1. Citing Jeremy Shapiro and Shelley Hughes; Loanne Snavely and Natasha Cooper; and Cushla Kapitzke, Edward K. Owusu-Ansah observes that information literacy discussions are “still plagued with concerns over whether the concept of information literacy has been defined clearly and adequately enough to permit deliberations on how to achieve information literacy.” See Edward K. Owusu-Ansah, “Information Literacy and the Academic Library: A Critical Look at a Concept and the Controversies Surrounding It,” Journal of Academic Librarianship 29 (July 2003): 219–230. See also Jeremy J. Shapiro and Shelley K. Hughes, “Information Technology as a Liberal Art,” Educom Review 31 (March/April 1996): 31–35; Loanne Snavely and Natasha Cooper, “The Information Literacy Debate,” Journal of Academic Librarianship 23 (January 1997): 7–14; Cushla Kapitzke, “Information Literacy: The Changing Library,” Journal of Adolescent and Adult Literacy 44 (February 2001): 450–456.
2. For example, Owusu-Ansah; Bill Johnston and Sheila Webber; and Jeanne R. Davidson argue that libraries should provide independent credit courses on information literacy. Thomas P. Mackey and Trudi E. Jacobson advocate for an integrated, collaborative approach to information literacy via librarian–faculty teaching alliances. Trudi E. Jacobson and Beth L. Mark make a case for integrating library instruction into first-year experience programs. Barbara J. D'Angelo and Barry M. Maid; Jean Sheridan; and James Elmborg maintain that information literacy can be effectively integrated into writing across the curriculum programs. See Edward K. Owusu-Ansah, “Information Literacy and Higher Education: Placing the Academic Library in the Center of a Comprehensive Solution.” The Journal of Academic Librarianship 30 (January 2004): 3–16; Bill Johnston and Sheila Webber, “Information Literacy in Higher Education: A Review and Case Study,” Studies in Higher Education 28 (August 2003): 335–352; Jeanne R. Davidson, “Faculty and Student Attitudes toward Credit Courses for Library Skills,” College and Research Libraries 62 (March 2001): 155–163; Thomas P. Mackey and Trudi E. Jacobson, “Information Literacy: A Collaborative Endeavor,” College Teaching 53 (Fall 2005): 140–144; Trudi E. Jacobson and Beth L. Mark, “Separating Wheat from Chaff: Helping First-Year Students become Information Savvy,” The Journal of General Education 49 (2000): 256–278; See Barbara J. D'Angelo and Barry M. Maid, “Moving Beyond Definitions: Implementing Information Literacy Across the Curriculum,” Journal of Academic Librarianship 30 (April 2004): 212–217; Jean Sheridan, Writing-Across-the Curriculum and the Academic Library (Westport, CT: Greenwood Press, 1995); James K. Elmborg, “Information Literacy and Writing Across the Curriculum: Sharing the Vision,” Journal of Academic Librarianship 31 (2003): 68–80. Reference Services Review annually publishes an annotated bibliography of recent resources on library instruction and information literacy, illustrating the diversity of approaches to information literacy instruction. See, for example, Anna Marie Johnson and Sarah Jent, “Library Instruction and Information Literacy—2004,” Reference Services Review 33 (2005): 487–530; Heidi Julien and Lisa M. Given's analysis of librarians' expressed attitudes toward faculty–librarian relationships in the information literacy context reveals disagreement among librarians about whether librarians should train faculty or train students, whether librarians should include computing literacy in their IL classes, the degree to which various instructional approaches are successful, and who is ultimately responsible for students IL competencies—faculty, librarians, or both. See Heidi Julien and Lisa M. Given, “Faculty–Librarian Relationships in the Information Literacy Context: A Content Analysis of Librarians' Expressed Attitudes and Experiences,” Canadian Journal of Information and Library Sciences 27 (September 2002/2003): 65–87.
3. For some recent examples, see Bonnie Gratch Lindauer, “The Three Arenas of Information Literacy Assessment,” Reference and User Services Quarterly 44 (Winter 2004): 122–129; Elizabeth Fuseler Avery, Assessing Student Learning Outcomes for Information Literacy Instruction in Academic Institutions (Chicago: Association of College and Research Libraries, 2003); Christine E. DeMars, Lynn Cameron, and T. Dary Erwin, “Information Literacy as Foundational: Determining Competence,” The Journal of General Education 52 (2003): 253–265; Ilene F. Rockman, “Strengthening Connections Between Information Literacy, General Education, and Assessment Efforts,” Library Trends 51 (Fall 2002): 185–98; Yvonne Nalani Meulemans, “Assessment City: The Past, Present, and Future State of Information Literacy Assessment,” College and Undergraduate Libraries 9 (2002): 61–74.
4. For example, Owusu-Ansah asserts, “information literacy permeates the discourse in colleges and universities in the United States.” See Owusu-Ansah, “Information Literacy and Higher Education,” p. 3; James W. Marcum claims that “information literacy stands today as a major focus and purpose of librarianship, an achievement that required a decade of work.” See James Marcum, “Rethinking Information Literacy,” The Library Quarterly 72 (January 2002): 1–26.
5. “Information Literacy 1973–2002: A Selected Literature Review”;Rader;Library Trends,2002