“The Project Information Literacy Retrospective: Insights from more than a decade of information literacy research, 2008-2022,” Alison J. Head, Barbara Fister, Steven Geofrey, and Margy MacMillan, Project Information Literacy Research Institute. October 12, 2022. A summary of the entire body of PIL’s College Study, 2008 to 2022, and all 12 reports and seven related research articles are presented, including interactive visualizations from a computational analysis of 2,475 citations about the geographic reach and impact of PIL’s research on the wider educational context. PIL sun-setted the “College Study” in 2022.
“Covid-19: The first 100 days of U.S. news coverage: Lessons about the media ecosystem for librarians, educators, students, and journalists,” Alison J. Head, Steven Braun, Margy MacMillan, Jessica Yurkofsky, and Alaina C. Bull, Project Information Literacy Research Institute. September 15, 2020. A two-part series based on a computational analysis of 125,696 news articles from 66 U.S. news outlets that includes discussion prompts and activity-based exercises for improving news and visual literacy that are suitable for virtual or in-person learning.
“Information Literacy in the Age of Algorithms: Student Experiences with News and Information, and the Need for Change,” Alison J. Head, Barbara Fister, and Margy MacMillan, Project Information Literacy Research Institute. January 15, 2020. Qualitative findings from 16 focus groups with 103 undergraduates and interviews with 37 faculty members from eight U.S. colleges and universities, includes four takeaways and four recommendations. Winner of ACRL’s Ilene F. Rockman Instruction Publication of the Year Award, 2021. Interview with the co-authors here.
“How Students Engage with News: Five Takeaways for Educators, Journalists, and Librarians”: Alison J. Head, John Wihbey, P. Takis Metaxas, Margy MacMillan, and Dan Cohen, Project Information Literacy Research Institute. October 16, 2018. Results from this large-scale survey (N = 5,844) investigates how students find news, and how news finds them. Also available as a separate document is the Executive Summary, 2 pages, PDF, 2.25 MB. An open access survey dataset, including the survey instrument, frequency codebook, and user guide, is available here.
“Planning and Designing Academic Library Learning Spaces: Expert Perspectives of Architects, Librarians, and Library Consultants,” Alison J. Head, Project Information Literacy, Practitioner Series Research Report, December 7, 2016. (Two different versions of the report available: Full report with Methods section, 36 pages, PDF, 3.4 MB. Also available as separate documents are the Executive Summary, 2 pages, PDF, 2.3 MB and stakeholders’ “Best Practices” and “Worst Practices,” 2 pages, PDF, 2.3 MB.)
“Staying Smart: How Today’s Graduates Continue to Learn Once They Complete College,” Alison J. Head, Project Information Literacy, Passage Studies Research Report, January 5, 2016. (Full report with appendices, 112 pages, PDF, 6.9 MB). An open access survey dataset, including the survey instrument, frequency codebook, and user guide, is available through OpenICPSR. Infographic of report results is available here.
“Learning the Ropes: How Freshmen Conduct Course Research Once They Enter College,” Alison J. Head, Project Information Literacy, Passage Studies Research Report, December 4, 2013. (Text with appendix, 48 pages, PDF, 5.78 MB).
“Learning Curve: How College Graduates Solve Information Problems Once They Join the Workplace,” Alison J. Head, Project Information Literacy, Passage Studies Research Report, October 15, 2012. (Text with appendix, 38 pages, PDF, 5.8 MB).
“Balancing Act: How College Students Manage Technology While in the Library during Crunch Time,” Alison J. Head and Michael B. Eisenberg, Project Information Literacy Research Report, University of Washington’s Information School, October 12, 2011 (Two different versions available: Text with appendices, 72 pages, PDF, 5.87 MB version).
“Truth Be Told: How College Students Evaluate and Use Information in the Digital Age,” Alison J. Head and Michael B. Eisenberg, Project Information Literacy Progress Report, University of Washington’s Information School, November 1, 2010. (Text with appendices, 72 pages, PDF, 616 KB).
“Assigning Inquiry: How Handouts for Research Assignments Guide Today’s College Students,” Alison J. Head and Michael B. Eisenberg, Project Information Literacy Progress Report, University of Washington’s Information School, July 13, 2010 (Text with appendices, 41 pages, PDF, 2.2 MB).
“Lessons Learned: How College Students Seek Information in the Digital Age,” Alison J. Head and Michael B. Eisenberg, Project Information Literacy First Year Report with Student Survey Findings, University of Washington’s Information School, December 1, 2009 (42 pages, PDF, 3MB).
“Finding Context: What Today’s College Students Say about Conducting Research in the Digital Age,” Alison J. Head and Michael B. Eisenberg, Project Information Literacy Progress Report, University of Washington’s Information School, February 4, 2009 (18 pages, PDF, 864 KB).
Thank you to Project Information Literacy
