Our goal is to understand how early adults conceptualize and operationalize research activities for course work and "everyday life" use and especially how they resolve issues of credibility, authority, relevance, and currency in the digital age. We have collected data from over 13,000 "early adults" enrolled in more than 60 community colleges and public and private colleges and universities in the U.S.
Frequently Asked Questions
At what stage is the study now?
There is a lot of research already about information literacy, how is this study different?
What practical impact is PIL meant to have?
How do we collect our data?
What is the history of PIL?
How can I contact PIL?
In January 2016, we completed a large-scale, two-year study, funded by the federal agency, Institute of Museum and Library Services (IMLS). The study asked, "how do recent college graduates find, evaluate, and use information for lifelong learning in the workplace and in their daily lives?" We released a 112-page report, "Staying Smart: How Today's Graduates Continue to Learn Once They Complete College."
In the study, we investigated how a sample of relatively recent graduates put information literacy competencies into practice as they meet their lifelong learning needs for staying competitive and employable in the workplace and engaging in civic affairs and personal development in life at large.
We built on our findings to develop a model of "shared utility" for describing the information seeking process for lifelong learning. The report includes 10 recommendation for improving lifelong learning resources and services that are feasible, practical, and affordable and that may help enhance lifelong learning opportunities in libraries, museums, and other lifelong learning settings.
The colleges and universities in the institutional sample are Belmont University, Ohio State University, Phoenix College, University of Redlands, Trinity University, University of Central Florida, University of Nevada at Las Vegas, University of North Carolina at Charlotte, University of Texas at Austin, and University of Washington.
Our survey dataset will be open access. We will post it on the PIL site and in the University of Washington Libraries digital repository by the end of February 2016. This study was conducted in partnership with PIL and the University of Washington's iSchool.
Unlike the majority of information literacy research studies, PIL is an ongoing, national research study "across" different types of campuses (community colleges, state colleges, and public and private universities) from different geographic areas in the U.S. We investigate information-seeking behavior through the lens of the student experience, using student interviews and surveys to learn about their methods, challenges, barriers, and practices.
Our goal is to help fill in some of the "missing pieces" of the information literacy puzzle and provide data that helps answer some of the following questions:
- How do early adults (in their own words) put their information literacy competencies into practice in learning environments in a digital age, regardless of how they may measure up to standards for being information literate?
- With the proliferation of online resources and new technologies, how do early adults recognize the information needs they may have and in turn, how do they locate, evaluate, select, and use the information that is needed?
- How can teaching the critical and information literacy skills that are needed to enable lifelong learning be more effectively transferred to college students?
So far, our research study has had considerable impact and added to understanding of information literacy issues in five key areas:
- How we, as a society, may understand the information problem-solving potential of current and recent U.S. college students who are an important subset of the "adult" cohort, given their unprecedented abundance in enrollment numbers, their professional destinies, and their likelihood to have "grown up digitally."
- How (and by how much) different types of institutions, and the pedagogical practices used, impact the information-seeking strategies of their students and recent graduates.
- How the design of numerous online resources available to early adults today, enhance or detract from their research experiences.
- How information literacy instruction is provided to students by professors and librarians for conducting course-related research and for "everyday life" research (e.g., health and wellness, finance and commerce, news, and politics or policy).
- How college curriculum that requires course-related research and everyday life research is developed and communicated to early adults.
We are information scientists who study information flows and information-problem solving strategies early adults use in the digital age. We use social science research methods (i.e., focus groups, online surveys, interviews, and content analysis) and employ an information-seeking behavior approach in our research. We collect data using large samples, mainly from students enrolled in college campuses situated throughout the U.S.
People often ask us, "Just how big of an operation is PIL?" We're smaller than most people think! We're hands-on and highly collaborative. PIL Team members have generously provided their time, effort, and access to their campuses to make our research studies possible. At any one time, there is a team of four or five of us working on a research study. But, at the same time, PIL is large in terms of our reach and scope of study. We have over 250 research liaisons who are employed at U.S. colleges and universities in our volunteer sample (map). This sample of institutions gives us access to 2.75 million undergraduates currently enrolled in college, or about one in seven of all college students in the US.
Through the years, dedicated volunteers on PIL's Research Team have helped us collect data out in the field and have contributed to our research efforts, including: Elizabeth L. Black (Ohio State University), Laureen Cantwell (University of Memphis), Jordan Eschler, Sarah Evans, Kate Faoro, and Kirsten Hostetler (University of Washington's iSchool), Sue Gilroy and Deborah S. Garson (Harvard), Kristine Lu (Columbia University); Sara Prahl (Colby College), Ann Roselle (Phoenix College), Carolyn Salvi (Tufts), Michele Van Hoeck (California Maritime Academy/CSU), and Sarah Vital (Saint Mary's College of California).
In 2006, a small team of faculty and librarians began to conduct a unique, exploratory research project about college students at Saint Mary's College of California (SMC). The study was led by PIL's Alison Head, then the Roy and Patricia Disney Visiting Professor in New Media at St. Mary's College, a small liberal arts college in the San Francisco Bay Area.
From this early work, PIL was founded in 2008 at the University of Washington's iSchool by Alison Head and Mike Eisenberg, co-founder of the Big6 Model, and Professor and Dean Emeritus at the iSchool. From 2008 through July 2012, PIL was co-directed by Head and Eisenberg.
In July 2012, PIL began a new chapter. PIL became a public benefit nonprofit, which worked in partnership with the University of Washington's Information School and in affilation with Harvard's Berkman Center for Internet and Society. PIL is dedicated to studying how early adults conceptualize and operationalize research in the digital age. In 2012, we began the PIL Passage Studies, a series of studies investigating the critical information transition early adults--first year college students and recent college graduates--go through in their lives. In 2016, we completed our eighth study, a large-scale study about lifelong learning, recent college graduates, and information seeking fo use in personal life, the workplace, and the community.
Today, PIL is directed by Dr. Alison J. Head, who is a Research Scientist in the University of Washington's iSchool.