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Opinion
Making the Case for Information Literacy
7/25/2006
In the early administration of the ICT Literacy Assessment, we were able to collect group data only, but it is now possible to provide scores for individual students. Each student receives individualized feedback on each of the “subproficiencies,” such as defining an information need or accessing the most appropriate sources. In short, each student who takes the test gets a diagnostic report. Thus, students know where they stand and what they have to do to be proficient in these critically important academic skills.
Innumerable research studies, including those conducted by the California State University, have shown that students’ information skills could be improved. But we in higher education have not acted upon these findings nor have we sufficiently publicized the findings among our colleagues– professors, administrators, and professional staff. In fact, the popular press has done a much better job than we have.
An Associated Press article posted on CNN’s Web site on December 9, 2004, was headlined “Students shun search for information offline.” The subheading succinctly described the way many of today’s students approach information: “Go to Google, search and scroll results, click, and copy.”
Journalistic pieces repeatedly define, dramatize, and publicize the problem. But it is the job of higher education to find a solution to that problem. It is our job to make sure that students who graduate from our colleges and universities have the information-literacy skills to find, evaluate, and use information that is constantly changing – not just while they are in college, but throughout their lifetime.
Lorie Roth is Assistant Vice Chancellor for Academic Programs at California State University.Cite this Site
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