The convergence of the prodigious production of the information age and the growing awareness of the student memory loss of course content suggests that a vital part of education must be in the students' ability to locate information for themselves. If students graduate from a CSU campus unable to locate, synthesize, and evaluate information, they will not have the skills necessary for survival in any field. Moreover, even if student retention of course content was almost perfect, the rate of change of knowledge is so high that what students learn today, especially in certain fields, may not be accurate or relevant a few years from now. Enhances Lifelong Learning Developing lifelong learners is central to the mission of higher education institutions. By ensuring that individuals have the intellectual abilities of reasoning and critical thinking, and by helping them construct a framework for learning how to learn, colleges and universities provide the foundation for continued growth throughout their careers, as well as in their roles as informed citizens and members of communities.
Information literacy is a key component of, and contributor to, lifelong learning.
Information literacy competency extends learning beyond formal classroom settings and provides practice with self-directed investigations as individuals move into internships, first professional positions, and increasing responsibilities in all arenas of life. Because information literacy augments students' competency with evaluating, managing, and using information, it is now considered by several regional and discipline-based accreditation associations as a key outcome for college students. It also indicates that the best programs are integrated into the curriculum and are built on strong alliances between discipline faculty and library faculty. This suggests, therefore, that the education in information literacy is a responsibility to be shared by discipline faculty and library faculty and should be an integral element of the curriculum. Through lectures and by leading discussions, faculty establish the context for learning, inspire students to explore the unknown, and monitor students' progress.