Information Literacy Models & Standards
Prof. Dr. Serap Kurbanoğlu
Knowledge is of two kinds: we know a subject ourselves, or we know where we can find information upon it
Samuel Johnson
UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey 3
Development of IL models
• Information literacy concept has been debated extensively
• Models were developed to define information literacy and outline information seeking process (information problem solving process, the research process)
• They are like a roadmap for navigating through the information-seeking process – Sometimes we take one path, sometimes another—how we find,
analyze and use information depends on many things• including how we learn, • the resources we have available, • the task in our hands, and • what we may already know about the topic.
UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey 4
Models
• Kuhlthau - Information Seeking• Eisenberg & Berkowitz - The Big6 Skills• Irving - Information Skills• Pitts & Stripling - Research Process• New South Wales - Information Process• Loertscher - Information Literacy Model• Follett - Information Skills Model• Netsavy Model• Info Ohio - DIALOGUE Model• SCONUL – Seven Pillars Model
UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey 5
Big 6 Skills Model by Eisenberg & Berkowitz
UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey 6
Information Literacy Model by Detweiler
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evaluateevaluate
synthesizesynthesize
sort & sift
again
sort & sift
again
gather again
gather again
revise plan
revise plan
revise questions
revise questions
list subsidiary questions
list subsidiary questions
develop reserach
plan
develop reserach
plan
gatherİnfo.
gatherİnfo.
sort & sift
sort & sift
synthesizesynthesizeevaluateevaluate
revise questions
revise questions
revise plan
revise plan
gather again
gather again
sort & sift
again
sort & sift
again
synthesizesynthesize
evaluateevaluate
Which city?
Which product?Which poet?
Acid rain?Trade deficit?
Which city?
Which product?Which poet?
Acid rain?Trade deficit?
Essential Questions?
Essential Questions?
reportreport
The Research Cycle Model by McKenzie
UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey 8
8Ws Model
• Watching (Exploring) • Wondering (Questioning) • Webbing (Searching) • Wiggling (Evaluating) • Weaving (Synthesizing) • Wrapping (Creating) • Waving (Communicating) • Wishing (Assessing)
UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey 9
3Doors to InfoLiteracy by Gawith
UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey 10
Sauce Model by Bond
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Dialogue Model
• Define• Initiate• Assess• Locate• Organize• Guide• Use• Evaluate
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Seven Pillars Model by SCONUL
UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey 13
Development of IL standards
• Many definitions were made and models were created to define information literacy concept
• The true challenge has been how to create an information literate society
• One initiative to meet this challenge has been to develop IL standards
• Standards have been developed through a cooperative and collaborative process that included representatives from all stakeholders
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Information literacy standards
• established for different levels
• developed to be customized for the specific environment
• transleted into many other languages
• contain performance indicators
• can be used to frame curriculum objectives, learning outcomes and assessment criteria
• serve as guidelines for faculty, librarians, and others in developing IL programs
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Information literacy standards
• All students are expected to demonstrate all of the competencies, but not to the same level of proficiency or at the same speed
• Some disciplines may place greater emphasis on the mastery of certain competencies
• Many of the competencies are likely to be performed recursively (repeating the same steps would be necessary)
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Information literacy standards
• US - Information Literacy Standards for Student Learning (K-12) – AASL & AECT, 1998
• US - Information Literacy Competency Standards for Higher Education – ACRL, 2000
• Australia & New Zealand - Information Literacy Framework: principles, standards and practice. ANZIIL & CAUL, 2004
• International standards – IFLA, 2006
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Components of standards
• There is one standard for each expected skill
• There are many (as many as needed) performance indicators for every standard
• There are several expected results (outcomes) for each indicator
UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey 18
K-12 Standards - AASL & AECT
K12 standards
Information literacy
Independent learning
Social responsibility
Access to information Evaluation of information Use of information
Updating self-knowledge Self-motivation Self-assessment
Recognizing the importance of information
Practicing ethical behavior Contributing to the society
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Higher Education Standards - ACRL
The information literate student
determines the nature and extent of the information needed
accesses needed information effectively and efficiently
evaluates information and its sources critically and incorporates selected information into his/her knowledge base
understands the economic, legal, and social issues surrounding the use of information and uses information ethically and legally
uses information effectively to accomplish a specific purpose
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Higher Education Standards -ANZIIL
The information literate student
recognises the need for information and determines the nature and extend of the information needed
finds needed information effectively and efficiently
manages information collected or generated
uses information with understanding and acknowledges cultural, ethical, economic, legal, and social issues surrounding the use of information
applies prior and new information to construct new concepts
or create new understandings
critically evaluates information and the information seeking process
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International standards - IFLAInternational standards
Access
Evaluation
Use
Need Location
Assessment Organization
Information use Communicating
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Access
• Definition and articulation of the information need
– Defines or recognizes the need for information – Decides to do something to find the information– Express and defines the information need– Initiates the search process
• Location of information
– Identifies and evaluates potential sources of information – Develops search strategies– Accesses the selected information sources– Selects and retrieves the located information
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Evaluation
• Assessment of information
– Analyzes, examines, and extracts information– Generalizes and interprets information– Selects and synthesizes information– Evaluates accuracy and relevance of the retrieved information
• Organization information
– Arranges and categorizes information– Groups and organizes the retrieved information – Determines which is the best and most useful information
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Use
• Use of information
– Finds new ways to communicate, present and use information– Applies the retrieved information– Learns information as personal knowledge– Presents the information product
• Communication and ethical use of information
– Understands ethical use of information– Respects the legal use of information– Communicates the learning product with acknowledgement of
intellectual property– Uses the relevant acknowledgement style standards
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IL models & standards
• serve as guidelines for developing information literacy curriculum
• can be used to frame• curriculum objectives
• learning outcomes
• course content
• assessment criteria
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Information literacy curriculum
IL CURRICULUM
Objectives
Learningoutcomes
Assessment
Evaluation
Content
Teaching methods
Teaching & learning activities
Needs and requirements Emerging
technologies
Models Standards
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Group work
• Make groups of seven
• Examine ACRL higher education standards
• Brainstorm within the group
• Prepare a detailed course outline for each standard (what needs to be taught)
• For each item in your outline make a decision by whom it has to be taught – L= librarians– F/T = faculty/teachers – C = collaboratively
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References
• ACRL. (2000). Information literacy competency standards for higher education. http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm
• AASL & AECT. (1998). Information literacy standards for student learning. Chicago: American Library Association.• Bond, T. (2008). The Information literacy models and inquiry learning models http://ictnz.com/infolitmodels.htm • Bundy, A. (ed). (2004). Australian and New Zealand Information Literacy Framework principles, standards and
practise (2nd ed). Adeliane: Australian and New Zealand Institute for Information Literacy.• Eisenberg, M. B. & Berkowitz, R. E. (1996). Helping with homework: A parent’s guide to information problem-
solving. Syracuse, NY: ERIC Clearinghouse on Information and Technology• Gaunt, J & et al. (2007). Handbook for information literacy teaching. Cardiff: Cardiff University.• INFOhio. (1998). DIALOGE model for information literacy skills. The Information network for Ohio School.
http://www.infohio.org/ID/dialogue.html• Irving, A. (1985). Study and information skills across the curriculum. London: Heinemann Educational Books.• Kuhlthau, C. C. (1993). Seeking meaning: A process approach to library and information services. Greenwich,
CT: Ablex.• Lau, J. (2004). International guidelines on information literacy. IFLA.• SCONUL. (1999). Information skills in higher education: A SCONUL position paper.• http://www.sconul.ac.uk/groups/information_literacy/sp/papers/Seven_pillars.html• Rockman, I. F. (2004). Integrating information literacy into the higher education curriculum: practical models for
transformation. San Francisco: John Wiley.• Spitzer, K. L., Eisenberg, M. B. & Lowe, C. A. (1998). Information literacy: essential skills fort he information age.
Syracuse: ERIC Clearinghouse.
Serap Kurbanoğlu
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