Index
academic librarians, 9, 28, 37–8,
71–2, 94–5
academic libraries, 132, 145
academic papers, 70
Allen, M., 116
Alsop, R., 17
American Library Association,
23–4
Association of American Colleges
and Universities, 45
ATLA Religion Database, 9
Badke, W., 73–4
Bernhisel, S., 117, 139–40
bibliographic instruction, 44
see also information literacy
Bloom’s Taxonomy of Educational
Objectives, 118
Born Digital: Understanding the
First Generation of Digital
Natives, 14–15, 18–19
Brasley, S., 152
Bruce, C., 69, 79
coaching, 129
cognitive apprenticeships, 129
cognitive variance, 117–18
collaborations, 7, 31–3, 77–8, 89,
125–6, 157
communities of practice, 129–30
177
constructivist-based learning, 116,
129
constructivist theory, 116
contemporary social media, 55
‘core intent,’ 69
course content, 141
information literacy, 73–97
critical thinking, 45, 93
Curzon, S. C., 32–3
data-dump, 53
Dewey Decimal Classification
System, 81
Digital Generation see Millennial
students
‘digital natives,’ 18
discovery learning, 130
dissertation-writing, 121
‘dump truck method,’ 114
Echo Boomers see Millennial
students
Educating the Net Generation, 19
Educational Testing Service, 51
effective library experiences,
127–43
Eisenberg, M., 4, 102–3
Facebook, 5
faculty culture, 73–5
Engaging First-Year Students in Meaningful Library Research
faculty/librarian collaborations,
106–7
faculty members, 8–9
first year students, 50, 57, 90–2, 122
co-existence with course
content, 73–97
competencies, 43–4
information literacy, 43–98
novice researchers, 47–58
process-centered library
research, 58–73
Fister, B., 61–2
Flickr, 5
focus formation, 64–5
Gasser, U., 25
Gen Y see Millennial students
Generation Digital, 17
Generation Next see Millennial
students
generational studies, 13–17
Gilman, T., 10, 23, 141
goal-based scenarios, 130
Google, 134
Greater Expectations: A New
Vision for Learning as a
Nation Goes to College, 40
Grown Up Digital, 19–20
hands-on learning see goal-based
scenarios
Hasdesty, L., 78
Head, A., 4, 102–3
Heads in the Sand Theory, 75
Horizon Report, 144
individual tutoring, 67
infoliteracy see information
literacy
178
information, 41, 104
information fluency
see information literacy
information literacy, 26–7, 35,
133, 145
advancing beyond the first year,
143–53
co-existence with course
content, 73–97
contemporary undergraduates,
23–9
context of the first year students,
43–98
curricular level planning, 151
effective library assignment and
literacy assessment design,
159–62
first year information literacy
program, 146–9
Millennial students, 13–42
novice researchers, 47–58
process-centered library
research, 58–73
Information Literacy Competency
Standards for Higher
Education, 26–8, 113
‘information literacy skills gap,’
76–7
information literacy taxonomy, 119
information literate, 27, 29, 141–2
information mediacy see informa-
tion literacy
‘Information Search Process’
model, 63–6
ISP model, 64
Kuhlthau’s ISP model, 64
inquiry, 94
inquiry based method see
discovery learning

Integrating Information Literacy
into the Higher Education
Curriculum: Practical Mod-
els for Transformation, 5
‘intellectual poverty,’ 74
Internet, 4–5, 48–9
Kenedy, R., 53
Kenney, B., 136–8
Kohl, D., 88, 123
Kuhlthau, C. C., 63–7
‘learning enterprise,’ 46
learning opportunities, 69
Leckie, G., 21
‘liberal education,’ 15
library and information science,
62, 111
library-based research assign-
ments, 135
Library of Congress Classification
(LCC) system, 81
Lippincott, J., 41, 52, 110
McGuinness, C., 74–6
McGuinness’ qualitative study,
74–7
McInnis, R., 37–8
Merrill-Cazier Library, 134
Millennial students, 5–6, 16–17,
19–20, 54, 90, 110
attitudinal shifts, 30–40
contemporary undergraduates
and information literacy, 23–9
core traits, 20
generational studies, 13–17
information literacy, 13–42
new generation characteristics,
18–23
179
Index
Millennials Go to College, 14
Misangyi Watts, M., 68–9, 72, 81,
94, 97
Misangyi Watts’ model, 138–9
modeling, 129
Monty, V., 53
Net Generation see Millennial
students
“netizen”-ship, 15
novice researchers, 47–58
characteristics, 47–8
‘On-Demand Model,’ 67
Orme, W., 62–3
Orme, W., 7
Osmosis Theory, 75–6
Palfrey, J., 25
peer culture, 55
peer-led library tours, 124
pragmatic pedagogical approaches,
99–158
advancing information literacy,
143–53
creating effective library
experiences, 127–43
librarians advice, 107–27
taxonomy for information
literacy, 119
problem-based learning, 130–1
process-centered library research,
58–73, 79
projectSAILS, 134
reference questions, 2
Rentfrow, D., 30
research, 21, 44, 61–2
Engaging First-Year Students in Meaningful Library Research
research-based assignments, 100–4
‘research days,’ 131
research process, 111
Rockman, I., 34, 141–2
Seeking Meaning, 65
Sink or Swim Theory, 75
situated learning, 131–2
Skype, 5
Snavely, L., 29
Spence, L., 53, 70, 95–6, 109–10
student-centered learning, 129
Tapscott, D., 19–20
teaching faculty, 30, 71–2
The Chronicle of Higher Educa-
tion, 10
‘the postmodern condition,’ 127
‘The Research Processes of Under-
graduate Students,’ 61–2
180
The Role of the Library in the
First College Year, 134–5
The Value of Academic Libraries,
150
time management skills, 90–1
Truth Be Told: How College
Students Evaluate and Use
Information in the Digital
Age, 102–3
Twitter, 5
uncertainty principle, 65
undergraduates, 21
University at Albany, 151
Valentine, B., 117, 139–40
Wikipedia, 15
‘zones of intervention,’ 133