SUPPORTING INFORMATION LITERACY AND CRITICAL THINKING DEVELOPMENT IN TRADITIONAL-AGED COLLEGE STUDENTS

Abstract

As academic librarians, one of our primary roles is to teach and support students' information literacy skills. In today's diverse university student population, instruction services librarians must consider a variety of variables such as background, culture, gender identity, race, technological access, abilities and challenges, family situations, languages spoken, affluence, age, ethnicity, and nationality, when designing information literacy instruction. Moreover, the recent COVID-19 pandemic has accelerated the adoption of online and hybrid learning environments, making it necessary for librarians to adopt diverse instructional methods. Librarians can effectively guide students through meaningful research processes and support the development of critical thinking skills by understanding the cognitive development that traditional-aged college students experience while maturing from adolescence to young adulthood. By utilizing pedagogical and andragogical instruction methods, librarians can assist university students as they grow into independent, organized, and critical thinkers who can navigate the complex information landscape on campus and beyond. This paper discusses the importance of considering the diverse backgrounds of university students and adapting instruction methods to meet their needs. The paper also explores the role of librarians in supporting students' critical thinking development and the acquisition of information literacy skills. Additionally, the paper highlights the significance of incorporating both pedagogical and andragogical approaches in the design and delivery of information literacy instruction. By considering these factors, librarians can provide effective instruction that empowers students to become lifelong learners who can successfully navigate the information landscape.