3 In today’s rapidly evolving environment, informa-

tion literacy is a key underlying element in global

educational goals and in disciplinary learning in
higher education; ultimately it is essential in pro-
ducing lifelong learners.

Global Educational Goals, Technology,

and Information Literacy in Higher
Education
Loanne Snavely

Three interconnected aspects of higher education and information literacy

are essential. The first is global educational goals and the place of informa-
tion literacy within those goals. The second is new research on higher edu-
cation effectiveness and the role of information literacy for successful
learning. The third is the role technology plays in the rapidly changing envi-
ronment in which we live and its impact on the development of informa-
tion literacy, as well as on higher and global education. These three aspects
are critically interwoven, as we examine where higher education will take
us in the future.

Global Educational Goals and Information Literacy

In a report to UNESCO by Jacques Delors (1998) and the International
Commission on Education for the Twenty-First Century, the critical impor-
tance of education around the world is emphasized. The report promotes
diverse educational practices such as the knowledge dissemination that
helps people shift to more service-based economies. Because people around
the world do not always have the opportunity for basic education at a nor-
mal age or are unable to take advantage of it for various reasons, or they

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35
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36 INFORMATION LITERACY

need a new education because an old one has become obsolete, seeking an
education at any age will be increasingly important. Opportunities vary
according to country, economic level, social norms, and resources available
and individual opportunity.
The report’s title, Learning: The Treasure Within, indicates the richness
that learning can add to anyone’s life. Basic education is referred to as “a
passport to life,” to be built on with creative learning opportunities. The
idea of a completed education is unrealistic: “Today, no one can hope to
amass during his or her youth an initial fund of knowledge which will serve
for a lifetime” (Delors, 1998, p. 99). Instead, a continuous process of “learn-
ing throughout life” is deemed “the heartbeat of society” (p. 22). This illus-
trates the importance of an educated citizenry, and of the need for every
culture and society to continue to grow intellectually and interpersonally in
order to contribute and develop in a global economy and for diverse soci-
eties with people from all personalities and cultural backgrounds.
The report defines four pillars of education:

1. Learning to know, a process of “mastering the instruments of knowl-

edge . . . as both a means and an end in life”
2. Acquiring independence of judgment
3. Learning the scientific method
4. Exercising the power of the human memory

“Learning to know presupposes learning to learn” (Delors, 1998, p. 87).

Although information literacy is not identified specifically in the report, it
is a critical and underlying component of learning to learn, enabling one to
strike out on one’s own to gain and master new knowledge with or without
a formal educational setting.
The report’s identification of lifelong learning as a global educational
goal of highest importance has special significance in terms of information
literacy. Information literacy is a tool that can be a component of education
that empowers an individual for lifelong learning, constantly finding the lat-
est information even after no teacher or professor is there to lecture or
impart knowledge, recommend readings, set the syllabus, or furnish the
textbook and assignments. For an individual to be prepared for indepen-
dent inquiry, whether as a matter of individual curiosity or for a community
or work-related need, having the skills and strategies for acquiring infor-
mation on a new topic or in a new field, knowing how to formulate the
questions to be answered, selecting appropriate resources and databases to
search, conducting effective and efficient searches, and evaluating the appro-
priateness of the information are all part of the underpinnings of learning
to learn. The subsequent tasks of reading, comprehending, analyzing, syn-
thesizing, and integrating new knowledge into what is already known, and
using that to create new knowledge and meaning, is the true power of being
information literate.

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 GLOBAL EDUCATIONAL GOALS, TECHNOLOGY, AND INFORMATION LITERACY 37

Integrating Information Literacy into Higher

Education
There are now dozens of competing agendas in higher education regarding
what should be taught in the classroom. How can information literacy be
taught? The key here is that it must be taught. It cannot be assumed that just
because students feel a high degree of confidence in their information
searching competence they are actually sophisticated information users. In
fact, they are not (OCLC and De Rosa, 2006). The power of the Internet is
that everyone can find something about anything. But because of the seem-
ing ease and availability of information, special attention must be given to
teaching students how to evaluate that information, where to go for appro-
priate resources, and how to efficiently compile quality information to
answer pressing questions. They also need to learn about ethical use of
information and the role it plays in our society.
Ideally, this information literacy learning would be integrated into the
fabric of education at all levels. As with writing and other higher-order
skills, to do it well one needs guided opportunities to practice. Because
searching for information and other information literacy learning can seem
boring or dull if not connected to a relevant research assignment and topic,
or a real information need, the best way to teach information literacy is to
integrate it into the most important parts of the curriculum so that it is
introduced at the point of need. As with any complex learning activity,
opportunities to practice should occur throughout the educational experi-
ence, at increasingly sophisticated levels. No information search is ever
exactly the same as any other; topics vary, strategies vary, and no specific
rules can be proscribed across disciplines, except that students should be
taught why professionals in each discipline need new information. Even
librarians and experts in the same area search differently, using dissimilar
terms and combinations. In many senses it is more an art than a science, but
creativity in search methods should be encouraged. Thus a goal for higher
education institutions should be that each student will be information lit-
erate and have general information competencies as well as information
strategies within the chosen discipline by the time of graduation.
Administrators can look for ways to connect the library and librarians
with the curriculum to integrate information literacy into courses and pro-
grams to meet this goal. They can develop and implement reward systems
that encourage faculty to work with librarians to incorporate information
literacy into their classroom teaching. On a larger scale, administrators can
encourage entire departments to collaborate with subject specialist librari-
ans to plan integration into each major in such a way that all students will
reach the goal progressively by graduation. This might include a series of
levels from the first-year seminar to the capstone course, and target courses
required of all students in a major or course of study. Rewards in the pro-
motion and tenure process and annual evaluations, as well as recognition

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38 INFORMATION LITERACY

and rewards for departments that demonstrate best practices, can help
encourage these efforts.
Faculty play an essential role in the development of information literacy.
But faculty do not need to go it alone. Librarians can assist with all aspects of
the implementation. They can assist in setting information literacy goals for
a course in addition to overall educational goals. Then they can collaborate
to find the most effective ways of implementing those learning goals. Librar-
ians can assist in developing assignments that effectively use and enhance
information literacy strategies. They can come to class to help introduce the
process at the appropriate level, and they can assist in evaluating class proj-
ects for appropriate use of resources.

Information Literacy and Effective Educational

Practices
George Kuh, Derek Bok, Lee Shulman, and others undertook a research
project to look at a selection of effective educational institutions and used
the information they gleaned to create “A Guide to Effective Educational
Practices” (AAC&U and National Leadership Council, 2007, p. 53). These
are strategies that any institution, large or small, can implement to help
engage students and create successful learning experiences during their col-
lege years. Information literacy and libraries play an important role in each
of these effective practices. The guide names information literacy explicitly
in a few practices, but it plays an underlying role in all the best practices
they enumerate. A brief examination reveals how information literacy inte-
grates or underlies each effective practice.
The first four initiatives that have seen extensive integration of informa-
tion literacy in many colleges and universities are First Year Seminars and Ex-
periences, Common Intellectual Experiences, Learning Communities, and
Writing-Intensive Courses. Each of these has important information literacy
aspects and is enhanced significantly when formal components are integrated
into the curricular structure. Several chapters in this volume as well as many
articles have articulated successful programs where information literacy
instruction and principles have been carefully and effectively integrated.
The next six effective practices also have critical information literacy
components, but they have not been as thoroughly articulated.
Collaborative Assignments and Projects. Collaborative assignments
and projects can and (frequently should) have critical information literacy
aspects, particularly in the discovery phase of a group project. Defined
learning techniques such as Problem-Based Learning or Evidence-Based
Practice are ideally designed for this careful integration. In these, defining
a problem and then finding and evaluating information are integrated into
the collaborative assignments and into the creative exploration for solutions.
Many medical and nursing programs use these techniques to develop

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higher-order analytical and diagnostic abilities in students. Medical research

is expanding daily, and medical professionals must collaborate and keep up
with new discoveries and developments if they are to treat patients opti-
mally. As cases become more difficult and challenging, collaborative thought
processes and review of current research become more critical.
Science as Science is Done; Undergraduate Research. The litera-
ture review as an essential component of science research and science grant
writing is too often overlooked in undergraduate education. Some model
programs, such as the biology curriculum at Earlham College, have
excelled in giving students learning information research methods. Getting
students more involved in real science research projects can enable them
to see firsthand the importance of prior research in an area and its place in
developing a new research project. Undergraduate research fairs or exhibi-
tions are another way of encouraging students to explore research in all of
its aspects and gain independent practice in developing a real research proj-
ect and sharing the findings. At Penn State, the Undergraduate Research
Exhibition encourages students in all fields to present their research efforts.
In addition to traditional disciplinary categories, several new categories
have been initiated to broaden the scope. One is public scholarship, “a spe-
cial category recognizing scholarly work that actively contributes to
community engagement and democracy.” A new category this year is infor-
mation literacy. All entries are eligible for this category, which is designed
to raise awareness of the importance of the information research compo-
nent in any type of original research project, to encourage its articulation
in the poster and verbal presentation of the research project, and to reward
excellence in this area of the research process (Research Opportunities for
Undergraduates, 2008).
Diversity and Global Learning. Independent learning is essential to
global education goals, as discussed in Delors (1998). Information literacy
strategies are critical in helping students learn about other cultures and
peoples—both in the classroom and during study abroad, and in multicul-
tural settings that go beyond those with which the student is familiar.
Service Learning and Community-Based Learning. Even hands-on
community and service learning (forms of experiential learning) can have an
information literacy component. Those working in these communities can
often benefit from researching and developing information resources for those
they are serving. Students and others involved in service and community-
based learning can enhance their service potential through an information lit-
eracy component, or by assisting those they are helping to be more discerning
in the information they use. Examples are a student-led community mural
project using archival materials as resource images for the mural that was ulti-
mately painted by the community; a health initiative assisting community
members in learning to distinguish between information supplied by phar-
maceutical companies and information furnished by an independent, reliable

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source; and finding a mold-resistant paint for a family with allergies during a
Habitat for Humanity project.
Internships. Internships are a place where students can get real expe-
rience before their first job in their chosen field. An information literate stu-
dent can shine in this situation, setting herself apart from peers and
positioning herself for a choice position. Employers often assign the leg-
work for a new initiative to an intern, something that others in the insti-
tution cannot take on themselves. These are often prime opportunities to
get background information, find out what others are doing, and lay the
groundwork for a successful program. Students with well-honed informa-
tion literacy skills report a high level of success and impressive employer
response. One student who took an honors upper-level information liter-
acy course wrote after a summer with a biomedical engineering company:
“I worked in their new products research and development, and I used what
I learned from the class so much! I had a problem to solve, which required
an immense amount of background research, which had to be organized
in an effective manner. I knew exactly how to acquire reputable resources,
document them, and put them together in a lit review. I used every aspect
of the LST class, and my employers were very impressed with my ability to
do such a complete survey of the material available on my topic” (“Open
House Is a Real Luau,” 2002).
Other internships may directly relate to libraries and information liter-
acy while yielding academic credits in the discipline. An example is the
annual series of Bednar Internships, which offer opportunities for research
in archives and special collections for project development with the Penn-
sylvania Center for the Book, for marketing and event planning experience
with library public information and open houses, and in many other areas
of the library (“Internships,” 2007).
Capstone Course and Projects. What better place to demonstrate infor-
mation literacy in a subject area than final projects that summarize and top off
an intensive course of study? Having the skills and strategies to explore a new
area and discover what others have done puts students in a position to use the
best of what has come before and show the best of what they have to offer.

Technology and Information Literacy

The Internet has dramatically changed the character of our global environ-
ment in a few short years. It is now as easy and cheap to communicate with
a friend next door as it is with one halfway around the world by phone,
e-mail, chat, and services such as Skype. In light of these new technologi-
cal changes, what does a “library” mean to the new college student? If noth-
ing else, it challenges librarians to place the library in the center of higher
education, if the purpose of higher education is to bring new knowledge and
learning to the students, and each generation of students comes uniquely

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prepared with skills attuned to new technologies. The challenge is to adapt

to these students and their world, and teach skills enabling them to navi-
gate the technology that comes their way throughout their lifetime. This is
the place of information literacy.
Getting the Library on the Student’s Wavelength. Much has been
written about students’ differing learning styles, attentions spans, persis-
tence quotients, and so on. We must acknowledge these differences and
devote some of our efforts to bringing them to where they need to be. We
need to help college students with some pre–information-literacy compe-
tencies. One way to do this is to introduce the library in a fun and excit-
ing way. This helps build the basic concept of a library in the student’s
arsenal of academic tools. It revolves not so much around teaching stu-
dents how to use a library or information resources but more around a
conceptual introduction to what exists and what might be found through
a library, physically and electronically. This initial big picture sets the stage
for all of the introductory and discipline-based information literacy ini-
tiatives that follow. At our institution, we do this in a fun-filled atmo-
sphere early in the fall semester. Decorations and bright colors heavily
adorn the physical building. A theme keeps things fun and meaningful.
Our most recent theme of pirates was hugely popular with students and
library staff. With their treasure maps, students embarked on an explo-
ration of the various areas of the libraries. At each stop, their maps were
stamped and they were given a brief introduction to the program.
Optional educational activities at each stop gave incentives for delving
more deeply into the content of the area. We distributed many prizes and
giveaways that kept the incentives high and the learning subtle. We had
seven simple goals:

1. Promote a positive attitude about libraries and information resources;

they aren’t such a drudge, and they have cool stuff.
2. Promote the library as a place to get friendly, high-quality help.
3. Supply a first level of familiarity with the collections the libraries have
to offer: the map library, videos in the music and media center, fabu-
lous treasures in Special Collections, books, journals, and more.
4. Introduce services such as electronic reserves, lending services, twenty-
four-hour areas, and so on. Academic services are available through
partnerships such as math tutoring and writing tutoring. We also intro-
duce some behind-the-scenes activities such as preservation and the
dean’s office (most students have no idea the library has a dean and is
an academic unit).
5. Introduce the library as place, both as a complex building and as many
locations in several buildings, lounge areas, and labs. Many of these
areas are not the usual stops on a map but are often seen on the way to
other places.

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6. Showcase the library as a location for technology, collaborative learn-

ing, quiet research and study, and sometimes even socializing!
7. Give each student a free, spillproof library mug. This enthusiastically
received gift helps introduce the concept of preserving library materials.

We advertise this heavily and encourage it as an activity for any student, but
it is designed specifically for first-year students. We encourage faculty in basic-
level classes to require it as an out-of-class activity for their students. Over the
years, our event has created a buzz on campus, and about a third of the five
thousand attendees attend voluntarily. Some participants even report return-
ing annually for the fun and prizes, learning something new each time! It has
become known on campus as one of the best and most successful education-
ally purposeful co-curricular activities on campus (Cahoy and Snavely, 2007).
Like prereading in preparation for learning to read, we have found this
type of orientation to be essential for preparing a student to begin the path
of information literacy competency. None of these elements appear in the
information literacy competency standards for higher education, but
we have found that they are critical elements for successfully beginning to
learn about finding and using information effectively. Presenting basic
knowledge about the library as place, about its collections (both print and
electronic), about its technology, and about services and people enhances
and helps create in the student’s mind a mental concept of what a library
can offer.
Putting the Library in Their Space. Another way to encourage and
enhance information literacy efforts is to put the library into the student’s
space, making it convenient and easy to find and use. Reaching out from the
physical library into other virtual locations such as the course management
system (CMS) is one way to do this. Students are increasingly accessing
course content and materials through a CMS such as Blackboard, WebCT,
ANGEL, or Sakai. This is true for face-to-face, hybrid, blended, and totally
online courses. Integrating easy access to appropriate library resources
related to the course can include subject guides with links to materials and
databases appropriate to the course content; access to reserve materials
through the CMS; and quick links to virtual reference services where stu-
dents can get instant assistance if they experience difficulties.
Every course using a CMS should have seamless access to appropriate
library resources integrated into it (Snavely and Smith, 2003). This is an
overwhelming task on a course-by-course basis, but it is quite manageable
by department or major. Librarians and faculty need to assess their CMS and
participate in the decision making on these issues to let vendors know that
these tools are needed.
Social Networking Spaces. We can also use contemporary technologies
to help make research easier, more fun, and more immediately part of daily
activities. It is critical to integrate them into both curricular and co-curricular

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activities of the academic enterprise. This constantly evolving challenge must

be negotiated as the technology changes and as students change.
Make it easy for students and faculty to learn to use social networking
tools to enhance their research. Develop strategies and programming to
accomplish this. Some examples we have found very effective are using RSS
feeds to bring research interests to the desktop, applications to create a per-
sonal library research desktop, RefWorks or Zotero to share citations for
group projects, and Googledocs or wikis to share collaborative writing and
other projects. Create widgets and other tools that allow integration of use-
ful library tools into the user’s own home or browser page. These can be cre-
ated in-house or done simply through a hosting Web site.
Create library applications in Facebook and other social networking
sites. When we created ours, we had heard that students might resent a
library presence, an “academic” presence, in Facebook. But when we intro-
duced our library Facebook application during our open house in fall 2007
and offered a small incentive for signing up, we had more than one thou-
sand students take us up on it. Our application includes three tabs: an
online catalog search, an article database search (in ProQuest), and a set of
five quick links to our complete database list, our virtual reference service,
the individual’s library account, and so on. In the future, a chat feature may
be added directly on the library’s home page to allow users to ask immedi-
ate questions.
We developed a series of workshops to introduce these applications to
students, staff, and faculty. We are integrating them for a brief time into our
library instruction classes where appropriate. In this way, students can know
where they can find a library guide related to their course, how to IM a
librarian with a quick question or get a longer research consultation, and
how to create a research desktop; we may even add the library Facebook
application to their arsenal of tools, so it will be handy when they need it.
The most recent OCLC report (2007) on social networking indicates
that self-reported use of library Websites has fallen dramatically in the past
two years. Collaborative efforts by librarians and faculty to get the library
and quality information resources on students’ radar and in their arsenal is
critical to long-term academic success. Using technology to our advantage
and embracing the new wave of student work attitudes and methods assists
in integrating information literacy strategies into a students’ daily life, help-
ing to ensure that they will be lifelong learners.
Classroom Technology. Libraries are highly dependent on computers
for access and delivery of their print and electronic collections, and any
library-related engagement in student learning must carefully consider the
most effective ways to deliver information literacy messages. How do we
teach so they will learn, especially when access to what we have to offer is
almost exclusively through a computer screen? A first step is a partnership
between faculty and librarians to establish information literacy goals for the

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class that are integral to the course content and do not feel like add-on work
for the student. A real need to find quality information must be established
through problem-based or evidence-based learning via research assignments
for papers, speeches, and presentations or other integrated coursework.
Once these have been established, communicating strategies and method-
ologies in the classroom is critical.
Using instructional technology is essential. Convincing students to go
beyond Google and Wikipedia requires a variety of strategies and techniques,
among them identifying appropriate databases, learning sophisticated search
strategies, evaluating information, and incorporating it effectively (and eth-
ically) into the research project. Using classroom technologies to engage stu-
dents is a valuable learning element. All of these have relevance and utility
that goes far beyond information literacy instruction, but they also have a
special relevance for this type of teaching. Here are some of the technologies.
Smartboard or Schoolboard. This interactive surface allows engagement
with the projected image. Pointing or tapping on particular areas of the
screen as a class is guided through an information search helps keep atten-
tion focused on the relevant areas. Because screens in databases are often
text-heavy and dense, drawing particular attention to the areas under dis-
cussion is helpful and demonstrates more clearly than just tracking the cur-
sor to show “where we are going.” Students can also be invited to “drive”
by having someone come to the board and navigate the search.
InterWrite Pad. The InterWrite pad frees the instructor from the com-
puter and allows walking about the room as the search strategy discussion
and demonstration takes place. A question from a student’s computer can
be answered and shared with the class from anywhere in the room.
Wireless Keyboard and Mouse. Wireless input devices at the instructor’s
workstation offer another opportunity for a student to drive while the class
gives the strategy. This can free the instructor from the authority role and
allows the students to try their own strategies.
Classroom Control Software. Classroom control software is most often
used to prevent students from checking e-mail or other off-task activities.
However, it is most pedagogically effective in information literacy instruc-
tion when used to share student work with the entire class. For example,
after a discussion the class may be given time to work on their own research
projects. During this time, the best discussions and learning moments often
surface. Using classroom control software to demonstrate a solution to a
problem that one individual is having but that is relevant for the whole class
can be extremely effective. Demonstrating perfect searches often frustrates
students, because it so often seems their own searches do not go that way.
Sharing one student’s thorny search with the whole class and demonstrat-
ing a problem-solving strategy or allowing the class to suggest solutions
adds to the toolbox of strategies the students take away with them.
A classroom response system is an excellent way to pretest and posttest
students and instantly review material to see if the class got it. These
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on-the-spot assessments let both the instructor and the students see
how well the class has grasped the concepts and whether they can apply
them. Well-designed questions allow students to assess their own under-
standing; they give the instructor an immediate opportunity to review a
point that may not have been clear, as demonstrated by the percentage of
the class that selected incorrect answers.

Conclusion
If lifelong learning is the “heartbeat of society,” as suggested in the Delors
report, then faculty and librarians throughout higher education have a spe-
cial mission to ensure that the education we deliver at the college and uni-
versity level engages students with information literacy strategies that enable
them to learn how to learn. It seems clear that education will be an increas-
ingly important element in our global society, that technology is changing
at breakneck speed (and along with it how we do things, as well as many
traditional forms and formats), and that the imperative for living now is to
continuously learn and change. Information literacy strategies will assist
individuals in successful learning within and beyond the academy.

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LOANNE SNAVELY is head of Library Learning Services at Penn State University

Libraries, where she leads the libraries’ initiatives for first-year students and
first-level information and instructional programs, including online and face-
to-face library learning, library technology classrooms, integration of library
resources into course-management systems and portals, teaching effectively with
technology, and basic information services for undergraduates.
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