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

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 represent the information-seeking process you go through when you are looking for information to answer questions, complete an assignment, or just explore something you're curious about. The process can be very direct and simple or it can be very complex—a lot depends on the questions you're trying to answer or the problem you need to solve. UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

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 There era several widely known models of IL that have been developed through research and evaluation. There are many similarities among the models. In fact, there is more agreement than disagrement amnog the models. (Spitzer, Eisenberg, Lowe, 1998) These models represent the information-seeking process you go through when you are looking for information to answer questions, complete an assignment, or just explore something you're curious about. The process can be very direct and simple or it can be very complex—a lot depends on the questions you're trying to answer or the problem you need to solve. They are like a roadmap for navigating through the information-seeking process. Sometimes you will take one path, sometimes another—how you find, analyze and use information depends on many things including how you learn, the resources you have available, your task, and what you may already know about your topic. UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

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

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

The Research Cycle Model by McKenzie report synthesize evaluate sort & sift revise questions evaluate Essential Questions? gather İnfo. revise plan synthesize develop reserach plan Which city? product? 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

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

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

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

Dialogue Model Define Initiate Assess Locate Organize Guide Use Evaluate Copyright © 1998 by INFOhio - The Information Network for Ohio Schools UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

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

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 Snavely, 2001 While the term and definition have been debated extensively, the true challenge has not been what or whether, but rather how to create an information literate society To meet this challenge, an international agenda has emerged through the partnering efforts of many organizations One initiative that has begun to coordinate efforts to create the information literate society has been to develop IL standards. It was clear that IL isn’t just a library issue, but is an issue for the education (in all levels) and society as well Therefore the standards have been developed through a cooperative and collaborative process that included representatives from all stakeholders (including librarians, educationalists, etc.) Standards have now been established for school (K-12) and college (university) level students (higher education) Standards were developed with the expectation that they would be customized for the specific environment Standards transleted into many other languages (accurate translations are important however more importnat than that is adoption ME) Standards contain performance indicators They apply to the needs of students They assist in assessing student progress toward IL They serve as guidelines for faculty, librarians, and others in developing (IL programs?? Me) local methods for measuring student learning in the context of institution’s unique mission UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

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 Snavely, 2001; Australia The culture, circumstances and purpose can/may require adjustments on Standards (Snavely, 2001) The standards offer a means by which educators can identify learning outcomes that describe a student as information literate. (Australia) ACRL standards support the development of learning outcomes for information literacy (Hilt, 63) In implementing these standards, institutions need to recognize that different levels of thinking skills are associated with various learning outcomes--and therefore different instruments or methods are essential to assess those outcomes. For example, both "higher order" and "lower order" thinking skills, based on Bloom’s Taxonomy of Educational Objectives, are evident throughout the outcomes detailed in this document. It is strongly suggested that assessment methods appropriate to the thinking skills associated with each outcome be identified as an integral part of the institution’s implementation plan. For example, the following outcomes illustrate "higher order" and "lower order" thinking skills: "Lower Order" thinking skill: Outcome 2.2.2. Identifies keywords, synonyms, and related terms for the information needed. "Higher Order" thinking skill: Outcome 3.3.2. Extends initial synthesis, when possible, to a higher level of abstraction to construct new hypotheses that may require additional information. UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

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) ACRL, 2000 All students are expected to demonstrate all of the competencies described in the standards, but not everyone will demonstrate them to the same level of proficiency or at the same speed. Furthermore, some disciplines may place greater emphasis on the mastery of competencies at certain points in the process, and therefore certain competencies would receive greater weight than others in any rubric for measurement. Many of the competencies are likely to be performed recursively, in that the reflective and evaluative aspects included within each standard will require the student to return to an earlier point in the process, revise the information-seeking approach, and repeat the same steps. To implement the standards fully, an institution should first review its mission and educational goals to determine how information literacy would improve learning and enhance the institution’s effectiveness. To facilitate acceptance of the concept, faculty and staff development is also crucial. n higher education all students are expected to demonstrate all of the standards, but not everyone will demonstrate them to the same level or at the same time. In vocational education, the relevance of some aspects of the standards will be dependent on the type and level of program students are undertaking. Some disciplines may place greater emphasis on particular learning outcomes at certain points during information seeking and use, and knowledge creation. These outcomes would therefore receive greater weight than others. In addition, the iterative and evolutionary nature of searching for and using information should be emphasised. Many aspects are likely to be performed recursively, in that the reflective and evaluative aspects will require returning to an earlier point in the process, revising the information seeking approach, and repeating the steps. The standards are not intended to represent a linear approach to information literacy. (Australian) UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

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 AASL= American Association of School Librarians AECT = Association for Educational Communications and Technology ACRL = Association of College and Research Libraries ANZIIL = Australian and New Zealand Institute for Information Literacy CAUL = Council of Australian University Librarians Australia - Information Literacy Standards – CAUL, 2001 first version American national standards of student learning outcomes have been established at the K-12 and undergraduate levels, and the topic is increasingly being addressed in forums outside of the library profession (Rockman, 2004) UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

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

K-12 Standards - AASL & AECT 3 categories 9 standards 29 performance indicator UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

Higher Education Standards - ACRL 22 performance indicators. It also extends the work of the American Association of School Librarians Task Force on Information Literacy Standards, thereby providing higher education an opportunity to articulate its information literacy competencies with those of K-12 so that a continuum of expectations develops for students at all levels. (ACRL standards) The standards focus upon the needs of students in higher education at all levels. The standards also list a range of outcomes for assessing student progress toward information literacy. These outcomes serve as guidelines for faculty, librarians, and others in developing local methods for measuring student learning in the context of an institution’s unique mission. In addition to assessing all students’ basic information literacy skills, faculty and librarians should also work together to develop assessment instruments and strategies in the context of particular disciplines, as information literacy manifests itself in the specific understanding of the knowledge creation, scholarly activity, and publication processes found in those disciplines (ACRL, 2000) UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

Higher Education Standards -ANZIIL 19 learning outcomes (performance indicators) ?? Australian and New Zealand information literacy standards is derived, with permission, from the Association of College and Research Libraries’ (ACRL) Information literacy competency standards for higher education. The concepts and text have been adapted and updated to incorporate recent local and international understandings of information literacy education. Sometimes the ACRL text has been left intact. Elsewhere it has been reworded and paraphrased. UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

International standards - IFLA Access 1. 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 2. 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

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

Evaluation Assessment of information Organization 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

Use Use of information Communication and ethical 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

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

Information literacy curriculum Standards Models IL CURRICULUM Assessment Evaluation Learning outcomes Content Teaching & learning activities Objectives there is a correlation between goals, objectives, content, learning outcomes, teaching methods, teaching and learning activities, assessment and evaluation (Australian). This allows consistency. Curriculum alignment not only refers to the consistency within a particular unit of study, but also within a disciplinary major, degree program or training package. It should take into account graduate attributes, qualities or capabilities as well as particular objectives and learning outcomes of majors, programs and packages. (Australian) *In this context assessment refers to measuring and describing student learning, whilst evaluation is feedback for the educator regarding the effectiveness of the curriculum and teaching. These terms are often used interchangeably, especially in the US literature. (Australian) Teaching methods Needs and requirements Emerging technologies UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

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

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

Serap Kurbanoğlu serap@hacettepe.edu.tr