College and Research Libraries Guest Editorial Information Literacy Our future depends on new knowl- edge and highly trained people. Colleges and universities are important sources for these ingredients, and libraries have an especially important role to play. An in- creasing number of information tools provides new and effective options for those seeking information to develop new knowledge. Paul Saffo, a research fellow at the In- stitute for the Future, speaks about infor- mation as a wave about to engulf us and about the need to learn to surf for infor- mation. He says that more important than the ability to recall specific informa- tion is the knack of making connections between seemingly unrelated pieces of information. Information surfers, who can develop knowledge and understand- ing out of large information flows, will be the pattern finders, applying new in- tellectual skills and working with more powerful information tools. 1 Today, most of us have too much infor- mation; this overload is one of the challenges we should address. In an in- formation-rich environment, consumers must learn to overcome information anx- iety and to digest and utilize information in decision making. New computer tools help us manage information, but also bring us more of it. The changes in for- mats and organization of information mean that users need guidance and may have unrealistic expectations because computers can create the mistaken im- pression that library research can now be accomplished quickly and effectively. Information literacy is a concept that describes the task ahead. While the con- cept is not new, its current meaning and use were developed in response to na- tional education reform reports that ig- nored the role of libraries in an informa- tion society. The Final Report of the American Library Association Presidential Committee on Information Literacy was is- sued in January 1989 and recommends educational reforms and new roles for librarians. It discusses the importance of information literacy for an informed cit- izenry and effective businesses, and it has been well received by nonlibrary groups. An information literate person is able to recognize when information is needed and has the ability to locate, evaluate, and use effectively the needed informa- tion. Ultimately, information literate people learn how to learn. They under- stand how information is organized, how to find it, and how to use it in a way that can teach others. Information literacy is an important and challenging concept in addressing a changing and varied library clientele with differing preparations for library use. With a pluralistic society and a global economy, there will continue to be changing user needs with respect to li- braries. When we plan information literacy programs, we should attempt to serve effectively the needs of users from a wide range of backgrounds. Information literacy must be couched in the context of the learner's language and culture. We need to prepare students to live in a multicultural, interdependent world. Academic libraries need to evaluate the relevance of collections and services and plan information literacy activities in the context of international issues. Enhancing awareness of the role of academic and research libraries among 313 314 College & Research Libraries nonlibrary professionals and organiza- tions and developing effective working relationships with them are ongoing pri- orities. Information literacy programs have provided an expanded context in which to work with a variety of organizations. Information technology is changing our environment at an ever increasing rate. While such technology provides improved opportunities for accessing in- formation, we must realize that these opportunities require knowledge and skills that may not be acquired easily and may be even more difficult to keep up to date. As the concept and definition of information literacy continue to emerge, related issues will have to be explored at greater depth. As we build on the concept of informa- tion literacy for ourselves and for library and information users, we must become what Rosabeth Moss Kanter describes as "change masters," adept at the art of anticipating the need for, and of leading, productive change. 2 The future direction of academic libraries and library services depends not just on technological inno- July 1991 vations, but on human creativity and in- genuity. We need to help people formu- late the right questions and develop the skills to address these questions, using the various tools and methods available to us. Here is where the concept and ideas of information literacy must be ap- plied. Our challenge is to welcome these changes and question our assumptions as we continue to expand and improve library services. This year, ACRL has taken a leadership role in promoting informa- tion literacy by publishing articles about it, developing posters and pamphlets, pre- senting programs at ACRL chapter meet- ings and at the ALA conference, and joining fifty other educational organiza- tions in promoting this concept through affiliation with the Nc,itional Forum on In- formation Literacy. The issues associated with information literacy provide a frame- work for thinking about the future of aca- demic and research libraries. BARBARA J. FORD, TRINITY UNIVERSITY; ACRL PAST PRESIDENT REFERENCES 1. Paul Saffo, "Surfing for Information," Personal Computing 13:213-14 (July 1989). 2. Rosabeth Moss Kanter, The Change Masters (New York: Simon & Schuster, 1983). I A;