Information Literacy is a transformational process in which the learner needs to find, understand, evaluate, and use information in various forms to create for personal, social or global purposes.
Information Literacy shares a fundamental set of core thinking- and problem-solving meta-skills with other disciplines. Authentic cross-disciplinary problems which include observation and inference, analysis of symbols and models, comparison of perspectives, and assessment of the rhetorical context, engage students in developing mastery information literacy over time.
A problem-solving process for:
The student uses habits of mind:
The student is a learner:
The learning design provides:
With thanks to Grant Wiggins for his NAIS workshop "Uncoverage, Not Coverage: Assessing the Depth of Understanding" (2/26/97) and to David Perkins' Smart Schools; Better Thinking and Learning for Every Child (Free Press, 1992). This document builds upon Mike Eisenberg and Doug Johnson's Computer Skills for Information Problem-Solving: Learning and Teaching Technology in Context, Mike Eisenberg and Bob Berkowitz's Big Six Skills Model of Information Problem Solving and California Media and Library Educators Association's From Library Skills to Information Literacy: A Handbook for the 21st Century (Libraries Unlimited, 1993).