A new model of information literacy education in school settings. Exceeding skill-based approaches without losing their advantages - Koltay
A NEW MODEL OF INFORMATION
LITERACY EDUCATION IN SCHOOL
SETTINGS. EXCEEDING SKILL-
BASED APPROACHES WITHOUT
LOSING THEIR ADVANTAGES
Tibor Koltay, Eszterházy Károly University, Hungary
Enikő Szőke-Milinte, Pázmány Péter Catholic University,
• is a form of educational theory and
• built on the assumption that its goals are
attainable only in a growingly holistic
system of institutions mutually influencing
each other (Petrikás 1995).
• is “the adoption of appropriate information
behaviour to obtain, through whatever
channel or medium, information well fitted
to information needs, together with critical
awareness of the importance of wise and
ethical use of information in society.”
(Johnston & Webber 2003, p. 336).
SCHOOL PEDAGOGY AND
• School is one of the information
• IL takes place within these (Whitworth
• IL should address children, who study in
primary schools and adolescents in
SUCCESSFUL IL REQUIRES
• Strong theoretical foundations;
• Using a plurality of approaches;
• Building on communication theory;
• Not being restricted to skill-based
approaches, but not losing their
THEORY IS LESS DEVELOPED,
IL is used mainly for
1. Labelling = activities such as professional
practice, research or policy-making →
2. Empirical approaches → imply that IL
ought to be prescribed rather than
described (Pilerot 2016).
• Abundance of information and information
1. Between information theory and the
theory of learning;
2. Between literacies.
INFORMATION THEORY AND THE
THEORY OF LEARNING CONVERGE
• The skills and abilities of information
literacy are identical with authentic
learning (Information Power 1998).
• IL is often approached as an object of
• We can assume that it is also the outcome
of learning (Limberg, Sundin & Talja 2012).
• Convergence among different forms of
media and ICTs (Livingstone, van
Couvering & Thumin, 2008)
• → overlap between information literacy
and media literacy→ media and
• Should not be ignored;
• It aims to provide learning experiences
where students strengthen critical-thinking
skills (Hobbs 2004).
MEDIA AND INFORMATION
• IL and MIL basically aim to foster the same
skills (Lau 2013).
• Discourse analytical approaches
• The sociocultural perspective
• Phenomenographic and sociocultural theories
are grounded in theories of learning. =
• Learning is an activity of constructing meaning.
• Explores patterns of experiencing
• Underlines the importance of
understanding the learners’ perspective.
• Focuses on varied ways of experiencing
• Provides a pattern of variation in engaging
with information for learning.
1. the habits and rules of discourse
2. the interpretive repertoires through which
people give meanings to information
competences and practices.
• Shows that information literacy is
constructed differently in different
conversational contexts →
• Does not accept the nature of information
competences as uncontested phenomena
• People’s practices within specific
• IL practices within specific contexts and
• Focuses on tool-based IL practices (not to
be confounded with skill-based ones).
• Questions the generic nature of learning IL
(Limberg, Sundin, & Talja 2012).
• Comes into the picture through information
• = “communicative spaces that are created
by people who co-participate in a field of
practice” (Lloyd 2010)
PEDAGOGICAL MODEL OF IL
• Counts with skills, but goes beyond skill-
• Pays attention to and treats additional
issues more complexly.
THE ADDITIONAL ISSUES
• Informational knowledge
• Operational knowledge
• The motivating factors of acquiring
• Built up from analogue and propositional
representations of information.
• Directed by relatively flexible rules and by
• = represent reality indirectly and implicitly.
• Make use of networks, scripts, and
• Propositional representations are explicit,
abstract, and language-like (directed by
• Defined by the individuals’ skills and
• Can be coupled with metacognition =
higher order thinking that involves active
control over cognitive processes
• Is reflective.
• Activates metacognition.
The ACRL Information Literacy Framework
for Higher Education provides illustrations of
• analysis and synthesis,
• induction and
• deduction, systematization,
• and generalization, etc.
THE DRIVING FORCE OF IL
• The motivation to acquire information involves,
• and ambition.
• Including the perspectives of
phenomenography, discourse analysis and
sociocultural theory promises a solid
theoretical basis for IL.
• IL theory can be coupled with a model of
communication in a pedagogical model.
• The convergence between IL and media
literacy as well as the coming of MIL into
prominence require further examination.
• AASL (1998). Information power. Building partnership for learning. Chicago, IL.: American Association of
School Librarians, Association for Educational Communications Technology, American Library Association
• ACRL (2015). Information Literacy Framework for Higher Education
• Hobbs, R. (2004). A review of school-based initiatives in media literacy education. American Behavioral
Scientist, 48(1), 42-59.
• Johnston, B. & Webber, S. (2003). Information literacy in higher education: a review and case study.
Studies in higher education, 28(3), 335-352.
• Lau, J. (2013). Conceptual Relationship of Information Literacy and Media Literacy. In Conceptual
Relationship of Information Literacy and Media Literacy in Knowledge Societies (pp. 76-91). Paris: UNESCO.
• Limberg, L., Sundin, O., & Talja, S. (2013). Three theoretical perspectives on information literacy. Human IT:
Journal for Information Technology Studies as a Human Science, 11(2), 93-130.
• Livingstone, S., van Couvering, E. J. & Thumin, N. (2008). Converging traditions of research on media and
information literacies: Disciplinary and methodological issues. In J. Coiro, M. Knobel, C. Lankshear, & D.J.
Leu, (Eds.), Handbook of Research on New Literacies (pp. 103-132). Hillsdale, NJ: Lawrence Erlbaum
• Lloyd, A. (2010). Information literacy landscapes: Information literacy in education, workplace, and
everyday contexts. Oxford: Chandos.
• Petrikás, Á. (Ed.) (1995). Iskolapedagógia. Az embernevelés iskolapedagógiai alapjai. Eger: EMTEX-JATEX.
• Pilerot, O. (2016). Connections between research and practice in the information literacy narrative: A
mapping of the literature and some propositions. Journal of Librarianship and Information Science, 48(4),
• Whitworth, A. (2014). Radical information literacy: reclaiming the political heart of the information literacy
movement. Oxford: Chandos Publishing.
THE PREPARATION OF THIS
PAPER WAS SUPPORTED by
“Complex Development of
Research Capacities and
Services at Eszterházy Károly