1. Information Literary, a model and three standards
IL into the Curriculum Workshop Day 1 Session 1.4 to 1.5
Points in this script indicate things you should tell the audience. You can express them in your own words.
Points in this script are facilitation instruction - for example, they might indicate how to run a group discussion or brainstorming session.
Hand outs: copies of the 3 standards - print one slide per page – ensure there are individual copies of one standard for each group – (see slide 10)

2. Objectives During this session, you will:
Become familiar with information literacy standards and models
Consider how models can inform curriculum development
Review an IL standard to match your content, learner demographic
(1 min)
Briefly outline the objectives of this first session

3. Information literacy models
(1 mins)
Models were developed to define IL and outline processes such as ‘information problem solving process’ and the ‘research process’. Models represent the process we go through when we are looking for information to solve problems, undertake research, complete a task or even just ‘learn’ about ideas that interest us. Models are described as, “a roadmap for navigating through the information-seeking process” (Dr Serap Kurbanoglu, UNESCO). In the previous session, we highlighted that being able to use information effectively is not only dependent on possessing the right skills, it can also be associated with our attitudes to learning and cultivating critical thinking skills and behaviours.
Show the slide.
19/09/2018

4. Information literacy 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
(5 min)
Here is a list of models, they include models for research, information seeking and process models. Do you recognise any of these models? If so, which one(s)? Today we will focus on the last model: SCONUL’s seven pillars model. When you have time you should find out about the others.
Show the slide and invite 2 or 3 participants to share information about the models they are familiar with, and ask them to comment on how they use the model in their work.
Are there any models missing?

5. Information literacy model - SCONUL
SCONUL 7 Pillars
(5 mins)
In 1999, the SCONUL working group on information literacy published ‘Information skills in higher education: a SCONUL position paper’ (SCONUL, 1999). The paper introduced the Seven Pillars of Information skills model, which was widely adopted by librarians and teachers as a means of helping them to deliver information skills to learners. However, in 2011, the working group decided to update and expand the model in response to variations in the ‘information world’. Although the basic principles remain valid the model now addresses a range of different terminologies and concepts which are now linked to ‘information literacy’.
“Information literacy is an umbrella term which encompasses concepts such as digital, visual and media literacies, academic literacy, information handling, information skills, data curation and data management” (SCONUL, 2011) – even numerical literacy.
The model is conceived as a three dimensional circular building founded on an information landscape, comprising the world as the individual views it at that point in time. The individual’s perception is coloured by their aptitude, background and experiences – which will affect how they respond to information literacy development.
The model is circular rather than linear – to become information literate the individual can develop within the seven pillars simultaneously and independently. In practice each pillar is closely linked (more about this later in the Day 2, session 3: Components and activities in IL curricula)
Show the slide – highlight how to use the model

6. SCONUL 7 Pillars, April 2011 (1 mins)
Each pillar is described by a series of statements relating to skills / competencies and attitudes / understandings. As a person becomes more information literate they will demonstrate more of the attributes in each pillar and so move towards the top.
The core model describes a set of generic skills and understandings. The model can be contextualised for different communities using the language, attributes and statements familiar to this community (i.e. lens). Here we are looking at the lens created for Higher Education.
Show the slide – highlight how to use the model

7. Information Literacy Standards
Established for different levels
Elementary
Secondary
Tertiary education
Customised for specific environments
Researchers
Students
Workplace etc.
Slide 7-8 (2 mins)
While the term ‘information literacy’ and definition have been debated extensively, the true challenge has been how to create an information literate society? To meet this challenge, several organisations such as the American College and Research libraries association and IFLA began to develop IL standards to define how to develop the capabilities of an information literate person in society. Guidelines were developed for different levels (e.g. elementary, secondary and tertiary education) and for different environments (such as research, students and workplace). The standards are used by faculty, librarians, and others IL professionals to develop curricula and define the assessment methods for measuring student learning.
Show the slide.

8. Information Literacy Standards
Serves as guideline for IL program developers
Faculty
Librarians etc.
Includes performance indicators
Used to frame:
curriculum objectives
learning outcomes
assessment criteria
Slide 7-8 (2 mins)
While the term ‘information literacy’ and definition have been debated extensively, the true challenge has been how to create an information literate society? To meet this challenge, several organisations such as the American College and Research Libraries Association and IFLA began to develop IL standards to define how to develop the capabilities of an information literate person in society. Guidelines were developed for different levels (e.g. elementary, secondary and tertiary education) and for different environments (such as research, students and workplace). The standards are used by faculty, librarians, and others IL professionals to develop curricula and define the assessment methods for measuring student learning.
Show the slide.

9. (1 min)
Show the slide and introduce the task.

10. Group activity (40 mins) Compare and contrast:
Spend a few moments familiarising yourself with the standards
Identify common elements & differences
Identify how standard is / could be applied in your context:
for different target demographics (e.g. researchers or under-graduates)
suggest one (minimum) example activity
one (minimum) example assessment activity
Slide (60 mins)
We know that IL standards serve as a guideline for developing the information literate individual / person. It is important then to consider how the standard relates to your context and your student demographic. In this exercise, you will divided up into small working groups and given a different IL standard. In each group you will discuss how the standard could be applied in your context, with different learner groups (e.g. undergraduate, researchers etc.) and offer examples of the types of activities or assessment activities you use to ‘develop the information literacy’ competencies of your target groups.
Show the slide 10 and introduce the activity. Divide the group into small groups of 4-5 either by organisation and organisation type/sector (or another sensible grouping by interest or occupation).
Show slides and state that each group will be working on one standard only. Make sure you sufficient print-outs of each standard, we recommend you print 4 copies of each standard (one for each person in the group). Place the copies of one standard on each table.
Give the groups 20 minutes to familiarise themselves with the standard, answer questions if necessary
After twenty minutes direct the participants to start completing the task. They can create a flipchart presentation that shows the target audience, the sample activity and assessment activity to share with the group. Ask individuals to assign the role of rapporteur to one or two individuals. They will be responsible for presenting the results of the activity back to the group and for sharing some insights about the standard (and how it is applied in their context). Observations and example activities should be recorded on a flip chart / or another presentation resource.
BEFORE THE GROUP’S PRESENTATIONS TAKE AN HOUR BREAK FOR LUNCH. SCHEDULING THE PRESENTATIONS AFTER LUNCH WILL HELP THE PARTICIPANTS RE-ENGAGE WITH THE WORKSHOP ESPECIALLY IF THEY HAVE HAD A HEAVY LUNCH!
After lunch invite the groups to share their findings with the group ( for mins). Remember to ask participants to give feedback on each other’s presentation. Look for innovative approaches to assessment and also learning activities. If you can suggest activities or ask others in the group to make recommendations.
19/09/2018

11. 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
understands the economic, legal, and social issues surrounding
the use of information and uses information ethically and legally
uses information effectively to accomplish a specific purpose
Please see handout
Show slides and state that each group will be working on one standard only. Make sure you sufficient print-outs of each standard, we recommend you print 4 copies of each standard (one for each person in the group). Place the copies of one standard on each table.
UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

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

13. Higher Education Standards -ANZIIL
The information literate student
recognises the need for information and determines the
nature and extent of the information needed
finds needed information effectively and efficiently
manages information collected or generated
uses information with understanding & acknowledges cultural, ethical
economic, legal, & social issues surrounding the use of information
applies prior and new information to construct new concepts
or create new understandings
critically evaluates information and the information
seeking process
Please see handout
UNESCO Training the Trainers in Information Literacy Workshop, September 3-5, Ankara-Turkey

14. Outcomes By the end of this session you will be able to:
Identify an information literacy model and standards
Learn how models can inform curriculum development
Refine an IL standard to match your content, learner demographic
(2 mins)
Show the slide – highlight learning outcomes. Invite participants to comment / reflect on whether these outcomes have been achieved (note their comments as you may need to come back to them in later sessions)

15. Course materials developed by Siobhan Duvigneau
Information Literacy manager, IDS
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