Teachers must be prepared to "teach students to become critical thinkers, intellectually curious observers, creators, and users of information (Lenox 1993)." The goal is to prepare students early on to "learn how to learn" and carry these skills into other areas of their lives so that they can be independent seekers and consumers of information throughout their lives. Teachers of all subjects must blend their traditional fact-based approach with an emphasis on learner-based inquiry and the scientific inquiry process. This means shifting some of the responsibility of gaining knowledge from the teacher to the student and allowing students to develop questions, strategies to search for answers, and formulate conclusions. It also means having fewer lectures and replacing them with applied strategies for information literacy. 

Because becoming information literate is an active process, requiring the seeking out of knowledge from multiple sources rather than passively receiving and repeating back facts, the teacher's role must evolve from the giver of knowledge into being more of a coach or guide. Teachers, professors, teaching assistants, librarians, administrators, and the community must collaborate to develop ways to involve the students not only in using classroom materials but also in using resources from the broader community and the mass media. 

Becoming information literate will involve a drastic change from the way many students are accustomed to learning. First of all, it requires students to be more self-directed in their learning. This kind of independent, active learning prepares students for real-life problem solving (Breivik and Gee 1989). Also, in becoming information literate, students will assume more responsibility for their own learning either individually or in work groups. As students become more competent with their use of information resource options, they become aware of their individual styles of learning and preferred ways of assimilating knowledge (Bleakley and Carrigan 1994). 

One successful method for developing information literacy skills is through resource-based learning, which involves having students assume more responsibility for locating the very materials from which to learn. This approach develops lifelong learning skills because students are learning from the same sources which they will come to use in their daily lives such as books, newspapers, televisions, databases, government documents, subject matter experts, and others (ALA 1989). Moreover, resource-based learning provides an added advantage, which allows students to choose materials that match their academic levels and preferred learning styles thus individualizing the learning process for the individual student. 

Bleakley, Anne and Carrigan, Jackie L. 1994. Resource-Based Learning Activities: Information Literacy For High School Students. American Library Association, Chicago, IL. 

Breivik, Patricia Senn and Gee, E. Gordon. 1989. Information Literacy: Revolution in the Library. American Council on Education and Oryx Press, Phoenix, AZ.