• only 40% used multiple terms to narrow a web search;
• only 12% were able to create a slide using only points relevant to their argument (ETS 2006).

Additionally:

• college students are most likely to start their research in a web search engine, with only 2% turning to the library's web site; and
• most college students judge the trustworthiness of electronic information by their own personal knowledge and common sense (OCLC 2005).

Students today have an abundance of information choices, but without strong critical thinking skills, along with a corequisite set of information management skills, the sheer volume of information will not in itself create an informed citizenry.

In order to become information literate, students need to “engage actively in the framing of a significant question or set of questions, research or creative exploration to find answers, and the communications skills to convey the results.” (Boyer 1998)

“Courses structured around these skills create student-centered learning environments where inquiry is the norm, problem solving becomes the focus, and thinking critically is part of the process. Proactive learning environments require information literacy competencies.” (Curzon 2000)

Student memory loss of course content, along with the rapid rate at which knowledge changes, point to a vital need for students to be able to locate information for themselves if they are to be successful in any field. Developing lifelong learners is, and should be, central to the mission of UCFV. If we are to ensure that our graduates have a strong foundation for continued growth throughout their careers, as well as in their roles as informed citizens and members of communities, information literacy must be a key, integrated component of the education we provide.

“Isolated, hit-or-miss, ad hoc attempts cannot ensure that students are well equipped for the information age. The best programs are integrated into the curriculum and are built on strong alliances between discipline faculty and library faculty. This suggests, therefore, that the education in information literacy is a responsibility to be shared by discipline faculty and library faculty and should be an integral element of the curriculum.” (Curzon 2000)

Faculty establish the context for learning, promote curiosity and inquiry, and monitor students' progress, giving faculty a primary role in educating for information literacy.

Academic librarians support student inquiry by evaluating and selecting intellectual resources; developing programs and services to complement students' classroom learning; organizing programs and services; organizing and maintaining collections and access to various sources of information; and offering guidance and instruction to the campus community on effective methods of accessing, selecting, and evaluating information.

Administrators are also a vital partner in this endeavour. Actively supporting information literacy programs, providing opportunities for collaboration and development among faculty, librarians, and other professional staff, and providing the ongoing resources to sustain them are all necessary elements.

Association of American Colleges & Universities. (2005). Liberal education outcomes: A preliminary report on student achievement in college.
Retrieved February 2, 2006 from http://www.aacu.org/advocacy/pdfs/LEAP_Report_FINAL.pdf

Boyer Commission on Educating Undergraduates in the Research University. (1998). Reinventing undergraduate education: A blueprint for America's research universities.
Retrieved April 15, 2007, from http://naples.cc.sunysb.edu/Pres/boyer.nsf/

Bundy, A. (ed.). (2004). Australian and New Zealand information literacy framework: principles, standards and practice. 2nd ed. Australian & New Zealand Institute for Information Literacy.
Retrieved February 2, 2006 from http://www.anziil.org/resources/Info%20lit%202nd%20edition.pdf

Curzon, S. (2000, October 2). Information literacy fact sheet. California State University Northridge.
Retrieved April 13, 2007, from http://library.csun.edu/susan.curzon/fact_sheet.html

Doyle, C.S. (1992). Outcome measures for information literacy within the national education goals of 1990. Final report to National Forum on InformationLliteracy. Summary of findings. (ERIC Document Reproduction Service No. ED 351033).
Retrieved April 5, 2007, from http://eric.ed.gov/

Educational Testing Service. (2006). ICT literacy assessment preliminary findings.
Retrieved April 15, 2007, from http://www.ets.org/Media/Products/ICT_Literacy/pdf/2006_Preliminary_Findings.pdf

OCLC. (2005). Perceptions of libraries and information resources.
Retrieved April 15, 2007, from http://www.oclc.org/reports/2005perceptions.htm