1. Understanding Research Skills
What is Information Literacy?
Like the concept of research, information literacy can be challenging to define. Eva & MacKay (2019) offer a useful summary:
Information literacy has been defined in many ways, but most educators and librarians would agree that it is a foundational set of skills and habits of mind that enable someone to find, evaluate, and use information ethically to address particular needs and to create new knowledge. It is a broad concept enabling people to use information effectively but also to think critically about the information enterprise and our information society. And in this society, it has become a basic literacy – a foundational skill as much as reading literacy, numeracy, or other skills which underlie all disciplines and subject areas. (p. 229, emphasis added)
To develop information literacy, therefore, we need to address 3 essential domains:
Information Literacy Models
Over the past 40 years, a variety of models have been developed to help us frame our understanding of information literacy. Table 1 outlines the most prominent models published since 2010.
Table 1: Information Literacy Models Published Since 2010
| Author | Title | Structure |
|---|---|---|
| Association of College and Research Libraries [ACRL] | Framework for Information Literacy for Higher Education[1] | 6 frames, with between six and eight knowledge practices, and four and nine dispositions. |
| Trudi Jacobson and Tom Mackey | Metaliteracy[2] | 4 goals each with between seven and ten behavioural, cognitive, affective and metacognitive learning objectives. |
| Association of American Colleges and Universities [AACU] | Information Literacy VALUE Rubric[3] | 5 learning outcomes, each with four progressive performance descriptors. |
| Jane Secker and Emma Coonan | A New Curriculum for Information Literacy (ANCIL)[4] | 10 strands, split into two to four subthemes, each with between two and four learning outcomes. |
| Society of College, National and University Libraries [SCONUL] | The SCONUL Seven Pillars of Information Literacy[5] | 7 pillars, with between four and ten attitudes and behaviours (understandings) and five and nine skills and competencies (abilities). |
NOTE: Adapted from Characteristics and origins of English-language models of information literacy in higher education published since 2010 by Hicks & Lloyd, 2023.
The ACRL Framework
The ACRL Framework, the most widely adopted model, articulates six inter-related threshold concepts that are particularly troublesome for students to adopt and integrate into their own research practices but once grasped can dramatically transform their approach to finding, evaluating, and integrating information in their work. These six frames include:
Authority is Constructed and Contextual
Experts understand that authority is dependent on:
- the consensus of a community or discipline, where biases exist that privilege some sources of authority over others.
- the credibility of the author or creator, which is typically grounded in subject expertise (e.g., scholarship), societal position (e.g., public office or title), or special experience (e.g., participating in an historical event).
- the information need, or how the information will be used.
Understanding this concept helps students “critically examine all evidence—be it a short blog post or a peer-reviewed conference proceeding— and ask relevant questions about origins, context, and suitability for the current information need” (ACRL, 2016, p. 12).
Information Creation as a Process
Experts understand that the unique capabilities and constraints of the creation process of an information product or format impacts the message conveyed by the information and how the information is valued within different communities and for different use purposes.
Understanding this concept helps learners “recognize the significance of the creation process, leading them to increasingly sophisticated choices when matching information products with their information needs” (ACRL, 2016, p. 14).
Information has Value
Experts understand that information is valued for personal, social, or financial purposes and may be wielded within a variety of contexts in ways that disadvantage particular groups and privilege others. Because it is valuable, a variety of factors (e.g. political, economic, or legal) may constrain or influence the creation, access, distribution, and use of information.
Understanding this concept helps learners “understand their rights and responsibilities when participating in a community of scholarship” (ACRL, 2016, p. 16).
Research as Inquiry
Experts understand that research is an iterative and often collaborative process of asking questions to solve problems for personal, professional, or societal needs. Asking questions plays a central role at every stage of the research process – from defining a research problem, to selecting and analyzing sources, to constructing conclusions.
Understanding this concept helps learners “acquire strategic perspectives on inquiry and a greater repertoire of investigative methods” (ACRL, 2016, p. 18).
Scholarship as Conversation
Experts understand that scholarly work contributes to an ongoing discussion within their discipline where new ideas are often contested and debated. Experts seek out competing perspectives within their own discipline and others, understanding that there may not be one single uncontested perspective, and engage with scholars in the conversation through citations.
Understanding this concept helps learners “seek out conversations taking place in their research area” and “see themselves as contributors to scholarship rather than only consumers of it” (ACRL, 2016, p. 21).
Searching as Strategic Exploration
Experts understand that searching is a complex endeavour that requires flexibility and creativity. Searchers benefit from extensive knowledge of information sources, tools, and search strategies gained through experience and exposure to diverse information sources.
Understanding this concept helps learners “search more broadly and deeply to determine the most appropriate information within the project scope” (ACRL, 2016, p. 22).
Exploring these core concepts can help students approach their research projects in more productive and effective ways as they begin to interact with information sources with a deeper understanding of their purpose, utility, and constraints.
A Life-long Pursuit
The dynamic nature of information creation and the rapid pace of technological development means that information literacy is a life-long pursuit where individuals must learn to apply concepts in new ways in new contexts as the information landscape evolves.
- Framework for Information Literacy for Higher Education: https://www.ala.org/acrl/standards/ilframework ↵
- Metaliteracy: https://metaliteracy.org/learning-objectives/2018-metaliteracy-goals-and-learning-objectives/ ↵
- Information Litearcy VALUE Rubric: https://www.aacu.org/initiatives/value-initiative/value-rubrics/value-rubrics-information-literacy ↵
- A New CUrriculum for Information Literacy (ANCIL): https://api.repository.cam.ac.uk/server/api/core/bitstreams/9038a411-20ea-4ece-b777-fb08ab255c3f/content ↵
- The SCHONUL Seven Pillars of Information Literacy: https://access.sconul.ac.uk/page/seven-pillars-of-information-literacy ↵
