| As critical thinking, student-centered learning, and assessment have become essential to the mission of institutions of higher education, librarians are increasingly challenged to assist the university in meeting these goals by teaching information literacy. Information seeking behavior of students has been studied as faculty and librarians attempt to implement information literacy standards and seek to improve student research and writing skills. The purpose of this case study is to explore how students make sense of and respond to messages about information in higher education. This study identifies the messages students in higher education receive about information gathering, conducting research, and the credibility and authority of information sources.;Research to date focuses on how to steer students to information privileged by the academy: academic, peer reviewed articles, and books. The voice of students is often absent. This study employs the critical framework of Paulo Freire in order to give voice to student perceptions of information. The significance of this study to scholarly research is threefold. First, this exploration provides a framework for librarians to work with students to implement information literacy standards. Second, this research contributes to education literature on student-centered learning. Third, understanding how students make sense of and apply information provides direction for education policy makers. The audience for this study has a wide base that includes faculty, students, and administrators. |
