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IL Models

Different models help to represent the information process and illustrate what is meant by information literacy. The individual phases of the research process are presented in a linear order or a circular arrangement. Some models consider only cognitive factors, while others also consider emotions such as anxiety and uncertainty. All models offer solution- and action-oriented approaches by breaking down the complexity of the information process. The models form the basis for the development of standards.

Classical Models from English-speaking Regions

The Big 6 – Information & Technology Skills for Student Achievement
Mike Eisenberg and Bob Berkowitz developed the „Big 6“ model. This model describes the information process in six steps, which are further divided into two statements. It shows the solution- and action-oriented character on a purely cognitive level. The model is interesting because it cannot only be used in higher education but also at kindergarten, primary and secondary school levels (Super 3 model, reduced to three steps). The website contains comprehensive information on the model, working materials on the subject organized by grade levels, tutorials and blogs.

Information Search Process (ISP)
Carol Kuhlthau, a  professor of Library and Information Science, developed the Information Search Process model at Rutgers University in New Jersey. The model uses six phases, with Kuhlthau placing the information needs and the research preparations in the foreground. In addition to representing the information process Kuhlthau takes the feelings, thoughts and actions that may occur during the information process into account. She assumes that the information seeker is rather insecure and scared at the start. Only at a later stage of the information process are these doubts replaced by a sense of security.

Seven Pillars of Information Literacy
The Seven Pillars of SCONUL (Society of College, National and University Libraries, UK) illustrate the information process in seven pillars, each constituting a section of information literacy. The model works with competency levels (from novice to expert) for each pillar. Users go through the entire information process several times as they develop from novice to expert, thus becoming more competent at handling information.

Models from German-speaking Regions

DYMIK
The Dynamic Model of Information Literacy (DYMIK) was developed in 2000 by Benno Homann at Heidelberg University Library. Homann assumes that during the search process rational and emotional factors play a role (see also Carol Kuhlthau) and thus affect the information process. Ideally, an information seeker goes through all five phases of this model in a linear sequence. Each of the five phases is influenced by other factors. These factors can decide whether it is possible to move on to the next phase in the search process. If not, the information seeker must repeat a previous phase. Thus, the information process is dynamic in character and no longer purely linear.

Lernsystem Informationskompetenz (LIK)
The Information Literacy Learning System was founded by Detlev Dannenberg from the University of Applied Sciences in Hamburg in 2000. Dannenberg sees his model as an interface between libraries of all levels and the various training centres. The model is not linear but made up of four interlocking and interdependent parts, which information literacy consists of according to Dannenberg. Other components of the overall concept of LIK are: learning objectives, didactic principles and information on methodological components.

More Recent Approaches to Promoting Information Literacy

While older models focus on searching for and finding information, information literacy courses cover a larger variety of issues. Newer models informed by the Threshold Concept emphasise the necessity of a basic understanding that allows us to handle information competently despite constant changes in the information environment. Two examples of such newer models are:

The concept of metaliteracy developed by Tom Mackey and Trudi Jacobsen in the US is based on metacognition theory and learners’ critical reflection on their learning process:

Literature Offering an Overview of the Individual Models and Standards

o-bib. Das offene Bibliotheksjournal 4.1 (2017) [Themenschwerpunkt Informationskompetenz]. DOI: 10.5282/o-bib/2017H1

Haeberli, Justine (2010). Informationskompetenz für den universitären Standort Göttingen: Bestandsaufnahme und Empfehlungen. Berlin: Institut für Bibliotheks- und Informationswissenschaft der Humboldt-Universität zu Berlin.