Please don't forget to at least acknowledge me if you downloaded my PPT. Thanks.

1. THEORIES AND
PRINCIPLES OF
INFORMATION LITERACY
KIM SHANISH B. ASUNCION
III-25 BLISCI

2. Theory: Social Constructivism
 Social constructivism is today seen as the main
theoretical base for information literacy.
 Todd (2000) states that new knowledge and
meaningful learning results when a person
consciously and explicitly ties new knowledge to
relevant concepts and propositions already
possessed.

3. Theory: Social Constructivism
 Gives learners the opportunity for concrete,
contextually meaningful experience through which
they search for patterns, raise their own questions,
and construct their own models.
 To the social constructivist, to learn is to see the
meaning or significance in a social experience or
concept.

4. 3 Information Literacy Models
The three following models of information literacy are
considered prominent ones (Brand-Gruvel, Wopereis &
Walraven, 2009; Wolf, 2003).
A. Kuhlthau´s ISP Model
B. Stripling and Pitts thinking frame model
C. The Big6™ program and learning model

5. A. Kuhlthau´s ISP Model
 Kuhlthau developed the following six-stage
model of the information search process (ISP).
 She also researched and identified the feelings
students are likely to experience along with
strategies as well as their thoughts and actions
that can lead them through a productive search

6. A. Kuhlthau´s ISP Model
1. Task initiation – uncertainty
2. Topic selection – optimism
3. Pre-focus exploration – confusion/frustration/doubt
4. Focus formation – clarity
5. Information collection – sense of direction/confidence
6. Search closure/presentation – satisfaction or
disappointment

7. B. Stripling and Pitts Thinking Frame
Model
The model designed by Stripling and Pitts (1988) is a
ten steps process. The model can be adapted to any
age level and curricular subject.

8. B. Stripling and Pitts Thinking Frame
Model
1. Choosing a broad topic.
2. Getting an overview.
3. Narrowing down the topic.
4. Developing a thesis or statement of purpose.
5. Formulating questions to guide research.

9. B. Stripling and Pitts Thinking Frame
Model
6. Planning research.
7. Finding – analyzing and evaluating information.
8. Evaluating evidence, taking notes, compile
bibliography.
9. Establishing conclusions.
10. Creating and presenting the final product.

10. C. The Big6 Program and Learning
Model
 The Big6 is one of the most widely-known and
widely-used approach to teach information and
technology skills at all school levels (Basli, 2011;
Eisenberg, 2014; Huges, 2003; Murray, 2008).
 "www.big6.com" where the users can for example
get various support materials like hand-outs,
presentations, video and guides.

11. C. The Big6 Program and Learning
Model
1. Task definition: Define the problem and identify
information requirements.
2. Information seeking strategies: Determine range of
sources and prioritize them.
3. Location and access: Locate sources then find
information within the sources.

12. C. The Big6 Program and Learning
Model
4. Use of information: Engage and extract relevant
information.
5. Synthesis: Organize information from multiple
sources and present information.
6. Evaluation: Judge the process and judge the
product.

13. C. The Big6 Program and Learning
Model

14. REFERENCES
• The Alexandria Proclamation on information literacy and lifelong learning. Beacons of the
information society. (2005, November 9). Retrieved from http://archive.ifla.org/III/wsis/Bea
conInfSoc.html
• Basili, C. (2011). Report on current state and best practices in information literacy. [S.l.]: S.n.]
Retrieved from
http://www.researchgate.net/publication/259334208_Report_on_Current_State_and_Best_Pra
ctices_in_Information_Literacy
• Brand-Gruwel, S., Wopereis, I. & Walraven, A. (2009). A descriptive model of information
problem solving while using internet. Computer & Education, 53, 1207-1217.
• Bruce, C. S. (1997). The seven faces of information literacy. Adelaide: Auslib Press.
• Cameron, L. (2004). Assessing information literacy. In I. F. Rockman and Associates (editors),
Integrating information literacy into the higher education curriculum: Practical models for
transformation (pp. 207-236). San Francisco: Jossey-Bass.

15. REFERENCES
• Eisenberg, M. (2008). Information literacy: Essential skills for the information age. Journal of
Library & Information Technology, 28, 2: 39-47.
• Huges, S. (2003). The Big6 as a strategy for student research. School libraries in Canada, 22(4),
28-29.
• Kuhlthau, C. C. (1993). A principle of uncertainty for information seeking. Journal of
Documentation, 49(4), 339-355.
• Reynolds, R. (2013). Personal construct theory. In Theory in information behaviour research (pp.
68–82). [S.l.]: Eiconics Limited at Smashwords. Retrieved from https://www.
smashwords.com/books/view/336724
• Todd, R. J. (2000). Theory of information literacy: Information and outward looking.
• In: C. Bruce & P. Candy (editors), Information literacy around the world: Advances in programs
and research (pp. 163-175). Wagga Wagga: Centre for information studies.

16. REFERENCES
• Þórdís T. Þórarinsdóttir & Ágústa Pálsdóttir. (2011). Information Literacy. Learning theories and
assessment. In Ása Guðný Ásgeirsdóttir, Helga Björnsdóttir & Helga Ólafs (editors),
Þjóðarspegillinn. Rannsóknir í félagsvísindum XI. Félags- og mannvísindadeild (pp. 630-639).
Reykjavík: Félagsvísindastofnun Háskóla Íslands Retrieved 12 from
http://skemman.is/en/stream/get/1946/10261/ 25581/3/ Felagsogmannv_deild.pdf

17. THANKS!