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It frames CCSS adoption as a response to workforce demands for career- and college-ready graduates, discusses education and labor-market projections, and highlights discrepancies between state and national assessments. It then outlines the CCSS intent, structure, and emphasis on cognitive processes and readiness-related learning targets.",{"@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/volume-8-issue-1-invited-column-perspectives/598784/",{"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/volume-8-issue-1-invited-column-perspectives/598784.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the article’s main research focus regarding CCSS and information literacy?","Question",{"text":112,"@type":113},"It explores what potential the CCSS has to affect K-12 students’ information literacy skills and what consequences this could have for postsecondary information literacy instruction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is CCSS adoption described as a response to workforce needs?",{"text":117,"@type":113},"The article links CCSS timing to growing demands for career- and college-ready high school graduates and anticipates a future need for postsecondary educated workers.",{"name":119,"@type":110,"acceptedAnswer":120},"What issue does the article raise about state assessments versus national assessments?",{"text":121,"@type":113},"It argues that inconsistencies across states lead to differences between state and federal results, with students performing better on state assessments than on national assessments.","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},598784,1792190257,{"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":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Volume 8, Issue 1, 2014  \nINVITED COLUMN [PERSPECTIVES]  \nPOTENTIAL RAMIFICATIONS OF COMMON CORE STATE STANDARDS ADOPTION ON INFORMATION LITERACY  \nJacob Paul Eubanks Johnson County Library Overland Park, KS  \nEubanks, Potential Ramifications of Common Core Communications in Information Literacy 8(1), 2014  \nINTRODUCTION  \nAs of this writing, 45 United States and four territories have adopted the Common Core State Standards (CCSS) . The quick implementation on the part of state policymakers is a marked response to the growing demand for career and college ready high school graduates. Current figures suggest that over the next 15 years the need for post-secondary educated workers will out-pace the graduation rates of postsecondary institutions (Carnevale, 2010, p.16) . Among the many expectations of this growing workforce is more information literate employees. This literature review explores the reasoning behind the shift to common educational standards and asks the questions: What potential is there for the CCSS to affect the information literacy skills of K-12 students and what ramifications might this have on postsecondary information literacy instruction?  \nEDUCATION AND THE WORKFORCE  \nDemand for post-secondary educated workers has grown substantially since 1989. During this period, individuals with a Bachelor’s degree or better have seen 82 percent job growth, compared to 41 percent with an Associate’s degree and negative 14 percent for those with a high school education or lower (Carnevale, 2013, p. 7) . Projections suggest 63 percent [of U.S. jobs](of U.S. jobs)[ ](of U.S. jobs)in 2018 will require an education beyond high school, 36.8 million positions will come available by 2018,3.8 million brandnew jobs and 33 million replacement positions will be vacated by retirees, and 70 percent of the vacated positions will be in occupational categories requiring postsecondary education for which it was not required 30 years ago (Carnevale, 2010, p.  \n13-15) .  \nAlthough the number of post-secondary jobs is increasing, post-secondary institutions are not increasing the percentage of graduates ata similar rate. It is projected that by 2018, the post-secondary system will have produced three million fewer graduates than will be required by the labor market (Carnevale, 2010, p. 16) . In order to meet the demand for educated workers, it is projected that the number of individuals attending post-secondary institutions must rise from 66 percent in 2011 to 86 percent by 2025, and to achieve this, post-secondary institutions will need to produce about 20.3 million new workers between 2011 and 2025, 15 million of which with a Bachelor’s degree or higher (Carnevale, 2011, p. 34) . Current projections suggest an eight million graduation rate; 12 million people less than the projected demand for 2025.  \nDISCREPANCIES IN STATE ASSESSMENTS  \nIn order to meet the growing demand for an educated workforce, policymakers have focused their attentions on standards based reform. Federal policy since the No Child Left Behind Act of 2001 has required state developed standards. This practice has proven to be inconsistent in preparing students for career and college readiness. Inconsistent expectations from state-to-state have resulted in discrepancies between state and federal assessment results. While students demonstrate high level of success on state issued assessment, they perform poorly on the national assessments. Further highlighting the problem, student performance on national assessment varies from state-to-state, raising concerns that many or all state standards are set too low to prepare students to be college and career ready. In a state-led effort coordinated by  \nEubanks, Potential Ramifications of Common Core Communications in Information Literacy 8(1), 2014  \nthe National Governors Association for Best Practices and the Council of Chief State School Officers, the Common Core State Standards Initiative was formed in 2006 to examine the ","cbCaioNLtnNRysgi","https://ap.wps.com/l/cbCaioNLtnNRysgi","pdf",395407,"English","# Introduction\n# Education and the Workforce\n# Discrepancies in State Assessments\n# Common Core State Standards","[{\"question\":\"What is the article’s main research focus regarding CCSS and information literacy?\",\"answer\":\"It explores what potential the CCSS has to affect K-12 students’ information literacy skills and what consequences this could have for postsecondary information literacy instruction.\"},{\"question\":\"Why is CCSS adoption described as a response to workforce needs?\",\"answer\":\"The article links CCSS timing to growing demands for career- and college-ready high school graduates and anticipates a future need for postsecondary educated workers.\"},{\"question\":\"What issue does the article raise about state assessments versus national assessments?\",\"answer\":\"It argues that inconsistencies across states lead to differences between state and federal results, with students performing better on state assessments than on national assessments.\"}]","Volume 8 - Issue 1 - Invited Column - Perspectives | PDF",1792087592,23]