{"id":121,"date":"2018-07-12T05:28:55","date_gmt":"2018-07-12T05:28:55","guid":{"rendered":"http:\/\/lisp15.epgpbooks.inflibnet.ac.in\/?post_type=chapter&p=121"},"modified":"2018-07-30T12:28:27","modified_gmt":"2018-07-30T12:28:27","slug":"models-of-information-literacy-part-1","status":"publish","type":"chapter","link":"https:\/\/ebooks.inflibnet.ac.in\/lisp15\/chapter\/models-of-information-literacy-part-1\/","title":{"rendered":"Models of Information Literacy Part – 1"},"content":{"raw":"\u00a0 \u00a0 Introduction<\/strong>\r\n\r\n \r\n

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.<\/p>\r\n \r\n

\u2018Information Literacy\u2019 was initially introduced by Zurkowski 1 in 1974 and propagated it as \u201cInformation Skills\u201d that \u201crefer to people who are able to solve their information problems by using relevant information sources and applying relevant technology\u201d. 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.<\/p>\r\n\r\n

    \r\n \t
  1. Information Literacy Modules<\/em><\/strong><\/li>\r\n<\/ol>\r\n

    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.<\/p>\r\n \r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
    2.1<\/td>\r\nSearch Process Model<\/td>\r\n<\/tr>\r\n
    2.2<\/td>\r\nThe 8Ws by Lamb<\/td>\r\n<\/tr>\r\n
    2.3<\/td>\r\nJamie McKenzie\u2019s Model of IL<\/td>\r\n<\/tr>\r\n
    2.4<\/td>\r\nSeven Faces of Information Literacy<\/td>\r\n<\/tr>\r\n
    2.5<\/td>\r\nResearch Steps to Success<\/td>\r\n<\/tr>\r\n
    2.6<\/td>\r\nSauce Model<\/td>\r\n<\/tr>\r\n
    2.7<\/td>\r\nPLUS Model<\/td>\r\n<\/tr>\r\n
    2.8<\/td>\r\nBig6 Skills<\/td>\r\n<\/tr>\r\n
    2.9<\/td>\r\nThe Big Blue \u2014 Taxonomy of information skills<\/td>\r\n<\/tr>\r\n
    2.10<\/td>\r\nThe Seven Steps of the Research Process<\/td>\r\n<\/tr>\r\n
    2.11<\/td>\r\nInformation Literacy Scope and Sequence<\/td>\r\n<\/tr>\r\n
    2.12<\/td>\r\nWeb-Based Information Searching by Sylvia Edwards<\/td>\r\n<\/tr>\r\n
    2.13<\/td>\r\nSix Frames for Information Literacy Education<\/td>\r\n<\/tr>\r\n
    2.14<\/td>\r\nA Framework<\/td>\r\n<\/tr>\r\n
    2.15<\/td>\r\nThe Seven Pillars of Information Literacy<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n

    \u00a0 \u00a0 Note: The models have been given in accordance to their chronological manifestation.<\/p>\r\n

    Information Literacy Standards<\/em><\/p>\r\n

    2.16\u00a0 \u201cSociety of College, National and University Libraries\u201d; linked to the Seven Pillars of Information Literacy model.<\/p>\r\n

    2.17ACRL\u2019s \u201cInformation Literacy Competency Standards for Higher Education\u201d<\/p>\r\n

    2.18 \u201cCouncil of Australian University Librarians\u201d\/The Australian and New Zealand Institute for Information Literacy\u201d<\/p>\r\n

    2.19 AASL's Standards for the 21st Century Learners3<\/p>\r\n

    2.20\u201cThe Nordic Council for Scientific Information\u201d<\/p>\r\n

    2.21 \u201cObjectives for Information Literacy Instruction: A Model Statement for Academic Librarians\u201d<\/p>\r\n

    2.22AASL and AECT Information Literacy Standards for Student Learning<\/p>\r\n2.1<\/strong>\u00a0\u00a0Search Process Model<\/em><\/strong>\r\n\r\n \r\n

    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.<\/p>\r\n \r\n

    She experienced that at initial stage user cannot identify what he\/she knows or what he doesn\u2019t 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.<\/p>\r\n \r\n\r\nKuhlthau <\/strong>5<\/strong> has developed this search process model which involves six stages; these stages are given below along with their some description to understand this model.<\/strong>\r\n\r\n \r\n

    2.1.1<\/strong>\u00a0\u00a0Initiation <\/em><\/strong>\u2013 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.<\/p>\r\n \r\n

    2.1.2<\/strong>\u00a0\u00a0Selection <\/em><\/strong>\u2013 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 pr\u00e9cising topic and approaches, after this process the confidence level increases and feels that he is closer to his topic and approaches.<\/p>\r\n \r\n

    2.1.3<\/strong>\u00a0\u00a0Exploration <\/em><\/strong>\u2013 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.<\/p>\r\n \r\n

    2.1.4<\/strong>\u00a0Formulation <\/em><\/strong>\u2013 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.<\/p>\r\n \r\n

    2.1.5<\/strong>\u00a0\u00a0Collection <\/em><\/strong>\u2013 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.<\/p>\r\n \r\n

    2.1.6<\/strong>\u00a0Closure <\/em><\/strong>\u2013 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.<\/p>\r\n \r\n\r\n2.2<\/strong>\u00a0\u00a0The 8 W\u2019s Literacy Model<\/em><\/strong>\r\n\r\n \r\n

    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:-<\/p>\r\n \r\n

    2.2.1<\/strong>\u00a0Watching <\/em><\/strong>\u2013 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.<\/p>\r\n \r\n

    2.2.2<\/strong>\u00a0Wondering <\/em><\/strong>\u2013 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.<\/p>\r\n \r\n

    2.2.3<\/strong>\u00a0\u00a0Webbing <\/em><\/strong>\u2013 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.<\/p>\r\n \r\n

    2.2.4<\/strong>\u00a0Wiggling <\/em><\/strong>\u2013 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.<\/p>\r\n \r\n

    2.2.5<\/strong>\u00a0Weaving <\/em><\/strong>\u2013 In this stage user organizes the ideas and formulates plans. In this stage user also focuses on application, analysis and synthesizing of information.<\/p>\r\n \r\n

    2.2.6<\/strong>\u00a0\u00a0Wrapping <\/em><\/strong>\u2013 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.<\/p>\r\n \r\n

    2.2.7<\/strong>\u00a0Waving <\/em><\/strong>\u2013 In this stage user communicates ideas through presentation or sharing. He may ask usefulness of the searched information.<\/p>\r\n \r\n

    2.2.8<\/strong>\u00a0Wishing <\/em><\/strong>\u2013 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.<\/p>\r\n \r\n\r\n2.3<\/strong>\u00a0\u00a0Jamie McKenzie\u2019s Model of Information Literacy<\/em><\/strong>\r\n\r\n \r\n

    McKenzie\u2019 9 has elucidated that IL has three major components, these are Prospecting, Interpreting and Creating New Ideas, he has further explained that Prospecting<\/em> is related with the navigating ideas and ability to sort, sift and selecting related data or information, Interpreting <\/em>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<\/em> New Ideas is related with the development of new insight, means the information seeker should build up his own idea to interpret the information.<\/p>\r\n \r\n

    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: -<\/p>\r\n\r\n

      \r\n \t
    • Virtual Museums<\/li>\r\n \t
    • Curriculum Pages<\/li>\r\n \t
    • The Research Cycle 10, 11, 12,<\/li>\r\n<\/ul>\r\n2.3.1<\/strong>\u00a0Virtual Museums<\/em><\/strong>\r\n\r\n \r\n

      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 \u201cstudents to learn HTML as well as the skills of gathering and interpreting artefacts and information\u201d. This way student learns in constructive manner and builds meaningful websites.<\/p>\r\n \r\n\r\n2.3.2<\/strong>\u00a0Curriculum Pages<\/em><\/strong>\r\n\r\n \r\n

      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.<\/p>\r\n \r\n\r\n2.3.3<\/strong>\u00a0\u00a0The Research Cycle<\/em><\/strong>\r\n\r\n \r\n

      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 \u201cLaunching Student Investigations.\" This course was based upon the Research Cycle developed by McKenzie in 1995.<\/p>\r\n \r\n\r\nFor teaching teams of students the following steps of RESEARCH CYCLE have been developed and adopted: -\r\n\r\n \r\n\r\n2.3.3.1 Questioning<\/em><\/strong>\r\n\r\n \r\n

      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 \u201ccutting and pasting\" \u2013 even, which is more ridiculous. Then they have emphasized on \u201cresearch questions which require either problem-solving or decision-making.\u201d This questioning method inherits the problem solving and decision making capacity of the students.<\/p>\r\n \r\n\r\n2.3.3.2 Planning<\/em><\/strong>\r\n\r\n \r\n\r\nThe student team has to spend time in framing sub-questions of the main questions. They may ask\r\n

        \r\n \t
      • Where the information might lie?<\/li>\r\n \t
      • What sources are likely to provide the information<\/li>\r\n \t
      • What source can provide the information efficiently?<\/li>\r\n \t
      • Which resources are more reliable?<\/li>\r\n \t
      • How will they sort, sift and store their findings? (Database? word processing file?)<\/li>\r\n<\/ul>\r\n\u00a0 \u00a0 2.3.3.3 Gathering<\/em><\/strong>\r\n\r\n \r\n

        \u00a0 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.<\/p>\r\n \r\n\r\n2.3.3.4 Sorting and Sifting<\/em><\/strong>\r\n\r\n \r\n

        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.<\/p>\r\n \r\n\r\n2.3.3.5 Synthesizing<\/em><\/strong>\r\n\r\n \r\n

        Synthesizing is connected with the arranging and rearranging information in accordance to the answer of the question.<\/p>\r\n \r\n\r\n2.3.3.6 Evaluating<\/em><\/strong>\r\n\r\n \r\n

        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.<\/p>\r\n \r\n\r\n2.3.3.7 Reporting<\/em><\/strong>\r\n\r\n \r\n

        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.<\/p>\r\n \r\n\r\n2.3.4<\/strong>\u00a0\u00a0On the Horizon<\/em><\/strong>\r\n\r\n \r\n

        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.<\/p>\r\n \r\n\r\n2.4<\/em><\/strong>\u00a0Seven Faces of Information Literacy<\/em><\/strong>\r\n\r\n \r\n

        The author (Christine Susan Bruce) 13 has experienced different faces of information literacy at workplaces, these faces of information literacy have following characteristics:-<\/p>\r\n\r\n

          \r\n \t
        • Varying emphases on technology;<\/li>\r\n \t
        • Emphasis on holding broad professional responsibilities, rather than specific skills;<\/li>\r\n \t
        • Social collaboration or interdependence between colleagues, rather than an emphasis on individual capability;<\/li>\r\n \t
        • Need for the partnership of information intermediaries;<\/li>\r\n \t
        • Emphasis on intellectual manipulation of information rather than technical skill with IT.<\/li>\r\n<\/ul>\r\n

          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.<\/p>\r\nThe seven faces 14, 15 of information literacy are given as under:-\r\n\r\n \r\n\r\n2.4.1\u00a0\u00a0\u00a0\u00a0\u00a0 First Face: The IT Experience<\/em><\/strong>\r\n\r\n \r\n

          \"\"<\/p>\r\n \r\n

          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.<\/p>\r\n \r\n\r\n2.4.2\u00a0 Second Face: The Information Sources Experience<\/em><\/strong>\r\n\r\n \r\n

          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;<\/p>\r\n \r\n

          \"\"<\/p>\r\n \r\n

          know\u00a0\u00a0\u00a0 information\u00a0\u00a0\u00a0 sources\u00a0\u00a0\u00a0 and\u00a0\u00a0\u00a0\u00a0 using\u00a0\u00a0\u00a0\u00a0 them independently; and know information sources and<\/p>\r\n

          using\u00a0\u00a0\u00a0 them\u00a0\u00a0\u00a0 flexibly,\u00a0\u00a0\u00a0 either\u00a0\u00a0\u00a0 independently\u00a0\u00a0 or through any source.<\/p>\r\n \r\n\r\n2.4.3\u00a0Third Face: The Information Process Experience<\/em><\/strong>\r\n\r\n \r\n

          \"\"<\/p>\r\n \r\n

          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<\/p>\r\n \r\n\r\n2.4.4<\/strong>\u00a0Fourth Face: The Information Control Experience<\/em><\/strong>\r\n\r\n \r\n

          This face involves two permanent elements i.e.Information use and information technology and one temporary element i.e. Information Control.This\u00a0\u00a0\u00a0\u00a0 face\u00a0\u00a0\u00a0 has\u00a0\u00a0\u00a0\u00a0 a\u00a0\u00a0\u00a0 complete\u00a0\u00a0\u00a0 dependence\u00a0\u00a0\u00a0 on Information Control; it was stated that there are three forms of information control viz., control of information\u00a0 is\u00a0 established\u00a0\u00a0\u00a0\u00a0 using\u00a0\u00a0 filing\u00a0 system; control\u00a0\u00a0\u00a0 of\u00a0\u00a0\u00a0\u00a0 information\u00a0\u00a0\u00a0 is\u00a0\u00a0\u00a0\u00a0 established\u00a0\u00a0\u00a0 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<\/p>\r\n\"\"\r\n\r\n \r\n\r\n2.4.5<\/strong>\u00a0 fifth Face: The Knowledge Construction Experience<\/em><\/strong>\r\n\r\n \r\n

          \"\"<\/p>\r\n

          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.<\/p>\r\n \r\n\r\n2.4.6<\/strong>\u00a0Sixth Face: The Knowledge Extension Experience<\/em><\/strong>\r\n

          This\u00a0 face\u00a0 of\u00a0 information\u00a0 literacy\u00a0 involves\u00a0 two permanent elements\u00a0 i.e. Information\u00a0 use\u00a0 (with special\u00a0\u00a0\u00a0 aspect\u00a0\u00a0\u00a0 i.e.\u00a0\u00a0 intuition)\u00a0\u00a0\u00a0 and\u00a0\u00a0\u00a0 information technology\u00a0\u00a0 and\u00a0\u00a0\u00a0 one\u00a0\u00a0 temporary\u00a0\u00a0\u00a0 element\u00a0\u00a0\u00a0 i.e.\u00a0Knowledge Base. In this face \u201cinformation use\u201d 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.<\/p>\r\n \r\n\r\n\"\"\r\n\r\n \r\n\r\n2.4.7<\/strong>\u00a0\u00a0Seventh Face: The Wisdom Experience<\/em><\/strong>\r\n\r\n \r\n

          \"\"<\/p>\r\n

          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 \u201cinformation use\u201d 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.<\/p>\r\n

          (Source of all diagrams: http:\/\/www.christinebruce.com.au\/informed-learning\/seven-faces-of-information-literacy-in-higher-education\/)<\/p>\r\n \r\n\r\n2.5<\/strong>\u00a0RESEARCH STEPS TO SUCCESS<\/em><\/strong>\r\n\r\n \r\n

          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.<\/p>\r\n \r\n\r\nThe details of this model 17, 18, 19 and the steps are given as under:-\r\n\r\n \r\n\r\n2.5.1\u00a0Preparing For Research<\/em><\/strong>\r\n\r\n \r\n

          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.<\/p>\r\n \r\n\r\n2.5.2\u00a0\u00a0Assessing Resources<\/em><\/strong>\r\n\r\n \r\n

          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).<\/p>\r\n \r\n\r\n2.5.3\u00a0\u00a0Processing Information<\/em><\/strong>\r\n\r\n \r\n

          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.<\/p>\r\n \r\n\r\n2.5.6\u00a0\u00a0Transferring Learning<\/em><\/strong>\r\n\r\n \r\n

          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.<\/p>\r\n \r\n

          2.6\u00a0\u00a0<\/strong>Sauce Model of Information Literacy<\/em><\/strong><\/p>\r\n \r\n

          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.<\/p>\r\n

          \"\"<\/p>\r\n \r\n

          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:-<\/p>\r\n \r\n\r\n2.6.1\u00a0Setting the Scene<\/em><\/strong>\r\n\r\n \r\n

          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\u2019s 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.<\/p>\r\n \r\n\r\n2.6.2\u00a0Acquire<\/em><\/strong>\r\n\r\n \r\n

          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.<\/p>\r\n \r\n\r\nThe steps of this process are:\r\n

            \r\n \t
          1. Define key words and phrases<\/li>\r\n \t
          2. Write the search questions<\/li>\r\n \t
          3. Choose appropriate source<\/li>\r\n \t
          4. Select relevant information<\/li>\r\n \t
          5. Validate information<\/li>\r\n \t
          6. Assess and review progress<\/li>\r\n<\/ol>\r\n\u00a0 \u00a02.6.3\u00a0Use<\/em><\/strong>\r\n\r\n \r\n

            According to the Trevor Bond \u201c \u201cTo 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.\u201d 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.<\/p>\r\n \r\n\r\n2.6.4\u00a0\u00a0Communication<\/em><\/strong>\r\n\r\n \r\n

            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.<\/p>\r\n

            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.<\/p>\r\n \r\n\r\n2.7<\/strong>\u00a0 PLUS Model<\/em><\/strong>\r\n\r\n \r\n

            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.<\/p>\r\nThis model incorporates basic elements of information literacy skills and also adds emphasis on thinking skills and self evaluation.\r\n

            \"\"<\/p>\r\nThe PLUS 24, 25, 26, 27 model is described and discussed as under:-\r\n\r\n \r\n\r\n2.7.1\u00a0Purpose<\/em><\/strong>\r\n

              \r\n \t
            • First to identify information need.<\/li>\r\n \t
            • Learn to frame research questions<\/li>\r\n \t
            • Plan a research using flowchart.<\/li>\r\n \t
            • Identify keywords.<\/li>\r\n<\/ul>\r\n\u00a0 \u00a0 2.7.2\u00a0Location<\/em><\/strong>\r\n
                \r\n \t
              • Select suitable information source.<\/span><\/li>\r\n \t
              • Locate information through library catalogues, indexes, databases, CD-ROMs or search engines.<\/li>\r\n<\/ul>\r\n\u00a0 \u00a0 \u00a02.7.3\u00a0Use<\/em><\/strong>\r\n
                  \r\n \t
                • Evaluate relevancy of retrieved information.<\/span><\/li>\r\n \t
                • Skim and scan information.<\/li>\r\n \t
                • Taking notes.<\/li>\r\n \t
                • Presenting and communicating information.<\/li>\r\n \t
                • Write a bibliography.<\/li>\r\n<\/ul>\r\n\u00a02.7.4\u00a0\u00a0Self-evaluation<\/em><\/strong>\r\n
                    \r\n \t
                  • Reflect on what has been learnt and being able to come to a conclusion based on information found.<\/li>\r\n \t
                  • Carry out a personal information skills audit.<\/li>\r\n \t
                  • Identify successful information skills strategies.<\/li>\r\n<\/ul>\r\n

                    It can be said from the above diagram and description \u201cthe PLUS model is not necessarily a linear model although some students may progress from Purpose to Self-Evaluation without a problem.\u201d Sometimes student or learner may have to take back step just to refine purpose and framing fresh question to search desired information.<\/p>\r\n \r\n\r\n2.8\u00a0 Big6 Skills<\/em><\/strong>\r\n\r\n \r\n

                    The Big6 i.e. IL Model was formulated by Mike Eisenberg and Bob Berkowitz <\/strong>28<\/strong>, \u201cthe 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.\u201d<\/strong><\/p>\r\n \r\n

                    We all are overloaded with stuff of information and we don\u2019t know or don\u2019t follow any specific method of action to find out desired information, the authors have expressed that \u201cwe 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\u201d., that further stated that \u201cIt\u2019s the smarter solution\u2014one 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.\u201d<\/p>\r\n \r\n

                    The Big6 is a process model of solving information problem, The Big6\u00a0 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:-<\/p>\r\n \r\n\r\n \r\n

                    \"\"<\/p>\r\n \r\n

                    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\u2019t 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.<\/p>\r\n\r\n

                      \r\n \t
                    1. Conclusion<\/strong><\/li>\r\n<\/ol>\r\n

                      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.<\/p>\r\n \r\n

                      STORY BOARD \/CHUNK TEXT<\/strong><\/p>\r\n\r\n

                        \r\n \t
                      1. Introductions<\/strong><\/li>\r\n<\/ol>\r\n

                        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.<\/p>\r\n\r\n

                          \r\n \t
                        1. Information Literacy Modules<\/strong><\/li>\r\n<\/ol>\r\n

                          There are a number of IL Modules2, 3<\/strong> 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.<\/p>\r\n \r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
                          2.1<\/td>\r\nSearch Process Model<\/td>\r\n<\/tr>\r\n
                          2.2<\/td>\r\nThe 8Ws by Lamb<\/td>\r\n<\/tr>\r\n
                          2.3<\/td>\r\nJamie McKenzie\u2019s Model of IL<\/td>\r\n<\/tr>\r\n
                          2.4<\/td>\r\nSeven Faces of Information Literacy<\/td>\r\n<\/tr>\r\n
                          2.5<\/td>\r\nResearch Steps to Success<\/td>\r\n<\/tr>\r\n
                          2.6<\/td>\r\nSauce Model<\/td>\r\n<\/tr>\r\n
                          2.7<\/td>\r\nPLUS Model<\/td>\r\n<\/tr>\r\n
                          2.8<\/td>\r\nBig6 Skills<\/td>\r\n<\/tr>\r\n
                          2.9<\/td>\r\nThe Big Blue \u2014 Taxonomy of information skills<\/td>\r\n<\/tr>\r\n
                          2.10<\/td>\r\nThe Seven Steps of the Research Process<\/td>\r\n<\/tr>\r\n
                          2.11<\/td>\r\nInformation Literacy Scope and Sequence<\/td>\r\n<\/tr>\r\n
                          2.12<\/td>\r\nWeb-Based Information Searching by Sylvia Edwards<\/td>\r\n<\/tr>\r\n
                          2.13<\/td>\r\nSix Frames for Information Literacy Education<\/td>\r\n<\/tr>\r\n
                          2.14<\/td>\r\nA Framework<\/td>\r\n<\/tr>\r\n
                          2.14<\/td>\r\nThe Seven Pillars of Information Literacy<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n

                          \u00a0 \u00a0\u00a0<\/span>Note: <\/strong>The models have been given in accordance to their chronological manifestation.<\/span><\/p>\r\nInformation Literacy Standards<\/strong>\r\n\r\n \r\n

                          2.23 \u201cSociety of College, National and University Libraries\u201d; linked to the Seven Pillars of Information Literacy model.<\/p>\r\n

                          2.24 ACRL\u2019s \u201cInformation Literacy Competency Standards for Higher Education\u201d<\/p>\r\n

                          2.25\u201cCouncil of Australian University Librarians\u201d\/The Australian and New Zealand Institute for Information Literacy\u201d<\/p>\r\n

                          2.26 AASL's Standards for the 21st Century Learners3<\/p>\r\n

                          2.27 \u201cThe Nordic Council for Scientific Information\u201d<\/p>\r\n

                          2.28 \u201cObjectives for Information Literacy Instruction: A Model Statement for Academic Librarians\u201d<\/p>\r\n

                          2.29 AASL and AECT Information Literacy Standards for Student Learning<\/p>\r\n

                          <\/p>\r\n2.1<\/strong>\u00a0\u00a0Search Process Model<\/em><\/strong>\r\n\r\n \r\n

                          Kuhlthau 4<\/strong> 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.<\/p>\r\n \r\n

                          She experienced that at initial stage user cannot identify what he\/she knows or what he doesn\u2019t 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.<\/p>\r\n \r\n\r\nKuhlthau <\/strong>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.<\/strong>\r\n\r\n \r\n\r\n2.2<\/strong>\u00a0\u00a0The 8 W\u2019s Literacy Model<\/em><\/strong>\r\n\r\n \r\n

                          The 8Ws Model was formulated by Annette Lamb 6, 7<\/strong> 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.<\/p>\r\n \r\n\r\n2.3<\/strong>\u00a0Jamie McKenzie\u2019s Model of Information Literacy<\/em><\/strong>\r\n\r\n \r\n

                          McKenzie\u2019 9<\/strong> has elucidated that IL has three major components, these are Prospecting, Interpreting and Creating New Ideas, he has further explained that Prospecting<\/em> is related with the navigating ideas and ability to sort, sift and selecting related data or information, Interpreting <\/em>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<\/em> New Ideas is related with the development of new insight, means the information seeker should build up his own idea to interpret the information.<\/p>\r\n \r\n

                          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: -<\/p>\r\n\r\n

                            \r\n \t
                          • Virtual Museums<\/li>\r\n \t
                          • Curriculum Pages<\/li>\r\n \t
                          • The Research Cycle 10, 11, 12,<\/strong><\/li>\r\n<\/ul>\r\n\u00a0 2.5<\/em><\/strong>\u00a0Seven Faces of Information Literacy<\/em><\/strong>\r\n\r\n \r\n

                            The author (Christine Susan Bruce) 13<\/strong> has experienced different faces of information literacy at workplaces, these faces of information literacy have following characteristics:-<\/p>\r\n\r\n

                              \r\n \t
                            • Varying emphases on technology;<\/li>\r\n \t
                            • Emphasis on holding broad professional responsibilities, rather than specific skills;<\/li>\r\n \t
                            • Social collaboration or interdependence between colleagues, rather than an emphasis on individual capability;<\/li>\r\n \t
                            • Need for the partnership of information intermediaries;<\/li>\r\n \t
                            • Emphasis on intellectual manipulation of information rather than technical skill with IT.<\/li>\r\n<\/ul>\r\n

                              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<\/strong> of information literacy are given as under:-<\/p>\r\n \r\n\r\n2.5<\/strong>\u00a0\u00a0RESEARCH STEPS TO SUCCESS<\/em><\/strong>\r\n\r\n \r\n

                              This model of information Literacy was developed by Sandra Hughes 16<\/strong> 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.<\/p>\r\n \r\n\r\n2.6<\/strong>\u00a0Sauce Model of Information Literacy<\/em><\/strong>\r\n\r\n \r\n

                              SAUCE 20<\/strong> 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<\/strong> 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.<\/p>\r\n \r\n\r\n2.7<\/strong>\u00a0\u00a0PLUS ModeL<\/em><\/strong>\r\n\r\n \r\n

                              The PLUS model was developed by the James Herring 23<\/strong> 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.<\/p>\r\n \r\n

                              This model incorporates basic elements of information literacy skills and also adds emphasis on thinking skills and self evaluation.<\/p>\r\n \r\n\r\n2.8<\/strong>\u00a0\u00a0\u00a0Big6 Skills<\/em><\/strong>\r\n\r\n \r\n

                              The Big6 i.e. IL Model was formulated by Mike Eisenberg and Bob Berkowitz <\/strong>28, \u201cthe 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.\u201d<\/strong><\/p>\r\n \r\n

                              We all are overloaded with stuff of information and we don\u2019t know or don\u2019t follow any specific method of action to find out desired information, the authors have expressed that \u201cwe 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\u201d., that further stated that \u201cIt\u2019s the smarter solution\u2014one 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.\u201d<\/p>\r\n\r\n

                                \r\n \t
                              1. Summary<\/strong><\/li>\r\n<\/ol>\r\n

                                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.<\/p>\r\n \r\n\r\nReferences<\/strong>\r\n

                                  \r\n \t
                                1. \"Paul G. Zurkowski.\" National Forum on Information Literacy RSS. http:\/\/infolit.org\/paul-g-zurkowski\/ (accessed May 19, 2014).<\/li>\r\n \t
                                2. \"Models.\" Virtual Information Inquiry:. http:\/\/virtualinquiry.com\/inquiry\/models.htm (accessed May 25, 2014).<\/li>\r\n \t
                                3. \"Information literacy models.\"http:\/\/ictnz.com\/infolitmodels.htm (accessed May 11, 2014).<\/li>\r\n \t
                                4. Kuhlthau, Carol Collier. Seeking meaning: a process approach to library and information\u00a0<\/em>services<\/em>. Norwood, NJ: Ablex, 1993. pp. 108-127.<\/span><\/li>\r\n \t
                                5. \"Carol Kuhlthau.\" \u00a0Carol\u00a0 Kuhlthau.<\/li>\r\n \t
                                6. https:\/\/comminfo.rutgers.edu\/~kuhlthau\/information_search_process.htm (accessed June 19, 2014).\u201d8Ws of Information\u00a0 Inquiry.\" Virtual Information Inquiry:8Ws.<\/li>\r\n \t
                                7. http:\/\/www.virtualinquiry.com\/inquiry\/ws.htm (accessed June 19, 2014).\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \"The\u00a0\u00a0\u00a0\u00a0\u00a0 8Ws:Information Literacy.\" Information\u00a0\u00a0\u00a0 Age Inquiry.http:\/\/www.virtualinquiry.com\/inquiry\/topic72model.pdf. (Accessed May 7, 2014).<\/li>\r\n \t
                                8. Lamb, Annette, Larry Johnson, and Nancy Smith. \"Wondering, Wiggling, and Weaving: A New Model for Project and Community Based Learning on the Web.\" Learning and Leading With Technology<\/em> 24, no. 7, 6-13. Accessed June 12, 2014. http:\/\/www.virtualin quiry.com\/1997article.pdf.<\/li>\r\n \t
                                9. McKenzie, J. \"Grazing the Net: Raising a Generation of Free Range Students.\" Grazing the Net: Raising a Generation of Free Range Students. Accessed June 23, 2014. http:\/\/fno.org\/text\/grazing.html.<\/li>\r\n \t
                                10. McKenzie, J. \"Culling the Net: A Lesson on the Dark Side.\" Culling the Net. Accessed July 1, 2014. http:\/\/www.fno.org\/culling.html<\/li>\r\n \t
                                11. McKenzie, J. \"Beforenet and Afternet.\" Beforenet and Afternet. Accessed July 20, 2014. http:\/\/www.fno.org\/aforenet.html.<\/li>\r\n \t
                                12. McKenzie, J. \"Planning a Voyage into Cyberspace.\" The Research Cycle - Short Version. Accessed July 20, 2014. http:\/\/www.fno.org\/oct97\/researchcycle.html.<\/li>\r\n \t
                                13. Bruce, Christine Susan. \"Workplace Experiences of Information Literacy.\" International Journal of\u00a0<\/em>Information Management <\/em>19:33-47. Accessed July 20, 2014.www.researchgate.net\/...Workplace_experiences_of_ information_ literacy.<\/span><\/li>\r\n \t
                                14. Bruce, Christine Susan. The Seven Faces of Information Literacy<\/em>. Adelaide: Auslib Press, 1997.<\/li>\r\n \t
                                15. \"Christine Bruce.\" Christine Bruce : Website of Professor Christine Bruce. Accessed July 20, 2014. http:\/\/www.christinebruce.com.au\/informed-learning\/seven-faces-of-information-literacy-in-higher-education\/.<\/li>\r\n \t
                                16. \"RESEARCH\u00a0 STEPS\u00a0 TO\u00a0 SUCCESS.\" \u00a0Assignmentgoldrush\u00a0 -.\u00a0 Accessed\u00a0 July 20,\u00a0 2014.\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 https:\/\/assignmentgoldrush.wikispaces.com\/RESEARCH STEPS TO SUCCESS.<\/li>\r\n \t
                                17. Hughes, Sandra. \"Do You Have a Research Task You Need to Get Done? .\" Research Process Helper.Accessed\u00a0 July\u00a0 20,\u00a0 2014.\u00a017.http:\/\/www3.sympatico.ca\/sandra.hughes\/sandra.hughes\/research\/default.html.<\/li>\r\n \t
                                18. Hughes,Sandra.\"Research\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Steps.\"\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Research\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Steps.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Accessed\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 July\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 20,\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2014.<\/li>\r\n \t
                                19. http:\/\/www3.sympatico.ca\/sandra.hughes\/sandra.hughes\/research\/researchs.html.<\/li>\r\n \t
                                20. Hughes, Sandra \"Sympatico.\" Research Helper. Accessed July 22,2014.<\/li>\r\n \t
                                21. www3.sympatico.ca\/sandra.hughes\/research\/researchs.html.<\/li>\r\n \t
                                22. \"Sauce.\"\u00a0 Information\u00a0 Literacy\u00a0 Models\u00a0 and\u00a0 Inquiry\u00a0 Learning\u00a0 Models.\u00a0 Accessed\u00a0 July 20,\u00a0 2014.<\/li>\r\n \t
                                23. http:\/\/ictnz.com\/SAUCE.htm.<\/li>\r\n \t
                                24. \"Essential Skills.\" SAUCE. Accessed July 23 , 2014. http:\/\/ictnz.com\/sauce-resources\/SAUCE-description2.htm.<\/li>\r\n \t
                                25. \"Trevor Bond.\" Accessed July 23, 2014. http:\/\/www.core-ed.org\/about\/meet-our-team\/trevor-bond.<\/li>\r\n \t
                                26. Herring, James E. Teaching Information Skills in Schools<\/em>. London: Library Association, 1996.<\/li>\r\n \t
                                27. Herring, James E. The Internet and Information Skills: A Guide for Teachers and School Librarians<\/em>.London: Facet, 2004.<\/li>\r\n \t
                                28. Herring, James E. Exploiting the Internet as an Information Resource in Schools<\/em>. London: Library Association Pub., 1999.<\/li>\r\n \t
                                29. Herring, James E., Anne-Marie Tarter, and Simon Naylor. \"An Evaluation of the Use of the PLUS Model to Develop Pupils' Information Skills in a Secondary School.\" School Libraries Worldwide<\/em> 8, no. 1 (2002): 1-24. http:\/\/www.iasl-online.org\/files\/jan02-herring_tarter_naylor.pdf.<\/li>\r\n \t
                                30. Herring, James E. \"A Critical Investigation of Students' and Teachers' Views of the Use of Information Literacy Skills in School Assignments.\" School Library Media Research.<\/em> 9 (2006). http:\/\/www.ala.org\/aasl\/sites\/ala.org.aasl\/files\/content\/aaslpubsandjournals\/slr\/vol9\/SLMR_CriticalIn vestigation_V9.pdf.<\/li>\r\n \t
                                31. Eisenberg, Michael B., and Robert E. Berkowitz. Information Problem-solving: The Big Six Skills<\/em>Approach to Library & Information Skills Instruction<\/em>. Norwood,New Jersey: Ablex, 1990.<\/span><\/li>\r\n \t
                                32. Eisenberg, Mike. \"A Big6 Skills Overview.\" Welcome to Portage School's Moodle. Accessed July 20, 2014. http:\/\/moodle2.portage.k12.wi.us\/pluginfile.php\/20152\/mod_resource\/content\/1\/B6overview.pdf.<\/li>\r\n \t
                                33. Home - Big6. \"Big6 Skills Overview - Big6.\" Accessed July 20, 2014. http:\/\/big6.com\/pages\/about\/big6-skills-overview.php.<\/li>\r\n<\/ol>\r\n ","rendered":"

                                  \u00a0 \u00a0 Introduction<\/strong><\/p>\n

                                   <\/p>\n

                                  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.<\/p>\n

                                   <\/p>\n

                                  \u2018Information Literacy\u2019 was initially introduced by Zurkowski 1 in 1974 and propagated it as \u201cInformation Skills\u201d that \u201crefer to people who are able to solve their information problems by using relevant information sources and applying relevant technology\u201d. 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.<\/p>\n

                                    \n
                                  1. Information Literacy Modules<\/em><\/strong><\/li>\n<\/ol>\n

                                    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.<\/p>\n

                                     <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
                                    2.1<\/td>\nSearch Process Model<\/td>\n<\/tr>\n
                                    2.2<\/td>\nThe 8Ws by Lamb<\/td>\n<\/tr>\n
                                    2.3<\/td>\nJamie McKenzie\u2019s Model of IL<\/td>\n<\/tr>\n
                                    2.4<\/td>\nSeven Faces of Information Literacy<\/td>\n<\/tr>\n
                                    2.5<\/td>\nResearch Steps to Success<\/td>\n<\/tr>\n
                                    2.6<\/td>\nSauce Model<\/td>\n<\/tr>\n
                                    2.7<\/td>\nPLUS Model<\/td>\n<\/tr>\n
                                    2.8<\/td>\nBig6 Skills<\/td>\n<\/tr>\n
                                    2.9<\/td>\nThe Big Blue \u2014 Taxonomy of information skills<\/td>\n<\/tr>\n
                                    2.10<\/td>\nThe Seven Steps of the Research Process<\/td>\n<\/tr>\n
                                    2.11<\/td>\nInformation Literacy Scope and Sequence<\/td>\n<\/tr>\n
                                    2.12<\/td>\nWeb-Based Information Searching by Sylvia Edwards<\/td>\n<\/tr>\n
                                    2.13<\/td>\nSix Frames for Information Literacy Education<\/td>\n<\/tr>\n
                                    2.14<\/td>\nA Framework<\/td>\n<\/tr>\n
                                    2.15<\/td>\nThe Seven Pillars of Information Literacy<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                                    \u00a0 \u00a0 Note: The models have been given in accordance to their chronological manifestation.<\/p>\n

                                    Information Literacy Standards<\/em><\/p>\n

                                    2.16\u00a0 \u201cSociety of College, National and University Libraries\u201d; linked to the Seven Pillars of Information Literacy model.<\/p>\n

                                    2.17ACRL\u2019s \u201cInformation Literacy Competency Standards for Higher Education\u201d<\/p>\n

                                    2.18 \u201cCouncil of Australian University Librarians\u201d\/The Australian and New Zealand Institute for Information Literacy\u201d<\/p>\n

                                    2.19 AASL’s Standards for the 21st Century Learners3<\/p>\n

                                    2.20\u201cThe Nordic Council for Scientific Information\u201d<\/p>\n

                                    2.21 \u201cObjectives for Information Literacy Instruction: A Model Statement for Academic Librarians\u201d<\/p>\n

                                    2.22AASL and AECT Information Literacy Standards for Student Learning<\/p>\n

                                    2.1<\/strong>\u00a0\u00a0Search Process Model<\/em><\/strong><\/p>\n

                                     <\/p>\n

                                    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.<\/p>\n

                                     <\/p>\n

                                    She experienced that at initial stage user cannot identify what he\/she knows or what he doesn\u2019t 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.<\/p>\n

                                     <\/p>\n

                                    Kuhlthau <\/strong>5<\/strong> has developed this search process model which involves six stages; these stages are given below along with their some description to understand this model.<\/strong><\/p>\n

                                     <\/p>\n

                                    2.1.1<\/strong>\u00a0\u00a0Initiation <\/em><\/strong>\u2013 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.<\/p>\n

                                     <\/p>\n

                                    2.1.2<\/strong>\u00a0\u00a0Selection <\/em><\/strong>\u2013 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 pr\u00e9cising topic and approaches, after this process the confidence level increases and feels that he is closer to his topic and approaches.<\/p>\n

                                     <\/p>\n

                                    2.1.3<\/strong>\u00a0\u00a0Exploration <\/em><\/strong>\u2013 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.<\/p>\n

                                     <\/p>\n

                                    2.1.4<\/strong>\u00a0Formulation <\/em><\/strong>\u2013 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.<\/p>\n

                                     <\/p>\n

                                    2.1.5<\/strong>\u00a0\u00a0Collection <\/em><\/strong>\u2013 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.<\/p>\n

                                     <\/p>\n

                                    2.1.6<\/strong>\u00a0Closure <\/em><\/strong>\u2013 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.<\/p>\n

                                     <\/p>\n

                                    2.2<\/strong>\u00a0\u00a0The 8 W\u2019s Literacy Model<\/em><\/strong><\/p>\n

                                     <\/p>\n

                                    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:-<\/p>\n

                                     <\/p>\n

                                    2.2.1<\/strong>\u00a0Watching <\/em><\/strong>\u2013 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.<\/p>\n

                                     <\/p>\n

                                    2.2.2<\/strong>\u00a0Wondering <\/em><\/strong>\u2013 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.<\/p>\n

                                     <\/p>\n

                                    2.2.3<\/strong>\u00a0\u00a0Webbing <\/em><\/strong>\u2013 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.<\/p>\n

                                     <\/p>\n

                                    2.2.4<\/strong>\u00a0Wiggling <\/em><\/strong>\u2013 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.<\/p>\n

                                     <\/p>\n

                                    2.2.5<\/strong>\u00a0Weaving <\/em><\/strong>\u2013 In this stage user organizes the ideas and formulates plans. In this stage user also focuses on application, analysis and synthesizing of information.<\/p>\n

                                     <\/p>\n

                                    2.2.6<\/strong>\u00a0\u00a0Wrapping <\/em><\/strong>\u2013 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.<\/p>\n

                                     <\/p>\n

                                    2.2.7<\/strong>\u00a0Waving <\/em><\/strong>\u2013 In this stage user communicates ideas through presentation or sharing. He may ask usefulness of the searched information.<\/p>\n

                                     <\/p>\n

                                    2.2.8<\/strong>\u00a0Wishing <\/em><\/strong>\u2013 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.<\/p>\n

                                     <\/p>\n

                                    2.3<\/strong>\u00a0\u00a0Jamie McKenzie\u2019s Model of Information Literacy<\/em><\/strong><\/p>\n

                                     <\/p>\n

                                    McKenzie\u2019 9 has elucidated that IL has three major components, these are Prospecting, Interpreting and Creating New Ideas, he has further explained that Prospecting<\/em> is related with the navigating ideas and ability to sort, sift and selecting related data or information, Interpreting <\/em>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<\/em> New Ideas is related with the development of new insight, means the information seeker should build up his own idea to interpret the information.<\/p>\n

                                     <\/p>\n

                                    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: –<\/p>\n

                                      \n
                                    • Virtual Museums<\/li>\n
                                    • Curriculum Pages<\/li>\n
                                    • The Research Cycle 10, 11, 12,<\/li>\n<\/ul>\n

                                      2.3.1<\/strong>\u00a0Virtual Museums<\/em><\/strong><\/p>\n

                                       <\/p>\n

                                      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 \u201cstudents to learn HTML as well as the skills of gathering and interpreting artefacts and information\u201d. This way student learns in constructive manner and builds meaningful websites.<\/p>\n

                                       <\/p>\n

                                      2.3.2<\/strong>\u00a0Curriculum Pages<\/em><\/strong><\/p>\n

                                       <\/p>\n

                                      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.<\/p>\n

                                       <\/p>\n

                                      2.3.3<\/strong>\u00a0\u00a0The Research Cycle<\/em><\/strong><\/p>\n

                                       <\/p>\n

                                      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 \u201cLaunching Student Investigations.” This course was based upon the Research Cycle developed by McKenzie in 1995.<\/p>\n

                                       <\/p>\n

                                      For teaching teams of students the following steps of RESEARCH CYCLE have been developed and adopted: –<\/p>\n

                                       <\/p>\n

                                      2.3.3.1 Questioning<\/em><\/strong><\/p>\n

                                       <\/p>\n

                                      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 \u201ccutting and pasting” \u2013 even, which is more ridiculous. Then they have emphasized on \u201cresearch questions which require either problem-solving or decision-making.\u201d This questioning method inherits the problem solving and decision making capacity of the students.<\/p>\n

                                       <\/p>\n

                                      2.3.3.2 Planning<\/em><\/strong><\/p>\n

                                       <\/p>\n

                                      The student team has to spend time in framing sub-questions of the main questions. They may ask<\/p>\n

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

                                        \u00a0 \u00a0 2.3.3.3 Gathering<\/em><\/strong><\/p>\n

                                         <\/p>\n

                                        \u00a0 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.<\/p>\n

                                         <\/p>\n

                                        2.3.3.4 Sorting and Sifting<\/em><\/strong><\/p>\n

                                         <\/p>\n

                                        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.<\/p>\n

                                         <\/p>\n

                                        2.3.3.5 Synthesizing<\/em><\/strong><\/p>\n

                                         <\/p>\n

                                        Synthesizing is connected with the arranging and rearranging information in accordance to the answer of the question.<\/p>\n

                                         <\/p>\n

                                        2.3.3.6 Evaluating<\/em><\/strong><\/p>\n

                                         <\/p>\n

                                        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.<\/p>\n

                                         <\/p>\n

                                        2.3.3.7 Reporting<\/em><\/strong><\/p>\n

                                         <\/p>\n

                                        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.<\/p>\n

                                         <\/p>\n

                                        2.3.4<\/strong>\u00a0\u00a0On the Horizon<\/em><\/strong><\/p>\n

                                         <\/p>\n

                                        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.<\/p>\n

                                         <\/p>\n

                                        2.4<\/em><\/strong>\u00a0Seven Faces of Information Literacy<\/em><\/strong><\/p>\n

                                         <\/p>\n

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

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

                                          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.<\/p>\n

                                          The seven faces 14, 15 of information literacy are given as under:-<\/p>\n

                                           <\/p>\n

                                          2.4.1\u00a0\u00a0\u00a0\u00a0\u00a0 First Face: The IT Experience<\/em><\/strong><\/p>\n

                                           <\/p>\n

                                          \"\"<\/p>\n

                                           <\/p>\n

                                          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.<\/p>\n

                                           <\/p>\n

                                          2.4.2\u00a0 Second Face: The Information Sources Experience<\/em><\/strong><\/p>\n

                                           <\/p>\n

                                          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;<\/p>\n

                                           <\/p>\n

                                          \"\"<\/p>\n

                                           <\/p>\n

                                          know\u00a0\u00a0\u00a0 information\u00a0\u00a0\u00a0 sources\u00a0\u00a0\u00a0 and\u00a0\u00a0\u00a0\u00a0 using\u00a0\u00a0\u00a0\u00a0 them independently; and know information sources and<\/p>\n

                                          using\u00a0\u00a0\u00a0 them\u00a0\u00a0\u00a0 flexibly,\u00a0\u00a0\u00a0 either\u00a0\u00a0\u00a0 independently\u00a0\u00a0 or through any source.<\/p>\n

                                           <\/p>\n

                                          2.4.3\u00a0Third Face: The Information Process Experience<\/em><\/strong><\/p>\n

                                           <\/p>\n

                                          \"\"<\/p>\n

                                           <\/p>\n

                                          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<\/p>\n

                                           <\/p>\n

                                          2.4.4<\/strong>\u00a0Fourth Face: The Information Control Experience<\/em><\/strong><\/p>\n

                                           <\/p>\n

                                          This face involves two permanent elements i.e.Information use and information technology and one temporary element i.e. Information Control.This\u00a0\u00a0\u00a0\u00a0 face\u00a0\u00a0\u00a0 has\u00a0\u00a0\u00a0\u00a0 a\u00a0\u00a0\u00a0 complete\u00a0\u00a0\u00a0 dependence\u00a0\u00a0\u00a0 on Information Control; it was stated that there are three forms of information control viz., control of information\u00a0 is\u00a0 established\u00a0\u00a0\u00a0\u00a0 using\u00a0\u00a0 filing\u00a0 system; control\u00a0\u00a0\u00a0 of\u00a0\u00a0\u00a0\u00a0 information\u00a0\u00a0\u00a0 is\u00a0\u00a0\u00a0\u00a0 established\u00a0\u00a0\u00a0 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<\/p>\n

                                          \"\"<\/p>\n

                                           <\/p>\n

                                          2.4.5<\/strong>\u00a0 fifth Face: The Knowledge Construction Experience<\/em><\/strong><\/p>\n

                                           <\/p>\n

                                          \"\"<\/p>\n

                                          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.<\/p>\n

                                           <\/p>\n

                                          2.4.6<\/strong>\u00a0Sixth Face: The Knowledge Extension Experience<\/em><\/strong><\/p>\n

                                          This\u00a0 face\u00a0 of\u00a0 information\u00a0 literacy\u00a0 involves\u00a0 two permanent elements\u00a0 i.e. Information\u00a0 use\u00a0 (with special\u00a0\u00a0\u00a0 aspect\u00a0\u00a0\u00a0 i.e.\u00a0\u00a0 intuition)\u00a0\u00a0\u00a0 and\u00a0\u00a0\u00a0 information technology\u00a0\u00a0 and\u00a0\u00a0\u00a0 one\u00a0\u00a0 temporary\u00a0\u00a0\u00a0 element\u00a0\u00a0\u00a0 i.e.\u00a0Knowledge Base. In this face \u201cinformation use\u201d 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.<\/p>\n

                                           <\/p>\n

                                          \"\"<\/p>\n

                                           <\/p>\n

                                          2.4.7<\/strong>\u00a0\u00a0Seventh Face: The Wisdom Experience<\/em><\/strong><\/p>\n

                                           <\/p>\n

                                          \"\"<\/p>\n

                                          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 \u201cinformation use\u201d 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.<\/p>\n

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

                                           <\/p>\n

                                          2.5<\/strong>\u00a0RESEARCH STEPS TO SUCCESS<\/em><\/strong><\/p>\n

                                           <\/p>\n

                                          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.<\/p>\n

                                           <\/p>\n

                                          The details of this model 17, 18, 19 and the steps are given as under:-<\/p>\n

                                           <\/p>\n

                                          2.5.1\u00a0Preparing For Research<\/em><\/strong><\/p>\n

                                           <\/p>\n

                                          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.<\/p>\n

                                           <\/p>\n

                                          2.5.2\u00a0\u00a0Assessing Resources<\/em><\/strong><\/p>\n

                                           <\/p>\n

                                          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).<\/p>\n

                                           <\/p>\n

                                          2.5.3\u00a0\u00a0Processing Information<\/em><\/strong><\/p>\n

                                           <\/p>\n

                                          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.<\/p>\n

                                           <\/p>\n

                                          2.5.6\u00a0\u00a0Transferring Learning<\/em><\/strong><\/p>\n

                                           <\/p>\n

                                          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.<\/p>\n

                                           <\/p>\n

                                          2.6\u00a0\u00a0<\/strong>Sauce Model of Information Literacy<\/em><\/strong><\/p>\n

                                           <\/p>\n

                                          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.<\/p>\n

                                          \"\"<\/p>\n

                                           <\/p>\n

                                          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:-<\/p>\n

                                           <\/p>\n

                                          2.6.1\u00a0Setting the Scene<\/em><\/strong><\/p>\n

                                           <\/p>\n

                                          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\u2019s 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.<\/p>\n

                                           <\/p>\n

                                          2.6.2\u00a0Acquire<\/em><\/strong><\/p>\n

                                           <\/p>\n

                                          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.<\/p>\n

                                           <\/p>\n

                                          The steps of this process are:<\/p>\n

                                            \n
                                          1. Define key words and phrases<\/li>\n
                                          2. Write the search questions<\/li>\n
                                          3. Choose appropriate source<\/li>\n
                                          4. Select relevant information<\/li>\n
                                          5. Validate information<\/li>\n
                                          6. Assess and review progress<\/li>\n<\/ol>\n

                                            \u00a0 \u00a02.6.3\u00a0Use<\/em><\/strong><\/p>\n

                                             <\/p>\n

                                            According to the Trevor Bond \u201c \u201cTo 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.\u201d 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.<\/p>\n

                                             <\/p>\n

                                            2.6.4\u00a0\u00a0Communication<\/em><\/strong><\/p>\n

                                             <\/p>\n

                                            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.<\/p>\n

                                            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.<\/p>\n

                                             <\/p>\n

                                            2.7<\/strong>\u00a0 PLUS Model<\/em><\/strong><\/p>\n

                                             <\/p>\n

                                            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.<\/p>\n

                                            This model incorporates basic elements of information literacy skills and also adds emphasis on thinking skills and self evaluation.<\/p>\n

                                            \"\"<\/p>\n

                                            The PLUS 24, 25, 26, 27 model is described and discussed as under:-<\/p>\n

                                             <\/p>\n

                                            2.7.1\u00a0Purpose<\/em><\/strong><\/p>\n

                                              \n
                                            • First to identify information need.<\/li>\n
                                            • Learn to frame research questions<\/li>\n
                                            • Plan a research using flowchart.<\/li>\n
                                            • Identify keywords.<\/li>\n<\/ul>\n

                                              \u00a0 \u00a0 2.7.2\u00a0Location<\/em><\/strong><\/p>\n

                                                \n
                                              • Select suitable information source.<\/span><\/li>\n
                                              • Locate information through library catalogues, indexes, databases, CD-ROMs or search engines.<\/li>\n<\/ul>\n

                                                \u00a0 \u00a0 \u00a02.7.3\u00a0Use<\/em><\/strong><\/p>\n

                                                  \n
                                                • Evaluate relevancy of retrieved information.<\/span><\/li>\n
                                                • Skim and scan information.<\/li>\n
                                                • Taking notes.<\/li>\n
                                                • Presenting and communicating information.<\/li>\n
                                                • Write a bibliography.<\/li>\n<\/ul>\n

                                                  \u00a02.7.4\u00a0\u00a0Self-evaluation<\/em><\/strong><\/p>\n

                                                    \n
                                                  • Reflect on what has been learnt and being able to come to a conclusion based on information found.<\/li>\n
                                                  • Carry out a personal information skills audit.<\/li>\n
                                                  • Identify successful information skills strategies.<\/li>\n<\/ul>\n

                                                    It can be said from the above diagram and description \u201cthe PLUS model is not necessarily a linear model although some students may progress from Purpose to Self-Evaluation without a problem.\u201d Sometimes student or learner may have to take back step just to refine purpose and framing fresh question to search desired information.<\/p>\n

                                                     <\/p>\n

                                                    2.8\u00a0 Big6 Skills<\/em><\/strong><\/p>\n

                                                     <\/p>\n

                                                    The Big6 i.e. IL Model was formulated by Mike Eisenberg and Bob Berkowitz <\/strong>28<\/strong>, \u201cthe 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.\u201d<\/strong><\/p>\n

                                                     <\/p>\n

                                                    We all are overloaded with stuff of information and we don\u2019t know or don\u2019t follow any specific method of action to find out desired information, the authors have expressed that \u201cwe 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\u201d., that further stated that \u201cIt\u2019s the smarter solution\u2014one 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.\u201d<\/p>\n

                                                     <\/p>\n

                                                    The Big6 is a process model of solving information problem, The Big6\u00a0 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:-<\/p>\n

                                                     <\/p>\n

                                                     <\/p>\n

                                                    \"\"<\/p>\n

                                                     <\/p>\n

                                                    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\u2019t 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.<\/p>\n

                                                      \n
                                                    1. Conclusion<\/strong><\/li>\n<\/ol>\n

                                                      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.<\/p>\n

                                                       <\/p>\n

                                                      STORY BOARD \/CHUNK TEXT<\/strong><\/p>\n

                                                        \n
                                                      1. Introductions<\/strong><\/li>\n<\/ol>\n

                                                        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.<\/p>\n

                                                          \n
                                                        1. Information Literacy Modules<\/strong><\/li>\n<\/ol>\n

                                                          There are a number of IL Modules2, 3<\/strong> 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.<\/p>\n

                                                           <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
                                                          2.1<\/td>\nSearch Process Model<\/td>\n<\/tr>\n
                                                          2.2<\/td>\nThe 8Ws by Lamb<\/td>\n<\/tr>\n
                                                          2.3<\/td>\nJamie McKenzie\u2019s Model of IL<\/td>\n<\/tr>\n
                                                          2.4<\/td>\nSeven Faces of Information Literacy<\/td>\n<\/tr>\n
                                                          2.5<\/td>\nResearch Steps to Success<\/td>\n<\/tr>\n
                                                          2.6<\/td>\nSauce Model<\/td>\n<\/tr>\n
                                                          2.7<\/td>\nPLUS Model<\/td>\n<\/tr>\n
                                                          2.8<\/td>\nBig6 Skills<\/td>\n<\/tr>\n
                                                          2.9<\/td>\nThe Big Blue \u2014 Taxonomy of information skills<\/td>\n<\/tr>\n
                                                          2.10<\/td>\nThe Seven Steps of the Research Process<\/td>\n<\/tr>\n
                                                          2.11<\/td>\nInformation Literacy Scope and Sequence<\/td>\n<\/tr>\n
                                                          2.12<\/td>\nWeb-Based Information Searching by Sylvia Edwards<\/td>\n<\/tr>\n
                                                          2.13<\/td>\nSix Frames for Information Literacy Education<\/td>\n<\/tr>\n
                                                          2.14<\/td>\nA Framework<\/td>\n<\/tr>\n
                                                          2.14<\/td>\nThe Seven Pillars of Information Literacy<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                                                          \u00a0 \u00a0\u00a0<\/span>Note: <\/strong>The models have been given in accordance to their chronological manifestation.<\/span><\/p>\n

                                                          Information Literacy Standards<\/strong><\/p>\n

                                                           <\/p>\n

                                                          2.23 \u201cSociety of College, National and University Libraries\u201d; linked to the Seven Pillars of Information Literacy model.<\/p>\n

                                                          2.24 ACRL\u2019s \u201cInformation Literacy Competency Standards for Higher Education\u201d<\/p>\n

                                                          2.25\u201cCouncil of Australian University Librarians\u201d\/The Australian and New Zealand Institute for Information Literacy\u201d<\/p>\n

                                                          2.26 AASL’s Standards for the 21st Century Learners3<\/p>\n

                                                          2.27 \u201cThe Nordic Council for Scientific Information\u201d<\/p>\n

                                                          2.28 \u201cObjectives for Information Literacy Instruction: A Model Statement for Academic Librarians\u201d<\/p>\n

                                                          2.29 AASL and AECT Information Literacy Standards for Student Learning<\/p>\n

                                                          \n

                                                          2.1<\/strong>\u00a0\u00a0Search Process Model<\/em><\/strong><\/p>\n

                                                           <\/p>\n

                                                          Kuhlthau 4<\/strong> 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.<\/p>\n

                                                           <\/p>\n

                                                          She experienced that at initial stage user cannot identify what he\/she knows or what he doesn\u2019t 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.<\/p>\n

                                                           <\/p>\n

                                                          Kuhlthau <\/strong>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.<\/strong><\/p>\n

                                                           <\/p>\n

                                                          2.2<\/strong>\u00a0\u00a0The 8 W\u2019s Literacy Model<\/em><\/strong><\/p>\n

                                                           <\/p>\n

                                                          The 8Ws Model was formulated by Annette Lamb 6, 7<\/strong> 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.<\/p>\n

                                                           <\/p>\n

                                                          2.3<\/strong>\u00a0Jamie McKenzie\u2019s Model of Information Literacy<\/em><\/strong><\/p>\n

                                                           <\/p>\n

                                                          McKenzie\u2019 9<\/strong> has elucidated that IL has three major components, these are Prospecting, Interpreting and Creating New Ideas, he has further explained that Prospecting<\/em> is related with the navigating ideas and ability to sort, sift and selecting related data or information, Interpreting <\/em>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<\/em> New Ideas is related with the development of new insight, means the information seeker should build up his own idea to interpret the information.<\/p>\n

                                                           <\/p>\n

                                                          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: –<\/p>\n

                                                            \n
                                                          • Virtual Museums<\/li>\n
                                                          • Curriculum Pages<\/li>\n
                                                          • The Research Cycle 10, 11, 12,<\/strong><\/li>\n<\/ul>\n

                                                            \u00a0 2.5<\/em><\/strong>\u00a0Seven Faces of Information Literacy<\/em><\/strong><\/p>\n

                                                             <\/p>\n

                                                            The author (Christine Susan Bruce) 13<\/strong> has experienced different faces of information literacy at workplaces, these faces of information literacy have following characteristics:-<\/p>\n

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

                                                              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<\/strong> of information literacy are given as under:-<\/p>\n

                                                               <\/p>\n

                                                              2.5<\/strong>\u00a0\u00a0RESEARCH STEPS TO SUCCESS<\/em><\/strong><\/p>\n

                                                               <\/p>\n

                                                              This model of information Literacy was developed by Sandra Hughes 16<\/strong> 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.<\/p>\n

                                                               <\/p>\n

                                                              2.6<\/strong>\u00a0Sauce Model of Information Literacy<\/em><\/strong><\/p>\n

                                                               <\/p>\n

                                                              SAUCE 20<\/strong> 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<\/strong> 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.<\/p>\n

                                                               <\/p>\n

                                                              2.7<\/strong>\u00a0\u00a0PLUS ModeL<\/em><\/strong><\/p>\n

                                                               <\/p>\n

                                                              The PLUS model was developed by the James Herring 23<\/strong> 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.<\/p>\n

                                                               <\/p>\n

                                                              This model incorporates basic elements of information literacy skills and also adds emphasis on thinking skills and self evaluation.<\/p>\n

                                                               <\/p>\n

                                                              2.8<\/strong>\u00a0\u00a0\u00a0Big6 Skills<\/em><\/strong><\/p>\n

                                                               <\/p>\n

                                                              The Big6 i.e. IL Model was formulated by Mike Eisenberg and Bob Berkowitz <\/strong>28, \u201cthe 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.\u201d<\/strong><\/p>\n

                                                               <\/p>\n

                                                              We all are overloaded with stuff of information and we don\u2019t know or don\u2019t follow any specific method of action to find out desired information, the authors have expressed that \u201cwe 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\u201d., that further stated that \u201cIt\u2019s the smarter solution\u2014one 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.\u201d<\/p>\n

                                                                \n
                                                              1. Summary<\/strong><\/li>\n<\/ol>\n

                                                                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.<\/p>\n

                                                                 <\/p>\n

                                                                References<\/strong><\/p>\n

                                                                  \n
                                                                1. “Paul G. Zurkowski.” National Forum on Information Literacy RSS. http:\/\/infolit.org\/paul-g-zurkowski\/ (accessed May 19, 2014).<\/li>\n
                                                                2. “Models.” Virtual Information Inquiry:. http:\/\/virtualinquiry.com\/inquiry\/models.htm (accessed May 25, 2014).<\/li>\n
                                                                3. “Information literacy models.”http:\/\/ictnz.com\/infolitmodels.htm (accessed May 11, 2014).<\/li>\n
                                                                4. Kuhlthau, Carol Collier. Seeking meaning: a process approach to library and information\u00a0<\/em>services<\/em>. Norwood, NJ: Ablex, 1993. pp. 108-127.<\/span><\/li>\n
                                                                5. “Carol Kuhlthau.” \u00a0Carol\u00a0 Kuhlthau.<\/li>\n
                                                                6. https:\/\/comminfo.rutgers.edu\/~kuhlthau\/information_search_process.htm (accessed June 19, 2014).\u201d8Ws of Information\u00a0 Inquiry.” Virtual Information Inquiry:8Ws.<\/li>\n
                                                                7. http:\/\/www.virtualinquiry.com\/inquiry\/ws.htm (accessed June 19, 2014).\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 “The\u00a0\u00a0\u00a0\u00a0\u00a0 8Ws:Information Literacy.” Information\u00a0\u00a0\u00a0 Age Inquiry.http:\/\/www.virtualinquiry.com\/inquiry\/topic72model.pdf. (Accessed May 7, 2014).<\/li>\n
                                                                8. Lamb, Annette, Larry Johnson, and Nancy Smith. “Wondering, Wiggling, and Weaving: A New Model for Project and Community Based Learning on the Web.” Learning and Leading With Technology<\/em> 24, no. 7, 6-13. Accessed June 12, 2014. http:\/\/www.virtualin quiry.com\/1997article.pdf.<\/li>\n
                                                                9. McKenzie, J. “Grazing the Net: Raising a Generation of Free Range Students.” Grazing the Net: Raising a Generation of Free Range Students. Accessed June 23, 2014. http:\/\/fno.org\/text\/grazing.html.<\/li>\n
                                                                10. McKenzie, J. “Culling the Net: A Lesson on the Dark Side.” Culling the Net. Accessed July 1, 2014. http:\/\/www.fno.org\/culling.html<\/li>\n
                                                                11. McKenzie, J. “Beforenet and Afternet.” Beforenet and Afternet. Accessed July 20, 2014. http:\/\/www.fno.org\/aforenet.html.<\/li>\n
                                                                12. McKenzie, J. “Planning a Voyage into Cyberspace.” The Research Cycle – Short Version. Accessed July 20, 2014. http:\/\/www.fno.org\/oct97\/researchcycle.html.<\/li>\n
                                                                13. Bruce, Christine Susan. “Workplace Experiences of Information Literacy.” International Journal of\u00a0<\/em>Information Management <\/em>19:33-47. Accessed July 20, 2014.www.researchgate.net\/…Workplace_experiences_of_ information_ literacy.<\/span><\/li>\n
                                                                14. Bruce, Christine Susan. The Seven Faces of Information Literacy<\/em>. Adelaide: Auslib Press, 1997.<\/li>\n
                                                                15. “Christine Bruce.” Christine Bruce : Website of Professor Christine Bruce. Accessed July 20, 2014. http:\/\/www.christinebruce.com.au\/informed-learning\/seven-faces-of-information-literacy-in-higher-education\/.<\/li>\n
                                                                16. “RESEARCH\u00a0 STEPS\u00a0 TO\u00a0 SUCCESS.” \u00a0Assignmentgoldrush\u00a0 -.\u00a0 Accessed\u00a0 July 20,\u00a0 2014.\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 https:\/\/assignmentgoldrush.wikispaces.com\/RESEARCH STEPS TO SUCCESS.<\/li>\n
                                                                17. Hughes, Sandra. “Do You Have a Research Task You Need to Get Done? .” Research Process Helper.Accessed\u00a0 July\u00a0 20,\u00a0 2014.\u00a017.http:\/\/www3.sympatico.ca\/sandra.hughes\/sandra.hughes\/research\/default.html.<\/li>\n
                                                                18. Hughes,Sandra.”Research\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Steps.”\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Research\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Steps.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Accessed\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 July\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 20,\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2014.<\/li>\n
                                                                19. http:\/\/www3.sympatico.ca\/sandra.hughes\/sandra.hughes\/research\/researchs.html.<\/li>\n
                                                                20. Hughes, Sandra “Sympatico.” Research Helper. Accessed July 22,2014.<\/li>\n
                                                                21. www3.sympatico.ca\/sandra.hughes\/research\/researchs.html.<\/li>\n
                                                                22. “Sauce.”\u00a0 Information\u00a0 Literacy\u00a0 Models\u00a0 and\u00a0 Inquiry\u00a0 Learning\u00a0 Models.\u00a0 Accessed\u00a0 July 20,\u00a0 2014.<\/li>\n
                                                                23. http:\/\/ictnz.com\/SAUCE.htm.<\/li>\n
                                                                24. “Essential Skills.” SAUCE. Accessed July 23 , 2014. http:\/\/ictnz.com\/sauce-resources\/SAUCE-description2.htm.<\/li>\n
                                                                25. “Trevor Bond.” Accessed July 23, 2014. http:\/\/www.core-ed.org\/about\/meet-our-team\/trevor-bond.<\/li>\n
                                                                26. Herring, James E. Teaching Information Skills in Schools<\/em>. London: Library Association, 1996.<\/li>\n
                                                                27. Herring, James E. The Internet and Information Skills: A Guide for Teachers and School Librarians<\/em>.London: Facet, 2004.<\/li>\n
                                                                28. Herring, James E. Exploiting the Internet as an Information Resource in Schools<\/em>. London: Library Association Pub., 1999.<\/li>\n
                                                                29. Herring, James E., Anne-Marie Tarter, and Simon Naylor. “An Evaluation of the Use of the PLUS Model to Develop Pupils’ Information Skills in a Secondary School.” School Libraries Worldwide<\/em> 8, no. 1 (2002): 1-24. http:\/\/www.iasl-online.org\/files\/jan02-herring_tarter_naylor.pdf.<\/li>\n
                                                                30. Herring, James E. “A Critical Investigation of Students’ and Teachers’ Views of the Use of Information Literacy Skills in School Assignments.” School Library Media Research.<\/em> 9 (2006). http:\/\/www.ala.org\/aasl\/sites\/ala.org.aasl\/files\/content\/aaslpubsandjournals\/slr\/vol9\/SLMR_CriticalIn vestigation_V9.pdf.<\/li>\n
                                                                31. Eisenberg, Michael B., and Robert E. Berkowitz. Information Problem-solving: The Big Six Skills<\/em>Approach to Library & Information Skills Instruction<\/em>. Norwood,New Jersey: Ablex, 1990.<\/span><\/li>\n
                                                                32. Eisenberg, Mike. “A Big6 Skills Overview.” Welcome to Portage School’s Moodle. Accessed July 20, 2014. http:\/\/moodle2.portage.k12.wi.us\/pluginfile.php\/20152\/mod_resource\/content\/1\/B6overview.pdf.<\/li>\n
                                                                33. Home – Big6. “Big6 Skills Overview – Big6.” Accessed July 20, 2014. http:\/\/big6.com\/pages\/about\/big6-skills-overview.php.<\/li>\n<\/ol>\n

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