Chang et al- A comprehensive model of information literacy

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Chang et al- A comprehensive model of information literacy

  1. 1. A Comprehensive Model of Information Literacy Yun-Ke Chang , Xue Zhang, M Shaheen Majid, Schubert Foo Intan Azura Mokhtar, and ThengYin Leng IFLA 2013 Singapore
  2. 2. Information literacy Definition  Coined by Zurkowski in 1974 ◦ Information literates:  “People trained in the application of information resources to their work can be called information literates.They have learned techniques and skills for utilizing the wide range of information tools as well as primary sources in molding information solutions to their problems.” ◦ Illiterates:  “…do not have measure for the value of information, do not have an ability to mold information to their needs…”
  3. 3. Information literacy Definition  Many definitions including knowledge and competencies that enable individuals ◦ To define their information needs, search, retrieve, synthesize, evaluate and use information, ◦ To evaluate one’s own information seeking process and the final information products, ◦ To perform collaborative information-seeking behavior and ethical use of information.
  4. 4. Information literacy Definition  IL has been studied with different focuses, such as ◦ Social context factors: culture, distribution of authority, social norms, habits, practices, expectations, rewards, and preferences held by the group that an individual belong to (Cho & Lee 2008; Robbins & Judge 2009). • Social and multimodal networked technological environments: in which some researchers also redefined IL as metaliteracy or metacompetency (Kearns, 2001, Lloyd, 2003; Mackey and Jacobson, 2010).
  5. 5. IL Models  Various IL models have been proposed, ◦ based on perspectives  e.g. The Seven Faces of Information Literacy (Bruce, 1997). ◦ based on components  e.g. Burdick’s Five Components of Information Literacy (1998).  Information Literacy Elements Framework (Australian and New Zealand Institute for Information Literacy, 2004)
  6. 6. IL Models  And of course, (just to name a few! ) ◦ based on the research/information seeking process  The Big6 Model (Eisenberg and Berkowitz, 1990)  Kuhlthau’s Model of the Information Process (1993, 1999)  8Ws of Information Literacy Model (Lamb, Smith & Johnson, 1997)  Alberta’s Focus on Research Model (Oberg, 1999)  The Seven Pillars of Information Literacy Model (SCONUL, 1999)  The Seven Steps of the Research Process Model (Engle, 2012)  and so on.
  7. 7. Information literacy Definition
  8. 8. The Presented Project  We present an IL model which not only elaborates IL activities and corresponding competencies along a research process at both individual and group level.  The refined model also attempt to cover various IL stages, collaborative information seeking, as well as social responsibility and desirable attitudes that would facilitate an individual to become an information literate person.
  9. 9. i-Competency Model 1. Defining Information Task/Analyzing Information Gap 2. Selecting Information Sources 3. Seeking and Evaluating Information from Sources 4. Synthesizing and Using Information 5. Appraising the Information Process and Product  Collaborative IL Process  Social Responsibility  Attitudes
  10. 10. i-Competency Model 1. Defining Information Task/Analyzing Information Gap Definition: Ability to recognize and define the need for and the extent of information. Scope: IndividualWork-based, Individual Personal, Group Work-based, Group Personal Theory: Information needs vs. information task Emergence of needs (visceral, conscious, formalized, compromised level)
  11. 11. i-Competency Model 1. Defining Information Task/Analyzing Information Gap Activities and Outcomes: Flow of these activities depend on the knowledge of individual/group seekers Key Activities: 1.1 Identifying main topic and sub-topics 1.2 Analyzing information need and defining gap 1.3 Iterating the process to clarify, revise, or refine need
  12. 12. 1. Defining Information Task/Analyzing Information Gap Optional Activities ◦ Questioning: clarification process,  e.g. (what we want to know, what we know-> information gap) ◦ Scheduling, organizing (project management) ◦ Brainstorming (g) ◦ Seeking advice from appropriate social networks (g) ◦ Delegating(g) Outcomes: ◦ Research topic and questions ◦ Research plan
  13. 13. 1. Defining Information Task / Analyzing Information Gap Definition: Ø Ability to recognise and define the need for and the extent of information. Scope (Apply to all stages): Theory: Ø Information needs vs. information task Ø Emergence of needs (visceral, conscious, formalised, compromised level) Activities and Outcomes – flow of these activities depend on the knowledge of individual/group seekers Key Activities: 1.1 Identifying main topic and sub-topics 1.2 Analyzing information need and defining gap 1.3 Iterating the process to clarify, revise, or refine need Optional Activities: · Questioning: clarification process e.g. (what we want to know, what we know-> information gap) · Scheduling, organizing (project management) · Brainstorming (g) · Seeking advice from appropriate social networks (g) · Delegating(g) Outcomes: · Research topic and questions · Research plan Concepts and Tools à physical; mental Concepts: · ‘WH’ questions · Cooperative group roles Tools: · Reference tools (e.g. dictionary, encyclopaedia) · Group facilitating tools (physical vs. online) · Mind-mapping tools (idea generator, graphic organizers) · Web 2.0 tools (e.g. blogs, wikis, social networking tools, twitter) · Project management tools (time, budget, and resource) Link to .doc
  14. 14. IL Curriculum Framework
  15. 15. On Going Project  National IL Survey ◦ Primary 3 (grade 3) ◦ Primary 5 (grade 5) ◦ Secondary 3 (grade 8)
  16. 16. Welcome to Singapore

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