93). Even twenty years ago, half of what students learned at university was considered outdated five years after graduated (Turusheva, 2009, p
People who graduated from college after prior to 1995 still had to know how to use printed sources, but those born after 1990 simply have never had to rely on the printed word. Education, though, did not embrace the Internet society to the extent that the popular world did, and although by 2000 there were a number of sources devoted to electronic literacy the school systems still did not adequatley prepare an entire generation for critical thinking about sources and alternative ways to find information (Badke, 2009)
It would also be logical to for an objective observer to ask: well, what happened to literacy and informational competency? We do know from previous research that if we wait until High School to implement information literacy programs we have helped a bit, but likely too little too late -- it seems most of these students have already developed their "Google" habit and are content to utilize Wikipedia and basic Google for their information needs (Russell, 2009). However, reached before the High School years, there is a spectrum of literature that we should expect: Alphabetic and numerical literacy -- writing name, address, phone number Functional literacy -- reading and writing (various levels) Social literacy -- communication within a specific cultural context Information literacy -- critical location, evoluation and the use of basic information Digital information literacy -- application of information literacy in the digital world Gloal literacy -- the ability to think out of the box and use other cultural paradigms to make decisions (Bruce, 2003)
This is the new reality -- not a "might happen," but it "has happened." Because of this, we must use the lessons of the past to clearly define the role that education must play in preparing the children of today for the challenges of tomorrow (Jackson, 2009)
" Because of this, we must use the lessons of the past to clearly define the role that education must play in preparing the children of today for the challenges of tomorrow (Jackson, 2009). It would also be logical to for an objective observer to ask: well, what happened to literacy and informational competency? We do know from previous research that if we wait until High School to implement information literacy programs we have helped a bit, but likely too little too late -- it seems most of these students have already developed their "Google" habit and are content to utilize Wikipedia and basic Google for their information needs (Russell, 2009)
It is not as difficult as we might think, it just takes some creative effort. We cannot say we have not been warned, the writing is on the wall -- or more precicely, all over the monitor in the structures and patterns of prior centuries "Those who do not learn from history are doomed to repeat it," (Santayana, 2010)
Above all, since the research indivates that the major reasons student's fail to use robust informational resources is time management and self-management (read -- laziness and taking the shortcut), it is important to instruct on how to do research, how not to plagiarize, and what the actual point of primnary and secondary research are to the process of self-actualization and broad knowledge. These same studies show that if students are given relevancy as part of their explanation, they are more likely to acquire the necessary skills required (Turusheva, 2009)
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