Information literacy models: from experience to practice

1. Information literacy models: from experience to practice Dr Christine Bruce 2007 Associate Professor, Faculty of Information Technology, QUT, Australia

2. QUT- BRISBANE –AUSTRALIA

3. Why are we researching IL? Learning Communities Learning Cities IL Learning Organisations Information literacy transforms Information literacy brings about learning

4. Our role as information professionals is to provide environments and learning opportunities that enhance information literacy …. help people experience the power of information practices, that are effective in professional, civic and personal life. Bruce, C (2002) Information literacy as a catalyst for educational change.

5. Five Dimensions of IL Research Bruce (2000) suggests that the territory of IL research may be described in terms of five dimensions • The sectoral location of the research (education and the community) • Ways of seeing IL (interacting with information) • What is being investigated – the research object - (people’s experiences) • How the object is being investigated – the research approach • Disciplinary influences

6. What is the object of research? Being information literate – the significance of researching experience Experiences of • Information literacy • Internet searching • Using online information • Relationship between IL and learning • Making ethical decisions • Virtual communities

7. Research Methods EXPERIENTIAL Survey Phenomenography Critical Incident Technique Self-administered Surveys Mixed Interviews method Case Study Archival research Literature Analysis Grounded Theory Positivist Qualitative Quantitative IL Research Behavioural Interpretive

8. The Seven Faces of Information Literacy Key messages • There are many ways in which IL can be experienced • The importance of IT varies in each experience • IL is a social, more than an individual phenomenon • There is a strong relationship between IL and learning to learn For full details see : Bruce, C (1997) Seven Faces of Information Literacy, Auslib Press, Adelaide.

9. Seven Faces of IL WISDOM INSIGHT KNOWLEDGE BASE PROCESS CONTROL SOURCES INFORMATION AWARENESS For full details see : Bruce, C (1997) Seven Faces of Information Literacy, Auslib Press, Adelaide.

10. Information Use Information Scanning Information Technology First Face : IL experienced as using IT to stay informed and to communicate • IT used for information awareness • IT helps users stay informed/communicate • a social experience – not individual • dependent on expertise within a group • Bruce, C (1997) Seven Faces of Information Literacy, AUSLIB Press.

11. Information Use Information Technology Information Sources Second Face : IL experienced as using Info Sources • bibliographic • human • organisational • assistance of intermediaries emphasised • Personal skills also valued

12. Information Use Information Technology Information Process Third Face : IL experienced as using infoProcesses • linked to problem-solving, decision-making • requires personal heuristics • a ‘creative art’

13. Fourth Face : IL experienced as controlling information • recognising relevant information • managing that information • making connections between information, projects, people • interconnectedness between information and parts of projects Information Use Information Technology Information Control

14. Information Technology Knowledge Base Information Use (critical analysis) Fifth Face : IL experienced as constructing knowledge in an unfamiliar area • emphasis on learning • Developing a personal perspective with knowledge gained • dependent on critical thinking

15. Information Technology Knowledge Base Information Use (intuition) Sixth Face : IL experienced as extending knowledge • personal knowledge + experience + creative insight/intuition • mysterious experience • develops new knowledge/ approaches to tasks/novel solutions

16. Information Technology Knowledge Base Information Use (values) Seventh Face : IL experienced as using information wisely • personal quality • values and ethics combined with knowledge • information used for the benefit of others

17. The Net Lenses Model Key messages • University students have different approaches to searching the internet which correlate with their ways of discerning the net environment • Introducing reflective processes can change what they see or don’t see thus improving search capability • Systems, tools, learning objects and assessment experiences can be designed to focus attention on relevant parts of the envronment For full details see Edwards, S. (2006) Panning for Gold: IL and The Net Lenses Model, Adelaide, AUSLIB Press.

18. Reflective Model for Learning to Search the Internet (Edwards and Bruce, 2000)

19. The Outcome Space FOR MORE INFO... Edwards, S.L. & Bruce, C.S. (2002) Needles, haystacks, filters and me: the IT confidence dilemma. Refereed Conference Paper presented at Lifelong Learning Conference 2nd: Yeppoon, Central Queensland, Australia, 16-19 June 2002. pp. 165-171. ISBN: 187 6780 19 3

20. Information Environment Including structure and layout Little or no distinction between library catalogues and library databases 0 Category 1: Information Searching is finding a needle in a haystack External Hozizon Search Tool Structure including Search Options, Advanced search features and help Search Strategies Need to plan, reflect and refine Books including Textbooks & Readings Internal Hozizon Logical Operators or Boolean Use of terms like “and” “or” and “not” Search Window including Search Engines and all Library Resources People including Friends, peers and Library Staff SEARCHTOPIC Synonyms Use of alternative terms and even spell checking Search Engine Favourite Limited few used Information Quality Primary or Secondary sources of information Other Search Engines The Multitude of them Wildcard Use including truncation

21. 0 Category 2: Information Searching is finding a way through the maze Tool Structure including Search Options, Advanced search features and help External Hozizon Refined Search Strategies Reflection begins Logical Operators or Boolean Use of terms like “and” “or” and “not” Basic Search Strategy Internal Hozizon Information Environment Including structure and layout Little or no distinction between library catalogues and library databases Library Sources including Books, Search tools, catalogue and databases Topic & Search Process People including Friends, peers and Library Staff Wildcard Use including truncation Search Engines Still prefer favourites Synonyms Use of alternative terms and even spell checking Information Quality Primary or Secondary sources of information Other Internet Databases Including library or other public domain databases

22. 0 Category 3: Information Searching is using the tools as a filter External Hozizon Primary or Secondary sources of information Information Quality Internal Hozizon Information Environment structure and layout Domain Searching Reflection SearchEngines Search Tool Structure Term Analysis Use of Dictionary, & Thesauri TOPIC InternetDatabases Refined Search Strategies Library Sources People Synonym Use spell checking Logical Operators or Boolean Wildcard Use including truncation Other Database Vendors Dialog, CITEC, etc. Advanced Search and help

23. 0 Category 4: Information Searching is panning for gold External Hozizon Use of Dictionary & Thesauri Term Analysis Primary or Secondary sources Information Quality Internal Hozizon Domain Searching Information Environment structure and layout Reflection SearchEngines InternetDatabases Info Quality TOPIC Library Sources Search Refining Process People Synonym Use spell checking Wildcard Use including truncation Logical Operators or Boolean Advanced Search and help Other Database Vendors Dialog, CITEC, etc.

24. REFLECT Critiquing information & Constructing new knowledge PLAN Scanning & Sourcing information USE INFORMATION CREATIVELY & ETHICALLY Gaining novel insights Using information wisely RECORD Controlling information ACT Processing information Constantly changing online information universe Reflective online information use model – Hilary Hughes, Christine Bruce & Sylvia Edwards Lifelong Learning Conference, Yeppoon (2006)

25. Six Frames for IL Education Key messages • IL education is experienced differently • The different frames through which IL education may be experienced can be described in terms of six dimensions • Educators and learners in the same context may experience IL education differently • Educators and learners in the same context will have preferred primary and secondary frames For full details see Andretta, S (Ed) ( in press, 2007) Challenge and Change: IL for the 21st century, AUSLIB Press, Adelaide.

26. Six Frames for IL Education(Bruce, Edwards, Lupton, 2006)

27. 0 CONTENT FRAME

28. The Content Frame • Users of the Content Frame usually adopt a discipline orientation. Their focus is on what learners should know about IL • A typical example in relation to IL education might be teaching IL sessions within a discipline based subject and providing lectures on a key set of information tools and techniques. This might be followed by a test of recall.

29. 0 COMPETENCY FRAME

30. The Competence Frame • Users of the Competency Frame usually adopt a behavioural or performance orientation. They ask what learners should be able to do, and at what level of competence? • A typical example in IL education might be the design of sequenced instruction to teach the use of an electronic tool; supplemented by testing to determine the level of skill that has been attained by the learner at specified points in the learning process

31. 0 LEARNING TO LEARN FRAME

32. Learning to learn frame • Users of the learning-to-learn frame (Figure 5) usually adopt a constructivist orientation. They ask what it means to think like an information literate professional, for example an architect, engineer, journalist or landscape designer • A typical example might be setting a real life problem in which the need to access, evaluate and use information from a range of sources is central and appropriately supported.

33. 0 PERSONAL RELEVANCE FRAME

34. Personal relevance frame • Users of the Personal Relevance frame usually adopt an experiential orientation. In relation to IL education they need learners to develop a sense of what IL can do for them. • A typical example might be participating in a community project that required engagement with relevant information services and providers; then subsequently reflecting on the experience and what was learned about both the subject and information use in that context.

35. 0 SOCIAL IMPACT FRAME

36. Social impact • Users of this frame usually adopt a social reform orientation. Their interest is in how IL impacts society, in how it may help communities inform significant problems. • A typical example might involve focussing learners’ attention on various issues and values associated with problems surrounding the Digital Divide, and proposing tasks related to policy, technology or training designed to assist in bridging that divide.

37. 0 RELATIONAL FRAME

38. Relational Frame • Users of this frame are oriented towards the ways in which learners are aware of IL or specific relevant phenomena associated with IL. They are interested in designing experiences that help learners discern more powerful ways of seeing the phenomena in question. • A typical example might involve helping students learn to search the internet by designing experiences that focus their attention on previously undiscerned aspects of the experience

39. What are the challenges of environments where teaching and learning and IL are seen differently? • How can we use an appreciation of different ways of seeing to progress the practice of IL education?

40. The Sense of Control Model A virtual community for people with long-term, physical disabilities (Tilley) TILLEY, C. • Aim: • to develop a theoretical framework for a virtual community for a specific group of people, that is, people with long-term, physical disabilities. • Method: • Grounded theory - theory that is developed inductively from a corpus of data • Outcomes: • The major result of this study was the development of a theoretical model or framework for a virtual community for people with long-term physical disabilities that may be consulted for use by stakeholders whenever such a virtual community is proposed. • Identification of a broad range of recommendations for discussion For full details see Tilley, Bruce, Hallam and Hills (2006) Information Research, 11, 3.

41. The Virtual Community Model Key messages • A ‘sense of control’ is the foundation element of virtual communities for the disabled. • The key domains in which persons with disabilities participate include : Education, Fantasy, Information, Interest, Relationship, Transaction • Key barriers include costs, the need for assistive equipment and technological training • Key facilitators of access are information and IT literacy

42. 6 Types of E-communities: A Model of Virtual Community for Persons with Disabilities Christine Tilley, PhD, QUT, 2007.

43. Phenomenon: a sense of control

44. From experience to practice • The journey of commitment to IL involves walking a path that starts with understanding the nature and character of information literacy then shifts • To understanding how to bring about IL

45. We know from uncovering people’s experiences that fostering information literacy is about more than teaching skills and capabilities. • It is about fostering the experiences required for engaging confidently in new information practices • It is also about scaffolding programs and systems to help people as they go about their information practices.

46. Acknowledgements With thanks to • LILAC for inviting this paper • Colleagues from QUT who have contributed to IL Research – Sylvia Edwards, Mandy Lupton, Hilary Hughes, Christine Tilley, Helen Partridge, Camille McMahon, Natalie Cuffe, Helmut Klaus and others • AUSLIB Press for so kindly disseminating the results of key projects