Changing Landscapes, Enduring Values: Making the Transition from Bibliographic Instruction to Information Literacy: Elizabeth O. Hutchins, Barbara Fister, Kris (Huber) MacPherson
Liberal arts colleges were early adopters of bibliographic instruction as an effective means of integrating research strategies into the curriculum; in fact, the influential “Earlham Model” was developed in a liberal arts context.1 Given that many colleges using this model for three decades have strong programs already in place that rely on collaboration with faculty and are tied to curricular goals, the rhetoric surrounding information literacy seems oddly familiar. Innovations being introduced on other campuses under the banner of information literacy sound like what we’ve been doing for years. Are they finally catching on? Is information literacy a new name for a philosophy and practice long established at liberal arts colleges?