1. Information Literacy Models & Standards
Prof. Dr. Serap Kurbanoğlu

2. Knowledge is of two kinds: we know a subject ourselves, or we know where we can find information upon it
Samuel Johnson

3. 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

4. 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

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

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

7. 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

8. 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

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

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

11. 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

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

13. 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

14. 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 Identifies keywords, synonyms, and related terms for the information needed.
"Higher Order" thinking skill: Outcome 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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

28. References
ACRL. (2000). Information literacy competency standards for higher education.
AASL & AECT. (1998). Information literacy standards for student learning. Chicago: American Library Association.
Bond, T. (2008). The Information literacy models and inquiry learning models
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.
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.
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

29. Serap Kurbanoğlu