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Part 1Part 1 Literature ReviewLiterature Review

MIT 6109 Information LiteracyMIT 6109 Information Literacy

Dixon Fong, 08006810

““Educators are recognizing the need for Educators are recognizing the need for learners to engage with the information learners to engage with the information environment as part of their formal environment as part of their formal learning processeslearning processes.”(Bruce, 2002).”(Bruce, 2002)

““Information overload occurs when the Information overload occurs when the amount of input to a system exceeds its amount of input to a system exceeds its processing capacityprocessing capacity” (Speier et al., 1999)” (Speier et al., 1999)

IntroductionIntroduction

““People trained in the application of People trained in the application of information resources to their work can be information resources to their work can be called information literates. They have called information literates. They have learned techniques and skills for utilizing learned techniques and skills for utilizing the wide range of information tools as well the wide range of information tools as well as primary sources in molding information as primary sources in molding information solutions to their problemssolutions to their problems.”.”(Zurkowski,1974)(Zurkowski,1974)

Information literacyInformation literacy

• In 1979, the Information Industry Association (IIA) In 1979, the Information Industry Association (IIA) defined information literate person as a person who defined information literate person as a person who knows the techniques ad skills for problem solving.knows the techniques ad skills for problem solving.

• In 1989, the standard of information literacy was In 1989, the standard of information literacy was developed for school sector by the American developed for school sector by the American Library Association (ALA) Presidential Committee Library Association (ALA) Presidential Committee on Information Literacy.on Information Literacy.“ “ Information literacy literates the ability to Information literacy literates the ability to recognize when information is needed and to recognize when information is needed and to locate, evaluate and use effectively the needed locate, evaluate and use effectively the needed information.”information.”


• No universal perception towards the term No universal perception towards the term information literacyinformation literacy

• It includes more than a skill to transform It includes more than a skill to transform information to knowledgeinformation to knowledge

• It includes behavioral and social-cultural It includes behavioral and social-cultural perceptionperception


““Awareness of a need for information is Awareness of a need for information is necessary to studentsnecessary to students.”(Behrens, 1994).”(Behrens, 1994)

““Information literacy standards endorse the Information literacy standards endorse the focus of education shifting from finite to focus of education shifting from finite to infinite, from teacher-centered to student-infinite, from teacher-centered to student-centered.” centered.” (Marcoux, 1999)(Marcoux, 1999)

““Information-literate people should be lifelong Information-literate people should be lifelong learning and acquire appropriate information learning and acquire appropriate information within or beyond librarywithin or beyond library.”(Radar,2002).”(Radar,2002)


““Information found on the Internet is not Information found on the Internet is not totally reliable” (Humes,1999)totally reliable” (Humes,1999)

““Students tended to choose less reliable Students tended to choose less reliable information from commercial websites rather information from commercial websites rather than educational websites.” (Peske and than educational websites.” (Peske and Haycock ,2006)Haycock ,2006)

““Students need to be taught critical evaluation Students need to be taught critical evaluation skills that they can apply to each web site they skills that they can apply to each web site they use for research” (Heil,2005)use for research” (Heil,2005)

Information overloadingInformation overloading

““the process of becoming information the process of becoming information literate should be started at primary literate should be started at primary school and be a part of formal training school and be a part of formal training during the whole education process.” during the whole education process.” (Virkus,2003)(Virkus,2003)

Information overloadingInformation overloading

The overflow of information doesn’t mean that students acquire more knowledge, but instead, they need more knowledge (evaluation skill) to justify the accuracy of the information

• The framework in Hong KongThe framework in Hong KongHong Kong Education and Manpower Bureau (EMB)Hong Kong Education and Manpower Bureau (EMB)

• The framework in United States The framework in United States The American Association of School Libraries (AASL) and the The American Association of School Libraries (AASL) and the Association of Educational Communications and Technology (AECT)Association of Educational Communications and Technology (AECT)

• The framework in AustraliaThe framework in AustraliaThe Australian and New Zealand Institute for Information Literacy The Australian and New Zealand Institute for Information Literacy (ANZIIL) (ANZIIL)

• The framework in ScotlandThe framework in ScotlandGlasgow Caledonian University (GCU)Glasgow Caledonian University (GCU)

Information literacy frameworkInformation literacy framework

• The information literacy framework was The information literacy framework was established in 2004 under the Information established in 2004 under the Information literacy working group.literacy working group.

• The framework is identified by four The framework is identified by four dimensions: dimensions: – CognitiveCognitive– meta-cognitivemeta-cognitive– affective affective – socio-cultural dimension socio-cultural dimension

(Education and Manpower Bureau, 2004)(Education and Manpower Bureau, 2004)

Framework in Hong KongFramework in Hong Kong

• In 1998, AASL & AECT collaborates the standards In 1998, AASL & AECT collaborates the standards for the education framework and the framework set for the education framework and the framework set out nine standards grouped into three categories:out nine standards grouped into three categories:– Information literacyInformation literacy– Independent learningIndependent learning– Social responsibilitySocial responsibility(AASL & AECT, 1998)(AASL & AECT, 1998)

““The standards are flexible to adapt to local The standards are flexible to adapt to local situations to support students for years to come.” situations to support students for years to come.” (Mardis, 2008)(Mardis, 2008)

Framework in United StatesFramework in United States

• In 2007, AASL defined a new standard called In 2007, AASL defined a new standard called “AASL standards for 21“AASL standards for 21stst century” in order to century” in order to recognize the demand of acquiring high recognize the demand of acquiring high quality information in the global society.quality information in the global society.

• The standards are delineated in four strands:The standards are delineated in four strands:– SkillsSkills– Dispositions in actionDispositions in action– ResponsibilitiesResponsibilities– Self-Assessment strategiesSelf-Assessment strategies

Framework in United StatesFramework in United States

• The core standards of the framework are that The core standards of the framework are that the information literate learners to:the information literate learners to:– RecognizeRecognize the need for information and determine the need for information and determine

the nature and extent of the information neededthe nature and extent of the information needed– FindFind needed information effectively and efficiently needed information effectively and efficiently– Critically Critically evaluateevaluate information and the information information and the information

seeking processseeking process– ManageManage information collected or generated information collected or generated– Apply prior and new information to Apply prior and new information to construct new construct new

concepts concepts or create new understandingsor create new understandings– Use information Use information with understanding and with understanding and

acknowledges cultural, ethical, economic, legal, and acknowledges cultural, ethical, economic, legal, and social issues surrounding the use of information.social issues surrounding the use of information.

(ANZIL, 2004)(ANZIL, 2004)

Framework in Australia

• The draft framework was piloted in 2007/2008 academic The draft framework was piloted in 2007/2008 academic year while exemplarsyear while exemplars

• Learners should focus on the development of the literacy Learners should focus on the development of the literacy skills and that they should extend the skill in order to: skills and that they should extend the skill in order to: – communicatecommunicate, , collaboratecollaborate and and buildbuild relationships relationships– reflect on and explain my reflect on and explain my literacy and thinking skillsliteracy and thinking skills, using , using

feedback to help me improve and sensitively provide useful feedback to help me improve and sensitively provide useful feedback for othersfeedback for others

– engageengage with and create a wide range of texts with and create a wide range of texts– develop my understanding develop my understanding of what is special, vibrant and of what is special, vibrant and

valuable about my own and other cultures and their languages in valuable about my own and other cultures and their languages in different media, taking advantage of the opportunities offered by different media, taking advantage of the opportunities offered by ICTICT

– exploreexplore the richness and diversity of language, how it can affect the richness and diversity of language, how it can affect me, and the wide range of ways in which I and others can be me, and the wide range of ways in which I and others can be creativecreative

– extendextend and and enrichenrich my vocabulary through listening, talking, my vocabulary through listening, talking, watching and reading.watching and reading.

(GCU, 2004)(GCU, 2004)

Framework in ScotlandFramework in Scotland

Comparison of framework (1)Comparison of framework (1)(EMB) (AASL & AECT) (ANZIIL) (GCU)

Target students Mainly Primary and High school students

Mainly high school students

Mainly for high school and tertiary education students

All levels including primary school, high school and tertiary education students

Year of establishment

2004 2007 2004 2007

First Edition? Yes No No Yes

Number of standards

11 standards categorized into 4 dimensions:Cognitive, meta-cognitive, affective and socio-cultural dimension

4 standards with respect to 4 major strands:Skills, dispositions in action, responsibilities and self-assessment strategies

6 core standards and 20 sub-level standards

13 standards in 3 groups: Listening and talking, writing and reading

Comparison of framework (2)Comparison of framework (2)(EMB) (AASL & AECT) (ANZIIL) (GCU)

Objectives / General learning outcome of the framework

Students are able to:Comprehend, locate, analyze, critically evaluate ad synthesize informationApply their knowledge to inform decisions and problem solvingContribute to persona growth, enjoyment and life long learningEmpower with greater autonomy and social responsibility over the use of information

Students are able to:Inquire, think critically and gain knowledge.Draw conclusions, make informed decision, apply knowledge to new situations, and create new knowledgeShare knowledge ethicallyPursue personal and aesthetic growth

Students are able toRecognize the need for informationFind needed information effectively and efficientlyCritically evaluations information and the information seeking processManages information collected or generatedApplies prior and new information to construct new concepts or create new understandingsUses information with understanding and acknowledges cultural, ethical, economic, legal and social issues surrounding the use of information

Students are able to:Recognize the need for informationIdentify the availability of informationSearch appropriate resources effectively and identify relevant informationEvaluate information for its authenticity, accuracy, currency, value and biasAnalyze and work with the informationUnderstand why information should be used in a responsible and ethical mannerCommunicate or share the information appropriatelyStore and manage the information acquired effectively

• EMB requires students to develop the EMB requires students to develop the evaluation criteria found in terms of evaluation criteria found in terms of accuracy, relevance and comprehensiveness.accuracy, relevance and comprehensiveness.

• ANZIIL also focus on the relevance and ANZIIL also focus on the relevance and usefulness of informationusefulness of information

• GCU determines the reliability and bias of GCU determines the reliability and bias of information (higher level of judgment)information (higher level of judgment)

• AASL&AECT addresses not only the accuracy AASL&AECT addresses not only the accuracy or validity of information collected, but the or validity of information collected, but the quality of information collected.quality of information collected.

Comparison of Performance Comparison of Performance IndicatorIndicator

• AASL&AECT standards are comprehensive AASL&AECT standards are comprehensive and suits for situation nowadaysand suits for situation nowadays

• The importance of information evaluation skill The importance of information evaluation skill is mentioned in the reliability and quality is mentioned in the reliability and quality aspect rather than comprehensiveness and aspect rather than comprehensiveness and appropriateness. (e.g. Wikipedia)appropriateness. (e.g. Wikipedia)

• However, posing questions in AASL&AECT However, posing questions in AASL&AECT (1.1.7) and making inferences from key (1.1.7) and making inferences from key statements requires high order language skillstatements requires high order language skill

Comparison of Performance Comparison of Performance IndicatorIndicator

• Able to evaluate information found in Able to evaluate information found in selected sources on basis of accuracy, selected sources on basis of accuracy, authority, objectivity, currency and authority, objectivity, currency and coveragecoverage

• Identify techniques to assess the evaluation Identify techniques to assess the evaluation skill and question the validity of informationskill and question the validity of information

• Shows engagement in conflicting Shows engagement in conflicting information and identify misconceptions information and identify misconceptions found in formationfound in formation

Integrated Performance Integrated Performance IndicatorIndicator

Part 2Part 2 Individual Report IIIndividual Report II

MIT 6109 Information MIT 6109 Information LiteracyLiteracy

• ““The validity of content is becoming The validity of content is becoming questionable and it is dangerous if we are questionable and it is dangerous if we are solely dependent on the information solely dependent on the information written by other users on the net.” (Cheng written by other users on the net.” (Cheng & Vassileva, 2006)& Vassileva, 2006)

• A case study towards a series project A case study towards a series project based courses under the computer based courses under the computer curriculum of secondary 2.curriculum of secondary 2.

IntroductionIntroduction

• 5 lessons (50 minutes per lesson) are planned as a 5 lessons (50 minutes per lesson) are planned as a project based learning that students are required project based learning that students are required to complete a task with information locating, to complete a task with information locating, evaluating, processing and analyzing.evaluating, processing and analyzing.

• The importance of curriculum to the development The importance of curriculum to the development of IL:of IL:– Curriculum provides the opportunity to learn specific skillCurriculum provides the opportunity to learn specific skill– It requires engagement in learning activitiesIt requires engagement in learning activities– It provides opportunities for reflection and It provides opportunities for reflection and

documentation of learningdocumentation of learning(Bruce, 2002)(Bruce, 2002)

BackgroundBackground

• ““Technology cannot solely motivate student Technology cannot solely motivate student learning interest since such a learning experience learning interest since such a learning experience does not speak to their primary needdoes not speak to their primary need” (Dede, 1998).” (Dede, 1998).

• Bruce (1999) concluded the phenomenon of the Bruce (1999) concluded the phenomenon of the learning experiences in IL and developed the learning experiences in IL and developed the blueprint of the IL model - “Seven Faces of blueprint of the IL model - “Seven Faces of Information Literacy “Information Literacy “

• The following three famous information literacy The following three famous information literacy models will be comparedmodels will be compared– Information Search ProcessInformation Search Process (Kuhlthau, 1989) (Kuhlthau, 1989)– The Big6 SkillsThe Big6 Skills (Eisenberg & Berkowitz, 1990) (Eisenberg & Berkowitz, 1990)– PLUS Model PLUS Model (Herring, 1996)(Herring, 1996)

Information literacy modelInformation literacy model

• InitiationInitiation– Learners have a topic and they will brainstorm the topic to Learners have a topic and they will brainstorm the topic to

think further on top of it.think further on top of it.• SelectionSelection

– Learners decide where to retrieve the information needed.Learners decide where to retrieve the information needed.• ExplorationExploration

– Learners gather all information and turn them into their Learners gather all information and turn them into their own knowledge.own knowledge.

• FormulationFormulation– Learners evaluate the information that has been gathered Learners evaluate the information that has been gathered

and form them to be a focus.and form them to be a focus.• CollectionCollection

– Learners further search for information to support the Learners further search for information to support the focus.focus.

• PresentationPresentation– Learners summarize and report the information found.Learners summarize and report the information found.

Information Search ProcessInformation Search Process

• Task definitionTask definition– It defines the problem and identifies the information needed.It defines the problem and identifies the information needed.

• Information Seeking StrategiesInformation Seeking Strategies– It determines all possible sources and selects the best It determines all possible sources and selects the best

sources.sources.• Location and AccessLocation and Access

– It locates the sources and finds the relevant information.It locates the sources and finds the relevant information.• Use of InformationUse of Information

– It engages the information and extracts relevant information.It engages the information and extracts relevant information.• SynthesisSynthesis

– It organizes from multiple sources and presents the It organizes from multiple sources and presents the informationinformation..

• EvaluationEvaluation– It judges the effectiveness and efficiency of the process.It judges the effectiveness and efficiency of the process.

The Big 6 SkillThe Big 6 Skill

• Purpose Purpose – cognitive skills in identification and cognitive skills in identification and

brainstormingbrainstorming• Location Location

– information locating skill and selection information locating skill and selection skillskill

• Use Use – reading and evaluating skills to scan reading and evaluating skills to scan

information and select appropriate information and select appropriate information by note takinginformation by note taking

• Self-evaluation Self-evaluation – self reflection skill in making self reflection skill in making

improvement to the processimprovement to the process

PLUS ModelPLUS Model

Comparison of IL models (1)Comparison of IL models (1)

Models Information Search Process The Big6 Skill PLUS Model

Topic definition Initiation Task Definition Purpose

Information location skill

SelectionExploration

Information Seeking strategiesLocation & access

Location

Information evaluation skill

FormulationLearners evaluate the information that has been gathered and form them to be a focus.Collection

Use of InformationIt engages the information and extracts relevant information.

Usereading and evaluating skills to scan information and select appropriate information by note taking

Information processing skill

Synthesis Self-evaluation

Assessment skill

Presentation Evaluation


Models Information Search Process The Big6 Skill PLUS Model

Target user All levels of learners All levels of learners

School / young learners

Task complexity

Complicated Complicated / Simple

Simple

Mode of process

Sequential Sequential / Iterative

Iterative

Instructional steps

Less Detailed Detailed

Highlighted (pivot) stage

Formulation Not mentioned Use

High order thinking skills

Needed Needed Not necessary

• For higher order thinking task, IFS will result For higher order thinking task, IFS will result in a better result since students constructs in a better result since students constructs their own knowledge themselves. However, their own knowledge themselves. However, young learners may feel problematic in young learners may feel problematic in handling.handling.

• Compared to Big Six, PLUS is structurally Compared to Big Six, PLUS is structurally simple for elementary students.simple for elementary students.

• PLUS model focus on students’ thinking skill PLUS model focus on students’ thinking skill in information reading experience and the in information reading experience and the re-thinking skill in the evaluating experience.re-thinking skill in the evaluating experience.


• Consists of 5 lessonsConsists of 5 lessons• Integrated in the secondary 2 computer Integrated in the secondary 2 computer

curriculumcurriculum• computer teachers act as the facilitator in computer teachers act as the facilitator in

guiding students’ discussions and providing guiding students’ discussions and providing resourcesresources

• Students are grouped in 4 or 5 and they will be Students are grouped in 4 or 5 and they will be given worksheets to complete different tasks given worksheets to complete different tasks

• Topic – “Tourism”Topic – “Tourism”

Background of the curriculumBackground of the curriculum

PurposePurpose• Identifying the topic and existing knowledge of the topicIdentifying the topic and existing knowledge of the topic

– Teacher will firstly demonstrate a basic skill of topic narrow down Teacher will firstly demonstrate a basic skill of topic narrow down by subdividing tourism into different dimensions such as food & by subdividing tourism into different dimensions such as food & beverage, accommodation, transportation,…etc. beverage, accommodation, transportation,…etc.

– Teacher will ask students’ own experience in different dimensions.Teacher will ask students’ own experience in different dimensions.• Brainstorming / concept mappingBrainstorming / concept mapping

– Each group will be given 5-10 minutes to complete the concept Each group will be given 5-10 minutes to complete the concept mapping.mapping.

– Each group will be given 10-15 minutes to fill in a 5W+H tableEach group will be given 10-15 minutes to fill in a 5W+H table• Forming realistic research questionsForming realistic research questions

– Each group will be given 15 minutes to complete a feasible study Each group will be given 15 minutes to complete a feasible study tabletable

IL model application: IL model application: 1st stage

• Select suitable information using location skillSelect suitable information using location skill– Students should be given around 10 – 15 minutes to discuss Students should be given around 10 – 15 minutes to discuss

and select their keywords appropriately.and select their keywords appropriately.– For example, they should breakdown their topic into more For example, they should breakdown their topic into more

specific, authentic and useful keywords such as “5 star hotel”, specific, authentic and useful keywords such as “5 star hotel”, “Disneyland”, “XX Nation Museum”, …etc.“Disneyland”, “XX Nation Museum”, …etc.

• The use of search engineThe use of search engine– Students are given 20 minutes to develop their searching Students are given 20 minutes to develop their searching

strategies on their topic.strategies on their topic.– Students need to quote all information related to tourism and Students need to quote all information related to tourism and

organize them into a word processing file.organize them into a word processing file.– They will use GoogleDoc to collaborate all source information.They will use GoogleDoc to collaborate all source information.

IL model application: IL model application: 2nd stage

• Skim / scan relevant information and taking notesSkim / scan relevant information and taking notes– they need to jot down information related to tourism they need to jot down information related to tourism – Either softcopy or hardcopyEither softcopy or hardcopy

• Evaluate the quality information and reject Evaluate the quality information and reject irrelevant informationirrelevant information– Complete the checklist for each information sourceComplete the checklist for each information source– Reject for those scoring low (2 or below)Reject for those scoring low (2 or below)

• Writing bibliographyWriting bibliography– Students need to present at least one bibliography in Students need to present at least one bibliography in

their working Google Doc filetheir working Google Doc file

IL model application: IL model application: 3rd stage

Page

I learned… This is a helpful source because…

I s the author named?Does the title describe?Are the f acts correct?Are the words helpful?Are the pictures helpf ul?Are the sounds helpful?

Web RatingWeb page title:

Web page address:

1

Page

I learned… This is a helpful source because…

I s the author named?Does the title describe?Are the f acts correct?Are the words helpful?Are the pictures helpful?Are the sounds helpful?

Web RatingWeb page title:

Web page address:

1

• Reflect what has been learntReflect what has been learnt– Students need to figure out the difficulties and problems found Students need to figure out the difficulties and problems found

during the research process by complete the worksheet.during the research process by complete the worksheet.• Carry out a personal information skills auditCarry out a personal information skills audit

– Students are asked to see if they can achieve the skill Students are asked to see if they can achieve the skill acquired in Purpose, Location and Use dimension.acquired in Purpose, Location and Use dimension.

IL model application: IL model application: 4th stage

Lesson Plan (Lesson 1)Lesson Plan (Lesson 1)Topic Teaching activities IL performance indicator

1 Introduction to skimming and scanning technique

Teacher introduces the objective of the technique and demonstrates the technique

2 Note taking strategies in review information

Each individual (non-group leader) in the group take notes for the information quoted

evaluate information

3 Use evaluation checklist Each individual (non-group leader) in the group evaluate the information based on the checklist

Each group leader managed to evaluate all information based on the checklist


4 Reject irrelevant information Each group discuss to filter out irrelevant information (for those who have agreed to score two or below)

conflicting information and identify misconceptions

Lesson Plan (Lesson 2)Lesson Plan (Lesson 2)Topic Teaching activities IL performance indicator

5 Use evaluation form Teacher introduce the evaluation requirement

Each group discuss and evaluate together using the formal evaluation form

identify evaluation techniques


6 Discuss the validity of information

Students prioritize the information and discuss if any information are not valid (invalid != not irrelevant)

conflicting information and identify misconceptions

7 Write bibliography Students need to dig to validate the information source found

Students need to write bibliography for each information source found


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