|"I have remarked a direct correlation between students' information literacy and the quality of their independent research projects. Though we tend to assume our students are more adept with modern information technology than we, I have discovered this to be a false assumption. The 'Internet generation' in fact has limited knowledge of online resources for research, and their visual literacy often surpasses their engagement with primary source material. I too learn something new each time I attend a session in the electronic research classroom." -Adrianna M. Paliyenko, Charles A. Dana Professor of French|
The final report of the Curricular Planning Working Group listed information literacy as the first of six pathways to deepen student engagement in learning and research. What is information literacy? According to Jeremy Shapiro and Shelley Hughes' groundbreaking 1996 article, "Information Literacy as a Liberal Art," information literacy can be defined as "a new liberal art that extends from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and philosophical context and impact."
Shapiro, Jeremy J. and Shelley K. Hughes "Educom Review," 31:2 (Mar/Apr 1996).
These standards were reviewed by the Association of College and Research Libraries (ACRL) Standards Committee and approved by the ACRL board of directors on Jan. 18, 2000, at the midwinter meeting of the American Library Association in San Antonio, Texas. These standards were also endorsed by the American Association for Higher Education (October 1999) and the Council of Independent Colleges (February 2004). (ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm)