Summary

This chapter looks at the scholar of the future by considering what we know currently about the information-seeking behaviour of today's young people and how their practices may impact on the role of information providers and the delivery mechanisms they put in place. First, however, it attempts to debunk some myths that have grown up around the so-called ‘Google Generation’. Next, it examines the literature on information search behaviour, information evaluation skills, the social web, and young people's use of libraries, to establish what is known about young people's information seeking. Finally, it discusses the information literacy agenda and the policy implications emerging from the current ‘state of play’. The chapter's main findings are that much popular writing overestimates the impact of ICTs on the young, and that the ubiquitous presence of technology in their lives has not resulted in improved information retrieval or evaluation skills. It concludes that these skills need to be developed during formative school years – remedial information literacy programmes at university level are likely to be ineffective. Concerted action between libraries, schools and parents is recommended.

Introduction

When we talk about the future of libraries, newspapers, books, digital broadcasting and education, we often ignore one of the most important aspects. We tend to focus on information delivery and not on the nature of information seeking. The internet is clearly revolutionizing information delivery, but what are its impacts on information seeking, especially among younger internet users? The subject of this chapter is the scholar of the future and what we know, at what may be considered to be a very early stage in the internet revolution, about the information-seeking behaviour of young people and how this may impact on the role of information providers and their delivery mechanisms.

Marshall McLuhan developed the notion of the Gutenberg Galaxy in the early 1960s to describe a universe, based on the advent of the printed book, of linear exposition, quiet contemplation, disciplined reading and study (McLuhan, 1962). How are young people reacting to not only a profound change in the way that information is delivered, but also to the new kinds of information that the internet has brought into our homes, schools and colleges? Is the Gutenberg Galaxy still intact or is it about to be deconstructed?