[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-587951-105":59,"doc-detail-587951-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","information-literacy-gaps-in-minnesota-postsecondary-faculty-signal-investment-in-school-library-media-specialists","Information Literacy Gaps in Minnesota - Postsecondary Faculty Signal Investment in School Library Media Specialists","","Minnesota librarians and Wilder Research interviewed 21 postsecondary faculty teaching first-year students statewide in fall 2025 to examine importance and readiness across information literacy, digital citizenship, technology and innovation, and literacy engagement. Faculty identified significant preparedness gaps—especially evaluating source credibility and ethically synthesizing findings—along with an instructional infrastructure shortfall. Evidence highlights limited access to licensed school library media specialists, undermining K–12 alignment and shaping downstream impacts on teaching, assessments, and learning.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/information-literacy-gaps-in-minnesota-postsecondary-faculty-signal-investment-in-school-library-media-specialists/587951/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/information-literacy-gaps-in-minnesota-postsecondary-faculty-signal-investment-in-school-library-media-specialists/587951.png","ImageObject",300,407,{"name":92,"@type":93},"Bintang","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"How was the study conducted in Minnesota?","Question",{"text":112,"@type":113},"In fall 2025, Minnesota librarians partnered with Wilder Research to interview 21 faculty teaching first-year students across colleges and universities statewide. Faculty assessed readiness across four domains aligned with ITEM standards.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What information literacy gaps did faculty identify most often?",{"text":117,"@type":113},"Faculty reported significant gaps in students’ abilities to evaluate sources for credibility and accuracy, and to synthesize and share findings ethically. These gaps were highlighted in both a pre-interview survey and subsequent discussions.",{"name":119,"@type":110,"acceptedAnswer":120},"Why do the findings point to investing in school library media specialists?",{"text":121,"@type":113},"The report links gaps to an instructional infrastructure shortfall, noting limited access to licensed school library media specialists. SLMSs are described as trained to teach information literacy, digital citizenship (including responsible AI use), and co-teach standards-aligned lessons with educators.",{"name":123,"@type":110,"acceptedAnswer":124},"How do AI and social media increase misinformation risks for first-year students?",{"text":125,"@type":113},"Faculty report that students increasingly rely on generative AI and surface-level search tools that bypass core information literacy skills. 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Faculty assessed the importance of information and technology literacy and student readiness across four domains aligned with ITEM standards: information literacy, digital citizenship, technology and innovation, and literacy engagement. Findings reveal significant preparedness gaps with implications for student learning and potentially for Minnesota’s workforce and civic health.  \nInformation literacy education matters  \nMinnesota students are entering college without essential information literacy skills.  \nWhat is information literacy?  \n“…a set of skills that enable individuals to recognize when information is needed and to locate, evaluate, and effectively use that information, including digital, media, visual, textual, and technology literacy” (New Jersey Department of Education, 2025) .  \nIn a pre-interview survey, 45% of faculty reported significant gaps in their students’ information literacy skills, specifically:  \n1. Evaluating sources for credibility and accuracy  \n2. Synthesizing and sharing findings ethically  \nThese findings reveal not only a student skills gap, but an instructional infrastructure gap.  \nMinnesota’s status  \nMinnesota students lack sufficient access to the trained professionals whose role is to teach and embed information literacy across grade levels. Findings from the 2024-25 School Library Status (Minnesota Department of Education, 2025) show that:  \n􀂄 250,375 Minnesota students across 521 schools had no access to a licensed school library media specialist.  \n􀂄 Only 19% of school libraries meet the full statutory definition (see Minnesota Statutes 2023, section 124D.911 for definition) .  \n􀂄 Minnesota ranks 46th nationally in FTE per school for school library staff.  \nWhy School Library Media Specialists (SLMS)?  \nSLMSs are trained to:  \n- Teach information literacy and research  \n- Teach digital citizenship and responsible AI use  \n- Co-teach standards-aligned lessons  \n- Provide professional development to classroom teachers  \nAs artificial intelligence reshapes how information is created and consumed, and as misinformation spreads rapidly across social media, the ability to critically evaluate sources, use technology effectively, and engage responsibly in digital spaces has become fundamental to both workforce success and a functioning democracy.  \nFaculty report that many first-year students lack these foundational skills, signaling a systemic breakdown in preparation that begins well before college and requires coordinated K–12 policy attention.  \nIt feels pretty evident to me that information literacy is a content area that students should be taking classes in. There should be specific information literacy instruction.  \n-Faculty  \nFaculty insights  \n\\#1: The largest skill gaps mirror the skills deemed most essential for postsecondary success.  \nAccording to faculty, many students enter college with widely varying skills in information literacy. They worry that students largely lack the knowledge and skills to appropriately:  \nIdentify and access diverse sources when gathering information  \nEvaluate sources for credibility and accuracy  \nSynthesize and share findings ethically  \nPercentage of faculty who indicated skill gapas “significant”(N=22)  \nEvaluating sources for credibility and accuracy  \nSynthesizing and sharing  \nfindings ethically  \nGathering and organizing information  \nIdentifying and accessing  \ndiverse sources  \nThis chart shows the skills for which the highest number of respondents saw “significant gaps” in skill. In each skill area, respondents were asked to choose from one of the following categories: no noticeable ","cbCaij96O31PDQcl","https://ap.wps.com/l/cbCaij96O31PDQcl","pdf",326985,"English","# The study\n## Minnesota’s findings\n# Information literacy education matters\n## What is information literacy?\n# Minnesota’s status\n## Access and staffing gaps\n# Why school library media specialists (SLMS)\n# Faculty insights\n## #1 Skill gaps align with postsecondary success\n## #2 Instructional and learning impacts\n## #3 AI and social media amplify misinformation risks","[{\"question\":\"How was the study conducted in Minnesota?\",\"answer\":\"In fall 2025, Minnesota librarians partnered with Wilder Research to interview 21 faculty teaching first-year students across colleges and universities statewide. Faculty assessed readiness across four domains aligned with ITEM standards.\"},{\"question\":\"What information literacy gaps did faculty identify most often?\",\"answer\":\"Faculty reported significant gaps in students’ abilities to evaluate sources for credibility and accuracy, and to synthesize and share findings ethically. These gaps were highlighted in both a pre-interview survey and subsequent discussions.\"},{\"question\":\"Why do the findings point to investing in school library media specialists?\",\"answer\":\"The report links gaps to an instructional infrastructure shortfall, noting limited access to licensed school library media specialists. SLMSs are described as trained to teach information literacy, digital citizenship (including responsible AI use), and co-teach standards-aligned lessons with educators.\"},{\"question\":\"How do AI and social media increase misinformation risks for first-year students?\",\"answer\":\"Faculty report that students increasingly rely on generative AI and surface-level search tools that bypass core information literacy skills. Students struggle to evaluate AI-generated content, distinguish it from credible evidence, and independently synthesize or defend ideas, creating ethical and accuracy risks.\"}]","Information Literacy Gaps in Minnesota - Postsecondary Faculty Signal Investment in School Library Media Specialists | PDF",1792063891,13]