Information+Literacy

=Information Literacy=



//**"encompasses the effective use of multiple information technologies and formats,**// //**enables individuals to develop skills for learning throughout life,**// //**and supports skills for workplace enterprise and community participation"**// ALIA "Statement on information literacy for all Australians" 2003

The introduction of information literacy was significant to my learning as it highlighted a significant hole in my understanding of literacy. Therefore my needs in this area were immense. These needs were addressed first in ETL401, which required a definition of information literacy and the analysis of an information literate school community [ILSC]. Once establishing this, examination of the teacher librarian's role in developing such a community followed. Finally consideration was given to models to be used to facilitate its development. Practical linking of information literacy skills was developed in ETL501.

The above definition from the ALIA statement emphasises skills for learning throughout life from the many information technologies available. This is significant as it highlights the diversity of the information types and the transferability of the knowledge. Henri (2005) emphasises the key features of an ILSC as being collaboration, learning and community. He states that a school community that integrates information literacy across the curriculum as a vehicle to develop lifelong learning, tackles this as part of its mindset. This challenged my inital thinking that information literacy was a "subject" like science or mathematics. Henri gives specific examples of things that need to be in place to support developing an ILSC, including: Spence (2005) emphasises this is a journey of life long learning that does not have an end point, but is always continuing.
 * policies that reflect the priorities;
 * professional development to equip staff in information literacy skills;
 * opportunities for staff to discuss issues raised; funding; benchmarking and evaluation.

McKenzie (1998) contributed to my understanding with a comprehensive checklist of the definition of an information literate school community, with the first important trait being invention: focusing on discovery and development of meaning. This is significant as students try to wade through today's information saturated environment and make sense of it all. This also emphasises the need for various other traits from the checklist including: This provided a good foundation for understanding the various models used to develop students' information skills. Information literacy models examined:
 * = * navigating ||= * searching ||= * questioning ||
 * = * planning ||= * selecting ||= * interpreting ||


 * Information Skills Process NSW DET (2007)
 * PLUS PLUS Diagram Herring (2004)
 * Information Search Process Kulthau (2004)

The comparison of the different models brought the realisation that regardless of the model, using and being comfortable with it is essential. Of the three models, I found the first two very similar in the steps involved and very practical to apply. Herring (2004) emphasises the iterative nature of the process in his PLUS model, and supports the steps with useful suggested questions to ask, which is also a feature of the NSW DET Information Skills Process (2007). The Kulthau (2004) model significantly raised my awareness of the emotions involved in the process. Kulthau's (2004) work also gave insight to my own learning in this course as I experienced many of the emotions described and became aware of the zone of intervention that allows teachers to come in and support students through the process. The opportunity to apply the theory was given in ETL501with a task to develop an electronic pathfinder to support student information literacy skills. The resultant pathfinder on Renewable Energy with links to the information process proved a helpful beginning to my development of pathfinders and integrating information skills across the curriculum.