1. An Introduction to Information Literacy for Secondary Education
Josh Rose, Librarian
February 3, 2016
SSTE 215: Foundations in Secondary Education
Prof. Raina León

2. Agenda Introductions Learning goals
An introduction to information literacy
What does the term mean?
Where did it come from?
How does it work?
The Big6: An information literacy process model
Critical information literacy (Elmborg, 2006)
Discussion: Applying IL and Critical IL within your discipline and in your teaching practice

3. Learning Goals
Describe what the term “information literacy” means, where it comes from, and how it works
Describe a process model of information literacy like the “Big6”
Compare information literacy with critical information literacy
Describe how you might apply IL or critical IL within your discipline and in your teaching practice

4. What is information literacy?
A set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information” (ACRL, 2000).
Several documents describe information literacy, including:
American Association of School Librarians (AASL) Standards for the 21st-Century Learner (2007)
See also AASL Learning Standards & Common Core State Standards Crosswalk, Lesson Plan database
Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (2000)
Framework for Information Literacy for Higher Education (2015)

5. Where did the term come from?
Origin of the phrase “information literacy” generally credited to Paul Zurkowski, president of the Information Industry Association, in 1974 (as cited in Elmborg, 2012).
“People trained in the application of information resources to their work can be called information literates. They have learned techniques and skills for using the wide range of information tools as well as primary sources in molding information solutions to their problems.”

6. How does it work? 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
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 (ACRL 2000)
Ask students to think about an information problem they have encountered recently. Perhaps their community research projects that they have done in their program. “As I describe the Big6 process model of information literacy, ask yourself – does this describe my research experience?”

7. The Big6: An information literacy process model
Developed by Mike Eisenberg and Bob Berkowitz (1987)
Task Definition:
1.1 Define the problem.
1.2 Identify the information needed.
Information Seeking Strategies:
2.1 Determine all possible sources.
2.2 Select the best sources.
Location and Access:
3.1 Locate sources.
3.2 Find information within sources.

8. The Big6: An information literacy process model (cont.)
Use of Information:
4.1 Engage (e.g., read, hear, view).
4.2 Extract relevant information.
Synthesis:
5.1 Organize information from multiple sources.
5.2 Present information.
Evaluation:
6.1 Judge the result (effectiveness)
6.2 Judge the process (efficiency)

9. Discussion: Critical information literacy
Discussion: Based on Elmborg (2006), what are some potential criticisms of information literacy standards and process models like the Big6?

10. Discussion: Applying IL and Critical IL
What does information literacy look like in your discipline?
How might you apply IL (e.g., the Big6) in your discipline and teaching practice?
How might you apply critical IL in your discipline and teaching practice?
Does your practicum school have a librarian or media specialist? How might you work with him or her to teach IL or critical IL to students?
Discussion: Applying IL and Critical IL within your discipline and in your teaching practice

11. References
American Association of School Librarians. (2007). AASL Standards for the 21st- Century Learner. Chicago, IL: ALA. Retrieved from
Association of College and Research Libraries. (2015). Framework for Information Literacy for Higher Education. Chicago, IL: ALA. Retrieved from
Association of College and Research Libraries. (2000). Information Literacy Competency Standards for Higher Education. Chicago, IL: ALA. Retrieved from
Eisenberg, M. B. & Berkowitz, R. E. (2011). The Big6 workshop handbook [4th edition]. Santa Barbara, CA: Linworth.
Elmborg, J. (2006). Critical information literacy: Implications for instructional practice. The Journal of Academic Librarianship, 32(2),
Elmborg, J. (2012). Critical information literacy: Definitions and challenges. In C. W. Wilkinson & C. Bruch (Eds.), Transforming information literacy programs: Intersecting frontiers of self, library culture, and campus community. Chicago, IL: Association of College and Research Libraries.

12. Questions? Thank you!