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It synthesizes results from 12 reports and seven related research articles, using empirical evidence from 2,475 citations across 1,961 sources to support interactive visualizations. The retrospective reviews PIL’s practical impact on instruction and outlines directions for future research.",{"@graph":69,"@context":122},[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/the-project-information-literacy-retrospective-insights-from-more-than-a-decade-of-information-literacy-research-2008-2022/586782/",{"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/the-project-information-literacy-retrospective-insights-from-more-than-a-decade-of-information-literacy-research-2008-2022/586782.png","ImageObject",300,407,{"name":92,"@type":93},"Sarah ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What core question launched Project Information Literacy (PIL) in 2008?","Question",{"text":112,"@type":113},"PIL began with the question, “What’s it like to be a student in the digital age?”","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did PIL measure and analyze its research impact?",{"text":117,"@type":113},"It used a computational analysis of 2,475 citations from 1,961 sources to generate empirical data supporting interactive information visualizations about geographic reach and impact.",{"name":119,"@type":110,"acceptedAnswer":120},"What major areas does the research focus on across education and work?",{"text":121,"@type":113},"The research examines strategies students use to find, use, and create information for college courses, everyday life, and the workplace.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586782,1792251623,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085320529,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","The Project Information Literacy Retrospective  \nInsights from more than a decade of information literacy research, 2008–2022  \nAlison J. Head, Barbara Fister, Steven Geofrey, and Margy MacMillan October 12, 2022  \nPreferred citation format:  \nAlison J. Head, Barbara Fister, Steven Geofrey, and Margy MacMillan, The Project Information Literacy Retrospective: Insights from more than a decade of information literacy research, 2008-2022 (12 October 2022), Project Information Research Institute, [https://projectinfolit.org/publications/retrospective](https://projectinfolit.org/publications/retrospective)  \nAbstract  \nThis paper presents a summary of the entire body of research, 2008 to 2022, from Project Information Literacy (PIL) on the strategies students use for finding, using, and creating information for college courses, in everyday life, and the workplace while navigating a vast, ever-changing information landscape. Major findings from 12 reports and seven related research articles are presented. A computational analysis of 2,475 citations from 1,961 sources provides empirical data for interactive information visualizations about the geographic reach and impact of PIL’s research on the wider educational context. This retrospective, the final publication produced as part of more than a decade of studying college students, concludes with a discussion of PIL’s practical impact on information literacy instruction and suggestions for future research.  \nPart One: Inception  \nIn 2008, Project Information Literacy (PIL) began with a seemingly straightforward question:“What’s it like to be a student in the digital age?” Founded at the University of Washington’siSchool by Alison Head, a new media scholar, and Michael Eisenberg, co-developer of the Big6 information skills curriculum, researchers had an ambitious goal: to study the fastgrowing field of information literacy through the lens ofthe student research experience.  \nFrom the beginning of PIL, the founders set their sights on being a large-scale, ongoing, and expansive research program. We would collect empirical data from a cross-disciplinary sample of undergraduates enrolled at four-year colleges and universities and community colleges across the U.S. In turn, we would publish open access reports for the broader academic community.  \nThe timing was right. Students everywhere were turning to search engines and public internet sites such as Google and Wikipedia for academic research more than campus library resources. A plethora of new information technologies was raising concerns about what the Association of College and Research Libraries (ACRL) called the “escalating complexity” of the formidable information retrieval environment.1 Despite librarians’and educators’efforts to sharpen students’skills for retrieving and evaluating information, results from national testing agencies remained disappointingly low.2 There was still much more to learn about students’research processes.  \nPIL distinguished itself from other information literacy studies in terms of sample size, institutional breadth, and research design. Over 14 years, we published reports of 12 studies and seven related articles in peer-reviewed journals using the same datasets. Nearly 21,000 students and recent graduates from 91 institutions across the U.S., including public and private colleges and universities, were surveyed or interviewed for this collective PIL sample. Qualitative and quantitative methods were used together to capture the student research experience and reveal strategies and workarounds they use for finding, using, and creating information.  \nOur findings detailed the challenges students experience when interacting with information for college courses, in everyday life, and the workplace. Our recommendations put empirical research into the hands of frontline educators who used them to inform everyday practice in teaching and learning across higher education settings. In 2016, Barbara Fister, wri","cbCaiubG3FSMdxeG","https://ap.wps.com/l/cbCaiubG3FSMdxeG","pdf",3867483,35,"English","# Part One: Inception\n# Part Two: The Research","[{\"question\":\"What core question launched Project Information Literacy (PIL) in 2008?\",\"answer\":\"PIL began with the question, “What’s it like to be a student in the digital age?”\"},{\"question\":\"How did PIL measure and analyze its research impact?\",\"answer\":\"It used a computational analysis of 2,475 citations from 1,961 sources to generate empirical data supporting interactive information visualizations about geographic reach and impact.\"},{\"question\":\"What major areas does the research focus on across education and work?\",\"answer\":\"The research examines strategies students use to find, use, and create information for college courses, everyday life, and the workplace.\"}]","The Project Information Literacy Retrospective - Insights from more than a decade of information literacy research, 2008-2022 | PDF",1792059332,88]