DEVELOPING AN

INFORMATION LITERACY
PROGRAM

HASNAN HASSAN
nan1184@uum.edu.my

Source: Ronald Jess C. Cabunagan

Definition
Information literacy is a set of abilities
requiring individuals to recognize when
information is needed and have the
ability to locate, evaluate, and use
effectively the needed information.
- American Library Association

Definition
An information literate individual is able to:
Determine the extent of information
needed
Access the needed information
effectively and efficiently
Evaluate information and its sources
critically
Incorporate selected information into
ones knowledge base

Definition
An information literate individual is able to:
(contd)
Use information effectively to accomplish
a specific purpose
Understand the economic, legal, and
social issues surrounding the use of
information, and access and use
information ethically and legally

Definition
Information literacy can be thought of as
combining familiar library skills with the
process of learning from information
(Taylor 8).

Goals and Objectives of the

Program
Objectives of the ILP:
1. To teach students to analyze and
evaluate information for accuracy and
bias;
2. for students to gain the ability to find and
use information purposefully;
3. for students to become adept at using
search and retrieval skills to locate
information;

Goals and Objectives of the

Program
Objectives of the ILP (contd):
4. to introduce the students to materials
that they can use to enhance their
reports and presentations;
5. to familiarize students with trends in
instructional media and online
information retrieval; and
6. to inform the students about the services
offered by the EMC.

Media Instruction Program

Information Literacy Program

Developing ILP
Modules

Information Literacy Models

Big6
Guided Inquiry
Students will learn more if the lesson
follows and information problem-solving
model and other principles of learning.
(Taylor 95).

The Big6
Big6 information problem-solving model
1.
2.
3.
4.
5.
6.

Task Definition
Information Seeking Strategies
Location and Access
Use of Information
Synthesis
Evaluation

Step 1

Task Definition

The Big6

What do I need to do?

What information do I need?
Step 2

InformationSeeking Skills
What information sources can I use?
Which information sources
are the best?
Step 3

Step 6

Evaluation
Is my project complete?
Did I meet each requirement?

Step 5

Synthesis
How should I organize the
information to meet the
requirements of my task?

Location and Access

Step 4
Where can I find each source?
How can I find information
Use of Information
in each source?
What information in each source
is useful?
How should I record my notes?

Source: http://teachers.saschina.org/stoa/files/2010/04/Big-6-bookmark.jpg

The Big6
Big6 information problem-solving model

It is not necessary to follow the stages in

linear order
In most successful problem-solving
situations, all stages are addressed.

Guided Inquiry
More suited for designing learning

activities in the library and requires more

collaboration with subject teachers

Guided Inquiry
Guided inquiry is a carefully planned,
closely supervised targeted intervention
of an instructional team of school
librarians and teachers to guide students
through curriculum based inquiry units
that build deep knowledge and deep
understanding of a curriculum topic, and
gradually lead towards independent
learning.

Guided Inquiry
Six Characteristics
Students learn by being actively

engaged and reflecting on that

experience
Students learn by building on what
they already know
Students develop higher order
thinking through guidance at critical
points in the learning process

Guided Inquiry
Six Characteristics (contd)
Students development occurs in a

sequence of stages
Students have different ways of
learning
Students learn through social
interaction with others

Guided Inquiry
The information search process occurs in seven
stages:
1. Initiation
2. Selection
3. Exploration
4. Formulation
5. Collection
6. Presentation
7. Assessment

Guided Inquiry
1. Initiation - students are asked to
contemplate on a research question
2. Selection - students choose what
specific information to pursue
3. Exploration - students develop
questions of their own from what they
already know

Guided Inquiry
4. Formulation - students form their own
focused perspective
5. Collection - students gather relevant
information
6. Presentation - students prepare to
share what they learned
7. Assessment - students reflect on what
they learned

Applying the Information

Literacy Models
Developing effective information literacy
lessons
Helping the students to undergo the
process of seeking and using information

Developing Modules Using

the Big6
Create a lesson content and activities for
each stage of the Big6:
CONTENT AND ACTIVITIES

Task Definition
Information Seeking Strategies
Location and Access
Use of Information
Synthesis
Evaluation

Task Definition
1. Defining the
problem

Discussion:

2. Identifying
information
requirements

Exercise:

Ask the students to think about

their research topic and their
expected output. This can be a
review of their English
requirements.
What is your thesis statement?
Identify 5 questions that you will
ask to clarify your thesis
statement.

Information Seeking Strategies

1. Determining
possible sources

Lecture:
Overview of the library tools for
research.
Books
Periodicals
Databases

2. Evaluating their Exercise:

Take a look at the 5 questions
priority
which you identified. Identify
which library tools you think can
provide you the answers.

Location and Access

1. Locating the
sources and
locating the
information in
them

Lecture:
Using the Library Tools
Using the OPAC to Search for Materials
Using the Vertical Files
Looking for Periodical Articles Using the
IPP
Using the Online Databases

Exercise:
Identify keywords which you can use in
searching.
Look for relevant sources of information
on your topic: 3 books, 1 periodical
article, 1 vertical files entry and 1 article
from EBSCOHOST.

Information Usage
1. Reading
information and
then extracting
details

Exercises:
Looking at the five questions
you formulated, choose one
question which you think can be
answered using one of the
sources that youve found.
Using the source that youve
found, find the answer to the
question.

Synthesis
1. Organizing and
presenting
information.

Exercises:
Prepare your answer following a
format.
Question: ___
Answer: ___
Citation: ___
Look for another source (you
may use the Internet this time)
that provides the same answer
or verification of your answer.
Provide the citation.

Evaluation
1. Judging the
product and
process

Essay:
Are you satisfied with the
information/answer that youve
found? Why?
Given your topic, do you think
you can get sufficient sources in
the library? Why?
Do you consider changing or
revising your topic? Why?

Ignatian Pedagogical
Paradigm (IPP)
Context of Learning
Experience
Reflection
Action
Evaluation

Image Source: http://pinaytraveller.com/

CONTEXT
Task Definition
1.
2.

Defining the problem

Identifying information requirements

EXPERIENCE
Task Definition
1.
2.

Defining the problem

Identifying information requirements

Information Seeking Strategies

1.
2.

Determining possible sources

Evaluating their priority

Location and Access

1.

Locating the sources and locating the information in them

Information Usage
1.

Reading information and then extracting details

REFLECTION
Evaluation
1.

Judging the process

ACTION
Synthesis
1.

Organizing and presenting information

EVALUATION
Evaluation
1.

Judging the product

Problems and Hindrances in

the Implementation
Lack of Time
Information Overload
Relevance and Interest

Future Challenges
More School Librarian and
Subject Teachers Collaboration
Through collaboration, information skills are
taught when needed and therefore
students see the skills as being relevant to
their learning (Taylor 51).

Future Challenges
More Curriculum Integration
Students need to use information literacy
skills in various situations so that their skills
will always be practiced and will not be
eventually lost (Taylor 40).

Thank you!
HASNAN HASSAN
School of Education and Modern Languages
College of Arts and Sciences
Universiti Utara Malaysia
nan1184@uum.edu.my