Information Literacy models

A range of information literacy models exist which scaffold students through the information search process.  This useful website link includes details on a range of Information literacy models and information on inquiry learning.  Whichever model is chosen may depend on deciding which is most suitable for the school context.

Some key models include:

·         The Big 6 – Eisenberg & Berkowitz, 2000 is the model used most frequently in North America. The website (www.big6.com) provides a range of useful resources to assist implementation of the model. The Big 6 elements are:

Task definition, Information seeking, Location and access, Use of information, Synthesis, Evaluation

            There is much anecdotal evidence available regarding the benefits of this model for students, but limited empirical research data. Wolf, in her paper, [Wolf, S., Brush, T., & Saye, J. (2003). The Big Six information skills as a metacognitive scaffold: A case study. School Library Media Research, 6.] studied the use of the Big 6 model with 8^th grade students.

The Big 6 skills together form a process for students when faced with an information problem. The process can be used by students or teachers. For students, it assists with metacognition, providing a guide to follow to complete assignments or to overcome issues.

Whilst the Big 6 skills follow a set of steps, the process is not linear in that steps are not necessarily completed in order but all steps must be completed to achieve success. It is intended that students are able to move back and forth between the stages as required.

Eisenberg and Berkowitz advocate explicit teaching of the vocabulary of the model and modelling the process with students.  A collaborative approach between teachers, TLs and others is advised, on planning, teaching and assessment.  Examining the curriculum to find suitable curriculum units, which Eisenberg terms “big juicies” (Eisenberg, M. B. (2008). Information literacy: Essential skills for the Information Age. Journal of Library & Information Technology, 28(2), 39-47. P.45 ) is recommended.

“Big juicy units” are those that, according to Eisenberg (p.45):

·         Involve a report or project rather than are tested as assessment

·         Require information from a range of sources

·         Involve a large number of students and cover a reasonable amount of time

Allowing regular repetition of information and technology skills and providing real world contexts is recommended to ensure students proficiency with skills develops.

·         Kuhlthau’s Information Search process (ISP) –takes into account feelings and emotions students are experiencing at different stages of the research process.  This model forms the basis of Guided Inquiry process. Kuhtlhau’s model is also unique in that it is developed from a research base.

·         The Big 6 elements are similar to the NSW DET model used in many NSW schools.

·          Herring’s (2004) PLUS model, is used in the UK and is used directly by students. The elements of the PLUS model are:

Purpose, Location, Use and Self-evaluation

-          Information literacy models more to come

Who should become a teacher librarian?

Looking at the readings and thinking about the role so far, much has been centred on accessing, synthesising, evaluating and using information. Not much so far on shelving books as, for many, seems to be the perception of a many of ‘a librarian’!

From this, whilst reading about the Big 6 model, I started to think about which teachers have tended to become TLs and it seemed from what I knew, many came from an English teaching background, which made sense given the idea of a love of books and reading.

Whilst this is fine, it seems that teachers from so many different disciplines should also take up this role as there are many areas which lend themselves so well to gathering information and inquiry and project-based learning, such as sciences and social sciences and it is useful for teacher librarians to have a good understanding of these areas as well.

Having a knowledge of information literacy models, IT tools and applications and perhaps more importantly, a willingness to learn and explore these seems to be a very important characteristic of a TL.  A love of reading of course also mustn’t go unmentioned. Certainly a desire to perform the role is a given. Not somewhere that excess teachers can be placed if there are no classes to teach.

Having teachers who have come from a range of disciplines I think helps to broaden the horizons and could assist in increasing collaboration if teachers feel that the person they are working with has some understanding of their subject area.

So whatever the area you are from, having a working knowledge of a range of KLAs is something to work on building.

 I love the image of the Teacher librarian seen here on the Murray Hill Middle School Library Media Centre Blog by Gwyneth A Jones, The Daring Librarian, as there is the picture of the librarian as “plain clothes, glasses” but also books, technology and at the centre the quote “Learning happens here”, which is what it’s all about. Image can be found at the following link

http://www.flickr.com/photos/info_grrl/4425422410/

What an amazing blog this is!

I am still struggling with how to include images coorectly according to copyright so am just including the link to this great site.

Further to accountability and evidence collection – principal support

As noted TLs need to be accountable for what they are doing and able to provide evidence of positive impact on student learning.

 Ross Todd provides good information on evidence based practice and strategies to achieve it as listed on 29 March post. 

 Collection of evidence to highlight positive impacts on student outcomes is one often mentioned issue cited as an issue as this can be seen to interfere with the TL’s daily tasks. Collaborating with teachers is an imperative aspect of the TL role and collaboration is suggested as a strategy to assist in collection of concrete (rather than anecdotal) evidence of positive learning impacts. Where TLs are involved in existing collaborations, these activities can be used to enable evidence collection rather than creating new tasks, which is then used to garner principal support for the role.

 

Working with like-minded teachers who wish to work together to benefit student learning should be embraced with the hope that positive outcomes will filter through to others who then wish to become involved.  All parties need to believe in and be engaged in the process for it to be truly successful and when teachers believe in TL positive benefits they can then become advocates as well.

Evidence of impacts is also necessary to evaluate existing TL programs and drive improvements.

Interestingly research shows where principal support for collaboration is present, and especially where the principal actively collaborates as well, teacher collaboration increases and this modelling also results in students working together more effectively as Haycock noted (Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25-35).

Professional networks essential part of role

As TLs are often isolated within the school environment, both in terms of physical location and professionally, maintaining links with other TLs through professional networks is imperative.

OZTL_NET , as well as ASLA and ALIA are important networks to be linked to.  Also ACCESS journal of ASLA has a wealth of information regarding case studies, changes and ideas and chances to ask questions of others to learn from others’ experiences.

Scan is another excellent publication from NSW Education and Training Curriculum & Learning Innovation Centre to subscribe to.

Using wikis and blogs is also becoming an important area for professional development both to show own ideas and to learn from those of others. Youtube even has great short videos where you can listen to speakers eg Mike Eisenberg vodcasts very informative and easy to listen to eg link below.

Mike Eisenber vodcast series uploaded by ABC Clio

Information literacy – concept or process?

Information literacy – concept or process? Thinking about this as a start, I looked up a definition of concept (a noun) and process (can be noun or verb). As much seems to depend on being able to apply skills to recognise the need for information, then locate and use appropriate information as the American Library Association Presidential Commission (1989) defined information literacy (cited by Mike Eisenberg), it seems more a process to me and I agree with Abilock’s (2004) view. The models then fit as scaffolds to help guide through this process.
I am now wondering if it can be both a process to go through to achieve information literacy as a concept at the conclusion of the process?

Information Literacy definition

Much debate exists as to the definition of information literacy. Much of this centres on the question as to whether information literacy is a process or a concept.  Abilock (2004) defines information literacy as a "transformational process in which the learner needs to find, understand, evaluate and use information in various forms...".
Eisenberg and Berkowitz notes that learners need to possess the skills that enable them to locate and access information or to develop the skills to solve information problems.
Langford (1998) suggests that the fact that information literacy is not being applied in the classroom context raises question that definition needs to be changed towards Tweed and Bailey’s concept of new literacy. Need to work together at the school level, not to be just the domain of the TL.