I need help with two Essays (both Essays are about the same subject)

MANAGING TECHNOLOGY •The Impact of Technology on Information Literacy Education in Libraries by Paula Warnken

A s an associate provost responsible for administering both information and technologieal resources on a college campus and as a librarian whose background

is rooted in instructional services, I often fmd myself consid- ering issues on technology and its relationship to the evolving instructional role of libraries and librarians.

Each of us deals on a daily basis with the new technologies that have forever changed libraries and the information for which they are responsible. These new technologies have also dramatically transformed and expanded the instructional role of librarians, as reflected by the more recent use of the term "information literacy" instead of "bibliographic instruction" to describe what librarians teach. In this month's column, I will review and reflect on how technology has influenced instruc- tion, especially in its impact on library programs.

BACKGROUND

The role of the academic library as I know it has always involved teaching research and critical thinking, with the goal of educating lifelong learners. The ACRL Information Literacy Competency Standards for Higher Education, approved by the ACRL Board of Directors in January 2000, includes six standards that provide a common framework and for defming and assessing information literacy. These standards include the ability to "determine the nature and extent of the information needed; access needed information effectively and efficiently; evaluate information and its sources critically; incorporate selected information into one's knowledge base; use informa- tion effectively to accomplish a specific purpose; [and] under- stand many of the economic, legal, and social issues sur- rounding the use of information and access and use information ethically and legally." '

Similarly, in his March 1999 article "Transformational Leadership and Transformational Learning," Ross Todd defines three overlapping dimensions of information and crit-

Associate Provost, Information Resources, SUNY Cortiand, Miller Building, Room 206, Cortiand, NY 13045, USA. <[email protected]>.

ical literacies: "connecting to, interacting with, and using information." '̂

Likewise, in its Introduction, the ACRL Information Liter- acy Competency Standards for Higher Education includes a section on Information Literacy and Information Technology that discusses the relationship between the two and recognizes the role of information technology "fluency" in infonnation literacy.^ Ross Todd notes that for librarians to be effective facilitators in the instructional process, they must "understand new technologies and employ them as they work in a learner- centered environment that develops students' knowledge and skills to manage, process, and use the enormous variety, quantity, and quality of information." Todd goes on to discuss how the "convergence of an intense information society and economy; rapid changes in information technology; and the embedding of such approaches as independent lifelong learn- ing, flexible learning, and cooperative learning is creating a rich learning environment for students as well as unparalleled opportunities for educators." '^

The new infonnation environment to which Todd refers and which is implicit throughout the Standards represents trans- formations brought about by new technologies that librarians and educators in higher education have been dealing with these past twenty-five years. In addition, it is today's librarians who have been most forcefully presented with the "challenge of producing a generation of information literate lifelong learners who can succeed in the information era." ^

The term "information literacy" was first used in 1974 by Paul Zurkowski, then president of the Information Industry Association.* However, it was not until the late 1980s, as technology was heavily impacting library services, that the term began to take on more specific meaning. In 1989, the ALA Presidential Committee on Information Literacy released its final report and deflnition: "To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed infonnation." ^ In his July 2003 article in The Journal of Academic Librarianship, Edward K. Owusu-Ansah dis- cusses the ALA definition and other related literacy deflnitions that have emerged since then.^

The Journal of Academic Librarianship, Volume 30, Number 2, pages 151-156 . March 2004 151

Whether implicit or explicit, technology is inherent in these literacy definitions and has significantly influenced the instruc- tional role ofthe librarian. Technology's impact on libraries has changed the focus from "bibliographic instruction"—which referred to traditional library resources—to "information liter- acy," a much more inclusive concept that takes into account and integrates the rapid advances in digital technologies that have proliferated the amount of infonnation available.

In 1984, Evan Farber cited the growth of technology and the delivery of instruction in the use of the library as two of the three major developments impacting libraries (the third was financial retrenchment).'° In 2002, the editors ofthe "Informa- tion Literacy and Instruction" column of Reference and User Services Quarterly took an informal poll to discover what information literacy colleagues believed were the most signif- icant issues. The responses, clearly prompted by developments in technology, included the emergence of numerous standards and guidelines; the changing definition of information literacy; the rise of plagiarism, questions of copyright, and social and ethical use of information; the impact of the digital age on teaching and leaming; and the emergence of new teaching methods and technological delivery of instruction.''

At the same time that technology and electronic infonnation environments were changing, the role of libraries in higher education was also undergoing a transformation. New accred- itation standards were requiring evidence that students were being exposed to information management and technology literacy. General education programs were being reviewed and reformed. There was more emphasis on integrated leaming and first-year programs were emerging. There was a renewed emphasis on leamer-centered education as a greater variety of interactive media were being deployed throughout campus curricula.

The new instructional technologies were providing chal- lenges and impetus for increasing the potential for new leaming opportunities in higher education. The librarian's role as facilitator of the research and information retrieval process was expanding and becoming more complex. As traditional instructional paradigms were changing, each with new initia- tives, there were greater expectations and a more central role for libraries.

At SUNY Cortland, these new instructional technologies were becoming commonplace in the leaming environment just as new standards by which the institution should be held accountable were emerging. In 2001, the State University of New York, comprising sixty-four colleges and universities throughout the state, introduced general education require- ments that all students must show evidence of having attained upon graduation. In addition to specifying ten specific knowl- edge and skill areas, the requirements called for the infusion of information management competencies. Specifically, students must show evidence of being able to "perform the basic operations of personal computer use; understand and use basic research techniques; and locate, evaluate, and synthesize infor- mation from a variety of sources."''^ These parallel develop- ments in new technologies and standards brought about a new, integrated approach to leaming at Cortland that incorporates both information and technology literacies.

This approach made a difference in 2002 when Cortland was being considered for ongoing accreditation from the Middle States Association. During the accreditation process, Cortland was able to provide evidence that students were

exposed to infonnation technologies and infonnation literacy as part of the curriculum. And currently, Cortland is going through the NCATE process, which requires all graduates of teacher education programs to understand and be proficient in the use of both information and technology.

Throughout these accreditation processes, it has been the library that has assumed responsibility for providing both technology and information literacy instruction to students— either directly or by working with departments who incorporate the instruction in their curricula. To establish guidelines, SUNY Cortland adopted its own definition of Information Literacy that acknowledges the ACRL Standards and the Middle States Guidelines for Information Literacy in the Curriculum.^^ At Cortland, information literacy has been linked both with com- puter literacy and technological proficiencies. This is reflected in the campus definition of information literacy to include computer literacy, technological fluency, information literacy, and information fiuencies.''*

All these developments have led to what is undoubtedly a more central role for libraries in the educational process and an exciting range of new opportunities for librarians to be inno- vative educators. In fact, the opportunities represent the new challenges technology has created as we strive to arm our students with the knowledge and skills necessary to take fiill advantage of new information resources.

TECHNOLOGY'S IMPACT ON INSTRUCTION

How have these challenging opportunities come about? Look- ing back over the last twenty-five years, we can see them as the outcome of technology's unprecedented rates of growth and acceptance, with little disciplined attention on the part of its new users. United States Census data from 2000 indicate that in August of that year, 51 percent of households had one or more computers and 42 percent of households had at least one member who used the Intemet at home in 2000.'^ The technology is now quickly and certainly there, but it seems the skills necessary to use it most effectively and—more impor- tant—critically are not. On the campus, both students and their instructors find themselves needing to work hard to close the gap by acquiring a wide variety of technology skills.

But this need may not be so apparent to today's students as it should be. As observed in general classroom settings or in formal studies, students at both the undergraduate and graduate level generally feel comfortable with technology but do not necessarily have the skills to fimction effectively and manage the ever-increasing quantities of information resources avail- able in the electronic environment. Kate Manuel discusses this irony in her 2002 article "Teaching Information Literacy to Generation Y," noting that students' ease with computers can hinder the mastery of information literacy skills because those students overestimate their ability to effectively search for and access information. The difficulty of this situation is fiirther compounded by the Intemet's making so much information available that students believe research is less complicated than it actually is.'*

Students expect to find vast amounts of information quickly and easily. They consider their searches successful when short search strings on popular Intemet search engines yield many results. Within the past couple of years, "Google" has become a public domain term and a verb. Students "google" what they need to know and almost always find information of some

152 The Journal of Academic Librarianship

kind. They are satisfied when they identify multiple sites from which to choose. Most often, they do not consider the type of site or the validity ofthe information and are generally unaware of the concept of evaluation criteria.

In this connection, a recent announcement by OCLC Pres- ident and CEO Jay Jordan in the November 2003 issue of The Journal of Academic Librarianship is especially significant, not to mention clever and enterprising in its strategy:

"At this writing, we were preparing to start the largest, and potentially one of the most significant, pilot tests in the history of the OCLC cooperative—Open WorldCat.

In partnership with the Google search service, whieh provides Web sites and portals with access to billions of Web pages, we are making a subset of two million abbreviated records from WorldCat available on Google, along with the holdings of 12,000 academic, public, and school libraries and links to their Web-based catalogs and sites. With Open WorldCat, an information seeker who starts a search using Google could end up fmding the items needed in the library [emphasis added].""

Encouraging as this prospect may be, there is still a significant group of skills to be imparted to students before they can take full advantage of Open WorldCat or other friendly tools that might come along. Students often have no concept of how information is organized. They do not under- stand indexing and are unaware of controlled vocabulary. They do not necessarily understand the distinction between Intemet resources and information available from electronic databases.

The dramatic changes in information retrieval practices make it imperative for students to be able to work independently on computers: they must know how to connect remotely to data- bases, how to use the file transfer protocol to access information on remote servers, and how to download, cut, and paste. They must understand the difference between an index and a Web search engine and differences among the databases, as well as how to select appropriate databases. They must be able to apply the principles of Boolean logic, to identify and narrow a topic, and they must know how to evaluate information.

Of course, electronic media now extend beyond traditional print resources. The use of "multimedia" has become a recog- nized and legitimate means of imparting information and constructing knowledge. Photos, images, audio, and video files are all valid sources of infonnation. A final research project is not necessarily a paper—it may be a Web page or a PowerPoint presentation, with a compilation of sources from sound and photo archives—with or without more traditional sources.

Moreover, the electronic environment in all formats brings with it new issues related to copyright and respecting and protecting intellectual property. The citing of sources has become more of a challenge. It is more difficult for students to understand just what plagiarism means and to comprehend the legal and ethical issues involved. Plagiarism detection tools such as "Tum-it-in" facilitate the process for faculty to identify plagiarized works.

Again, while technology has made the research process more efficient with fiiU-text databases and instantaneous location information, these electronic enhancements create potential for confusion because students do not understand the research process as well as they know electronic tools. The need to educate students about these issues is more critical than ever.

The essence of the general predicament has been pointedly stated in a recent study published in the November 2003 The

Journal of Academic Librarianship: " . . . c o l l e g e s t u d e n t s . . . perceive their facility with technology to be so thorough that they tend not to be interested in leaming the information literacy skills necessary to effectively locate, evaluate, and use the information they glean from the Intemet. Thus, before students can recognize that information literacy skills will facilitate and validate their quest for the information they want and need for their school and extracurricular interests, their 'techno-savvy' overconfidence must be moderated."'^ This is a daunting challenge in an electronic environment that is at once unpre- dictable and overwhelming.

Librarians have traditionally seen their instructional role as one of teaching informational processes, not technological skills. However, in order for students to successfully complete the research process, they must first understand and be able to effectively use technology. Particularly with multimedia avail- able as a legitimate resource, new information-seeking and technology skills are needed and librarians must understand the processes necessary to successfully compile multimedia projects.

It is especially critical that students understand how to do research and be self-reliant in the electronic information environment at a time when it is no longer necessary to consult with a librarian and not even necessary to come into a library. We all face the "challenge of producing a generation of information literate lifelong leamers who can succeed in the information era."'^ As Robert Dugan and Carol Ou note in the November 2002 "Managing Technology" column, the role of technology in teaching and leaming raises many questions about student leaming.^^ Technology is challenging all educators as it transforms the teaching and leaming environment.

TECHNOLOGY AND THE R O L E OF THE LIBRARY

As with any resource, technology becomes valuable when it is used appropriately and effectively. New technologies create opportunities for leamers but they must be approached critically and used correctly. Although these technologies provide resour- ces for fiill and richer leaming experience, as Ross Todd observes, "improved leaming outcomes though information technology do not happen by chance." Librarians, he goes on to say, must be part of the process to inform and empower leaming with technology that enables "students to access and interact effectively with information in its many forms and formats—real and virtual—and use it responsibly and purpose- fijlly." ' New technologies profoundly impact access to infor- mation because of the skills required to efficiently and effectively complete the process.

Librarians have the same responsibility with electronic materials as they do with books and other print material, both for what we might call intellectual and physical access. Al- though skills related to the physical access of electronic materi- als (i.e., use of hardware and software) are outside of the library's traditional scope, competencies such as saving, down- loading, e-mailing, organizing electronic files, and navigating the Intemet are essential to effectively manage the electronic information environments so that the resources can be accessed and used. As Chris Ferguson observes in his 2000 article on integrating research and technology support, in the mind of the users, there is not much of a distinction between the digital infonnation itself and how to retrieve it.̂ ^

March 2004 153

For many students who have not been formally exposed to print or electronic subscription databases, the Intemet is their primary gateway to information whieh they typically access through the World Wide Web. But as already noted, many of these students do not understand the basic tenets of research, nor do they know which are the most appropriate resources or that they may or may not be in electronic format. With the expansion ofthe world of information into cyberspace, the role of the library instmctor must grow to incorporate the appro- priate concepts and skills.

The Web is really a hybrid—at once an infonnation and technological tool—and it is a critical element of information literacy. Teaching about the Intemet and appropriate use of the Web involves the same types of conceptual skills as teaching about other research tools. However, teaching about the Web is unlike teaching traditional "bibliographic" instruction where the librarian has some control of the library resources that the students will be exposed to. It is critical that students be taught to evaluate materials they find on the Web so they can make informed decisions about what would be considered reliable and appropriate for their research. As mentioned above, this also means understanding the ownership of intellectual prop- erty as well as recognizing and accepting the responsibility to credit others for words and ideas in whatever format—text or graphic, print or electronic—they appear.

In this digital age, the instructional goals remain the same, but the leaming objectives need to be recalibrated for electronic infonnation environments. Librarians must especially consider their instmctional goals in context of the wide variety of student exposures to computers and the disparity in the knowledge and skill base. The inconsistencies of student background have created the need for librarians to design instruction programs that consider a variety of experiences. The systematic approach once used in traditional bibliographic instruction programs can no longer be effective.

The convergence of electronic and traditional media is a complex issue and one form does not displace the other. The electronic information environment must be presented as a complement to traditional information formats. Students must still leam about traditional library resources, which will not disappear completely in the foreseeable future: "just as scribal culture coexisted for a lengthy period with Gutenberg's inven- tion, print culture will coexist with the new electronic text for a long time." ̂ ^

To reinforce the role of technology as an educational resource, it is important for students to be exposed to new technologies in the classroom. By using new technologies in their instmctional sessions, librarians are modeling their use for students and at the same time can be innovative and creative in their presentations and enhance the leaming experience. Tech- nology-rich classrooms with Intemet connectivity enable librar- ians to demonstrate information retrieval techniques and give students the opportunity for hands-on, experiential leaming.

At Washington State University, the electronic "Speakeasy Studio Cafe" is a Web-based infonnation literacy program. Author Mark Jacobs notes that "the utilization of technology in the context of the new media classroom enables [librarians] to communicate to student the principles of infonnation literacy in a way that is at once challenging and interactive." •̂ '*

SUNY Cortland librarians use WebCT, an online course management system, in their Composition Library Instmction Program (CLIP), a collaborative information literacy program

with the English Composition faculty. Students gain hands-on experience with the technology they must use to complete assignments and be tested.

Using graphics and video—whether integrated in a course management system or a stand-alone electronic presentation— appeals to students who are visual leamers. Adding audio and using video clips extend positive leaming opportunities to auditory leamers. The technology engages students, allows for interactive threaded discussions, and expands the instruc- tion beyond traditional in-class restraints.

In order to teach with technology, librarians must be willing to change how and what they teaeh, and of course they must leam to effectively employ the technology itself Technology provides more opportunities for creativity in the classroom, but time is needed to leam (and releam) about these tools, whose methods of use change fi-equently.

Continuing a long tradition, librarians will continue to adapt to new technologies and integrate them into instruction, rec- ognizing that technology concepts and skills are critical to educating information literate students—a role that has always been the purview of the librarian.

MODELS OF INFORMATION AND TECHNOLOGY LITERACY

INSTRUCTION

How are libraries providing programs that recognize the goals of teaching students about information and the research process but acknowledge that students must first understand the basics of technology? How do they bridge the technology experiential gap among students? How do they build confi- dence in the use of technology so students will be prepared to develop research skills? What are they doing to help students understand that electronic information is more than the Inter- net and to comprehend the need to carefully and critically evaluate the information they find? We can consider some programs that illustrate what more and more campuses have put in place.

Of the four instructional programs offered at the SUNY Cortland library, two have incorporated both information and computer literacy: single-session workshops and credit-bearing computer applications courses. The Student Information and Computer Literacy workshops are a direct outcome of the acknowledged need for students to be able to navigate and fully utilize the infonnation retrieval resources as part of the research proeess. This program was instituted in the mid-1990s when librarians found that much of their time was spent explaining how to navigate the Web and how to manipulate electronic text by cutting, pasting, downloading, saving, e- mailing, etc. Librarians offered and advertised sessions that were open to all students, but more popular were the sessions frequently requested by faculty and required of students as a prelude to a class assignment. These sessions tended to be more successful because they were followed by a session dealing with information literacy and related to the assignment. In the late 1990s and into the early 2000s, the workshop program continues, with less emphasis on basic computer sk̂ ills and more on issues such as ownership of intellectual property, plagiarism, and eopyright.^^

At the same time that librarians were expanding their information literacy programs to incorporate technology liter- acy instruction, the for-credit computer applications program was being expanded to include information literacy. In addi-

154 The Journal of Academic Librarianship

tion to including electronic research and information retrieval in the introductory three-credit computer applications course, librarians developed two courses that dealt specifically with information literacy issues. A one-credit "Computer Informa- tion Retrieval" course covers topics such as database organi- zation and documentation, an introduction to retrieving information from commercial computerized databases, and the use of command languages and communications software. A three-credit course, "Computers and Society," includes topics such as information ethics, copyright, and privacy issues.^*

As colleges and universities are restructuring their general education programs with greater attention to the importance of information and computer literacy, librarians have been drawn into the curriculum process in a way that has created new opportunities for innovation and expansion in their instruc- tional roles. In the mid-1990s, Illinois State University devel- oped a General Education course, "Foundations of Inquiry," which integrated technology and library and research strategy skills.^^ At Eastern Washington University, a new general education curriculum was implemented in 1994, with courses that incorporate both infonnation and computer literacy. Librarians and technologists share the responsibility for course development that includes lectures and hands-on lab experience.^^

The Washington State University Speakeasy Cafe and Studio mentioned above is itself an online General Education course, "Accessing Infonnation for Research," which pro- vides an opportunity for librarians to teach credit-bearing courses. This course moved instruction beyond the limits of traditional library instruction modes, with students using technology as they learned about the research process and the use of information retrieval tools in an online interactive environment.^^

Alvemo College in Wisconsin takes an integrated approach to computer and information literacy. Upon graduation, stu- dents must demonstrate four levels of computer and informa- tion literacy. Alvemo's Academic Support Services offers a computer and information literacy course for students to develop the required skills. The course consists of class sessions and Web tutorial modules, online quizzes, assign- ments, and an electronic discussion board.''"

The University of Washington's UWired program is a collaborative partnership among librarians, technologists, and curricular specialists, with the goal of infusing information literacy and technology into the educational experience. As part of the UWired initiative course, materials were digitized and posted to the Web and librarians established a reference desk in an undergraduate library computer lab.^'

In the mid-1990s, librarians at Augustana College in Illinois developed the "Technology Toolbox," "intended as a founda- tion upon which to build confidence and sophistication in the use of computers and technology in any discipline." The toolbox is a handbook, complete with instructions and hands- on exercises that include the use of technology skills such as e- mailing and text editing, along with informafion skills such as successfully using online library resources.''^

These examples represent the emergence of technology as a powerftil educational tool with the potential to involve librar- ians in all elements of the educational process, at the same time creating strategic alliances to strengthen the role of the library within the university mission.

CONCLUDING T H O U G H T S

It is the responsibility of the entire academic institution to graduate students who are both technology and information literate. In order for this to happen, there must be successful partnerships among many groups, from librarians and teaching faculty to technologists and administration. There must be a clear understanding of the necessary processes to follow and a commitment from all groups that students have the necessary instructional experiences. Academic program requirements must include courses that expose students to infonnation and tech- nology literacy. This requires cooperation from deans, depart- ment chairs, and endorsement fi-om curriculum committees.

To be successful and independent learners for life, students must graduate with the ability to understand and be able to successfully navigate electronic environments. They must understand and use both the information and technology related to their fields of study. The successful development and sustenance of such programs to assure that students have the necessary competencies reaffirm the integral connectivity between librarians and the educational programs of their institutions.

Library administrators must provide the opportunities and the motivation for librarians to understand and learn to use new technologies that often are rapidly changing. They must provide librarians with resources and tools to effectively deal with the exponential growth of information in all formats and with the constantly changing face of database infonnation retrieval methods.

Library administrators must also gamer support and develop collaborative partnerships for such programs with academic administration at all levels. They must ensure that librarians participate in every campus initiative that involves educational reform. They must provide librarians with opportunities to work with others in designing curricula that integrate the research process with information retrieval tools. They must continue to be articulate and act as strong advocates for the central role the library is assuming in the educational process.

"Libraries have been successful over the years in transform- ing themselves according to the changing nature of teaching, learning, and scholarship." ^̂ And if libraries are to continue as the universities' intellectual and educational hubs, they must further extend this ability to transform by adapting their instruc- tional programs to the changing nature of technology.

N O T E S AND R E F E R E N C E S

1. Association of College and Research Libraries, "Information Lit- eracy Competency Standards for Higher Education." Available online at the ACRL website at http://www.ala.org/acrl.html.

2. Ross J. Todd, "Transformational Leadership and Transformational Learning: Infonnation Literacy and the World Wide Web", NASSP Bulletin 83 (March 1999) 7.

3. Association of College and Research Libraries, "Information Lit- eracy Competency Standards for Higher Education."

4. Todd, "Transformation Leadership and Transformational Learn- ing," 4.

5. Hua Yi, "Information Literacy Programs: Achievements and Im- provements", Academic Exchange Quarterly 5 (Fall 2001): 203.

6. Edward K. Owusu-Ansah, "Information Literacy and the Academ- ic Library: A Critical Look at a Concept and the Controversies Surrounding It", The Journal of Academic Librarianship 29 (July 2003): 223.

7. Report is available online at the ALA Website at http://www. ala.org.

March 2004 155

8. Owusu-Ansah, "Information Literacy and the Academic Library," 220-22L

9. Ann Grafstein, "A Discipline-Based Approach to Infonnation Lit- eracy", The Journal of Academic Librarianship 28 (July 2002): 198.

10. Evan Farber, "College Libraries and the Teaching/Learning Proc- ess: A 25-Year Reflection", The Journal of Academic Librarian- ship 25 {Us)/ 1999), pp. 173.

11. Lori Arp, Beth S. Woodard, "Recent Trends in Information Liter- acy and Instruction", Reference and User Services Quarterly 42 (Winter 2002) 125.

12. The State University of New York General Education Learning Outcomes are listed in Appendix D of the SUNY Assessment Initiative Report, which is available online at the SUNY General Education Assessment Review (GEAR) Website at http:// www.cortland.edu/gear/supportdocs.html.

13. A complete set of the Guidelines is available online at the Middle States Commission on Higher Education Website http://www.msa- che.org.

14. SUNY Cortland's definitions of information literacy are available online at http://www.library.cortland.edu/info_lit_def.asp.

15. United States Census Bureau, "Current Population Reports" is- sued September 2001 and available online at http://www.census.- gov/population/www/socdemo/computer.html.

16. Kate Manuel, "Teaching Information Literacy to Generation Y", The Journal of Library Administration 36 (2002): 195-217.

17. Jay Jordon, "Cooperating During Difficult Times", The Journal of Academic Librarianship 29 (November 2003) 345.

18. Cecelia Brown, Ted J. Murphy, & Mark Nanny, "Turning Techno- sawy into Info-Savvy: Authentically Integrating Infonnation Lit- eracy into the College Curriculum", The Journal of Academic Librarianship 29 (November 2003): 386.

19. Yi, "Information Literacy Programs," 203. 20. Robert E. Dugan & Carol Ou, "Keeping Me Awake at Night:

Some Issues and Questions about Managing Technology", The Journal of Academic Librarianship 28 (November 2002): 407.

21. Todd, "Transformational Leadership and Transformational Leam- ing," 4 - 6 .

22. Chris Ferguson, "Shaking the Conceptual Foundations, Too: In- tegrating Research and Technology Support for the Next Gener- ation of Infonnation Service", College and Research Libraries 61 (July 2000): 303.

23 Brendan A. Rapple, "The Librarian as Teacher in the Networked Environment", College Teaching A5 (Summer 1997): 113.

24. Mark Jacobs, "Speakeasy Studio and Cafe: Infonnation Literacy, Web-Based Library Instruction, and Technology", Information Technology and Libraries 20 (June 2001): 66.

25. A listing of Student and Information Literacy Workshop offerings is available online at http://library.cortland.edu/scil.asp.

26. A full description of Cortland's Computer Applications Program is available oniine at http://www.cortland.edu/cap.

27. Carroll H. Vamer, Vanette M. Schwartz, & Jessica George, "Li- brary Instruction and Technology in a General Education 'Gate- way' Course: The Student's View", The Journal of Academic Librarianship 22 (September 1996): 355-359.

28. Rachel F. Fenske, "Computer Literacy and the Library: A New Connection", Reference Services Review 26 (Summer 1998): 67-72.

29. Jacobs, "Speakeasy Studio and Cafe," 66. 30. More infonnation about the Alvemo College Computer and In-

formation Literacy Program is available in the EDUCAUSE 2003 Annual Conference Proceedings available online at http://www. educause.edu and at http://depts.alvemo.edu/cil.

31. More infonnation about the UWired program is available in the CAUSE 1998 Annual Conference Proceedings available online at http://www.educause.edu and at http://www.washington.edu/ uwired.

32. Jeanne R. Davidson, "Computer Technology: Pandora's Box or Toolbox", Research Strategies 12 (Summer 1994) 182-186.

33. Ilene F. Rockman, "Strengthening Connections Between Informa- tion Literacy, General Education, and Assessment Efforts", Li- brary Trends 51 (Fall 2002) 195.

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