Report

INFORMATION LITERACY TOWARDS PROFESSIONALS
Report of the Studies


Reported By:
Zuraida Zakaria (WGB040002)
Tengku Mohd Suhaimi Raja Abdullah (WGB030014)

Reported to:
Prof Lleuvelyn A. Cacha

Reported For:
User Needs and Behaviour (WXGB6303)

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Table of Contents
1. Introduction 1
1.2 Definition 1

2.1 Approaches to understand of Information Literacy 1
2.1 Model 1
2.1.1 The Big6 2
2.1.2 The Plus Model 3
2.1.3 Seven Information Literacy in Higher Education 4
2.2. Aspects of information literacy 7
2.3. New teaching methods 8

3. Literature Review 9

4. Recommendation 10

Conclusion 10

References 11

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1. Introduction
Information literacy (IL) is usually described as the ability to locate, manage and use information effectively for a range of purposes. As such it is an important ‘generic skill' which allows people to engage in effective decision-making, problem solving and research. It also enables them to take responsibility for their own continued learning in areas of personal or professional interest (Bruce, 1997). Usually IL will be referring to professionals like librarian and teaching staffs such as lecturers, and teachers. Information literacy skills allow library and information professionals to create, develop and manage a library or information unit which meets the specific information needs of their organization. Information literacy is a survival in the information age irrespective of status and sex in the society. IL among people in the society keeping as libraries as main media and library associations and professionals as information motivators

1.1 Definition
Skill in finding the information one needs, including an understanding of how libraries are organized, familiarity with the resources they provide (including information formats and automated search tools), and knowledge of commonly used research techniques. The concept also includes the skills required to critically evaluate information content and employ it effectively, as well as an understanding of the technological infrastructure on which information transmission is based, including its social, political, and cultural context and impact (Refer to Online Dictionary for Library and Information Science - http://lu.com/odlis/odlis_i.cfm).

Information literacy knows when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner (Refer to Chartered Institute of Library and Information Professionals).

2. Approaches to understand of Information Literacy
2.1 Model

2.1.1 The Big6
The Big6 is developed by Mike Eisenberg and Bob Berkowitz., The Big6 is an information and technology literacy model and curriculum, implemented in thousands of schools - K through higher education. The Big6 is the most widely-known and widely-used approach to teaching information and technology skills in the world. Two sub-stages are part of each main category in the Big6 model:

a) Task Definition
· Define the information problem
· Identify information needed

b) Information Seeking Strategies
· Determine all possible sources
· Select the best sources

c) Location and Access
· Locate sources (intellectually and physically)
· Find information within sources

d) Use of Information
· Engage (e.g., read, hear, view, touch)
· Extract relevant information

e) Synthesis
· Organize from multiple sources
· Present the information

f) Evaluation
· Judge the product (effectiveness)
· Judge the process (efficiency)

People go through these Big6 stages—consciously or not—when they seek or apply information to solve a problem or make a decision. It’s not necessary to complete these stages in a linear order, and a given stage doesn’t have to take a lot of time. We have found that almost all successful problem-solving situations address all stages.

2.1.2) The PLUS Model
The PLUS information skills model is developed by James Herring, who is an authority on information literacy based at Queen Margaret University College, Edinburgh. PLUS is an acronym that both pupils and teachers will find easy to remember. It breaks information skills into four main parts, as shown in the box below:

a) Purpose
· Identifying an information need
· Learning to frame realistic research questions
· Planning a piece of research using diagrams or headings
· Identifying keywords.

b) Location
· Selecting suitable information media
· Locating information using library catalogues, indexes, databases, CD-ROMs or search engines

c) Use
· Evaluating quality/relevance of information retrieved
· Skimming and scanning text for information

d) Taking notes
· Presenting and communicating information
· Writing a bibliography

e) Self-evaluation
· Reflecting on what has been learnt and being able to come to a conclusion based on information found
· Carrying out a personal information skills audit
· Identifying successful information skills strategies

2.1.3) Seven Information Literacy in Higher Education

a) The information technology conception
In this category, explain a way of experiencing information literacy in availability and usability of information technology. Information technology is the focus of attention and information is viewed objectively, as something outside the individual. One of the major roles of technology is to make that information accessible, or to bring it into awareness

b) The information sources conception
It is knowledge of information sources which makes it possible to retrieve the information which is contained within them. The sources may be in a variety of medium; media, electronic and printed material. This category has three subcategories:

• knowing information sources and their structure
• knowing information sources and using them independently
• knowing information sources and using them flexibly, either independently or via an intermediary

c) The information process conception
In this category information processes are the focus of attention. Essentially, information literacy is seen as the ability to confront novel situations, and to deal with those situations on the basis of being equipped with a process for finding and using the necessary information. The precise nature of the process, however, varies from person to person. Effective action, problem-solving or decision-making is the outcome of the experience.

d) The information control conception
Information literacy is seen as controlling information and information control is the focus of attention. There are three subcategories reflecting different forms of control:

• control of information is established using filing cabinets.
• control of information is established using the brain or memory via various forms of links and associations.
• control of information is established using computers to allow storage and retrieval.

e) The knowledge construction conception
Information literacy is seen as building up a personal knowledge base in a new area of interest. Information, in this experience, becomes an object of reflection and appears to individual users in unique ways; it takes on a 'fluid' or 'subjective' character.

f) The knowledge extension conception
Information literacy is seen as working with knowledge and personal perspectives. Information use is the distinguishing feature of this experience involving a capacity for intuition, or creative insight.

g) The wisdom conception
Use of information, involving the adoption of personal values in relation to information use, is the distinguishing feature of this conception. It involves placing the information in a larger context, and seeing it in the light of broader experience, for example, historically, temporarily, socio-culturally

2.2. Aspects of information literacy
Another element to consider in IL are:-
a) Tool literacy, or the ability to understand and use the practical and conceptual tools of current information technology relevant to education and the areas of work and professional life that the individual expects to inhabit.

b) Resource literacy, or the ability to understand the form, format, location and access methods of information resources, especially daily expanding networked information resources.

c) Social-structural literacy, or knowing that and how information is socially situated and produced.

d) Research literacy, or the ability to understand and use the IT-based tools relevant to the work of today’s researcher and scholar.

e)Publishing literacy, or the ability to format and publish research and ideas electronically, in textual and multimedia forms (including via World Wide Web, electronic mail and distribution lists, and CD-ROMs).

f) Emerging technology literacy, or the ability to ongoingly adapt to, understand, evaluate and make use of the continually emerging innovations in information technology so as not to be a prisoner of prior tools and resources, and to make intelligent decisions about the adoption of new ones.

g) Critical literacy, or the ability to evaluate critically the intellectual, human and social strengths and weaknesses, potentials and limits, benefits and costs of information technologies

2.3) Methods in Information Literacy
These methods are referred to student-centred methods which emphasize learners' own activity in learning process. Essential in these methods are the active role of learners as processors and producers of information and knowledge, self-directed learning and independent information seeking (e.g. Lonka 1991).

a) Learning environment
Learning occurs everywhere and on all levels of education the role of information technology and information retrieval systems has been intensified. The conception of learning environment has expanded from the place of the study, for instance, the school to include also those sources for information which can be used and followed by different media, and those events which students can take part in outside the school virtually or directly (Lehtinen 1997).

b) Relations between the concepts
The basic assumption of this study is that activating, self-directed methods of learning, for example PBL, lead students to a diversified and active use of various sources and channels of information. This assumption is based on the modern conception of learning according to which learners are actively constructing knowledge and skills, the cognitive psychology's view of human beings as active and goal-directed, who seek for feedback and information about themselves and the world. The assumption is also based on the experiences reported by studies concerning student-centered teaching methods and library use as part of information behaviour.

3) Literature Review
3.1 Developing professional practice
In Information Literacy’s website – http://www.informationliteracy.org.uk/ – they suggested librarians to continue to develop professionally through:

• collaboration with peers
• collaboration with other support departments, such as personnel, professional development and IT
• collaboration with teachers and lecturers
• sharing of good practice through conferences and journal articles
• membership of professional associations, such as Chartered Institute of Library and Information Professionals and the Higher Education Academy attendance at courses.

The American Association of School Librarians issued a 1995 position paper on information competencies that stresses application rather than concepts. The paper recognizes the different roles of the administrator and the teacher in providing the integration of information literacy into the curriculum, supporting collaboration in planning and teaching among teachers and school library media specialists, and providing access to and using resource-based learning experiences, as well as notes the value of literature and technology as resources for student learning.

4) Recommendation
a) Collaboration
To be successfully, information literacy depends on collaboration between teachers, students, administrators, librarian etc. In order to effectively implement a program all parties must be involved.

b) Leadership of Administrators
Information literacy programs require the leadership and support of academic administrators. It includes helping create a supportive atmosphere and practical opportunities for cooperation among librarians, classroom faculty and information technologists not limited to budgetary support. Effective leadership should promote a vision of liberal education as an empowering and transforming endeavor that develops students as skilled independent learners.

c) The Role of the Librarian
Librarians are should deeply involved in this issues associated with developing information literacy programs to improve program quality.

Conclusion
IL is often linked to life long learning. Professional should especially educators and librarian should hand in hand for better understand through IL standards, assumptions, goals and expectations in order to develop meaningful collaborations and strengthen the programmes.

References
Bruce, Christine Susan. 1999. Seven Faces of Information Literacy in Higher Education. Queensland University of Technology. Accessed by 10 April. 2008
http://sky.fit.qut.edu.au/%7Ebruce/inflit/faces/faces1.php

Clinch, P and Jones Evans, A. 2007. “The Cardiff Handbook for Information Literacy Teaching-a case study in sharing staff training materials” Journal of Information Literacy, 1 (3).

Eisenberg, Mike and Berkowitz Bob. The Big6. Accessed by 10 April. 2008 http://www.big6.com

Herring, James E. . The Plus Model. Accessed by 11 April 2008.
http://www.ltscotland.org.uk/5to14/specialfocus/informationskills/plus.asp

Jones, R., Peters, K and Shields, E. 2007. “Transform your training: practical approaches to interactive Information Literacy teaching.” Journal of Information Literacy, 1 (1), 35-42.

Morris, A. 2007. “E-literacy and the grey digital divide: a review with recommendations” Journal of Information Literacy, 2(3).

Redd, M., Kinder, D & Farmun, C. 2007. Collaboration between Librarians and Teaching Faculty to teach Information Literacy at One Ontario University: Experiences and Outcomes” Journal of Information Literacy, 1 (3),

Vakkari, P. 1994. Library and information science: Its content and scope. Advances in Librarianship. Vol. 18. New York: Academic Press, 1-55.

Wallace, A. 2007. Information Literacy and the Academic Library: One stop on a Life-Long Journey” Journal of Information Literacy, 1 (3)