Integrating Information Literacy into the Higher Education Curriculum (review)

In the concluding chapter of this book, Ilene Rockman states, "information literacy—the ability to recognize when information is needed and efficiently and effectively act on that need—is thecritical campus wide issue for the twenty-first century." (p. 248) This comment sums up the guiding purpose for the entire volume. Written by librarians who have years of experience with the concept of information literacy, the book brings to life the notion that information literacy needs to be central to the education of students. In other words, the teaching of the skills and abilities inherent to being information literate needs to move out of the traditional library venue and be integrated into courses and programs across the curriculum.

The introduction to the book is an excellent overview of the forces behind information literacy finally bursting forth as central to being educated. Rockman notes that although information literacy has been embraced by the Association of College and Research Libraries (ACRL) since the late 1980s, others are beginning to theorize about what is needed in higher education. The language differs, but the end result is the same—how do we help students learn how to learn. Examples of various accreditation agencies and their recognition of the need for these skills are given to show how information literacy is beginning to be on everyone's radar screen. For those who are not familiar with the history of how we have gotten to where we are today, this introduction is clear and concise. In a later chapter, Rockman strongly supports the teaching of information literacy beginning in kindergarten and moving through graduate school. The rest of the book consists of a series of chapters highlighting strategies and programs, and offering examples from around the country.

The book essentially targets librarians, which was somewhat disappointing for me. The title suggests that the material might step out of the boundaries of the library and could be extremely helpful in getting the broad appreciation being called for. Unfortunately, many of the chapters are directed at librarians with a voice that actually excludes faculty or administration. Though the conversation certainly began in the librarians' home court, it is time for it to move out and be viewed more expansively.

That being said, the book is full of great information, concepts, and ideas and offers a multitude of stepping-stones for individuals to begin development of their own programs. Susan Curzon suggests numerous ways in which librarians can partner with faculty. She outlines nine models that could be adapted to the style of one's own institution. Patrick Sullivan focuses on the first-year experience as being a natural point of departure for any college or university. He offers many excellent examples of programs already in place. The remaining chapters are closely focused on the authors' own research projects and sometimes include too much detail. However, for those looking to emulate work already designed, these chapters might just offer the kind of step-by-step information needed.

Each of the studies was interesting and offered glimpses of good practice, scalability, and, perhaps, duplication. However, from my own faculty perspective, I was disappointed that the authors chose to report on their research rather than choosing to build on it in a manner that would provide a cleaner and deeper understanding of how information literacy should be intertwined with every educational initiative on a campus.

In the conclusion Rockman sets forth the imperative that strategies for engaging students in higher education depend on successful integration of information literacy into the foundation of our educational practice. Mastery of these skills and abilities are essential, and we are challenged to transform the curriculum in order to help students to do so.

Librarians are clearly the intended audience of this book, and they will be pleased by the ample examples and ideas set forth by the authors. It is essential reading for those not at all familiar with new practices in...