Information Literacy Models Standards Prof Dr Serap Kurbanolu

Information Literacy Models & Standards Prof. Dr. Serap Kurbanoğlu UNESCO Training the Trainers in Information Literacy Workshop, September 3 -5, Ankara-Turkey

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

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 informationseeking 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 3

Models • • • Kuhlthau - Information Seeking Eisenberg & Berkowitz - The Big 6 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 4

Big 6 Skills Model by Eisenberg & Berkowitz UNESCO Training the Trainers in Information Literacy Workshop, September 3 -5, Ankara-Turkey 5

Information Literacy Model by Detweiler UNESCO Training the Trainers in Information Literacy Workshop, September 3 -5, Ankara-Turkey 6

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

8 Ws 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 8

3 Doors to Info. Literacy by Gawith UNESCO Training the Trainers in Information Literacy Workshop, September 3 -5, Ankara-Turkey 9

Sauce Model by Bond UNESCO Training the Trainers in Information Literacy Workshop, September 3 -5, Ankara-Turkey 10

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

Seven Pillars Model by SCONUL UNESCO Training the Trainers in Information Literacy Workshop, September 3 -5, Ankara-Turkey 12

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 13

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 14

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 15

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 16

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 17

K-12 Standards - AASL & AECT K 12 standards Information literacy Access to information Evaluation of information Use of information Independent learning Updating self-knowledge Self-motivation Self-assessment Social responsibility Recognizing the importance of information Practicing ethical behavior UNESCO Training the Trainers in Information Literacy Workshop, September 3 -5, Ankara-Turkey Contributing to the society 18

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 uses information effectively to accomplish a specific purpose understands the economic, legal, and social issues surrounding the use of information and uses information ethically and legally UNESCO Training the Trainers in Information Literacy Workshop, September 3 -5, Ankara-Turkey 19

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 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 UNESCO Training the Trainers in Information Literacy Workshop, September 3 -5, Ankara-Turkey 20

International standards - IFLA International standards Access Need Location Evaluation Assessment Organization Use Information use Communicating UNESCO Training the Trainers in Information Literacy Workshop, September 3 -5, Ankara-Turkey 21

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 22

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 23

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 24

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 25

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

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 27

References • • • • ACRL. (2000). Information literacy competency standards for higher education. http: //www. ala. org/ala/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 (2 nd 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 problemsolving. 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 28

Serap Kurbanoğlu serap@hacettepe. edu. tr UNESCO Training the Trainers in Information Literacy Workshop, September 3 -5, Ankara-Turkey