Information literacy education
Models of teaching information literacy skills
Information literacy forms one of the components of
the Information behaviour and literacy education course. This entails he
ability of an individual to access, locate, evaluate and use information
ethically.
Our figures centred on the models teaching information
literacy skills. We focused on the models as developed by the American Library
Association.
Under the ALA models, some standards support the use of
teaching information literacy in higher education. Each standard has key performance
indicators.
The first standards we looked at were: the information
literate teacher education student defines and articulates the need
for information and selects
strategies and tools to find that information. This suggests that an individual
who is information literate is able to know what kind of information is needed
to address the specific needs. The individual is further able to develop the
question to clarify the needed information
The second standard is that the information literate
teacher education student locates and selects information based on its
appropriateness to the specific information need and the developmental needs of
the student. This stresses the need for and individuals to have skills in
locating appropriate sources of information. These include the databases, and
other sources of information. It further stresses the ability to select the appropriate
information.
The third standard we learnt, the information literate
teacher education student organizes and analyzes the information in the context
of specific information needs and the developmental appropriateness for the
audience. This highlights the capabilities of an individual to organise and
analyse the information.
The fourth standard stresses that; the information
literate teacher education student synthesizes, processes, and presents the
information in a way that is appropriate for the purpose for which information
is needed. This includes the ability to process the information and draw conclusion
from the information and acknowledge the sources.
The fifth standard is that the information literate
teacher education student evaluates discrete pieces of information as well as
the entire information seeking process. This includes critically analysing the
information and its sources to determine the accuracy as well as authority.
The figure below provides the key aspects of information literacy
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