Information Literacy Models & Standards Prof. Dr. Serap Kurbanoğlu.

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.


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


Big 6 Skills Model by Eisenberg & Berkowitz


Information Literacy Model by Detweiler


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


8Ws Model

• Watching (Exploring) • Wondering (Questioning) • Webbing (Searching) • Wiggling (Evaluating) • Weaving (Synthesizing) • Wrapping (Creating) • Waving (Communicating) • Wishing (Assessing)


3Doors to InfoLiteracy by Gawith


Sauce Model by Bond


Dialogue Model

• Define• Initiate• Assess• Locate• Organize• Guide• Use• Evaluate


Seven Pillars Model by SCONUL


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


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



• 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)



• 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


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


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


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


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


International standards - IFLAInternational standards

Access

Evaluation

Use

Need Location

Assessment Organization

Information use Communicating


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


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


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


IL models & standards

• serve as guidelines for developing information literacy curriculum

• can be used to frame• curriculum objectives

• learning outcomes

• course content

• assessment criteria


Information literacy curriculum

IL CURRICULUM

Objectives

Learningoutcomes

Assessment

Evaluation

Content

Teaching methods

Teaching & learning activities

Needs and requirements Emerging

technologies

Models Standards


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


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

[email protected]

Information Literacy Models & Standards Prof. Dr. Serap Kurbanoğlu.

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