Information Literacy-A Learning Model

Both of these inventions when defined insinuate the qualities or sciences that a learning will possess. With giveive breeding literacy, the American Library Association defines those qualities as follows, "To be schooling literate, a person must be able to recognize when study is needed and pee the ability to locate, evaluate, and practise effectively the information needed?Ultimately information literate people ar those who have learned how to learn. They know how to learn beca intent they know how information is organized, how to find information, and how to use information in such a way that others can learn from them" (Loertscher, et al., 1997, 344-345). However, information literacy does not cost by itself as the only component of literacy. Literacy also incorporates particular thinking and the combination of information literacy and critical thinking have expanded and made more complex the role of the program library media specialist in the education of learners, "Critical thinking is the quick disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication as a guide to belief and action" (Loertscher, et al., 1997, 345).

The Saskatchewan school district has embraced the concept of literacy as defined by the elements of information literacy and critical thin

The instructor may vary, from the classroom t distributivelyer, to the teacher-librarian, to an invited instalment of the community.

The big6 skills information problem-solving approach to library and information skills instruction. (1999). http://www.big6.com, 1-2.

from each one ill-treat of the Big Six Skills model is taken by itself and in a taxonomic and logical progression. For example, step dickens is information seeking strategies. There are two components of information seeking, determining the range of possible consultations and evaluating the different possible sources to select the best ones for the work at hand (Big6 Skills Examples, 1999, 1).

For example, in step one of the second stage of the Big Six Skills, students would cultivate a list of where they might locate various literary criticism and information. They would then realized this step by checking either of the available computer resources at their school. In step two of stage two, they would decided whether to ask an expert or to use a reference book. Then they would determine if it is ok to use an encyclopedia for an assignment or whether some other source would be more effectual. These are only examples, but each of the half a dozen steps helps to guide the student in their closing of the task at hand while also percentage to develop literacy and critical thinking skills. Big Six Skills is useful for the development of information literacy and critical thinking skills because it represents, "a systematic approach to information problem-solving. It is appropriate and useful to initiate the six logical steps whenever an individual has an information-oriented problem. Six broad skill areas necessary for successful information problem-solving. Students need to develop a range of competencies within each skill area. A complete library and information skills curriculum, Big Six Skills offers a systematic alternative to traditional K-12 frameworks that focus on location and vex skills" (The Big6 Skills Information, 1999, 1).<
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