. Much has been written about the need for information literacy—the ability to locate and make use of information—in this Information Age, where a wealth of information is available in an increasing number of formats. It has been theorized that the best way to teach information search skills is to teach them integrated into other subject matter. The assumption is that a student will more readily comprehend and retain information (for example, how to conduct a keyword search) if this information is taught at the point of having a need to know.

Historically, it has been the responsibility of the library media specialist to teach information skills, frequently in isolation from other subject matter. Currently this is still the way information search skills are frequently taught in elementary grades, where time constraints and traditions have limited movements towards a more integrated approach to instruction.

While the theory that information literacy skills would best be learned infused into the curriculum seems logical, there is still a need for research to support this theory, particularly studies targeting the early grades.

American Association of School Librarians. Information Power: Building Partnerships for Learning. American Library Association, Chicago, 1998.

This book offers a set of guidelines and standards for the operation of a library media program. Upholds the integration of information skills instruction.

Buchanan, Jan. Flexible Access Library Media Programs. Libraries Unlimited; Englewood, Colorado, 1991.

Integrating information skills instruction into other subject matter requires collaboration between the library media specialist and the classroom teachers. This book provides a format through which this collaboration can occur.

Todd, Ross J. "Integrated Information Skills Instruction: Does It Make a Difference?" School Library Media Quarterly. 23:2. (Winter 1995). 133–39.

This report documents ongoing research in Sydney, Australia, into the impact of information literacy programs on student learning. In this study on the effects of integrating information skills into the curriculum, the treatment group received instruction in the steps and skills of the information-seeking process as part of their science instruction. The control group received the state prescribed science content without this information skills instruction. The researcher found that the treatment group scored significantly higher on science content scores, in addition to positively impacting the students’ ability to use a wide range of information problem solving skills.

Grover, Robert, and Susan G. Fowler. "Recent Trends in School Library Media Research." School Library Media Quarterly. 21:4 (Summer 1993). 241-49.

This paper examines library and information research studies over a five-year period, and observes trends in this research. Includes a finding that three-fourths of the research during this period relied upon questionnaires as a data gathering method. Also a finding that studies of secondary and high school students are much more plentiful than those of elementary and middle school students. The writers call for more qualitative research, as well as research that investigates professionals who model the roles of library media specialists described in Information Power.
 
 

Mancall, Jaqueline C., Shirley L. Aaron, and Susan A Walker. "Educating Students to Think: The Role of the School Library Media Program." School Library Media Quarterly. 15:1 (Fall 1986). 18-27.

This study examines the role of the school library media program in student development of higher order thinking and problem solving skills. Suggestions to educators on ways to increase student’s critical thinking abilities are provided, including a six-step curriculum revision process. The writers endorse an integrated, process-oriented information skills curriculum.
 
 

Eisenberg, Michael B., and Michael K. Brown. "Current Themes Regarding Library and Information Skills Instruction: Research Supporting and Lacking." School Library Media Quarterly. 20:2. (Winter 1992). 103–10.

The authors explore four current themes in library and information skills theory. Among these is the theory that information literacy skills are most effectively taught integrated with other subject matter versus through instruction isolated from subject content. The writers call for more formal research to put this theory to the test.

Carey, James O. " Library Skills, Information Skills, and Information Literacy: Implications for Teaching and Learning" School Library Media Quarterly. 1998.

This paper examines the characteristics of learning outcomes and environments associated with higher-order learning inn information literacy. It also reviews two branches of cognitive psychology and suggests guidelines from each for designing information literacy instruction. Examines some of the challenges for library media programs moving from a "library skills" to an "information literacy" model.

ED327216 Dec 87: Hubbard, Susan. "Information Skills for an Information Society: A Review of Research." ED327216 (Dec 87).
 

This report seeks to define information literacy and establish a need for information literacy skills in this technologically fast-paced and information dense society. The author examines research supporting the infusion of information skills instruction throughout the curriculum.
 
 

Eisenberg, Michael B.; Johnson, Doug "Computer Skills for Information Problem-Solving: Learning and Teaching Technology in Context". ED392463 96.

This report proposes that computer literacy, like library skills, would most effectively be taught integrated into subject matter. The author offers a suggestion for a computer skills curriculum based on the Big Six Skills approach. These six steps are; task definition, information seeking strategies, location and access, use of information, synthesis, and evaluation.

http://www.big6.com/

Web page of the Big Six Skills Information Problem-Solving Approach. Provides six steps to guide the information search process.

Information Literacy in an Information Society. Sponsored by the Office of Educational Research and Improvement. Washington DC., May 94. ED37275

This paper defines information literacy and explores the impact that technological advances and the availability of new information sources has had on the need for critical thinking skills in the information seeking process.

.
Plotnick, Eric. "Information Literacy", 1999. ED427777

This paper explores the evolution of the concept of information literacy and research into information literacy. It also describes the impact that information literacy theory has had on national and state standards, discusses the following: the three predominating themes in research on information literacy, K-12 educational reform and the restructuring of higher education.

Oberman, Cerise; Lindauer, Bonnie Gratch; and Wilson, Betsy. "Integrating information literacy into the curriculum. How is your library measuring up?" Panel presentation at the American Association of Higher Education (AAHE) on March 24, 1998, in Atlanta, Georgia

Includes a compilation of core information literacy competencies/outcomes for undergraduates. Also includes an Information Literacy IQ Test:

Information Literacy IQ test.

This test is designed to assist in determining the how prepared an institution is in integrating information literacy into the curriculum. While designed for higher institutions of learning, this test could be applied to K-12 schools by altering some of the wording.

McKenzie, Jamieson; et.al. "A Measure of Student Success: Assessing Information Problem-Solving Skills"

Proposes the need for a tool to evaluate information skills, and then provides one in the "Information Skills Rating Scale":

Information Skills Rating Scale

This rating scale can be used to assess student performance in the research process.

Classroom Lesson Plans Integrating Computer Technology

A collection of over 2000 lesson plans integrating computer technology into the curriculum.

Akin, Lynn. "Information Overload and Children: A Survey of Texas Elementary School Students". School Library Media Quarterly. 1998

Examines the strategies used by fourth and eighth grade students in dealing with a glut of information. Discusses physical symptoms associated with information overload. Reinforces the need for information literacy skills in the form of multiple search strategies.
 
 

I would like to propose a year long study involving fourth grade students from a single school. The study would be comprised of two classes as a control group and two classes as a treatment group. Teachers instructing the treatment group would be trained in instructing students using in the Big Six Skills as a format for information seeking. The library media specialist would collaborate with the treatment group teachers in providing science instruction using the Big Six Skills as a tool to meeting information needs.

In the control group, students would receive the conventional science curriculum from the classroom teacher. They would meet with the library media specialist on an independent basis, where they would be taught the Big Six Skills isolated from the science curriculum

All students would be tested on basic science knowledge at the start of the study to ensure that the two groups do not significantly differ. At the end of the year all students would be given a comprehensive test on the science material covered. The scores on this test would be used to compare the two groups for science comprehension.

At the end of the year both groups will be asked to complete a problem-solving task unrelated to science. They will be asked in an interview what process they would use to solve this problem. The students will be scored on how many of the Big Six Skills they incorporate into their solution. These scores will be used to represent the students’ information literacy skills.