The development of a lower-division, general education, course-integrated information literacy program

Abstract

Different themes shape the conversation on higher-education reform in the United States today. One of the most important, but least discussed, themes is that of information literacy. Information literacy is important not because it is controversial (everyone agrees that it is important) but, rather, because no traditional academic department has come forward to teach the as-yet-unidentified curriculum that comprises information literacy. At California State University-San Marcos, librarians were successful in having information literacy integrated into the lower-division, general education curriculum. This article defines a model, describes the process that enabled librarians to establish the information literacy program, and offers observations and suggestions for future improvements.