Com 105

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Information Literacy in Higher Education:
Consensus, Collaboration, Capability, and Cultural Considerations The 21st century is a rapidly-evolving era of global communication, information, and technology. In 1989, information literacy was defined as an individual’s ability to recognize the need for information, and to possess the skills to retrieve, comprehend, critically evaluate, and apply the acquired information (Association of Colleges and Research Libraries, 1989). Since that time, the Information Age has been over-shadowed by the dawn of the Digital Age. In higher education, the Digital Age has led to such a vast and complex array of choices in the types of materials available, literature search format options, and information navigation technologies, that most colleges and universities are simply unequipped to meet the literacy needs of their students (Li, 2007). In 1992, the National Adult Literacy Survey revealed that approximately 70 million adults ranked in the lowest level of literacy testing, and estimated that by 2030, that number would grow to nearly 118 million (Olson, 2007). Information illiteracy in American schools is a result of the inability of librarians and faculty to resolve issues, such as consensus, collaboration, capability, and culture when planning information literacy training programs. The differences in role perception between librarians and faculty may explain some of the difficulties in reaching consensus and collaboration in establishing successful literacy programs in schools. Zabel (2004) described the pivotal role that librarians may assume in teaching students information literacy, and developing literacy standards. By using the librarian’s expertise in library science, information technology, teaching, and plan to incorporate a variety of teaching methods, student literacy can be improved. In addition, Zabel…...

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