Towards searching as a learning process : A review of current perspectives and future directions <s> Learning to search <s> Abstract In 1999 the ACRL Board established the Task Force on Information Literacy Competency Standards and charged it to develop competency standards for higher education. ACRL seeks endorsement and promulgation of these standards from professional and accreditation associations in higher education. An Information Literacy Standards Implementation Task Force will be charged to promote the use of the standards in higher education. “Information Literacy Competency Standards for Higher Education” was approved by the Board of Directors of the Association of College and Research Libraries (ARCL) on January 18, 2000, at the Midwinter Meeting of the American Library Association in San Antonio, Texas. <s> BIB001 </s> Towards searching as a learning process : A review of current perspectives and future directions <s> Learning to search <s> A science librarian and a microbiology professor collaborated to assess information-seeking, evaluating, and usage abilities before, during, and at the end of a senior-level geomicrobiology course. ACRL’s Information Literacy Competency Standards for Higher Education was used as a guide in designing a survey and checklists to measure literacy levels. Following an initial survey of the students’ information literacy level, two instruction sessions were provided in the use of bibliographic finding tools available from the University of Oklahoma Libraries. During each subsequent class meeting, students presented, critiqued, and discussed a referred article. The cycle was repeated, and the survey was administered again at the end of the semester. The survey results indicated an 11 percent increase in information literacy, but no significant improvement in the students’ ability to present, critique, and discuss information. A model for incorporating information literacy into upper-level undergraduate science courses and an instrument for measuring information literacy are proposed. <s> BIB002 </s> Towards searching as a learning process : A review of current perspectives and future directions <s> Learning to search <s> Abstract It is no longer effective to provide information literacy instruction that is thought to be “good for” college students, but rather, instruction must focus on the learning styles and preferences of the target population. This case study reports a series of hands-on/minds-on information literacy activities that dissolve student's misconception that “techno-savvy” is synonymous with information literate. Careful and thorough instruction in the mining of popular Internet search engines for authoritative information was coupled with instruction in the use of traditional library resources. It was found that the college students studied possess a high need for clarity and a low tolerance for ambiguity, and therefore any activities assigned must be thoroughly, yet succinctly, described in order to achieve success. Combining traditional information literacy instruction with novel approaches appeals to the confidence in and reliance on Internet search engines that college students exhibit, while it moves this microcosm toward a higher level of information literacy and commitment to life long learning. <s> BIB003 </s> Towards searching as a learning process : A review of current perspectives and future directions <s> Learning to search <s> Although most college faculty are aware of the problems that students encounter when conduct ing research using the Internet, fewer recognize why their students lack success when using the electronic databases and indexes to which the institution's library subscribes. In this article, I point to teachers' assump tions about their students' "computer literacy," as well as to the students' lack of hands-on experience in an actual library, as potential sources of the problem. I provide practical, detailed suggestions, which are use ful across disciplines, for overcoming these obstacles. <s> BIB004 </s> Towards searching as a learning process : A review of current perspectives and future directions <s> Learning to search <s> This study found that there were statistically significant differences in citation use and grades between students who took a library credit course and students who did not. The results of independent samples t-tests indicated that the student group that took a library credit course cited more scholarly resources, produced fewer incomplete citations, and received higher grades for its papers and courses. The data included 836 citations produced by 120 student papers and the students' grades for their papers and courses in the fall of 2004. Additionally, the survey results revealed that the students' acquisition of bibliographic research and citation skills was directly attributable to the library credit course, whereas their counterparts tended to rely on informal sources. The evidence supports the lasting impact of a library credit course on student learning. <s> BIB005 </s> Towards searching as a learning process : A review of current perspectives and future directions <s> Learning to search <s> Abstract Competency theory predicts a miscalibration between students' self-assessments of their information literacy skills and their actual skill level. This study investigates whether such a disparity is evident among incoming freshmen who test as non-proficient on a standardized test of information literacy. In addition, this study analyzes Information Literacy Test scores and library anxiety test scores to provide preliminary data on whether library anxiety is related to information literacy skill attainment. Findings reveal that the relationship between information literacy skills and self-assessments predicted by competency theory are evident in the domain of information literacy. This study did not find an association between information literacy skill scores and total library anxiety scores. However, a significant negative correlation between information literacy scores and the subscale “knowledge of the library” indicates that as information literacy scores rise, anxiety scores related to a lack of knowledge of the library fall. The findings suggest that traditional information literacy instruction may not be effective with non-proficient students, who are unlikely to see themselves as needing or benefiting from such instruction. <s> BIB006 </s> Towards searching as a learning process : A review of current perspectives and future directions <s> Learning to search <s> Purpose – This article is an edited version of a report commissioned by the British Library and JISC to identify how the specialist researchers of the future (those born after 1993) are likely to access and interact with digital resources in five to ten years' time. The purpose is to investigate the impact of digital transition on the information behaviour of the Google Generation and to guide library and information services to anticipate and react to any new or emerging behaviours in the most effective way.Design/methodology/approach – The study was virtually longitudinal and is based on a number of extensive reviews of related literature, survey data mining and a deep log analysis of a British Library and a JISC web site intended for younger people.Findings – The study shows that much of the impact of ICTs on the young has been overestimated. The study claims that although young people demonstrate an apparent ease and familiarity with computers, they rely heavily on search engines, view rather than rea... <s> BIB007 </s> Towards searching as a learning process : A review of current perspectives and future directions <s> Learning to search <s> Abstract This study examined the relationship between curricula in secondary-level science classrooms, which support development of information literacy skills, and actual student skills. A vast body of research reflects deep concern with the level of information literacy skill development among secondary and post-secondary students. But even when educational curricula mandate skill development, many students are unable to demonstrate sophisticated information searching and critical evaluation skills. The findings of this study, which we based on analyzing information seeking tasks and conducting interviews with students in three biology classes in a large urban high school, demonstrated a similar lack of skills. Pressure on teachers to “teach to examinations”—that is, to focus on substantive content rather than on information literacy skills and information literacy skills deficits among teachers themselves—is a possible explanation for these results. The study is of particular interest to teachers of the curriculum applicable in the study context, but the broader implications of repeated indications of gaps in students' information literacy skills are a significant indicator that schools must assume a larger responsibility for information literacy instruction. Leaving skill development to the post-secondary environment will not ensure that citizens are sufficiently skilled to participate fully in 21st century life, in workplaces or in their personal life contexts. <s> BIB008 </s> Towards searching as a learning process : A review of current perspectives and future directions <s> Learning to search <s> This paper reports on college students’ everyday life information-seeking behavior and is based on findings from 8,353 survey respondents on 25 U.S. college campuses. A large majority of respondents had looked for news and, to a slightly lesser extent, decision-making information about purchases and health and wellness within the previous six months. Almost all the respondents used search engines, though students planning to purchase something were more likely to use search engines, and those looking for spiritual information were least likely to use search engines. Despite the widespread use of search engines, the process of filtering relevant from non-relevant search results was reportedly the most difficult part of everyday life research. As a whole, these students used a hybrid information-seeking strategy for meeting their everyday life information needs, turning to search engines and Wikipedia almost as much as they did to friends and family. A preliminary theory is introduced that describes the relationship between students’ evaluation practices and their risk-associated searches. <s> BIB009 </s> Towards searching as a learning process : A review of current perspectives and future directions <s> Learning to search <s> This study replicates a previous study based on work in psychology, which demonstrates that students who score as below proficient in information literacy (IL) skills have a miscalibrated self-view of their ability. Simply stated, these students tend to believe that they have above-average IL skills, when, in fact, an objective test of their ability indicates that they are below-proficient in terms of their actual skills. This investigation was part of an Institute of Museum and Library Services-funded project and includes demographic data about participants, their scores on an objective test of their information literacy skills, and self-estimates of their ability. Findings support previous research that indicates many students come to college without proficient IL skills, that students with below-proficient IL skills have inflated views of their ability, and that this miscalibration can also be expressed by students who test as proficient. Implications for research and practice are discussed. © 2012 Wiley Periodicals, Inc. <s> BIB010
This framework is closely connected to the concept of information literacy, implying learning how to critically seek, evaluate and use information for various search tasks. It takes the position that information literacy is essential for a student's academic success and provides a firm foundation for lifelong learning BIB002 . Information literacy is considered 'a survival skill in the information age'  . Researchers and practitioners in the field of information literacy believe that the ability to find, evaluate and use information effectively BIB001 is crucial for twenty-first-century learners. The American Association of School Librarians' Standards for the 21st-century learner  affirms the need for information literacy skill development in K-12 education, asserting that 'the amount of information available to our learners necessitates that each individual acquire the skills to select, evaluate, and use information appropriately and effectively' [38: 3] . Research has found evidence of the ways and extent to which information literacy instruction can benefit people. Students who have demonstrated improved information literacy tend to have positive attitudes towards conducting research  BIB005 and greater confidence in their ability to perform such research in the future  . Top-tier students in college report experiencing formal information literacy instruction in grade school BIB006 . Unfortunately, there seems to be a mismatch between what traditional information literacy instruction programmes have emphasized and what students actually need to master competency for the purpose of gathering information in their learning environments. Most information literacy instructional programmes developed by librarians have focused on introducing library resources. Teachers value inquiry-based learning yet lack training in providing instructions on search strategies and evaluation of information in web searching. Students themselves seem to be ambivalent about information literacy instruction. Because they use search engines all the time, they think that finding information is something anyone can do BIB010 . They rely heavily on the open web for information and use web search engines as a starting place for class assignments  BIB009 . They do not apply critical evaluation criteria such as authority, accuracy, objectivity, currency and coverage to the online sources they use for their coursework BIB008 . As their knowledge of search engines is limited, they assume that search engines 'understand' their queries and they are satisfied with the first few websites that search engines display BIB007 . Despite students' confidence in their search skills, tests of their knowledge of information literacy reveal that they overestimate their knowledge -they simply do not know what they do not know BIB010 BIB003 BIB004  .