1. Media and Info Literacy 2012

S. Thornton:From “Scuba Diving” to “Jet Skiing”? Information Behavior,
Political Science, and the Google Generation. Journal of Political Science
Education

Streatfield, D., Shaper, S., Markless, S., and Rae-Scott, S. 2011.
Information literacy in United Kingdom schools: evolution, current state
and prospects. Journal of information literacy, 5(2), pp.5-25.
http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/PRA-V5-I2-2011-1

2. Thornton

Started from Carr “Is Google Making us Stupid?”, “The
University of Google” by Brabazon.

Premise that we're becoming “pancake people” rather
than delving deep into information (jet skiers rather than
“Scuba divers”)

'Google generation' has certain characteristics, mostly
negative. (from CLEX and CIBER reports)

First generation who won't remember life without net etc.

Two studies used, one in US, other in UK (not exactly
same questions.)

3. Research findings

US Student in UK more aware from early school age

100% of students used books

Preference for Google among electronic resources(89%),
Wikipedia increasing too (69%). US students seem to
use more library recommended databases

UK Students unlikely to use advanced search strategies,
preferring merely to repeat words. No similar Q in US
study, although Ss preferred to use “reliable” databases
(in accordance with what instructors recommended)

4. • In UK survey, only 6% of students mentioned possibility
of bias. (POLITICS students)
• Handful of students had “coherent strategy”
• 90% UK students could use some discriminatory
tactics to establish reliability of info, in US students
tended to use “tried and true” sources

5. Summary
• Not all aspects of 'Google gen' stereotype completely
true
• BUT There IS a tendency to be 'Jet-skiers'
• General IL skills NOT advanced (but not just “google
gen”)
• More than merely rote-learned 'skills-based', practice
needed to have 'Organic Intellectuals' (Gramsci),
“critical” IL skills needed (Whitworth: 2009: 118)
• This being the case, 6 frames of information literacy
would seem a good starting point
• Jackson & Mogg (2005): aim for “embedded approach”
rather than “bolt on”

6. • Democracy shown to be aided by higher levels of IL;
students able to make sense of increasingly high
quantities of info on all 3 levels of triadic model (point
made by Whitworth(2009:118)
• Not enough just to teach traditional IL skills, as noted by
Whitworth, Egan (in reference to literacy) and others.

7. Streatfield et al

Study of IL in primary and secondary schools

Change from “info skills” to “info lit”

In last 30 years “empty references to the importance of
school libraries and their work”(p. 6), but no
requirement to have one

Much of work done by “committed professionals”, seems
that not much done on larger scale

8. Primary schools
• Generally no specialist librarian, although there WAS in
schools used in first, small survey
• Participants interviewed in larger focus groups
generally positive about IL promotion, although about
half said their school did nothing towards its promotion
• Time and resources limited, and declining with budgets
• Some see teachers not clear about how to use library
and resources
• Vary from teaching independent use to teaching
Google, sometimes connection between IT and library,
sometimes just searching in IT suite

9. • Children encouraged to search in many
schools, not just told what to look for.
• BUT, no time, and often sacrificed for other
things

10. Secondary/Middle etc
• Professionally qualified librarians compared with other
respondents
• 'Information literacy' most commonly used term (esp.
amongst professional librarians)
• Prof librarians tended to have more contact with senior
staff, and more positive feedback
• 25% librarians said IL most important part of work

11. Findings
• Most librarians work only with 1 or 2 years
• Generally, professional librarians more
engaged, with more plans implemented,
more access to senior staff
• Engaging with school in general important
• Most important aspects of job: 39%
promoting reading for pleasure, 25% IL
• Librarians most successful in IL when
collaborating with teachers

12. 3 approaches noted
• Sporadic opportunism – if and when possible (bare
minimum).
• Systematic development – IL programme targets
particular years, finding and selecting information.
Depends on support of 1 or more senior managers!
• Strategic orchestration – incorporates lessons in
libraries, both by Ts and librarians, and more IL work
done. Work such as finding, selecting, evaluating info,
making sense, asking Qs, solving problems. Needs
lots of support from senior Ts, and other staff!

13. Limitations
• Completed by those who were interested, so
perhaps not accurate reflection of general
situation in schools

14. The future ?
• Poorly funded libraries, with funding
decreasing, meaning move towards more IL
in schools looks unlikely
• Fact survey not representative means
situation could be even worse as regards IL
education

15. 
Librarians questioned were all members of
professional body, so possibly had vested
interest in IL; they were not representative of
all librarians

Librarians almost certainly have a vested
interest in ensuring more funding

16. • Professional librarians are more interested in
IL, and in changing the situation than
government or people with 'power'.
• Economic reasons mean the situation is not
likely to change
• Surely it is necessary, with vast quantity of
information, to improve IL 'training' for
students, thus for librarians

17. My conclusions

Hegemony being aided by large scale ignorance and by
large government not placing any real importance on
libraries and their value.

This could lead to indiscriminate use of such search
engines/ resources as Google. Not necessarily a bad
thing, but it's not the only solution; obj, subj, and intersubj
values needed.

Solutions provided not looking good; depend heavily on
support of senior Ts, which varies. Depends a lot on
values in individual schools, and how resources spent