Project Information Literacy (PIL) is a large-scale, national study about early adults and their research habits, conducted in partnership with the University of Washington's iSchool. To learn more, watch a short video about PIL. Read PIL's FAQ. Read a summary of our research findings. Read our op-ed, "At Sea in a Deluge of Data" from The Chronicle of Higher Education.Read More
What are the lifelong learning practices of recent grads once they finish college? During 2013-2015, the PIL research team interviewed and surveyed 1,651 grads from 10 US colleges and universities. Read the PIL 2016 research report (112 pages). Take a peek at our findings infographic, tune into a findings video (2:58 minutes), or read the Inside Higher Ed column.Read More
Smart Talks is an occasional series of more than 20 email-based interviews conducted since 2010. PIL has interviewed leading experts, such as Nick Carr, Ken Bain, Cathy Davidson, Peter Suber, and Katie Davis, about how finding and using information in the digital age has changed, and what challenges and opportunities these changes present.Read More
Institutional Home: The University of Washington's iSchool
Purpose: PIL is a 501(c)(3) nonprofit conducting an ongoing academic study about how early adults conceptualize and operationalize research tasks in the digital age.
Volunteer Sample: Over 250 U.S. colleges and universities. Read the FAQ about joining the sample.
Who's in the Sample?
See the community colleges, public colleges and universities, and private colleges and universities in the U.S. that have already joined the volunteer sample.
Contributing Supporters (present & past): Institute of Museum and Library Services, MacArthur Foundation, Cable in the Classroom, Harvard University's Berkman Center for Internet and Society, University of Washington's iSchool, Cengage Learning, and ProQuest.
Introducing the Practioner Research Series: Library Learning Space
Libraries everywhere are dramatically reinventing their spaces. The old model of stacks of row upon row of books and cavernous reading rooms are being replaced with wired spaces that support collaborative learning for a diverse and ever-changing population of end-users.
To more deeply understand these changes and what they may mean to users, we are doing a study on evolving library space design, planning, and uses. During spring 2016, we are conducting in-depth interviews with architects, librarians and, where it applies, librarian facility consultants. We will be talking with key stakeholders who have played a pivotal role on design projects during the past five years (since 2011).
We are specifically interested in what priorities these key stakeholders--architects and librarians--have for library spaces, how users have fit into these planning processes, and what best practices they have employed, or have been learned through the process. The analysis from our research efforts will be the basis of a 20-25 page white paper in our new Practitioner Study Series (thanks to generous support from the Strategic Research Fund award at the University of Washington iSchool). The open access report will be released in Fall 2016.
Following this investigation, PIL will seek grant funding in 2017 for conducting a large-scale study on how students use new library spaces for learning and other spaces beyond the library to support their learning needs.This future study will, in part, draw from our 2016 library space study as well as provide data from PIL's 2010 user study of library use, research habits, and college students.