Paper No: 15Library Use and User Studies

Principal Investigator
&
Dr. Jagdish Arora, Director
Module : 22Subject
Models of Information
Coordinator LiteracyINFLIBNET
Part- 2 Centre, Gandhinagar

Development Team
Paper Coordinator
Principal Investigator
Dr. Jagdish Arora, Director
&
INFLIBNET Centre, Gandhinagar
Subject Coordinator
Content Writer

Dr Arvind K Sharma, Assistant Professor,

Paper Coordinator Department of Library and Information Science,
Content Reviewer
Maharani Laxmi Bai Government College of

Dr Kishor John, Associate Professor and OSD,

Content Writer Additional Director, Higher Education, Government
PG Girls College

Dr Arvind K Sharma, Assistant Professor,

Content Reviewer Department of Library and Information Science,
Maharani Laxmi Bai Government College of
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Library and Library Use and User Studies

Information Science Models of Information Literacy Part- 2
Paper Coordinator
Content Reviewer
 Description of Module

Subject Name Library and Information Science

Paper Name 15Library Use and User Studies

Module Name/Title Models of Information Literacy Part- 2

Module Id LIS/LIUS-M/22

Information Literacy Definition, Objectives, and User Education, Information Literacy

Pre-requisites
Models (given in Unit 21)

To understand the process of Information Literacy Skills.

To understand the various models of information literacy.
Objectives
To know which models is made for which type of reader.
To know about the various notable Information Literacy Standards

Information Literacy, Information Literacy Models, Information Literacy Skills,

Keywords
Information Literacy Standards

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Information Science Models of Information Literacy Part- 2
 1. Introduction
We have already discussed some of the Information Literacy models in previous unit, the remaining information
Literacy Models and the Information Literacy Standards are discussed in this unit. It is pertinent to mention here
that students have to assimilate the processes and models given in the previous unit so that they are able to
understand the models and standards given in this unit.

2. Information Literacy Modules

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

2.1 The Big Blue — Taxonomy of information skills

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

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

3. Information Literacy Standards

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

2.1 The Big Blue — Taxonomy of information skills

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

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

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

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

2.2 The Seven Steps of the Research Process

Olin and Uris Libraries, Cornell University, Ithaca NY6 has developed an information literacy tool for students.
This model was developed for students, which helps in finding information for research, this process also
inherits ethical use of information, and it is effective when the users is having familiarity with the library system.
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 The seven steps of the Research Process7, 8, 9, 10, 11, 12 are given as under:-
 Step 1: Identify & Develop Your Topic : This first stage belongs to the preparation of information
students has to task, at this stage student has to indentify the topic, develops topic by framing questions,
and decides keywords, on which he suppose to retrieves information.
 Step 2: Find Background Information (Find): This second stage is very important in which student has
to search background information by reading relevant information in encyclopaedia, articles, and
textbook or even can refer his notebook.
 Step 3: Use the Library Catalogue to Find Books & Media: After developing question and deciding
keywords, and searching background information, he supposes to consult library catalogue to find books
and the relevant media. He should write down all citations, subject heading and call numbers for exact
search of information.
 Step 4: Use Indexes or Databases to Find Periodical Articles (Find) : In the same manner students has
to search indexes, databases to find periodical on the subject.
 Step 5: Find Internet Sources (Find) : Use popular search engines to locate materials on the Web.
 Step 6: Evaluate What You Find (Think & Reflect) : This stage belongs to the evaluation of the collected
information; this can be done by checking quality of the information.
 Step 7: Cite What You Find Using a Standard Format (Cite) : It is ethically correct to give credit where
credit is due, so for this student has to cite his resources in correct manner.

2.3 Information Literacy Scope & Sequence

This “Information Literacy Scope and Sequence” is a kind of research model and based on Bloom's taxonomy, it
offers a comprehensive framework for teaching and learning of information literacy skills.
This is five steps information literacy models, which are given as under:-

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

2.4 Web-based information searching

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 This model is basically based on literacy of web based information searching 13, 14, and the philosophy of
variation is adopted to understand and to teach information literacy in web based environment, it is presumed
that variation is a primary factor to encourage students learning same mode it can be found our ways to
encourage students to learn. This model has indentified basic four categories, which are actually variations
amongst the students through these students search and learn to search information.

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

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

It is further suggested that while educating information searching skills students should be encouraged to
distinguish their information searching process and experience how he can distinguishes difference search
options and experiences, and they should be encourage in such type of search process.
15
Sylvia L Edwards has further cleared about four areas which should be considered in this variation model,
are:-

 Provide students with opportunities for reflection;

 Improve assessment to make it both authentic and encourage students to see the variation;
 Use online tools to further enhance the learning experience; and
 Finally, encourage staff development to enable understanding and application of the findings.
It is necessary to design exercises and assessments for students so that they can experience the variation
methods, it is also essential to students are to be allowed to reflect the variation in information searching

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 experiences. This variation method certainly will lead to students to move into a higher level of information
searching experience?

2.5 Six Frames for Information Literacy Education

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

 People see information literacy, learning and teaching differently.

 People see teaching and learning differently.
 People also see information literacy differently.

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

CONTENT FRAME

View of IL IL is knowledge about the world of Information

View of Information Information exists apart from the user, can be transmitted

Curriculum Focus What should learners know about the subject, about IL?

View of learning and Teacher is an expert-transmits knowledge. Learning is a change is how

teaching much is known
View of Content What needs to be known has primacy? All relevant content must be
covered
View of Assessment Assessment is objective. Measures how much has been learned, ranks
students via exams

COMPETENCY FRAME

View of IL IL is a set of competencies or skills

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 View of Information Information contributes to the performance of the relevant capability

Curriculum Focus What should learners be able to do?

View of learning and Teachers analyze tasks into knowledge skills; learners become competent
teaching by following predetermined pathways

View of Content Content is derived from observation of skillful practitioners

View of Assessment Assessment determines what level of skill has been achieved

LEANING TO LEARN FRAME

View of IL IL is a way of learning

View of Information Information is subjective – internalized and constructed by learners

Curriculum Focus What does it mean to think like an (IL) professional in relevant field?

View of learning and Teachers facilitate collaborative leaning; learners develop conceptual
teaching structure and ways of thinking and reasoning
View of Content Content is chosen for mastering important concepts and fostering
reflective practice

View of Assessment Complex, contextual problem and proposed. Self or pees assessment is
encouraged

PERSONAL RELEVANCE FRAME

View of IL IL is learned in context and is different for different people/groups

View of Information Valuable information is usual to the learners

Curriculum Focus What good is IL to me

View of learning and Teaching focuses on helping learners to find motivation. Learning is
teaching about finding personal relevance and learning

View of Content Problems, cases, scenarios selected to reveal relevance and meaning

View of Assessment Typically portfolio based – learners self assess

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 SOCIAL IMPACT FRAME

View of IL IL issues are important to society

View of Information Information is viewed within social contexts

Curriculum Focus How does IL impact society?

View of learning and Teachers role in challenges the status quo. Learning is about adopting
teaching perspective that will encourage social change.

View of Content Designed to encourage experience of the impact of IL

View of Assessment

RELATIONAL GRAME

View of IL IL is a complex of different ways of interacting with information

View of Information Information may be experienced as objective, subjective or

transformational

Curriculum Focus Bringing about awareness of the critical ways of seeing of experience

View of learning and Teachers being about particular ways of seeing specific phenomena;
teaching learning is coming to see the world differently

View of Content Examples selected to help students discover new ways of seeing. Critical
phenomena for learning must be identified

View of Assessment Designed to reveal ways of experiencing

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

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

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 2.6 SCONUL Seven Pillars of Information Literacy
SCONUL (Society of College, National and University Libraries formerly known as Standing Conference of
National and University Libraries; Ireland and UK) was founded in 1950 and in the year 1999 the SCONUL
Working Group on Information Literacy has developed “Information Skills in Higher Education” i.e. known as
Seven Pillars of Information Skills Model 18. This model has proved its utility all over the world and been
adopted by librarians and teachers to deliver information skills to their learners.
During the year 2012 the model has been was updated and expanded to meet the concept of Information Literacy
in ICT era, the new model is a generic “core” model for Higher Education, which contains a series of “lenses”
that can be applied to represent the different groups of learners.

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

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

Source:http://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf

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

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

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  “IDENTIFY: Able to identify a personal need for information
 SCOPE: Can assess current knowledge and identify gaps
 PLAN: Can construct strategies for locating information and data
 GATHER: Can locate and access the information and data they need
 EVALUATE: Can review the research process and compare and evaluate information and data
 MANAGE: Can organize information professionally and ethically
 PRESENT: Can apply the knowledge, present the results of research, synthesizing new and old
information, create new knowledge and disseminate.” 20, 21

Information Literacy Standards

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

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

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

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

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

 Determine the extent of information needed

 Access the needed information effectively and efficiently

Evaluate information and its sources critically

 Incorporate selected information into one’s knowledge base

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  Use information effectively to accomplish a specific purpose

 Understand the economic, legal, and social issues surrounding the use of information, and
access and use information ethically and legally.” 23

3.3 “Council of Australian University Librarians”/The Australian and New Zealand Institute for Information
Literacy”
The Australian and New Zealand information literacy (ANZIL) framework 24 is derived, from the Association of
College and Research Libraries’ (ACRL) Information literacy competency standards for higher education.
The Australian and New Zealand Information Literacy Framework developed in 2004 by the Australian and
New Zealand Institute of Information Literacy. The Information Literacy Framework is developed to reflect new
understandings of information literacy. The ANZIL framework 24 is based on four overarching principles,
according to these principles information literate people:-

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

These standards identify that the information literate person should:-

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

3.4 AASL's Standards for the 21st Century Learners

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

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

 “Inquire, think critically, and gain knowledge.

 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new
knowledge.
 Share knowledge and participate ethically and productively as members of our democratic society.
 Pursue personal and aesthetic growth.” 27

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

Skills Dispositions Responsibilities Self-Assessment

in Action Strategies

Key abilities needed for Ongoing beliefs and Common behaviours Reflections on one’s
Information Literacy

understanding, learning, attitudes that guide own learning to

used by independent
thinking, and mastering thinking and determine that the
Activities

subjects. intellectual behaviour learners in researching, skills, dispositions,

that can be measured and responsibilities
through actions investigating, and are effective.
taken. problem solving

Does the student have Is the student s the student aware that Can the student
disposed to higher- recognize personal
the right proficiencies to the foundational traits
level thinking and strengths and
explore a topic or for
actively engaged in weaknesses over time
Key Question

subject further?
critical thinking to 21st-century learning and become a
gain and share requires self- stronger, more
knowledge? accountability that independent learner?
extends beyond skills
and dispositions?

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 Source:http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_
LearningStandards.pdf

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

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

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

 “Competency Standard One: The information literate student determines the extent of the information
needed.
 Competency Standard Two: The information literate student accesses needed information effectively
and efficiently.
 Competency Standard Three: The information literate student evaluates information and its sources
critically and incorporates selected information into his or her knowledge base and value system.
 Competency Standard Four: The information literate student, individually or as a member of a group,
uses information effectively to accomplish a specific purpose.
 Competency Standard Five: The information literate student understands many of the economic, legal
and social issues surrounding the use of information and accesses and uses information ethically and
legally.” 29

3.6 AASL and AECT Information Literacy Standards for Student Learning
AASL and AECT (American Association of School Librarians and Association for Educational
Communications and Technology) has jointly developed information literacy model 30 in 1998 and 2007 for the
students of K-12 Standards. This model has given a comprehensive view of IL.
These nine national standards and twenty-nine indicators provide the framework for the standards:-

 “INFORMATION LITERACY: The student who is information literate:

1. Accesses information efficiently and effectively
2. Evaluates information critically and competently
3. Uses information effectively and creatively

 INDEPENDENT LEARNING: The student who is an independent learner is information literate and:
4. Pursues information related to personal interests
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 5. Appreciates and enjoys literature and other creative expressions of information
6. Strives for excellence in information seeking and knowledge generation

 SOCIAL RESPONSIBILITY: The student who contributes positively to the learning community and to
society is information literate and:
7. Recognizes the importance of in formation to a democratic society
8. Practices ethical behaviour in regard to information and information technology respects the
principles of intellectual freedom respects intellectual property rights uses information
technology responsibly
9. Participates effectively in groups to pursue and generate information.” 31

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

References

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