22 Models of Information Literacy Part- 2

Dr Kishor John

  1. Introduction

We have already discussed some of the Information Literacy models in previous unit, the remaining information Literacy Models and the Information Literacy Standards are discussed in this unit. It is pertinent to mention here that students have to assimilate the processes and models given in the previous unit so that they are able to understand the models and standards given in this unit.

  1. Information Literacy Modules

The following models have been discussed in this unit 22:-

 

2.1 The Big Blue — Taxonomy of information skills
2.2 The Seven Steps of the Research Process
2.3 Information Literacy Scope and Sequence
2.4 Web-Based Information Searching by Sylvia Edwards
2.5 Six Frames for Information Literacy Education
2.6 The Seven Pillars of Information Literacy

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

3.Information Literacy Standards

 

3.1 “Society of College, National and University Libraries”; linked to the Seven Pillars of Information Literacy model.
3.2 ACRL’s “Information Literacy Competency Standards for Higher Education”
3.3 “Council of Australian University Librarians”/the Australian and New Zealand Institute for Information Literacy”
3.4 AASL’s Standards for the 21st Century Learners3
3.4 “Objectives for Information Literacy Instruction: A Model Statement for ` Academic Librarians”
3.5 AASL and AECT Information Literacy Standards for Student Learning.

2.1  The Big Blue — Taxonomy of information skills

 

This information literacy model “The Big Blue” 1, 2, 3 was developed by the JISC (Joint Information Systems Committee) for the post-16 and higher education communities. This was developed with a vision of the importance of information skills. JISC started this project in early 2001 and completed in 2002 and while completing this project it was considered that information literacy as a key core skill, and students are required information skills training to achieve this. The project has been jointly organized by Manchester Metropolitan University 4 and the University of Leeds. This project was conducted with a survey of students of higher and post-16 education to assess their current status of information literacy skills.

 

This Information Literacy Model 5 involved eight stages, and can be represented and expressed as under: –

 

Source: http://www.leeds.ac.uk/bigblue/finalreportful.htm

  • Step 1- Recognizing an Information Need: The first stage of this model is the recognition of information need is, this step suggests that at first stage students should be trained to identify their information needs.
  • Step 2- Addressing the Information Need: In this stage covers the addressing the information need, means students should properly address their needs, it also formulation of proper key words and search strategy and even select and evaluate information sources.
  • Step 3 – Retrieve Information: This stage covers retrieval of information as per decided keywords and formulated search strategy which should be able to answer his query, question and satisfy information requirement. This stage also involves selection and retrieval of right information.
  • Step 4 – Evaluate Information Critically: This stage involves the evaluation of the information and this should be done critically, because information should be evaluated with its relevance, purpose, currency, authority and the quality. If students find that the retrieved information is not relevant then user has to revise his strategy.
  • Step 5 – Adapt Information: This stage is belongs to adaptation of information which includes generation and creation of new knowledge for self and for others.
  • Step 6 – Organizes Information: This stage is extension of the previous stage, because the information that has been generated and created should be organized in ethical manner, which includes correct records of sources, by using style manuals.
  • Step 7 – Communicates Information : The success of this method and even process of information search is depend on communication of information in right manner, so the users of this information can be used and understood properly.
  • Step 8 – Reviews the Process: This is the last stage of this model, which includes examination or review of information, at this stage user has to able the answers the questions which was decided or emerged before him, if found that the information not useful, then user has to repeat the all stages to get right information, this process will inherit lifelong learning in user(s).

  2.2    The Seven Steps of the Research Process

 

Olin and Uris Libraries, Cornell University, Ithaca NY6 has developed an information literacy tool for students. This model was developed for students, which helps in finding information for research, this process also inherits ethical use of information, and it is effective when the users is having familiarity with the library system.

 

The seven steps of the Research Process7, 8, 9, 10, 11, 12 are given as under:-

  • Step 1: Identify & Develop Your Topic : This first stage belongs to the preparation of information students has to task, at this stage student has to indentify the topic, develops topic by framing questions, and decides keywords, on which he suppose to retrieves information.
  • Step 2: Find Background Information (Find): This second stage is very important in which student has to search background information by reading relevant information in encyclopaedia, articles, and textbook or even can refer his notebook.
  • Step 3: Use the Library Catalogue to Find Books & Media: After developing question and deciding keywords, and searching background information, he supposes to consult library catalogue to find books and the relevant media. He should write down all citations, subject heading and call numbers for exact search of information.
  • Step 4: Use Indexes or Databases to Find Periodical Articles (Find) : In the same manner students has to search indexes, databases to find periodical on the subject.
  • Step 5: Find Internet Sources (Find) : Use popular search engines to locate materials on the Web.
  • Step 6: Evaluate What You Find (Think & Reflect) : This stage belongs to the evaluation of the collected information; this can be done by checking quality of the information.
  • Step 7: Cite What You Find Using a Standard Format (Cite) : It is ethically correct to give credit where credit is due, so for this student has to cite his resources in correct manner.

   2.3 Information Literacy Scope & Sequence

 

This “Information Literacy Scope and Sequence” is a kind of research model and based on Bloom’s taxonomy, it offers a comprehensive framework for teaching and learning of information literacy skills.

This is five steps information literacy models, which are given as under:-

  • Question: This question stage is primary stage of this model, in this stage student has to make certain important things, such as recognize need of information, select topic, formulate questions, select suitable presentation form, and to decide the quantity of information.
  • Find: This stage belongs to the finding of information. In this stage student has to learn how is information will be found, verity of information (media), indentifies available sources (primary and secondary information sources) and electronic resources etc, decide criteria to select sources, then after decide search strategy, locate information on appropriate material from all possible resources.
  • Gather: This step is about how to gather information? In this stage students has to learn how to gather information, this task has to be completed attentively, purposefully, gather information through verity of sources, and also use ethical practices like citing sources.
  • Create: In this stage students learn how to organize or create a final result; means organize all sources though proper listing, Create Product, and apply legal and ethical practices.
  • Assess: This stage involves the practices of assessment of result and the process. This assessment can be done by its contents, format, completeness, effectiveness, strength, and weaknesses.

2.4 Web-based information searching

 

This model is basically based on literacy of web based information searching  and the philosophy of variation is adopted to understand and to teach information literacy in web based environment, it is presumed that variation is a primary factor to encourage students learning same mode it can be found our ways to encourage students to learn. This model has identified basic four categories, which are actually variations amongst the students through these students search and learn to search information.

  

The four categories have been indentified, are given as under:-

  •  Category 1: Information searching is seen as looking for a needle in a haystack: It was observed that in normal course of search students are tend to use one or two search engines, which are their favourite,they are more familiar with, they trust most, and have been recommended by the peers. But this restricts their search because other search engines may have better options and features. 
  • Category 2: Information searching is seen as finding a way through a maze: This category shows about awareness of the process or planning of the searching information on web, since the information search has become more important so that student has to use advance search features, search quality information, and have to have completely aware with variety of search tools and options. This has to be learned by the students to search relevant and quality information.
  • Category 3: Information searching is seen as using the tools as a filter: This category shows about awareness information environment, it also includes a clear understanding of every aspect of the online environment. In this stage students have to show their ability to generate results, for that they have to use advance search options as instruments.
  • Category 4: Information searching is seen as panning for gold: This category emphasizes on quality of information, the only aspect remain after going through the above categories, i.e. external databases, internet databases, and term analysis. These should be included for achieving perfection in the learning process.

 It is further suggested that while educating information searching skills students should be encouraged to distinguish their information searching process and experience how he can distinguishes difference search options and experiences, and they should be encourage in such type of search process. 

 

Sylvia L Edwards 15 has further cleared about four areas which should be considered in this variation model, are:- 

  • Provide students with opportunities for reflection;
  • Improve assessment to make it both authentic and encourage students to see the variation;
  • Use online tools to further enhance the learning experience; and
  • Finally, encourage staff development to enable understanding and application of the findings.

It is necessary to design exercises and assessments for students so that they can experience the variation methods, it is also essential to students are to be allowed to reflect the variation in information searching experiences. This variation method certainly will lead to students to move into a higher level of information searching experience?

 

2.5  Six Frames for Information Literacy Education

 

This model of information literacy i.e. “Six Frames for Information Literacy Education” 16 is based on certain assumption/presumptions. The presumption is about the idea that teaching, learning and Information literacy are being seen differently by participants.

 

The presumptions are:

  •   People see information literacy, learning and teaching differently.
  •   People see teaching and learning differently.
  •   People also see information literacy differently.

Following six frames 17 have been devised through the experimenting above given presumptions:-

 

Source: http:// www.ics.heacademy.ac.uk/italics/vol5iss1.htm

Each frame conveys a particular analysis of IL, information, curriculum focus, learning and teaching, content, and assessment.

 

2.6 SCONUL Seven Pillars of Information Literacy

 

 SCONUL (Society of College, National and University Libraries formerly known as Standing Conference of National and University Libraries; Ireland and UK) was founded in 1950 and in the year 1999 the SCONUL Working Group on Information Literacy has developed “Information Skills in Higher Education” i.e. known as Seven Pillars of Information Skills Model 18. This model has proved its utility all over the world and been adopted by librarians and teachers to deliver information skills to their learners.

 

During the year 2012 the model has been was updated and expanded to meet the concept of Information Literacy in ICT era, the new model is a generic “core” model for Higher Education, which contains a series of “lenses” that can be applied to represent the different groups of learners.

 

A series of “lenses” 19 is developed for different users so the model can be applied in specific situation. The model is depicted in three dimensional circular “building”, the circular nature of the model that express to become information literate is not a linear process; and all pillars are repeatedly closely linked.

 

The top view and front view of the SCONUL Model can be represented as under:-

 

Each pillar is further described with set of skills/competencies and a set of attitudes/understandings. It is expected that as a person travel through pillar to pillar in circular motion understands/grasp attributes of each pillar and this process converts him into information literate person.

 

The brief information of each pillar are given as under:-

 

Information Literacy Standards

  • “Society of College, National and University Libraries”; linked to the Seven Pillars of Information Literacy model.
  • ACRL’s “Information Literacy Competency Standards for Higher Education”
  • “Council of Australian University Librarians”/The Australian and New Zealand Institute for Information Literacy”
  • AASL’s Standards for the 21st Century Learners
  • “Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians”
  • AASL and AECT Information Literacy Standards for Student Learning

The brief details of the above given information literacy standards are given as under:-

3.1 The “Society of College, National and University Libraries” i.e. SCONUL is the same as we discussed in the above given explanation in Seven Pillars of Information Literacy Model.

 

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

 

ACRL information literacy standards 22 were initially reviewed by the ACRL Standards Committee and then after were approved by the Board of Directors of the Association of College and Research Libraries (ACRL) on January 18, 2000. These standards provide a frame work to assess the information literacy of individual. The competencies outlined in the process identify a student as information literate. These standards contains includes competencies, five standards and twenty-two performance indicators.

Going through the competencies, standards and performance indicators “information literate individual is able to:

  •  Determine the extent of information needed
  •  Access the needed information effectively and efficiently Evaluate information and its sources critically
  •  Incorporate selected information into one’s knowledge base
  • Use information effectively to accomplish a specific purpose
  • w Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.” 23

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

 

The Australian and New Zealand information literacy (ANZIL) framework 24 is derived, from the Association of College and Research Libraries’ (ACRL) Information literacy competency standards for higher education.

The Australian and New Zealand Information Literacy Framework developed in 2004 by the Australian and New Zealand Institute of Information Literacy. The Information Literacy Framework is developed to reflect new understandings of information literacy. The ANZIL framework 24 is based on four overarching principles, according to these principles information literate people:-

  • Engage in independent learning through constructing new meaning, understanding and knowledge
  • Derive satisfaction and personal fulfilment from using information wisely
  • Individually and collectively search for and use information for decision making and problem solving in order to address personal, professional and societal issues
  • Demonstrate social responsibility through a commitment to lifelong learning and community participation

These standards identify that the information literate person should:-

  • “recognizes the need for information finds needed information effectively and efficiently
  • critically evaluates information and the information seeking process
  • manages information collected or generated
  • applies prior and new information to construct new concepts or create new understandings
  • uses information with understanding and acknowledges cultural, ethical, economic, legal, and social issues surrounding the use of information” 25

 3.4  AASL’s Standards for the 21st Century Learners

 

The American Association of School Librarians (AASL), was established in 1951, it is a important division of the American Library Association (ALA). The main function of the AASL is to support excellence, facilitate change, and develop leaders in the school library field; in support of mission the AASL has developed Standards for the 21st-Century Learner 26 in 2007 to promote information literacy in school libraries.

 

As per the philosophy of the Information Literacy AASL has developed this model to facilitate information
literacy, because learners use these skills to:-

  • “Inquire, think critically, and gain knowledge.
  • Draw conclusions, make informed decisions, apply knowledge to new situations, and create new
    knowledge.
  • Share knowledge and participate ethically and productively as members of our democratic society.
  • Pursue personal and aesthetic growth.”

This standard has indentified main four components of this model, and each component has to reply meet key
question, this model can be presented in tabular form as under:-

Source:http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.df

 

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

 

The ACRL has developed In Model Statement of Objectives for Academic Bibliographic Instruction 28 in 1987, and it was felt by the Instruction Section of ACRL that the these instructions are not able to meet the complexities of new situations i.e. ICT, then a Task Force was created in 1997 to review earlier model. The Task Force began its work at ALA Annual in 1998. The Task Force has created “Information Literacy Competency Standards for Higher Education” in 2000.

 

The model has following four Competency Standards and performance indicators:-

  • “Competency Standard One: The information literate student determines the extent of the information needed.
  • Competency Standard Two: The information literate student accesses needed information effectively and efficiently.
  • Competency Standard Three: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
  • Competency Standard Four: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
  • Competency Standard Five: The information literate student understands many of the economic, legal and social issues surrounding the use of information and accesses and uses information ethically and legally.”
  • 2 AASL and AECT Information Literacy Standards for Student Learning

AASL and AECT (American Association of School Librarians and Association for Educational Communications and Technology) has jointly developed information literacy model 30 in 1998 and 2007 for the students of K-12 Standards. This model has given a comprehensive view of IL.

 

These nine national standards and twenty-nine indicators provide the framework for the standards:-

  • “INFORMATION LITERACY: The student who is information literate:
    1. Accesses information efficiently and effectively
    2. Evaluates information critically and competently
    3. Uses information effectively and creatively
  • INDEPENDENT LEARNING: The student who is an independent learner is information literate and:
    1. Pursues information related to personal interests
    2. Appreciates and enjoys literature and other creative expressions of information
    3. Strives for excellence in information seeking and knowledge generation
  • SOCIAL RESPONSIBILITY: The student who contributes positively to the learning community and to society is information literate and:

       7. Recognizes the importance of in formation to a democratic society

   8.Practices ethical behaviour in regard to information and information technology respects the principles of intellectual freedom respects intellectual property rights uses information technology responsibly

   9.Participates effectively in groups to pursue and generate information.”

 

Conclusion

 

It has been explained through the details given above that the information literacy modules and the information literacy standards developed by the individuals /associations /organizations are useful to develop the information literacy skills in the individuals. It is a kind of drive which is required to be maintained / initiated by the educational institutions to teach information literacy skills in day to day routine and must be included in their curriculum, and libraries should be made a principal agency to carry this initiatives. Information literacy is an innovative standard for lifelong learning in the library and information environment. The steps have been illustrated in the modules and standard transform information into knowledge and also empower individuals in a state of information literate persons, simultaneously develop intelligence in regards to use information.

 

References

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