This is Part 2 of a three-part summary of selected articles from the journals of the American Association of School Librarians (AASL) over a period of thirty-five years from 1972 to 2007. This three-part series in the April, May, and June (2009) issues of "School Library Media Activities Monthly" ("SLMAM") will illustrate the evolution in professional thinking about the instructional role of the library media specialist and the library media center. Three major trends emerge from all the instructional issues depicted in the professional association journals. These three major trends will be covered in each part of this three-part series. Part 1: From Teacher-Centered to Student-Centered; Part 2: From Library-Focused to Information-Focused; Part 3: From Access-Measured to Evaluation-Measured. Each will be based on the direct observations and conclusions of the article authors. Part 2 focuses on the response to the Information Age and demands for critical thinking in the selection and use of information. Such skills apply to all academic disciplines and have implications for personal information use and workplace information application. Knowing what is in the library and where things can be found is minor compared to the greater demands of dealing with information accessed almost immediately from multiple sources. [For Part 1, see EJ837434.]