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In an exploratory study, interviews were conducted with fifteen librarians to learn about their perceptions of and experiences with the "Framework for Information Literacy for Higher Education." Participants reported that they are implementing the "Framework" implicitly rather than explicitly, and their instruction has become more interactive and hands-on. A key strategy to success has been getting buy-in from other librarians and faculty. The participants have encountered a number of challenges in implementing the "Framework," including time constraints within the one-shot model of instruction and resistance from some librarians and faculty who feel that the "Framework" is too highly conceptual to be practical for students, many of whom lack basic information literacy skills. Finally, participants indicated it is difficult to assess learning based on the "Framework."

This investigation examines experiences with and perceptions of information reported by first-year college students whose level of information literacy skill is known. Participants were identified as having either proficient or below-proficient information literacy skills based on an objective test of their abilities. Interviews were performed outside of a classroom or library context and were equally interested in imposed (school assignments) and self-generated (personal) information seeking. The study uses a phenomenographic approach to collect, categorize, and analyze transcripts from seventy-seven interviews. The resulting categories of description illustrate how conceptions of information mask and minimize the need for individuals to attain information literacy skills, the primacy of the Internet and people as information resources, limited interest in information quality, and differences in experience with and perceptions of information when imposed and self-generated contexts are compared. [ABSTRACT FROM AUTHOR]