Ideally, information literacy instruction is sequenced throughout students’ academic careers, reinforcing and building on earlier instruction. The purpose of this exploratory study is to identify structural problems that potentially impact student learning. This research surveyed school librarians and academic instruction librarians along the K-20 pipeline to capture information about their instruction programs, their pedagogical approaches and their perceptions on student information literacy skills at points of transition.,The study uses a 58-item survey instrument to capture the perceptions on elements of information literacy instruction from school librarians and academic instruction librarians in the state of Utah. The exploratory survey generated 255 eligible responses.,The study identifies several areas where the information literacy pipeline has challenges: staffing, scheduling, curriculum integration, teacher collaboration and student assessment. Suggestions for improvement include providing educational support for paraprofessionals, facilitating cross-institutional collaboration and creating a scope and sequence document that spans the entire educational spectrum paired with specifically teaching for transfer.,The study was limited to surveying the perceptions of library employees who teach students information literacy as part of a school or university. Study findings imply that better support for information literacy learners requires increased collaboration across the pipeline.,Information literacy education is often siloed – in the way it is taught, studied and discussed. This research is unique in that it explores the information literacy pipeline as a whole, as each level of instruction is related to the next and studying a single section might obscure larger issues.

中文翻译：

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犹他州的信息素养：一种状态

理想情况下，信息素养教学应贯穿于学生的整个职业生涯，以早期教学为基础并以此为基础。这项探索性研究的目的是确定可能影响学生学习的结构性问题。这项研究调查了K-20沿线的学校图书馆员和学术指导图书馆员，以获取有关他们的指导计划，他们的教学方法以及他们对过渡点学生信息素养技能的看法的信息。该研究使用了58个项目的调查工具捕获犹他州学校图书馆员和学术指导图书馆员对信息素养指导要素的看法。探索性调查产生了255个合格答复。这项研究确定了信息素养管道面临挑战的几个领域：人员配备，日程安排，课程整合，教师协作和学生评估。改进建议包括为准专业人士提供教育支持，促进跨机构合作以及创建涵盖整个教育范围的范围和顺序文档，以及专门用于转移的教学。该研究仅限于调查图书馆教学生的员工的看法作为学校或大学一部分的信息素养。研究结果表明，要更好地支持信息素养学习者，就需要在整个流程中加强协作。信息素养教育通常是孤立的，即以教学，研究和讨论的方式。