LEARNING ENVIRONMENTS AND INFORMATION LITERACY

PEDAGOGICAL APPROACHES and ACTIVITIES
Ask teachers to consider the following six-stage framework for information literacy and
information problem-solving (for a more detailed description of the framework, see the
table at the end of this unit):
1. Task definition: define the information problem and identify the information
needed
2. Information-seeking strategies: determine all possible sources and select
the best sources
3. Locate and access: locate sources and find information within the sources
4. Use of information: engage (e.g. read, hear, view, touch) and extract relevant
information
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5. Synthesis: organize information from multiple sources and present the
information.
6. Evaluation: judge the product (effectiveness) and the process (efficiency).
● Compare this to other information cycle taxonomies, such as the process provided
by Woody Horton, Jr. (2007) or Bloom’s Revised Taxonomy for information literacy.
Do you agree that the six stages in the Big6 form the core elements of information
literacy? If not, what would you add and why? In reality, do you think these six stages
occur in a neat sequential order as presented?
● Now guide teachers through each stage of the information problem-solving process
in the table shown at the end of the unit, and ensure that they invest sufficient time
to address all the topics/questions outlined in the table.
Access a journal in print or electronic format in your school library (or the main library in
your city or town) on education (e.g. teacher education, special education, comparative
education, etc.). Identify a topic that you wish to learn more about in the journal.
Summarize the key findings/issues in the articles. How useful is the information for
your professional practice as a teacher? Is the information applicable in your country
context? If so, how would you use this information?
Meet with your college/school librarian and discuss the information skills your teachers
need to maximize the use of the library. Set tasks that require students to use the
full range of resources in the library, and get them to compare the information they
have acquired in the library with other sources (e.g. the Internet) and evaluate their
usefulness in terms of the task specifications.
Evaluate a school environment for its information literacy needs and make specific
recommendations that would enhance the information literacy of students
The Big6 and information problem-solving: use information resources in the library to
explore a topical or current affairs issue (e.g. voting rights, democracy, HIV/AIDS, etc.).
Apply the Big6 stages to explore this topic
Use a computer-based technology to access information on a topic of interest and
present the information (textual or numerical) in a table or graphical format. Compare
the amount, quality and usefulness of the information from your library resources with
the information from the Internet
Write an essay on how the use of radio or mobile phone technology is changing the
face of information generation and use in your country. Present your findings as a
PowerPoint presentation