)
The Haworth Press, Inc.. 1997, pp. 93-1I I . Single or multiple copies of this article are available for a fee
from The Haworth Document Delivery Service [1-800-342-%78, 900 am. - 500 p.m. (EST). E-mail
address: [email protected]).

0 1997 by The Haworth Press, Inc. All rightb reserved. 93

94 THE CHALLENGE OF INTERNET LITERACY

KEYWORDS. Information literacy, bibliographic instruction, college

students, The University of Texas at Austin, computer and library
skills, student expectations, library programs

As librarians and instructors, we face great challenges. Past decades

have proven that change is occurring at a remarkably quickening pace
with each day. In “The Age of Social Transformation,” Peter Drucker
declared, “No century in recorded history has experienced so many social
transformations and such radical ones as the twentieth century . . . Learn-
ing will become the tool of the individual-available to him or her at any
age-if only because so much skill and knowledge can be acquired by
means of the new learning techn~logies.”~ With these predictions, it is not
surprising that our patrons, their personal experiences with information
resources, and their expectations for us are also evolving.

CURRENT STUDENTS
With each new class of freshmen at The University of Texas at Austin,
the growing diversity of computer backgrounds and information skills is
striking. Freshman Orientation sessions are a wonderful opportunity to
talk to incoming students about their experiences with and attitudes
towards computers. Some students have used computers to write term
papers or pass a computer-oriented high school class; others do not use
computers and may feel uncomfortable with high-technology environ-
ments. On the other hand, some freshmen are far more sophisticated users.
These students have already explored the Internet either at school or at
home. They have experience using electronic databases and CD-ROMs as
information resources. Some of them have learned when to use each tool
and how to distinguish between the types of information retrieved from
different systems.
Growing numbers of students are already coming to colleges and uni-
versities with higher expectations for our libraries. Our entering students
at UT-Austin look to use new technologies for each assignment. Many
students especially seek out electronic resources that provide full-text.
Generally, these students are reluctant to search traditional sources or use
conventional methods for research. One reason for this reluctance may be
that they do not understand how or when to best use those sources. With-
out realizing it, they may also have a false sense of confidence in regards
to some information attained via the computer and the Internet.
Presumably most librarians can relate to this type of diversity in the
backgrounds of their students.
 Inlernel Instruction Site Applicalions 95

While 75 percent of public schools have access to some kind of

computer network, and 35 percent of public schools have access to
the Internet, only 3 percent of instructional rooms (classrooms, labs,
and media centers) are connected to the Internet . . . Despite past
investments in technology, many schools still lack the basic technol-
ogy infrastructure to support the most promising applications of
educational technology. About half the computers in U.S. schools
are older, 8-bit machines that cannot support CD-ROM-sized data-
bases or network integrated systems or run complex sohare.*
Although this study finds that the majority of schools do not have Internet
access, many students-either in school or at horn-re advancing their
skills at a remarkable pace. The schism between students with computer
knowledge and students without may be widening. One hope is that the
upsurge of K-12 initiatives across the country, such as Goal 2000, will
soon offer all students access to remarkable resources.

FUTURE STUDENTS
Consider these resources available on the Internet and their applications
for elementary and secondary students.
The Exploratorium Digital Library Exhibits
(http://www.exploratorium.edu/exhibits/exhibits.h tml)
“ .. .the Exploratorium is a collage of 650 interactive exhibits in the

areas of science, art, and human perception. The Exploratorium

stands in the vanguard of the movement of the ‘museum as educa-
tional center.’ ”3
Teaching and Learning on the Web
(http://www.mcli.dist.rnaricopa.edu/tV)
“This searchable collection includes sites that are using the World
Wide Web for more than just surfing . . . places that are using the
technology for learning.”“
Welcome to CU-SeeMeSchools
(http://www.gsn .org/gsn/cu/)
“This list will put you in touch with other K-12schools around the
world who have the capability to do CU-SeeMe videoconferencing
over the Internet. The list will be used to announce upcoming special
events and opportunities for schools to participate in live videocon-
ferences with schools, scientists, authors, government, business, and
community leaders.” 5
Global SchoolNet S Internet Projects Registry
(http://www.gsn .org/gsn/proj/)
96 THE CHALLENGE OF INTERNET LITERACY

“This Registry is the one central place on the Internet where you can
find projects from the Global SchoolNet Foundation (GSN) and
other organizations such as I*EARN, IECC, NASA, GLOBE, Acad-
emy One, TIES, Tenet, TERC, as well as countless outstanding proj-
ects conducted by classroom teachers all over the world. We glean
projects from across the Internet to include in this registry. . . .
Quest: NASA 5 K-I2 Internet Initiative
(http://quest.arc.nasa.gov:80/)
“Our mission: To provide support and services for schools, teachers
and students to fully utilize the Internet, and its underlying informa-
tion technologies, as a basic tool for learning. We are supported by
the NASA Information Infrastructure Technology Applications
(IITA) project and the High Performance Computing and Commu-
nication (HPCC) program.”’
Reinventing Schools: The Technologyis Now!
(http://www.nap.edu/nap/online/techgap/welcome.html)
“The document is based on a meeting at which hundreds of leaders
from government, education, and the entertainment and information
technology industries, developed strategies for reinvigorating the
K-12 educational process by integrating the school experience with
the information technology that has captured children’s imagina-
tions. Fundifig for the project was provided by the National Science
Foundation, National Aeronautics and Space Administration, Acad-
emy Industry Program of the National Research Council, Coca-Cola
Endowment Fund of the National Research Council, and Kellogg
Endowment Fund of the National Academy of Sciences and Institute
of Medicine.”*
Homework Helper(lm)
(http://www.infonautics.com/products.htm#homework)
“Homework Helpedtm)is the world’s most extensive online library
for kids. Using Homework Helper, students can pose a question in
plain English and launch a comprehensive search through millions
of pages of content, including more than 100 full-text newspapers,
nearly 800 full-text magazines, two newswires, multiple reference
books, hundreds of maps, thousands of photographs as well as major
works of literature and art.”9 (A fee-based service)
These seven sites are only a small sample of the types of collaborative
and innovative uses of the Internet for educating primary and secondary
students. As the K-12initiatives increase, the number of projects and the
sophistication of those projects will likely increase as well; hence, the
number of students acquainted with the Internet will qlso probably rise.
 internet Instruclion Site Applications 97

The Department of Education offers the following statistics for student

use of computers at school and at home. The chart below (Figure 1)
compares data collected in October 1989 and October 1993 for Grades
1-8,9-12, and the first through fourth years of college. From 1989 to 1993,
the percentage of students who used computers in school had risen in
every category. In grades 1-8 the percentage of students had increased
from 52.3% to 68.9%; in grades 9-12 the percentage of students had
increased from 39.2% to 58.2%; for college students the percentage had
increased from 39.2%to 55.2%.1°
Consider that the elementary school students of today will have even
more familiarity with electronic sources, including Internet resources, when
they reach college age. Their expectations for libraries may be beyond what
we can imagine considering the limitations of our resources today.

INFORMATION LITERACY SKILLS

As more people gain computer skills at an early age, they will be more
familiar with the computer as a tool. However, familiarity with the keyboard

/
FIGURE 1. Comparison of Student Computer Use at Home and at School

BGrades 1-8
Grades 9-1:

First Four

% % % %
School School Home Home
(1989) (1993) (1989) (1993)
98 THE CHALLENGE OF INTERNET LITERACY

and general use of computers leads some people to falsely believe that they
also know how to effectively use all the electronic resources accessible
through that medium. Although their enthusiasm for computers is often
high, their awareness of electronic resources is often low. Many freshmen
do not have an appreciation for the sheer number of sources offered at
higher education institutions. “Most library users are unaware of the quan-
tity and variety of information available. They are often satisfied with
materials that an experienced librarian would find wholly inadequate andor
inappropriate. Unless librarians educate users about findin infomation,
4
users will continue to underutilize and misuse information.”’
To address this problem in terms of user education, libraries first
created bibliographic instruction programs. Many of those programs are
now working with or evolving into information literacy programs. Defini-
tions of information literacy vary slightly from source to source, though
the focus is helping students gain a broad understanding of information
sources-including those outside of the library-and honing their ability to
deal with that information. The American Library Association gives this
definition:

To be information literate an individual must recognise when

informationj s needed and have the ability to locate, evaluate and use
effectively the information needed . . . Ultimately information liter-
ate people are those who have learned how to learn. They know how
to learn because they know how information is organised, how to
find information, and how to use information in such a way that
others can learn from them.12

A search of library literature and World Wide Web provided a long list
of skills suggested for creating and nurturing an information literate. The
complete list of those skills is outlined in the Appendix. A summary of the
basic awareness and skills an information literate should possess includes:

understanding of the complexities of the information environment

and technologies involved
ability to articulate when and what information is needed
ability to select appropriate tools or sources and search them effec-
tively
ability to evaluate materials across mediums and formats
ability to manipulate and organize the information retrieved
ability to communicate to others the location and content of the
information found
 Internet Instruction Sire Applications 99

Literacy, beyond embracing the basic abilities of reading and writing,

now embodies the general ability to understand and perform functions
successfully. The term is often paired with areas such as media, computers,
culture, and information. The goal of information literacy is to ensure that
people understand how to, and why they need to, learn about sources in the
information society. Some of these sources will be in the library; others
will be in the world at large.
We should attempt to teach a set of skills that are not specific to a
source, tool, or place. Students should learn to search, select, evaluate, and
manipulate content based upon general processes rather than memorize
steps for attaining information from certain sources. Students, with guid-
ance when necessary, should be encouraged independently or collabora-
tively to discover effective methods for dealing with information.

INFORMATION LITERACY PROGRAMS AND SERVICES

How can we integrate these skills into a successful program? Librarians
have suggested various formats for instructional programs and styles for
teaching. The most prevalent models for bibliographic instruction pro-
grams include coyrse-integrated classes, library-based classes for credit,
self-paced instruction via handouts, and computer-assisted instruction via
a stand-alone workstation or the Internet. Alternately, in the works con-
sulted most librarians agreed that broad information literacy skills are best
taught within the academic curricula.
The American Library Association states, “What is called for is not a
new information studies curriculum but, rather, a restructuring of the
learning process. Textbooks, workbooks and lectures must give way to a
learning process based on information resources available for learning and
problem solving throughout people’s lifetimes. . .. ” I 3 With the assistance
of professors and other instructors, this method encourages students to
build their skills through structured assignments incorporating print, elec-
tronic, and Internet resources. Although they will be repeatedly exposed to
the information world, each time they will approach it from a new field
and with a new goal.
Virginia Tiefel suggests “As to methods, instruction should employ
short modules that allow self-directed study with more emphasis on
instructional content and less on the media used. The system should be one
that users are comfortable in using and gives them a sense of control over
it. Users should receive guidance on which resources are best for their
needs, and basic instruction on search technique. . . . ’*I4 Assisting stu-
dents becomes even more complicated, though no Ieds important, as many
100 THE CHALLENGE OF INTERNET LITERACY

of our services are requested remotely. Libraries must integrate informa-

tion skills into not only instruction, but also orientation, reference, and
liaison responsibilities.

DIGITAL INFORMATION LITERACY AT UT-AUSTIN

To make an information literacy program most effective, a variety of
resources are imperative. Those resources include: basic Internet instruc-
tion classes, a wide array of electronic library services, hands-on training
rooms, and numerous Internet-based resources of high quality and diverse
content. The General Libraries at UT-Austin offers each of these basic
components for a successful implementation of such a program.
An ideal information literacy program includes information in all for-
mats. On our campus the number of students and level of technological
advancement has necessitated the creation of a special program whose
goal is to enable students, faculty, and staff to find, evaluate, and make
effective use of digital information. That program is managed within the
Digital Information Literacy Office (DILO). This office works closely
with librarians at all campus libraries; information-related campus depart-
ments and centers; faculty and instructors; and students. The Head of the
DILO is responsible for emphasizing basic information skills related to
digital formats by:

developing, promoting, and publicizing a formal program for train-

ing members of the UT-Austin community
collaborating with faculty and instructors to promote effective use of
electronic information services within the curriculum
planning and developing a library-wide training program related to
the Internet, new databases, new technologies, and instructional
techniques for staff
collaborating with library staff and other information-related depart-
ments to create instructional programs and materials
managing the Electronic Information Classes program, the Internet
Consulting Office and mentoring program, and an instruction clear-
inghouse
developing measures to evaluate the effectiveness of training pro-
grams and materials

Although the DILO emphasizes electronic resources, it is important to

note that this oftice works with other librarians to ensure that students are
educated about the complete range of information reswrces available. The
 Internet Instruction Site Applications 101

Digital Information Literacy program is dedicated to promoting electronic

resources to the students and faculty, as well as to our own staff. With the
number of services and resources competing for librarians’ time, the DILO
offers support by coordinating the instructional programs related to this
format of information.
“The General Libraries continues to follow its strategic plan of using
computing and information technologies to enhance and extend library
information services to the UT Austin community. The UT Library Online
information system, a World Wide Web offering, forms the core of the
electronic information services offered by the General Librarie~.”’~ It
includes resources such as:
UTNetCAF UT-Austin library catalog offering a Web interface and
integrating Internet resources
Indexes and Abstracts: Collection of more than 40 general and sub-
ject-specific electronic databases and tools
Electronic Journals: Current electronicjournals and digitized archi-
val titles
Universal Rmes Electronic Newspaper: Synthesis of ClariNet news-
wire stories, USENET newsgroups, and Internet resources related to
news /
Perry-Castarieda Library Map Collection: Approximately 1,500
maps digitized for the Web, relating all parts of the world.
The Undergraduate Library’s (UGL) mission emphasizes teaching stu-
dents to do research. We strongly promote core resources and services for
lower-division undergraduates. An increasing portion of our collection
development is devoted to digital content. Our student body is fairly
computer and Internet-literate. Students and faculty routinely publish their
own World Wide Web pages. Many professors have integrated listservs,
newsgroups, Web pages, and Internet resources into their class curricula.
Our instructional programs have changed in response to a changing envi-
ronment. On a campus where there are approximately 50,000 students-in-
cluding more than 30,000undergraduates4 is possible for us to base most
of our digital information literacy program on the Web. We are outnum-
bered by students, but thanks to a university-wide Information Technology
student fee, there are Internet-connected computer labs and classrooms
positioned around campus.
Student Microcomputer Facility and Hands-on Classroom
The largest general purpose computer lab is located on the second floor
of the UGL and is open 24 hours a day, 5 days a week’andregular business
102 THE CHALLENGE OF INTERNET LITERACY

hours the other 2 days each week. That lab, called the Student Microcom-
puter Facility (SMF), includes 144 Macintosh computers and 49 486 Intel
computers. Included on each of these workstations is software for Internet
access, word processing, spreadsheets, presentations, database creation,
desktop publishing, mathematical applications, statistics, and graphics.
Laser printers and scanners are also available. Although each of the
workstations is handicapped accessible, a separate room offers hardware
and software for students with visual disabilities including a voice output
device and a braille printer. To date, over 1,730,200 logins have been
counted since the lab opened in 1994. More information about the hard-
ware, software, and statistics in the SMF can be found at: http://www.
utexas.edu/smf.
Within the SMF is a hands-on networked training room equipped with
projection equipment and I5 Macintosh Quadras directly connected to the
Internet. These machines have the same software and configurations as the
stations in the main facility. Classroom use is shared equally between the
General Libraries and the Computation Center. The room has a capacity of
30 seats and is occasionally reserved for course-integrated instruction.
More information about the types of library classes taught in that training
room can be found in the LOEX paper entitled: The World mde Web as an
Instructional Medium.
Students in @ library instruction classes seem most attentive and
engaged in hands-on sessions. Within the format of a hands-on session,
students can pursue answers to questions through their own exploration.
The Internet provides an expanded communication medium and a non-lin-
ear format which broadens the scope of the class and increases the poten-
tial for reaching students at all levels of skill, interest, and learning styles.
Electronic Information Center and Internet Consulting 0,Oce
“Electronic Information Centers (EIC) serve as learning laboratories
where students can receive assistance with research using electronic
information resources. Library staffare available to answer questions, help
refine research strategies, identify additional information resources
appropriate to the topic, and work intensively with students, when
appropriate.”I6 The two centers are located in the Perry-Casmeda
Library (the main library) and the UGL. The UGL EIC offers 18 Power
Macintosh computers and 10 Pentium-class PCs for members of the UT-
Austin community to access the Internet, the library’s CD-ROM network,
and thc databases purchased by the General Libraries and provided via the
Internet. The primary distinction between this computer center and the
SMF is our emphasis on research and assistance.
 Internet Instruclion Site Applications I 03

To respond to students’ need for help with electronic information, we

created the Internet Consulting Oflice (KO) in 1994. During the first few
semesters this oftice was based in the SMF to complement Computation
Center consulting with a research-oriented Internet reference desk. Now
the ICO has been integrated into the UGL EIC and service is available from
late morning until early evening. The Internet Consulting Team consists of
librarians, library assistants, and library school volunteers knowledgeable
about Internet software, databases, and electronic resources. Initially, con-
sulting is offered on a first-come, first-served basis, though expansion of
services may later include appointment consultations. Students ask ques-
tions on a wide range of topics and skill levels. Some need assistance with
developing search strategies and choosing resources; others need assis-
tance manipulating more obscure formats and developing Web pages.
With the integration of the ICO into the EIC, the library is now provid-
ing a laboratory where students can learn about information resources, ask
for assistance, and complete the research for their assignments. The EIC is
physically adjoined to the Information Desk and close to our print materi-
als as well. This symbiosis of service desks and resources allows students
to explore and learn about the entire range of information sources from
one point.
/
Integration of Skills Wthin the Curriculum

Class assignments are the main reason students seek our guidance.
Some of the courses with which the UGL works closely are the English
306, English 309, the Student Success Program, and the Substantial Writ-
ing Component classes. Increasingly these courses are integrating elec-
tronic resources and the Internet into their curriculum. It is refreshing to
work with instructors who are convinced of the benefits of teaching these
skills.
Listed below are two examples of class assignments suggested by
instructors from these programs and taught in conjunction with librarians
last year.
Evaluation of a Web Site
Students in a Rhetoric and Composition class participated in a
hands-on session and discussion of the Internet, World Wide Web,
and evaluation of electronic resources. When reviewing Web sites,
discussion included: how sites organize information, how sites rate
and evaluate other Web sites, what features are beneficial or detri-
mental on a Web page, and whether the information stated is biased
or assumed. The instructor encouraged students to apply the rules of
104 THE CHALLENGE OF INTERNET LITERACY

argumentation and rhetoric to these pages and the librarian assisted

with search and evaluation strategies.
Examination of Internet Resources on a Topic
Students studying black holes in an Astronomy class attended a
hands-on session discussing the various formats of information
which can be found on the Internet. The information viewed
included text, images, sound, and movies. Information from a per-
sonal home page, magazine, scholarly report and journal were also
analyzed. Students learned to search for, compare, retrieve, and cite
electronic information.
By allowing students to engage in inquiry and exploration in groups,
they build upon each other’s discoveries and conclusions. In these classes
our role becomes that of a facilitator.

Electronic I nformation Classes

Many students, faculty and staff also enjoy attending lecture and
hands-on workshops about the Internet and electronic information
resources that interest them. Since summer 1992 we have had a free,
organized Interne$ training program called the Electronic Information
Classes. Each semester the program evolves, though we maintain a variety
of topics and levels offered. During fall and spring semesters we offer
about 150 classes; each summer we offer roughly 75 classes. Many of
these classes are open to the general public as well as the UT community.
Through Spring 1996 semester, the Electronic Information Classes pro-
gram has offered over 1,500 classes and reached nearly 13,000 users. For
more information about the Electronic Information Classes offered this
semester, visit: http://www.lib.utexas.edu/cgi-bidcalendar.
Approximately 50 librarians and library assistants volunteer to teach
these sessions. Everyone participating in the program has the opportunity
to suggest new classes and comment about changing the direction of
current classes. It is a very participatory and open environment. We solicit
suggestions from attendees on our print questionnaireswhich are handed
out at the end of each class, through our electronic questionnaire on the
Web, and via e-mail.

ElectronicServices and Assistance

In an effort to reach a large number of students at many hours of the

day, many of our services and resources are available via the Internet. We
 Internet Instruction Site Applications 10s

provide typical reference assistance through services and products such as

Ask a Reference Question form and our General Libraries Publications
site. Increasingly we are designing instructional materials that are Web-
based and interactive. It is important to our mission to support our stu-
dents’ educational goals; the more widely we can distribute our assistance
the easier it is for our students to find it when they need it.
Additionally, students indirectly benefit from the services we offer to
faculty and instructors. The Digital.1nformation Literacy Office publishes
a series of Web pages which explain strategies for integrating information
literacy skills into the classroom. Among other tips, we offer instructors
common descriptions and comparisons of resources; special suggestions
are made to faculty who create assignments for large numbers of students.
Effective assignmentsare possible when faculty understand the limitations
imposed by subject, accessibility, and location of the resources they sug-
gest to their students. This method of assistance is efficient and non-intru-
sive; instructors can peruse the information at their leisure and refer to it at
any time. Additionally, by offering this information in such an open
medium, perhaps it will open the door to new partnerships with faculty.
Partnerships
/
Collaboration and partnership are the keys to the success of information
literacy programs. Libraries and related information departments must
work together to promote information literacy skills for our students.
Alliances with computer centers, international offices, writing centers,
English as a second language departments, Dean of Students offices and
faculty in the colleges will be crucial for students’ complete understanding
of the information resources available to them.
The General Libraries has initiated or participated in a variety of joint
projects to reach this goal on our campus. We joined efforts with the Com-
putation Center and Data Processing to form “Team Web,” a group sup-
porting and promoting Web publishing and Web use at UT-Austin, and offer
Weekly Internet Seminars. We collaborate with the Dean of Students Office
and other student services on instruction to benefit incoming students,
minority programs and international students. Members of the library staff
have given special presentationsto the Development Ofice and members of
the administration about the technologies within and the challenges facing
libraries today. This past Spring we participated, with the Undergraduate
Writing Center and Center for Teaching Effectiveness, in a Faculty Fair for
professors who teach Substantial Writing Component courses. The Gradu-
ate School of Library and Information Science at UT-Austin is another good
resource. We work closely with library school student$ and offer volunteer
106 THE CHALLENGE OF INTERNET LITERACY

opportunities at service points such as the Internet Consulting Ofice. The

graduate students benefit from the public service experience and the under-
graduate students benefit from the peer tutoring.
Without this interaction, our organization would become insular and
unresponsive. By sharing our goals and ideas we create more dynamic,
practical, and responsive programs.

CONCLUSIONS
Literacy implies confidence, competence and acceptance. The quantity,
quality, and diversity of sources, access methods, delivery methods, and
formats creates a potentially disorienting environment for new users. Stu-
dents must learn to embrace future possibilities without disregarding tradi-
tional avenues for information. Sharpening students’ information skills is
a vital challenge. It will demand creativity and critical thinking skills from
library professionals. It will require cooperation with departments and
staff within our libraries, partnerships with related departments across
campus, and promotion to our faculty and other instructors. It will require
a reassessment of our current services and perhaps of our own skills. I, for
one, welcome theyhallenge.

NOTES
1. Peter F. Drucker, “The Age of Social Transformation,” 1994. [URL:
http://www.theatlantic.com/atlantic/issues/9Sdec/Chilea~drucker .htm].
2. Congressional Office of Technology Assessment, “Teachers and Technol-
ogy: Making the Connection,” April 3, 1995. [URL: http://www.gsn.orglweb/
reform/ota/home.htm].
3. The Exploratorium, “Exploratorium Digital Library Exhibits,” 1996.
[URL: http://www.exploratorium.edu/exhibits/exhibits.html].
4. Maricopa Center for Learning and Instruction, “Teaching and Learning on
the Web.” [URL:http:/lwww.mcli.dist.maricopa.edu/t1/].
5. Global SchoolNet Foundation, “Welcome to CU-SeeMe Schools,” 1996.
[URL: http://www.gsn.org/gsn/cu/-J.
6. Global SchoolNet Foundation, “Global SchoolNet’s Internet Projects Reg-
istry,” I 996. [URL: http://www.gsn.org/gsn/proj/l.
7. NASA, “Quest: NASA’s K-12 Internet Initiative.” [URL: http://quest.
arc.nasa .gov:80/].
8. National Academy of Sciences, “Reinventing Schools: The Technology is
Now!,” 1995. [URL: http://www.nap.edu/nap/online/techgap/welcome.html].
9. Infonautics, “Homework Helper(tm),” 1996. [URL: http://www.infonau-
tics.com/products. ht m#homework].
 Internet Instruction Site Applications 107

10. United States Department of Education, “Chapter 7: Learning Resources

and Technology,” in The Digest of Education Statistics, 1995. [URL:
http://www.ed.govMCES/pubs/D95/dintro7.html].
I I. Virginia M. Tiefel, “Library User Education: Examining Its Past, Project-
ing Its Future,” Library Trends 44:2 (September 22, I995):3 18.
12. American Library Association Presidential Committee on Information Lit-
eracy. Final Report. (Chicago, IL: American Library Association, 1989), I .
13. Ibid.
14. Tiefel, “Library User Education: Examining Its Past, Projecting Its
Future,” 320.
15. The University of Texas at Austin, The General Libraries, Libraries and
Ifformalion Skills for Students: Support Through Computing and Information
Technology.(Austin, TX: The General Libraries, 1996-97), I .
16. The University of Texas at Austin, The General Libraries, Libraries and
Information Skills for Students: Support Through Computing and Information
Technology, 1995-2000.(Austin, TX: The General Libraries, I995-96),3.

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110 THE CHALLENGE OF INTERNET LITERACY

APPENDIX

INFORMATION LITERACY SKILLS

Understanding Information World and Needs

Familiarity with the variety of information sources, including

libraries
Understand the diversity of technologies involved
Learn when and how to use computers and other machines for
information needs
Understand all information can not be found via the computer
Understand how information is gathered, organized, packaged, and
stored
Understand the publication cycle and system of scholarly commu-
nication
Recognize the need for information to make educated and intelligent
decisions
Learn how to articulate their information needs
Learn to travfer skills between platforms and systems
Accept that information searching can be time-consuming
Understand phenomenon of information explosion
Learn ways to keep current and deal with information overload
Understand concepts of intellectual property and other political,
social, and economic agendas associated with information creation
and provision

Assessing and Selecting Resources

Assess sources of infomation, including computer-based and other

technologies
Know when to use print, CD-ROM, online and full-text sources
Evaluate the effectiveness of channels for different needs
Understand the difference between primary and secondary sources

Searching and Locating Information

Understand database structure and content
Know how to build successfi~lsearch strategies using boolean logic,
field searching and limiters
 Internet Instruction Site Applications Ill

Understand when to use controlled vocabulary

Understand difference between precise and comprehensive searches
Understand how to interpret citations and use call numbers to locate
print items
Recognize how to alter the search if the first attempt docs not find
information or finds too much information

Evaluating and Interpreting Information

Employ critical thinking skills

Distinguish relevant from irrelevant information
Determine the strength of the argument
Determine the factual accuracy of a statement
Consider currency, authority, bias, viewpoints, and assumptions

Manipulating and Organizing Information

Understand the process for saving, downloading, e-mailing, or print-

ing search results
Understand how and when to use document delivery to retrieve docu-
ments
Organize information for practical applications, including within
documents such as World Wide Web pages

Citing and Communicating Information

Know relevant terms and acronyms

Understand how to cite sources, including electronic resources
Know how to communicate results to others
Understand how to integrate new information into an existing body
of knowledge