information literacy
Outline
1. Definition the information literacy.
2. Theory of information literacy.
3. Types of information literacy.
4. Frame work of information literacy.
5. Skills of information literacy.
6. Models of information literacy.
7. Barrier of information literacy.
8. Reference
Introduction
Information technology is changing our environment at an increasing rate, by providing improved opportunities, required knowledge and skill that are not easily acquired. Once we acquire such knowledge and skill to keep them up to date is even more difficult. Information literacy is increasingly important in the environment of rapid technological change and proliferating information resources. Too much information can create barriers in our lives. Information literacy is the set of skills needed to find, retrieve, analyze and use information. It provides skills to know when we need information and where to locate it effectively and efficiently. It enables the users to analyze and evaluate the information they find.
The concept of information literacy was first introduced in 1974 by Paul Zurkowski.1 According to him people trained in the application of information resources to their work can be called information literate. They have learned techniques and skills for utilizing the wide range of information tools as well as primary resources in molding information
Definition of information:
All ideas, facts, and imaginative works of the mind which have been communicated, recorded, published and/or distributed formally or informally in any format”. (The American Library Association 1987)
Definitions of information literacy
As the ability of workers to use information effectively in the nascent computer age. He called workers who could use information effectively “information literacy”. (Zurkowski 1974)
A person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. (American library association 1989)
It is the ability to access, evaluate, and use information from a variety resource. (Dolye 1992)
Person is one who has the analytical and critical skills to formulate research questions and evaluate results. (Lenox & walker 1993)
It is not only to recognize when information required, but involves the ability to construct one’s own knowledge through a process that gives meaning and self-interest to the notion of learning throughout lifetime. (Kuhlthau 1995)
Information literacy as a new liberal art that extends from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and philosophical context and impact. (Jeremy Shapiro & Shelley Hughes 1996)
It is the acquisitions of skills and attributes by individual, which underpins effective learning in educational settings. (Lloyd 2005)
It is the ability to know there is a need for information to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand. (national forum on information literacy 2007)
It is ability to operate and communicate with technology devices, understand how subsystems fit together to form system or networks, understand documentation and how to utilize applications of software, understand the basic jargon or terminology of information technology, solve problems through the use of technology, identify and use alternate sources of information, discuss the history and future of information technology and have some insight into the ethical and human impact issues of information technology. (Penrod and Douglas 2008)
Information literacy theories:
1- Behavioral theory is considered the oldest theory of information literacy, focus on observable and measurable behavior.
2- Constructivism was the second theory it is based on the theory of Brunner 1968 and Vygostky 1977, focus on how people learn.
3- Cognitivism is considered the third theory based on the work of psychologist piaget 1977 who explore the mental process individual use in responding to their environment that is how people think, solve problem and make decisions.
Types of information literacy:
Information literacy have several types which was described by family of 21st century as:
1- Survival literacy basic or core literacy.
2- Computer literacy.
3- Media literacy.
4-Distance Education and E-learning literacy.
5-Culture literacy. 7- Visual literacy
6-Video literacy. 8- Text literacy.
1. Survival literacy:
Basic or core literacies: 3Rs as reading, writing & arithmetic. It refers to a print-oriented society where most information authored, recorded, published, disseminated & communicated using printed-media.
2. Computer literacy:
Which is efficient ability to know how to use computers as information processing machines. It is divided into hardware literacy and software literacy. Computer hardware is the physical equipment used for input, processing, and output activities in an information system. It consists of the following: the computer processing unit; various s input, output, and storage devices; and physical media to link these devices together. Computer software consists of the detailed preprogrammed instructions that control and coordinate the computer hardware components in an information system.
3. Media literacy:
Includes access to the media & express one-self. Is the ability to access, analyze, evaluate, & produce communication in a variety of forms. In essence, a media literate person can think critically about what they see, hear, and read in books, newspapers, magazines, television, radio, movies, music, advertising, video games, the Internet, and new emerging technology. Kaiser Family Foundation
4. Distance Education & E-Learning literacy:
It is the using of telecommunication technologies, so allow to learners to access to teachers without visit a physical campus.
5. Cultural literacy means:
A knowledge of & understanding of how a religion, beliefs, symbols impact creation, storage, preservation & archiving of data, information & knowledge, using technologies.
6. Video literacy:
It is skills needed to meaning view & produce video.
7. Visual literacy:
Is the ability to understand, evaluate, and use visual information. it has three component: learning, thinking, and communicating.
8. Text literacy:
The need to use text-based resources as a means to gather, interpret & communicate information.
Information literacy frame work:
• Including standards & learning outcomes that consist of processes, knowledge, skills, attitudes & beliefs with the information literate person.
• Standards are grounded in generic skills include problem solving, collaboration &teamwork, communication & critical thinking and information skills include seeking & use of information and information technology fluency.
• Values & beliefs include using information wisely & ethically, social responsibility & communication participation.
There are several elements of information literacy framework;
1. Connecting with Information; includes review existing knowledge, explore the scene & browse.
2. Interacting with Information; includes questioning the information, evaluate, interpret (fit to purpose), synthesize & analyze it.
3. Making use of information; includes take ownership of what has been learnt using proper media, proper cite, reference & apply information when problem solving, decision making & in critical thinking.
Information literacy skills:
Based on two skills:
A) Specific skills in which the Information Literacy Competency standards for Higher Education including;
The five specific Competency Standards (5)
1. Identify when information is needed.
2. Access the needed information.
3. Evaluate the information found.
4. Apply the information to accomplish a specific purpose.
5. Understand the economic, legal and social issues in using information in any context.
B) General skills which include;
1. Problem solving:
Student must assess the problem to identify it, collect data & organize it, identify the problem & its dimensions, related factors, causes & possible solutions & its priority, choose the clear concise correct direction through accepted & unaccepted outcomes, apply the selected solution & evaluate it. If it is successful then determine the outcome of it.
2. Critical thinking:
Student must think for a purpose, within a point of view based on assumption, use data, facts &experiences & make judgment.
3. Decision making;
Student must outline goals & outcome, gather data, brainstorm, list pros & cons of alternatives, make a decision then take action.
4. Library use skills;
Student must accept & respect library rules, apply searching skills effectively & efficiently either by author, title and effective use of the digital library.
5. Information technology skills;
Student is able to computer applications effectively as word, PPT & using internet resources to search for the needed information.
6. Communication skills;
For example; silence, active listening, rephrasing & paraphrasing to take direction of discussion, show interest in what's next & reflection.
7. Question formation skills;
Include; what do students need to do? (Analyze the need), where they could go? (Identify sources), which resources should they use & how (examine & interrogate resources), what should they make a record of? (Record information), have they got the needed information? (Interpret & analyze), how should they present it? (Communicate) & what had they achieved? (evaluation).
Models of information literacy
There are various models as the following are some of the common models.
1. Eisenberg/Berkowitz’s Big6 Information Problem Solving model
2. SCONUL’S (Society for College, National and University Libraries) Seven Pillars of Information Literacy.
3. Kuhlthau’s Information Seeking model
4. Pitts/Stripling’s Research Model.
5. Pappas/Tepe’s Pathways to Knowledge.
6. The research cycle model.
7. The Alberta model for information literacy.
8. Research steps success model.
9. Information literacy and inquiry learning model.
1- Eisenberg/Berkowitz’s Big6 Information Problem Solving model (1987).
The Big6™ is a process model for information problem-solving. It integrates information search and use skills along with technology tools in a systematic process to find, use, apply, and evaluate information for specific needs and tasks. The Big6 was developed by Mike Eisenberg and Bob Berkowitz and is the popular approach to teaching information and technology skills for schools.
It consist of Task definition, Information seeking strategies, Location and Access, Use of information, Synthesis, Evaluation
STEP 1:
Task definition 1. Define the problem
2. Identify the information need
STEP 2:
Information seeking strategies 1. Identify all resources
2. Select the best resources
STEP 3:
Location and Access 1. Locate resources
2. Find information in resources
STEP 4:
Use of information 1. Read, view information – decide which parts you want to use (and leave out)
STEP 5:
Synthesis 1. Organize resources
2. Present the information
STEP 6:
Evaluation 1. Judge the product
2. Judge the process
2- SCONUL’S (Society for College, National and University Libraries) Seven Pillars of Information Literacy (1998).
This model defines the core skills and competencies (ability) and attitudes and behaviors (understanding) at the heart of information literacy development in higher education.
This model consists of seven steps each step contains two skills understanding and ability.
The steps are: identify, scope, plan, gather, evaluate, manage, and present.
1- Identify.
Able to identify a personal need for information.
2- Scope
Can assess current knowledge and identify gaps.
3- Plan
Can construct strategies for locating information and data.
4- Gather
Can locate and access the information and data they need.
5- Evaluate
Can review the research process and compare and evaluate information and data.
6- Manage
Can organize information professionally and ethically.
7- Present
Can apply the knowledge gained: presenting the results of their research, synthesizing new and old information and data to create new knowledge and disseminating it in a variety of ways.
3-Kuhlthau’s Information Seeking model by Collier kuhalthau (2002)
The Information Search Process (ISP) presents a holistic view of information seeking from the user’s perspective in six stages: task initiation, selection, exploration, focus formulation, collection and presentation. The six stage model of the ISP incorporates three realms of experience: the affective (feelings) the cognitive (thoughts) and the physical (actions) common to each stage.
• Initiation, when a person first becomes aware of a lack of knowledge or understanding and feelings of uncertainty and apprehension are common.
• Selection, when a general area, topic, or problem is identified and initial uncertainty often gives way to a brief sense of optimism and a readiness to begin the search.
• Exploration, when inconsistent, incompatible information is encountered and uncertainty, confusion, and doubt frequently increase and people find themselves “in the dip” of confidence.
• Formulation, when a focused perspective is formed and uncertainty diminishes as confidence begins to increase.
• Collection, when information pertinent to the focused perspective is gathered and uncertainty subsides as interest and involvement deepens.
• Presentation, when the search is completed with a new understanding enabling the person to explain his or her learning to others or in some way put the learning to use.
4-Pitts/Stripling’s Research Model
Stripling and Pitts Research Process Model Stripling, Barbara & Pitts, Judy (1988).
The late 1980s was a time when many librarians and educators were discussing the importance of information skills. Barbara Stripling and Judy Pitts focused their attention on the need for high level thinking in the research process.
The REACTS Taxonomy developed by Barbara Stripling and Judy Pitts focuses on critical thinking in the research process. This model focuses on strategies for ensuring high level thinking and resulting quality products. If students research at a low level, they're likely to react at a low level. In other words, if students spend their time collecting facts, they'll probably create a low-level recall-type report. However if they spend their time in the research process integrating, concluding, and conceptualizing, then their final product will be reflect transformation and synthesis of information.
The REACTS Taxonomy includes the following elements:
• Recalling
• Explaining
• Analyzing
• Challenging
• Transforming
• Synthesizing
Ten Step Research Process
Along with the teaching strategies associated with the REACTS Taxonomy, Stripling and Pitts designed a 10-step process to help students develop their term paper from topic selection to final product. Each step includes reflective questions to help the student focus their activities.
1. Choose a broad topic
2. Get an overview
3. Narrow the topic
4. Develop thesis statement
5. Formulate questions
6. Plan for research
7. Find, analyze, evaluate
8. Evaluate evidence
9. Establish conclusions
10. Create and present final product
Barriers of IL
1- Student barriers.
2- Teacher barriers.
3- Library barriers.
4- Faculty barriers.
1. Student barriers:
1) Student not having enough motivation.
2) Student not having enough confidence.
3) Student not having enough teacher attention or time.
4) Student able to bring problems from outsides into classroom.
5) Stress on pupils about exams and assessment.
6) Student not having enough free time.
7) Lack of technological support and skills.
8) Lack of language.
9) Lack of interest.
2. Teacher barriers:
1) Teachers who don’t try or care.
2) Lack of interest and lack of recognition.
3) Lack of time.
4) Teacher preferring of traditional teaching strategies.
5) Teacher preference of autonomic teaching style.
3- Library barriers:
1) The library policy which hinders student’s opportunity.
2) Ln cooperate library employee.
3) Lack of textbooks.
4) Lack of up-to-date reference.
5) Lack of digital library access.
4- Faculty barriers:
1) Lack of an adequate time frame to implement information literacy.
2) High cost of materials.
3) Increase time require for both online contacts and preparation of materials.
4) Lack of technological assistance.
Reference
Abid, A. (2004), “Information literacy for lifelong learning”, World Library and Information Congress: 70th IFLA General Conference and Council, 22‐27 August, 2004, pp. 1‐38.
Cheuk, A.(2013). Introduction to information literacy. American library association. Retrieved from http://www.ala.org/acrl/issues/infolit/overview/intro.
Lloyd, A. (2005), “Information literacy: different context, different concepts, different truths”, Journal of Librarianship and Information Science, 37 (2). pp. 82‐8.
McMahon, C., & Bruce, C. (2002), “Information literacy needs of local staff in cross‐cultural development projects”, Journal of International Development, 14(5). p 113‐27.
Meadow, C., &Yuan, W. (1997), “Measuring the impact of information: defining the concepts”, Information Processing & Management, 33(6). p. 697‐714.
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