21 Models of Information Literacy Part – 1

Dr Kishor John

Introduction

We are living in the Information Age, in which information is increasing rapidly. In this age we can access any information at any point of time and information sources are available to us 24 hours a day, 7 days a week. Moreover we have to be more conscious about the right information because information which is so easily and quickly available does not represent that all is worthwhile or even true. This ICT age requires specific skills that enable us to use information technologies effectively and efficiently to find, manage, and the ability to critically evaluate and ethically apply to solve a problem.

‘Information Literacy’ was initially introduced by Zurkowski 1 in 1974 and propagated it as “Information Skills” that “refer to people who are able to solve their information problems by using relevant information sources and applying relevant technology”. Since then this phenomenon has evolved and become primary duty of the library and information centers and developed as a important branch of Library and Information Science.

Information Literacy Modules

There are a number of IL Modules2, 3 developed by the different organizations and individuals, I have indentified the following modules and these are incorporated in two modules i.e. 21 module and 22.

2.1	Search Process Model
2.2	The 8Ws by Lamb
2.3	Jamie McKenzie’s Model of IL
2.4	Seven Faces of Information Literacy
2.5	Research Steps to Success
2.6	Sauce Model
2.7	PLUS Model
2.8	Big6 Skills
2.9	The Big Blue — Taxonomy of information skills
2.10	The Seven Steps of the Research Process
2.11	Information Literacy Scope and Sequence
2.12	Web-Based Information Searching by Sylvia Edwards
2.13	Six Frames for Information Literacy Education
2.14	A Framework
2.15	The Seven Pillars of Information Literacy

Note: The models have been given in accordance to their chronological manifestation.

Information Literacy Standards

2.16 “Society of College, National and University Libraries”; linked to the Seven Pillars of Information Literacy model.

2.17ACRL’s “Information Literacy Competency Standards for Higher Education”

2.18 “Council of Australian University Librarians”/The Australian and New Zealand Institute for Information Literacy”

2.19 AASL’s Standards for the 21st Century Learners3

2.20“The Nordic Council for Scientific Information”

2.21 “Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians”

2.22AASL and AECT Information Literacy Standards for Student Learning

2.1 Search Process Model

Kuhlthau 4 has developed search process model to study the temporal nature of the user in search process; to understand the emotions involved in information searching and to see the search as a holistic process.

She experienced that at initial stage user cannot identify what he/she knows or what he doesn’t and as he moves through searching and starts gaining knowledge; moves towards certainty from uncertainty, simultaneously he increases his confidence through personal interest. It was also experienced that as user moves on he becomes more confident and develops understanding towards topic.

Kuhlthau 5 has developed this search process model which involves six stages; these stages are given below along with their some description to understand this model.

2.1.1 Initiation – This is initial stage of search process, in this stage user correlates present project with past project in term of search process and starts discussing with other users and formulates different approaches to find information. This stage is the stage of uncertainty and confusion.

2.1.2 Selection – In this stage user starts search through general approaches and combines his personal interests in search. Through this preliminary search user tries to look for alternative options. User continues discussions with other users for précising topic and approaches, after this process the confidence level increases and feels that he is closer to his topic and approaches.

2.1.3 Exploration – This stage involves exploration, in this stage the user has expended his understanding towards topic and feels focused, but again he become confused because the amount of information he has retrieved through general approaches if numerous.

2.1.4 Formulation – This stage is related with formulation of right topic and approaches because after retrieving information, he starts segregating focus topic through making notes and discussing with other users and feels more confident through his success.

2.1.5 Collection – This stage belongs to collection of information, as after working with the system to find focused information, and starts collect information which fits with his topic. This stage removes all confusion and uncertainty.

2.1.6 Closure – In this stage user completes his search and starts writing report. Sometimes user tries to recheck for any missed information. At this stage user feels satisfied with his information search and what he has retrieved.

2.2 The 8 W’s Literacy Model

The 8Ws Model was formulated by Annette Lamb 6, 7 in 1990s. This is a project based model which extends opportunity to the students to explore on their on and learn complexities of information literacy. The explanation of the steps8 is given as under:-

2.2.1 Watching – In this first stage of this model user explores and considers his surroundings, means in this stage user asks to observe their surroundings. It also asks students to understand his surroundings from family needs to global concerns.

2.2.2 Wondering – In this stage the user checks his prior knowledge in reference to the topic, issue and question; for this user focuses on options, discusses ideas, identifies problems and then develops questions.

2.2.3 Webbing – This stage directs user/student to locate or search information related to his topic, and question. Information which has been collected may lead to new question or possibility and new area of interest. User selects all relevant information and then organizes them into meaningful manner.

2.2.4 Wiggling – In this stage user evaluates information which has been collected at earlier stage, because at this stage user is uncertain about what he has collected is relevant or not or collected information will go with the topic. It also involves its perspectives.

2.2.5 Weaving – In this stage user organizes the ideas and formulates plans. In this stage user also focuses on application, analysis and synthesizing of information.

2.2.6 Wrapping – This stage is very important stage because in this stage users creates packaging ideas i.e. solution. He analyses information according to the needs of users, and also analyses about its meaningfulness.

2.2.7 Waving – In this stage user communicates ideas through presentation or sharing. He may ask usefulness of the searched information.

2.2.8 Wishing – This stage belongs to assessment. It is necessary to assess because after a long process of searching relevant and meaningful information, which may help him to make future possibilities.

2.3 Jamie McKenzie’s Model of Information Literacy

McKenzie’ 9 has elucidated that IL has three major components, these are Prospecting, Interpreting and Creating New Ideas, he has further explained that Prospecting is related with the navigating ideas and ability to sort, sift and selecting related data or information, Interpreting is related with the translation or conversion information into knowledge and make it into a presentable form which can be easily understood by the information seekers, and last stage i.e. Creating New Ideas is related with the development of new insight, means the information seeker should build up his own idea to interpret the information.

The author felt that most of the students of schools are surfing net without any IL skills and students are being forced into INFO-SEA, most of the teachers are amateurs and hucksters, same time schools are spending huge amount on ICT infrastructure. McKenzie has worked almost a year and half at Bellingham through vital access to the Web, and found three strategies to optimize the learning experience of staff and students: –

Virtual Museums
Curriculum Pages
The Research Cycle 10, 11, 12,

2.3.1 Virtual Museums

Jamie McKenzie has observed that Bellingham has eighteen schools and all were connected to the Internet, and he found that all websites were little substance, little content and little utility. In this Virtual Museum project he involved students and teachers to create meaningful websites, and help “students to learn HTML as well as the skills of gathering and interpreting artefacts and information”. This way student learns in constructive manner and builds meaningful websites.

2.3.2 Curriculum Pages

The author has found that the curriculum contents of the websites are chronic and typical, media rich but content poor, and time consuming. So it was decided that student were forced to build their own curriculum related sites. It was found that student has made a resourceful websites and contents are also useful.

2.3.3 The Research Cycle

It was learned that the approached towards research by the student are inadequate and old because in the information rich environment they are unable to meet essential learning goals. Moreover the students are having all type of support to conduct their research, so it was felt that there is a need to reinvent the concept of research, upgrading the inquiry method, questioning method, evaluation method with additional component i.e. Teaming. To achieve this teachers have been engaged in a staff development course entitled “Launching Student Investigations.” This course was based upon the Research Cycle developed by McKenzie in 1995.

For teaching teams of students the following steps of RESEARCH CYCLE have been developed and adopted: –

2.3.3.1 Questioning

The most of the research used to be current, contemporary, relevant and topical, and normally student have been asked to find out information on a particular topic. This type of assignments or research compels students to do “cutting and pasting” – even, which is more ridiculous. Then they have emphasized on “research questions which require either problem-solving or decision-making.” This questioning method inherits the problem solving and decision making capacity of the students.

2.3.3.2 Planning

The student team has to spend time in framing sub-questions of the main questions. They may ask

Where the information might lie?
What sources are likely to provide the information
What source can provide the information efficiently?
Which resources are more reliable?
How will they sort, sift and store their findings? (Database? word processing file?)

2.3.3.3 Gathering

After deciding or defining questions a thoughtful and productive planning has to be made to proceed further to collect useful and relevant information through searching good information sources swiftly and efficiently. Otherwise, teams might waste their valuable time just searching insignificant information. It is also important that the team may only use the Internet in many cases, but some time books and CD-ROMs might be more efficient and useful.

2.3.3.4 Sorting and Sifting

After collecting the required information and while gathering information team might collect/gather plentiful information, so it is necessary to look insight of the all collected/gathered information and the sorting and sifting of useful information is done. It is quite necessary because this action will help in next step i.e. synthesizing.

2.3.3.5 Synthesizing

Synthesizing is connected with the arranging and rearranging information in accordance to the answer of the question.

2.3.3.6 Evaluating

At this step teams being asked to evaluate synthesized information and examine the information which are going to be reported in next stage and see that collected information is really providing the answer of the question or not. This might require repetitions of the research cycle.

2.3.3.7 Reporting

At this stage team has to report his result through a persuasive presentation. This might be presented through multimedia presentation or any suitable presentation so that the proper communication of the result can be shown out.

2.3.4 On the Horizon

After finishing the above steps the author has found that the teams/students have achieved great command over information literacy and this research cycle model inherits life long learning skill in students. Through this method the students can face any challenge and cope with the every challenge of changes are taking place in ICT.

2.4 Seven Faces of Information Literacy

The author (Christine Susan Bruce) 13 has experienced different faces of information literacy at workplaces, these faces of information literacy have following characteristics:-

Varying emphases on technology;
Emphasis on holding broad professional responsibilities, rather than specific skills;
Social collaboration or interdependence between colleagues, rather than an emphasis on individual capability;
Need for the partnership of information intermediaries;
Emphasis on intellectual manipulation of information rather than technical skill with IT.

She further clarified that each face has three main components and these elements are essential and exists in each face. Two elements namely information technology and information use are present in all the faces and the third element is a unique element and which vary in each face depending on situation.

The seven faces 14, 15 of information literacy are given as under:-

2.4.1 First Face: The IT Experience

This face involves two permanent elements i.e. Information use and information technology and one temporary element i.e. Information Scanning. In this face the information technology plays vital or focal role for manipulating information. It also indicates that information literacy is totally depending on usability and availability of Information Technology. The individual who scan the information through IT has a high level of information awareness.

2.4.2 Second Face: The Information Sources Experience

This face involves two permanent elements i.e. Information use and information technology and one temporary element i.e. Information Sources. In this face the information sources play focal role to identify the level of information literacy. In this face information literacy is experienced in terms of knowledge of information sources and an ability to access information sources independently or via library and information service providers. This face emphasis on knowledge of information sources which makes it possible to retrieve the information which is contained in information sources , further it can also be formulated that a person should know information sources and their structure;

know information sources and using them independently; and know information sources and

using them flexibly, either independently or through any source.

2.4.3 Third Face: The Information Process Experience

This face involves two permanent elements i.e. Information use and information technology and one temporary element i.e. Information Process. This face quality of information processes. Because some of the users may know how to manipulate information process to find desired information, the information process is like a creative art and it is implemented differently by different people in different context. In this face the information literacy can be seen as the ability to tackle novel conditions

2.4.4 Fourth Face: The Information Control Experience

This face involves two permanent elements i.e.Information use and information technology and one temporary element i.e. Information Control.This face has a complete dependence on Information Control; it was stated that there are three forms of information control viz., control of information is established using filing system; control of information is established using memory; and control of information is established through computers for storage and retrieval. This is special kind of information literacy, and it can be seen who can use any media to search information and can retrieve and manipulate it when required

2.4.5 fifth Face: The Knowledge Construction Experience

This face of information literacy involves two permanent elements i.e. Information use (with special aspect i.e. critical analysis) and information technology and one temporary element i.e. Knowledge Base. The Knowledgebase is totally depending on critical analysis of Information; it is a personal perspective because knowledge base and critical analysis of information are varies from person to person. It is based on awareness and experience of knowledge creation, evaluation and analysis rather then searching information.

2.4.6 Sixth Face: The Knowledge Extension Experience

This face of information literacy involves two permanent elements i.e. Information use (with special aspect i.e. intuition) and information technology and one temporary element i.e. Knowledge Base. In this face “information use” remains at focal point alongwith intuition and this stage fit in to knowledge extension rather then knowledge constructions. This face belongs to extensive personal knowledge and experience together with creative insight or intuition, this creative inside vary person to person it can be considered as a level of information literacy because this built new knowledge and approaches towards tasks and can handle novel situations.

2.4.7 Seventh Face: The Wisdom Experience

This face of information literacy involves two permanent elements i.e. Information use (with special aspect i.e. Values) and information technology and one temporary element i.e. Knowledge Base. In this face “information use” remains at focal point alongwith values. This face based on wisely use of information, linking the personal values in information use. Wise use of information may be taken as taking judgment, making decisions, and performing research, alongwith values the wise use of information some times interweaved with attitudes and beliefs. This type of face of information literacy generates ethical use of information.

(Source of all diagrams: http://www.christinebruce.com.au/informed-learning/seven-faces-of-information-literacy-in-higher-education/)

2.5 RESEARCH STEPS TO SUCCESS

This model of information Literacy was developed by Sandra Hughes 16 and this method is helpful in solving information problem of answering a research question, this method flows in four steps or research process/research steps. It was experienced that as we can find the research answer after completing all steps of the model.

The details of this model 17, 18, 19 and the steps are given as under:-

2.5.1 Preparing For Research

This is first step involves preparation for research, the main functions of this step is to organize thinking, define task, brainstorm ideas and possible sources of information. These functions will help in narrowing topic and to make a tentative plan to search required information.

2.5.2 Assessing Resources

This is the second step; in this a user has to check topic, research planning, and check resource planning and the make a perfect information search strategy. After deciding the best information sources user proceeds on locating finding them that may be useful to answer research question(s).

2.5.3 Processing Information

The third step is processing information. This process involves evaluation of information source and then finds out important information sources from the sources have been chosen for. This can be done through reading, listening or viewing information. Some time information regarding research question may be collected through interview or questionnaire. After collecting information user suppose to organize and make sense of it, and then develop his own ideas.

2.5.6 Transferring Learning

The last step involves transferring of learning, after solving the problem or finding the answer of research question it is necessary to make it in a presentable form. This presentation form should cover the finding and the solutions of the research question. It is also necessary to make suitable presentation through a selecting best presentation form and then present it before suitable audience.

2.6 Sauce Model of Information Literacy

SAUCE 20 is a process for users to use in a research, problem solving and inquiry learning. This model was initially developed in the year 1999 and then it was slightly revised in April 2009. The model given here is an updated version of SAUCE. This model was created by Trevor Bond 21. 22 and this can be depicted as information literacy, an inquiry learning, and problem solving or research process. This model is a kind of tool which develops understating of users and trains them to search required information effectively. The framework (figure) guides users in every step into research and also into finding relevant information to solve the problem. This is also regards a tool for teacher to guide their students. Through this the user can effectively assess and evaluate the information search process, and also become an information literate individual.

It was observed that information literacy skills covers various types of skills, in other words it can be said that this consists critical and technical skills. This model inherits information literacy capabilities so can do much more that just gathering and presenting information. The process of the SAUCE model is given as under:-

2.6.1 Setting the Scene

The success and failure of the task depends on the key words/phrases for the from probable information sources, this is primary and important for the task. This task also incorporates appropriate cognitive verbs. Verbs to be linked with the Bloom’s revised taxonomy and this will help user into cross over all the stages of this model. At this stage user/learner supposes to formulate the information seeking questions.

2.6.2 Acquire

This stage of the SAUCE model involves several steps which are 6 main steps; the learner has to go through these steps and might return to the previous steps to review the progress or to make sure that the information search is going into the right direction.

The steps of this process are:

Define key words and phrases
Write the search questions
Choose appropriate source
Select relevant information
Validate information
Assess and review progress

2.6.3 Use

According to the Trevor Bond “ “To be information literate is to be able to locate access, acquire, comprehend, analyze and critique relevant information, then utilize it to make valid, informed decisions and also communicate those decisions appropriately with validation where necessary.” this step of the model stresses on use of information. The learner should utilize the information to solve the problem; this should be done by just conveying the final solution of the problem.

2.6.4 Communication

It is an assumption that the end product should be in printed form, but when we come across cautiously at the verbs which have been used in higher level task resultantly we find our product in an artefact, idea, product or solution. This express that end product may be in any form or media etc. This also indicates that the communication should be in a creative form.

The evaluation of the solution is depends on the two aspects, First Product and the Second Process, and the model has minor focus on product and the major focus on process, because the SAUCE model is developed to teach Information Literacy Skills rather just to find out the solution of the any research question or the solution of the any problem.

2.7 PLUS Model

The PLUS model was developed by the James Herring 23 and published in 1996 the author has experimented this model cautiously and then implemented with great success, and this model has been used in schools in the U.K., South Africa, Australia, and New Zealand. The main elements of the PLUS model are Purpose, Location, Use and Self-evaluation. This model helps to students in completing their research assignments and even it also inherits the capabilities of information literacy skills.

This model incorporates basic elements of information literacy skills and also adds emphasis on thinking skills and self evaluation.

The PLUS 24, 25, 26, 27 model is described and discussed as under:-

2.7.1 Purpose

First to identify information need.
Learn to frame research questions
Plan a research using flowchart.
Identify keywords.

2.7.2 Location

Select suitable information source.
Locate information through library catalogues, indexes, databases, CD-ROMs or search engines.

2.7.3 Use

Evaluate relevancy of retrieved information.
Skim and scan information.
Taking notes.
Presenting and communicating information.
Write a bibliography.

2.7.4 Self-evaluation

Reflect on what has been learnt and being able to come to a conclusion based on information found.
Carry out a personal information skills audit.
Identify successful information skills strategies.

It can be said from the above diagram and description “the PLUS model is not necessarily a linear model although some students may progress from Purpose to Self-Evaluation without a problem.” Sometimes student or learner may have to take back step just to refine purpose and framing fresh question to search desired information.

2.8 Big6 Skills

The Big6 i.e. IL Model was formulated by Mike Eisenberg and Bob Berkowitz 28, “the Big6 is extensively known and generally used to teach ICT skills used in thousands of K-12 schools, higher education institutions, and corporate and adult training programs, the Big6 information problem-solving model is applicable whenever people need and use information. The Big6 incorporates information search and use in a systematic process to find, use, apply, and evaluate information for specific needs.”

We all are overloaded with stuff of information and we don’t know or don’t follow any specific method of action to find out desired information, the authors have expressed that “we are surrounded by information, but we can never seem to find what we want, when we want it, and in a form we want it so that we can use it effectively”., that further stated that “It’s the smarter solution—one that helps students develop the skills and understandings they need to find, process, and use information effectively. This smarter solution focuses on process as well as content. Some people call this smarter solution information literacy or information skills instruction. We call it the Big6.”

The Big6 is a process model of solving information problem, The Big6 was developed from observations and study; and was established a six stages formula for solving ICT related information problems, which can be represented in following way:-

In this process of problem solving every stage has two sub stages, and all the stages compliment each other in a linear way and each stage doesn’t waste the time of the information seeker, it was also found that in all stages are successfully addressed in all successful problem solving state. It was also suggested by the authors that these stages can be implemented or integrated in active classroom teachings to develop or inherit the information problem solving process.

Conclusion

The above discussion shows that models which have been discussed are great contributions towards information literacy and certainly information literacy has great impact on the success of educational life, professional life and it inherits life long learning for every one. The above discussion also indicates that some modules are beneficial for school students/college students and some are beneficial for the research scholars and professionals.

STORY BOARD /CHUNK TEXT

Introductions

Information Literacy Modules

2.1	Search Process Model
2.2	The 8Ws by Lamb
2.3	Jamie McKenzie’s Model of IL
2.4	Seven Faces of Information Literacy
2.5	Research Steps to Success
2.6	Sauce Model
2.7	PLUS Model
2.8	Big6 Skills
2.9	The Big Blue — Taxonomy of information skills
2.10	The Seven Steps of the Research Process
2.11	Information Literacy Scope and Sequence
2.12	Web-Based Information Searching by Sylvia Edwards
2.13	Six Frames for Information Literacy Education
2.14	A Framework
2.14	The Seven Pillars of Information Literacy

Note: The models have been given in accordance to their chronological manifestation.

Information Literacy Standards

2.23 “Society of College, National and University Libraries”; linked to the Seven Pillars of Information Literacy model.

2.24 ACRL’s “Information Literacy Competency Standards for Higher Education”

2.25“Council of Australian University Librarians”/The Australian and New Zealand Institute for Information Literacy”

2.26 AASL’s Standards for the 21st Century Learners3

2.27 “The Nordic Council for Scientific Information”

2.28 “Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians”

2.29 AASL and AECT Information Literacy Standards for Student Learning

2.1 Search Process Model

Kuhlthau 5 has developed this search process model which involves six stages; these stages are given below along with their some description to understand this model.

2.2 The 8 W’s Literacy Model

The 8Ws Model was formulated by Annette Lamb 6, 7 in 1990s. This is a project based model which extends opportunity to the students to explore on their on and learn complexities of information literacy.

2.3 Jamie McKenzie’s Model of Information Literacy

Virtual Museums
Curriculum Pages
The Research Cycle 10, 11, 12,

2.5 Seven Faces of Information Literacy

The author (Christine Susan Bruce) 13 has experienced different faces of information literacy at workplaces, these faces of information literacy have following characteristics:-

Varying emphases on technology;
Emphasis on holding broad professional responsibilities, rather than specific skills;
Social collaboration or interdependence between colleagues, rather than an emphasis on individual capability;
Need for the partnership of information intermediaries;
Emphasis on intellectual manipulation of information rather than technical skill with IT.

2.5 RESEARCH STEPS TO SUCCESS

2.6 Sauce Model of Information Literacy

SAUCE 20 is a process for users to use in a research, problem solving and inquiry learning. This model was initially developed in the year 1999 and then it was slightly revised in April 2009. The model given here is an updated version of SAUCE. This model was created by Trevor Bond 21. 22 and this can be depicted as information literacy, an inquiry learning, and problem solving or research process. This model is a kind of tool which develops understating of users and trains them to search required information effectively. The framework (figure) guides users in every step into research and also into finding relevant information to solve the problem. This is also regards a tool for teacher to guide their students. Through this the user can effectively assess and evaluate the information search process, and also become an information literate individual.

2.7 PLUS ModeL

This model incorporates basic elements of information literacy skills and also adds emphasis on thinking skills and self evaluation.

2.8 Big6 Skills

Summary

References

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