Information Literacy Models & Standards

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

2. Knowledge is of two kinds: we know a subject ourselves, or we know where we can find information upon it Samuel Johnson

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 UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

7. The Research Cycle Model by McKenzie report synthesize evaluate sort & sift revise questions Essential Questions? evaluate gather İnfo. revise plan synthesize develop reserach plan Which city? Which product? Which poet? Acid rain? Trade deficit? gather again sort & sift again list subsidiary questions sort & sift again gather again synthesize revise plan evaluate revise questions 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 UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

11. Dialogue Model • Define • Initiate • Assess • Locate • Organize • Guide • Use • Evaluate UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

12. 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 UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

14. 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 UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

15. 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) UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

16. 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 UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

17. Components of standards • There is one standard for each expected skill • There are many (as many as needed) performance indicatorsfor 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 UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

19. Higher Education Standards - ACRL UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

20. Higher Education Standards -ANZIIL UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

21. International standards - IFLA UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

22. 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 UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

23. 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 UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

24. 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 UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

25. IL models & standards • serve as guidelines for developing information literacy curriculum • can be used to frame • curriculum objectives • learning outcomes • course content • assessment criteria UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

26. Information literacy curriculum Standards Models IL CURRICULUM Assessment Evaluation Learning outcomes Content Teaching & learning activities Objectives Teaching methods Needs and requirements Emerging technologies UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

27. 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 UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

28. 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. UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

29. Serap Kurbanoğlu serap@hacettepe.edu.tr