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The Case For Information Studies
A SUMMARY

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( the full document)

Unaddressed College & Student Needs

  • College student success and retention rates need to be improved.

  • 84% of college students don't use the library.

  • One Sunday edition of the New York Times contains more information than was encountered in an entire lifetime in the 16th Century.

  • Studies show that one source of poor college student motivation is lack of information literacy.

  • 98.8% of college students are information illiterate.

  • "Knowing how to study is tantamount to knowing how to think, observe, concentrate, organize, and analyze information" (Kornhauser, 10). Student success and retention are poor because students don't know how to handle information.

  • The library is a major budget item for colleges and universities, but few students (1.2%) know how to use it. Only 16% use the library in even a poor manner.

  • "Assignments that don't provide students with information about how to use the library effectively can lead to student frustration and poor performance" (Risko, Alvarez, & Fairbanks 1991, 224).

  • College seniors are no more effective at doing research papers than freshmen.

  • College graduates are not good at upgrading their job skills.

  • Assigning students to use the library or look for information, without teaching them how. is setting them up for failure (Barnes, 1988; Carlson & Miller, 1984; Gwin, 1978; Lyle, 1963; Morris, 1980).

  • Businesses and universities are asking for students who think better.

  • Students don't know how to document sources of information (like MLA and APA).

  • In one week today the average person is faced with more decisions than they would have had to make in a lifetime in the 17th Century.

  • Activity on the Internet is doubling every 100 days.

  • College students are not taught how to use computers to find and use information.

  • College students are not taught what information sources are available.

  • College students are not taught the copyright laws.

Students are missing the following competencies needed for success in college:

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How are our students going to cope with the Information Age if we don't teach them about information?

The Gap in THECB Recommendations

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GETTING FULL RETURN ON INSTITUTIONAL INVESTMENTS
Major Budget Item for Institutions Support in Curriculum
Computers and networks THECB recommends Computer Literacy classes in the core curriculum
Libraries and information technologies None: No Information courses in the THECB Common Course Manual
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COORDINATING BOARD DEFINITION OF COMPUTER LITERACY
Elements of the Definition Appropriate Academic Dept.
"the ability to use computer-based technology in communicating" Computer Science
"the ability to use computer-based technology in solving problems" Library & Information Science
"the ability to use computer-based technology in acquiring information" Library & Information Science
"the limits, problems, and possibilities associated with the use of technology" Both disciplines--technology and information perspectives--are needed
"the tools necessary to evaluate and learn new technologies as they become available" Both disciplines--technology and information perspectives--are needed

Administrators Speak

 Accrediting Agencies supportive of Information Studies:

National Associations recommending Information Studies:

Higher Education Institutions Recommending Information Studies:

Students Speak

 (Two samples taken from the records of Richland College, DCCCD where LS102 was taught for 20 years as a 3 hour academic course by Sharlee Jeser-Skaggs and others... for more see full document for more)

"I have learned more from this course than I ever expected or imagined I could. This is the most practical course I have ever taken. This was highly recommended to me by other students and faculty and I see now why. It is an excellent course to prepare anyone that wishes to go on to another college or university... Thank you for opening up a new dimension of knowledge for me that I can use for the rest of my college and professional career."

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"I considered myself to be proficient at locating books in the library, but had no idea of the extensive resources available at a college library. This course has given me the skills necessary to utilize these resources effectively and efficiently and will continue to aid me as I continue my college education."
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A Major National Movement

 Information literacy is becoming accepted across the country--and in many foreign countries--as an essential element of a higher education curriculum. The Middle States Association of Colleges and Schools requires that institutions seeking accreditation ". . . describe and document the strategies and activities used to provide an effective program of bibliographic instruction and information literacy." Several other regional accrediting agencies are considering adopting such a requirement.

Information literacy is now defined as one of the "five essential competencies for solid job performance according to the U.S. Department of Labor Secretary's Commission on Achieving Necessary Skills (SCANS)" (ALA).

Many universities are now requiring an information literacy course. A growing number of national organizations are pushing to have information studies included in college and university curricula.

The Solution!

A required course (3 semester hours) in Information Literacy in the core curriculum would prepare PAC students with both the tools and the concepts to successfully deal with information-intensive courses, research papers, prepare for speech assignments, find literature criticism, do historical background research, and face the practical questions of everyday life. In addition, such a course would give students many of the learning and coping skills being requested by employers.

Course Description

A study of the fundamentals of information--storage, retrieval, evaluation, documentation, and communication--from theoretically and technologically diverse perspectives. Topics will include how to do research, MLA and APA styles of documentation, copyright laws, using the PC for acquiring information and solving problems, critical thinking about information, a survey of the types of information resources available, and the general principles of information organization, storage, and retrieval. The course will include the preparation of students for a rapidly changing environment and student adaptation to new information formats and technologies as they become available.

Note: Other names for Information Studies:

- Information Literacy
- Information Competency
- Library & Information Science

Expected Results

  • Better student retention
  • Better student success rates
  • Lowered college recruitment costs
  • Better student motivation
  • Better use of library resources
  • Better use of information technologies
  • Better prepared graduates

Help support the addition of Information Studies to college curricula. Write Colby Glass, MLIS at cglass@accd.edu.

Visit our Information Studies course site at http://www.accd.edu/pac/lrc/colby/index.htm


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Please send comments to: Colby Glass, MLIS

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Ozuna LRC | Philosophy On The Web | Palo Alto College marble divider Student success and retention rates need to be improved.
Seniors are no more effective at doing research papers than freshmen.
Graduates need to be better at attaining and upgrading their job skills.
Everyone needs to be able to make better informed decisions.
Businesses and universities are asking for students who think better.
Students need to know how to document sources of information.
Students need to know how to use computers to find and use information.
Students need to know what information sources are available.
Students need to know the copyright laws.