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In an era of information decontextualization, the evaluative component of information literacy is more important than ever. College students believe themselves to be expert researchers, due to their familiarity with Google; yet they also value the library and know to be critical about information resources. Previous theoretical work, including Marcia Bates's "berrypicking" model and Christine Pawley's analysis of the discourse of information literacy, provides a ground for developing a proactive response to the age of Google. Far from being made redundant by ease of access to information, our task of developing information literacy in college students is more critical than ever.