Information literacy is one of the major areas emphasized by the National Council for the Accreditation of Teacher Education (NCATE). According to NCATE, all candidates in school settings must be able to systematically integrate information literacy in Pre-K and K-12 school curriculum to assist student learning. The 21st century requires information literate teacher-researchers who are capable of meeting the standards set by the professional organizations such as (NCATE), the Association of College and Research Libraries (ACRL) and the American Association of School Librarians (AASL). Teaching is no longer finite knowledge distributed by the teacher and returned upon demand. Critical thinking, evaluation of information and ethical use of information are taking the lead in the education of our children. Information literate teacher researchers develop data driven, informed solutions for improved student learning and development. Information literate teacher researchers are able to identify authentic and standards mapped resources. In addition, information literate teacher researchers model information literacy behavior for students. What does an information literate teacher researcher look like? How does a teacher become an information literate teacher researcher? This paper will examine the characteristics of an information literate teacher researcher as described by appropriate professional organizations. It will also provide options for learning about information literacy and a list of exemplary information literacy resources.
Susan Kendall, Mary Nino, and Lorene Sisson. "Transforming Teachers into Teacher Researchers: How to become information literate teacher researchers and model information literacy for student researchers" Faculty and Staff Publications (2006).