Models and Standards Week 3

Agenda Information Literacy Models Information Literacy Standards Discussion

Models (a sampling) Remember, these are not really linear processes. Often people loop through while solving an information problem.

The Big 6 – Eisenberg and Berkowitz 1. Task Definition 1.1 Define the information problem 1.2 Identify information needed (to solve the information problem) 2. Information Seeking Strategies 2.1 Determine all possible sources (brainstorm) 2.2 Select the best sources 3. Location and Access 3.1 Locate sources (intellectually and physically) 3.2 Find information within sources 4. Use of Information 4.1 Engage (e.g., read, hear, view, touch) 4.2 Extract relevant information 5. Synthesis 5.1 Organize from multiple sources 5.2 Present the information 6. Evaluation 6.1 Judge the product (effectiveness) 6.2 Judge the process (efficiency) Also look at the Super 3 (Plan – Beginning, Do – Middle, Review – End)

Information Process from New South Wales Defining Locating Selecting Organising Presenting Assessing

Nine Step Information Skills Model - Irving Formulating Identifying Tracing Examining Using Recording Interpreting Shaping Evaluating

REACTS by Stripling and Pitts Recalling Explaining Analyzing Challenging Transforming Synthesizing Choose a broad topic Get an overview Narrow the topic Develop thesis statement Formulate questions Plan for research Find, analyze, evaluate Evaluate evidence Establish conclusions Create and present final product

The Research Cycle by McKenzie Questioning Planning Gathering Sorting & Sifting Synthesizing Evaluating Reporting * (after several repetitions of the cycle)

Pathways to Knowledge by Pappas and Tepe (Follett) Appreciation Examine the world. Presearch Develop an overview; explore relationships. Search Identify information providers; select information resources; seek relevant information. Interpretation Interpret information. Communication Apply information; share new knowledge. Evaluation Evaluate process and product.

Information Search Process (ISP) by Kuhlthau Initiating a Research Assignment Feelings: apprehension, uncertainty Selecting a Topic Feelings: confusion, sometimes anxiety, brief elation, anticipation Exploring Information Feelings: confusion, uncertainty, doubt, sometimes threat Formulating a Focus Feelings: optimism, confidence in ability to complete task Collecting Information Feelings: realization of extensive work to be done, confidence in ability to complete task, increased interest Preparing to Present Feelings: sense of relief, sometimes satisfaction, sometimes disappointment Assessing the Process Feelings: sense of accomplishment or sense of disappointment

As a group, pick a process and figure out a situation to apply it in! Activity Virtual Information Inquiry: Models http://virtualinquiry.com/inquiry/models.htm Information Literacy Models http://www.shambles.net/pages/learning/infolit/infoLitMod/ As a group, pick a process and figure out a situation to apply it in!

K – 12 and Higher Education Standards K – 12 and Higher Education

AASL and AECT - 1998 Information Power – Information Literacy Standards for Student Learning – included indicators INFORMATION LITERACY STANDARDS Standard 1 - The student who is information literate accesses information efficiently and effectively. Standard 2 - The student who is information literate evaluates information critically and competently. Standard 3 - The student who is information literate uses information accurately and creatively. INDEPENDENT LEARNING STANDARDS Standard 4 - The student who is an independent learner is information literate and pursues information related to personal interests. Standard 5 - The student who is an independent learner is information literate and appreciates literature and other creative expressions of information. Standard 6 - The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation. SOCIAL RESPONSIBILITY STANDARDS Standard 7 - The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society. Standard 8 - The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology. Standard 9 - The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

ACRL – 1999 (2000, 2004) Information Literacy Competency Standards for Higher Education – includes performance indicators and outcomes Standard One: The information literate student determines the extent of the information needed. Standard Two: The information literate student accesses needed information effectively and efficiently. 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. Standard Four: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. 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.

AASL - 2007 Standards for the 21st-Century Learner – includes skills, dispositions in action, responsibilities, and self-assessment strategies Common Beliefs The learning standards begin by defining nine foundational common beliefs: Reading is a window to the world. Inquiry provides a framework for learning. Ethical behavior in the use of information must be taught. Technology skills are crucial for future employment needs.  Equitable access is a key component for education. The definition of information literacy has become more complex as resources and technologies have changed. The continuing expansion of information demands that all individuals acquire the thinking skills that will enable them to learn on their own. Learning has a social context. School libraries are essential to the development of learning skills. The Standards The Standards describe how learners use skills, resources, and tools 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.

Activity In your group, examine one of the set of standards. What do you think these standards mean to you? How are they applicable to real life in your settings?

As you go forward No need to reinvent the wheel – just apply to your situation Lots of models with many similarities – can pick and choose pieces But make sure the idea of an information literacy process is established Operationalize goals via skills, but come back to the mission via the process definition

Next week – ICT