Models of Information Literacy

Information Literacy (IL) models provide established frameworks detailing how individuals recognize information needs, and then locate, evaluate, and use that information effectively. The following is a strict chronological compilation of all prominent Information Literacy models extracted from the provided literature.

1. Big6 Skills Model (1990)

Founders: Mike Eisenberg and Bob Berkowitz
Date of Launch: 1990
Focus: A widely used approach to teaching information and technology skills, emphasizing a systematic problem-solving process.

Steps / Functions:

Task Definition: Define the information problem and identify the specific information needed.
Information Seeking Strategies: Determine all possible sources and select the best ones.
Location and Access: Locate sources and find the information within them.
Use of Information: Engage with the information (read, hear, view) and extract relevant parts.
Synthesis: Organize information from multiple sources and present the final result.
Evaluation: Judge the final product for effectiveness and the process for efficiency.

2. Information Search Process (ISP) Model (1991)

Founder: Carol Kuhlthau
Date of Launch: 1991
Focus: Maps the temporal nature of the user, highlighting the emotional, cognitive, and physical experiences involved in the holistic searching process.

Steps / Functions:

Initiation: Realizing a need for information (feelings of uncertainty).
Selection: Identifying a general topic and approaches.
Exploration: Investigating information on the general topic (confusion frequently returns).
Formulation: Forming a specific focus from the gathered information.
Collection: Gathering information specifically related to the focused topic.
Closure: Completing the search, synthesizing findings, and writing the report.

3. The 8 W's Literacy Model (1990s)

Founder: Annette Lamb
Date of Launch: Early 1990s
Focus: A project-based model extending opportunities for students to explore independently.

Steps / Functions:

Watching: Exploring and observing surroundings to understand needs.
Wondering: Brainstorming options, identifying problems, and developing questions.
Webbing: Locating information, connecting ideas, and organizing data.
Wiggling: Evaluating collected information for relevance and perspective.
Weaving: Synthesizing ideas and organizing plans.
Wrapping: Packaging the ideas into a meaningful solution.
Waving: Communicating ideas through presentation.
Wishing: Assessing the process and contemplating future possibilities.

4. The Research Cycle (1995)

Founder: Jamie McKenzie
Founding Organisation: Bellingham Schools
Date of Launch: 1995
Focus: Designed to reinvent traditional research, pushing students past "cut and paste" toward active problem-solving.

Steps / Functions:

Questioning: Framing research questions that require decision-making.
Planning: Determining where information lies and planning storage strategies.
Gathering: Efficiently collecting information using appropriate sources.
Sorting and Sifting: Filtering collected data to extract the most useful insights.
Synthesizing: Rearranging information to answer the initial question.
Evaluating: Examining the information to ensure it resolves the research problem.

5. PLUS Model (1996)

Founder: James Herring
Date of Launch: 1996
Focus: Integrates information skills into the curriculum, emphasizing self-evaluation.

Steps / Functions:

Purpose: Identifying the purpose of the investigation and formulating questions.
Location: Finding and selecting relevant information sources.
Use: Reading, viewing, taking notes, and synthesizing information.
Self-evaluation: Reflecting on what was learned and the effectiveness of the process.

6. Seven Faces of Information Literacy (1997)

Founder: Christine Bruce
Date of Launch: 1997
Focus: Explores the phenomenological experience of information literacy rather than a strict sequential skill set.

The Seven Faces (Experiences):

Information Technology: Using IT for information awareness.
Information Sources: Finding information situated in diverse sources.
Information Process: Executing a process to solve problems.
Information Control: Controlling and managing retrieved information.
Knowledge Construction: Building a personal knowledge base in a new area.
Knowledge Extension: Working with knowledge and personal perspectives to yield novel insights.
Wisdom: Using information wisely for the benefit of others.

7. The Seven Pillars of Information Literacy (1999)

Founding Organisation: SCONUL (Society of College, National and University Libraries)
Date of Launch: 1999 (Later updated in 2011)
Focus: Developed to define information skills in higher education, viewing literacy as a progression from basic library skills to advanced professional competence.

Steps / Pillars:

Identify: Able to identify a personal need for information.
Scope: Can assess current knowledge and identify gaps.
Plan: Construct strategies for locating information and data.
Gather: Locate and access the information and data needed.
Evaluate: Review the research process and compare/evaluate information and data.
Manage: Organise information professionally and ethically.
Present: Apply the knowledge gained, presenting the results of the research.

8. SAUCE Model (2001)

Founder: Trevor Bond
Date of Launch: 2001
Focus: An inquiry-based problem-solving framework meant to guide students smoothly through the research process.

Steps / Functions:

Set the Scene: Clarify the topic, identify prior knowledge, and formulate questions.
Acquire: Locate and access the most relevant information sources.
Use: Extract relevant information, take notes, and analyze the data.
Communicate: Synthesize the findings and present the information to an audience.
Evaluate: Reflect on the completed product and the efficiency of the research process.

9. The Big Blue — Taxonomy of Information Skills (2001-2002)

Founding Organisation: JISC, Manchester Metropolitan University, and the University of Leeds
Date of Launch: 2001 - 2002
Focus: Developed for higher and post-16 education communities to establish information literacy as a core lifelong learning skill.

Steps / Functions:

Recognizing an Information Need: Training students to identify gaps in knowledge.
Addressing the Need: Formulating keywords and search strategies.
Retrieve Information: Selecting and retrieving right information.
Evaluate Information Critically: Assessing relevance, currency, authority, and quality.
Adapt Information: Generating and creating new knowledge.
Organize Information: Ethically organizing information and utilizing style manuals.
Communicate Information: Sharing the result effectively.
Review the Process: Repeating stages if the initial question remains unanswered.

10. The Seven Steps of the Research Process (Early 2000s)

Founding Organisation: Olin and Uris Libraries, Cornell University
Focus: A sequential tool for students reliant on library systems and the ethical use of information.

Steps / Functions:

Identify & Develop Your Topic: Frame questions and decide on keywords.
Find Background Information: Read encyclopedias or overarching articles.
Use Library Catalogue to Find Books: Note citations, subject headings, and call numbers.
Use Indexes or Databases: Find specific periodical articles.
Find Internet Sources: Use search engines to locate web materials.
Evaluate What You Find: Check the quality and reliability of gathered information.
Cite What You Find: Credit sources using a standard format.

11. Information Literacy Scope & Sequence (Based on Bloom's Taxonomy)

Focus: A comprehensive framework explicitly mapping IL skills to cognitive development stages.

Steps / Functions:

Question: Recognize information need, formulate questions, and determine quantity requirements.
Find: Identify available sources, decide criteria, formulate strategies, and locate sources.
Gather: Collect purposefully and employ ethical practices like citing.
Create: Organize the final result into a product, maintaining legal boundaries.
Assess: Evaluate the product based on contents, format, completeness, strength, and weakness.

12. Web-Based Information Searching Variation Model (2006)

Founder: Sylvia L. Edwards
Date of Launch: 2006
Focus: Explores the variations in how students experience and learn web-based information searching.

Categories of Searching:

Looking for a needle in a haystack: Relying on one or two trusted search engines, restricting potential.
Finding a way through a maze: Awareness of planning, utilizing advanced search features, and seeking quality.
Using the tools as a filter: Understanding the online environment holistically and utilizing advanced tools strategically.
Panning for gold: Focusing heavily on the highest quality of information via external databases and rigorous refinement.

13. Six Frames for Information Literacy Education (2006)

Founders: Christine Bruce, Susan Edwards, and Mandy Lupton
Date of Launch: 2006
Focus: Operates on the presumption that teaching, learning, and information literacy are viewed differently by different participants, providing six conceptual "frames" to analyze information literacy within the curriculum.

14. DIAEDCU Information Literacy Model (2017)

Founders: Swapna G. & Dr. B.S. Biradar
Date of Launch: 2017
Focus: Specifically designed for the higher education environment in India to empower graduates with lifelong learning and core competencies.

Steps / Functions:

Define: Recognize and articulate the exact information requirement.
Identify: Locate potential sources of relevant information in the academic environment.
Access: Physically or digitally access the identified learning resources and databases.
Evaluate: Critically examine the quality, authenticity, and relevance of the retrieved data.
Develop: Synthesize the evaluated information to construct new knowledge.
Communicate: Share the generated knowledge effectively in a suitable format.
Use: Apply the newly acquired knowledge ethically to solve the initial problem or fulfill the academic need.

Models of Information Literacy | LIS