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The similarities in scope and objectives between information literacy and media literacy education are remarkable. On the surface, each is concerned with issues of access, analysis, evaluation, and use or production. But even beyond these basic tenets, guiding learners toward critical thought, creative agency, ethical use and production of information, and civic empowerment are shared concerns. In fact, as we begin to work with the generation of students dubbed "Generation M" by the Kaiser Family Foundation, we will increasingly find the distinctions between information and media literacies breaking down. Generation M, or the media generation, has grown up steeped in media exposure and with unprecedented access to technologies enabling information consumption and production. Recognizing and addressing the unique relationship this generation feels to media and information offers us an exciting opportunity to re-imagine information literacy instruction at the college level. Additionally, media literacy instruction invites librarians to forge dynamic working partnerships with professors, information technologists, and local media activists. While the term "information literacy" might alienate some potential allies, media studies scholarship is a familiar discipline for faculty and media-makers already working with film, television, journalism cyber-journalism, and digital media.