Saturday, September 9, 2006

Information Literacy Skills Instruction in Philippine School Libraries

The Big 6 Model: Problem – Solving Approach

The Big6 is the most widely-known and widely-used approach to teaching information and technology skills that presents a problem – solving approach (Eisenberg & Berkowitz, 2006)
1. Task Definition
1.1 Define the information problem
1.2 Identify information needed
2. Information Seeking Strategies
2.1 Determine all possible sources
2.2 Select the best sources
3. Location and Access
3.1 Locate sources (intellectually and physically)
3.2 Find information within sources
4. Use of Information
4.1 Engage (e.g., read, hear, view, touch)
4.2 Extract relevant information
5. Synthesis
5.1 Organize from multiple sources
5.2 Present the information
6. Evaluation
6.1 Judge the product (effectiveness)
6.2 Judge the process (efficiency)
IL Guide for Public Schools in Quezon City - 8 Ways to Independent Learning – Inspired by the Empowering 8

8 Ways to Independent Learning

1. Watching – Exploring the environment and the task at hand
2. Wondering – Brainstorming, discussion of ideas, developing questions
3. Webbing – Mapping, locating, accessing information
4. Wiggling – Evaluating content and examining information
5. Weaving – Organizing and synthesizing of ideas and information
6. Wrapping – Creating a product
7. Waving – Communicating the product and presenting it to the public
8. Wishing – Assessment and reflection of both process and product

Empowering 8 is an information literacy model that was a by-product of two workshops: the first in Colombo, Sri Lanka in November 2004 and the second in Patiala, India in November 2005. Ten countries participated in the workshops: Bangladesh, India, Indonesia, Maldives, Malaysia, Nepal, Pakistan, Singapore, Sri Lanka, Thailand, and Vietnam. Empowering 8 uses the problem-solving approach for resource-based learning (Limpin, 2006)

Information literacy skills embedded in Empowering 8 are the
ability to:
1. Identify a topic/subject, the intended audience, a relevant format, keywords, types of resources
2. Explore resources and information
3. Select and record relevant information, identify stages in the process, and collect appropriate citations
4. Organize, evaluate and sequence information, and use visual organizers to compare and contrast information
5. Create information using own words
6. Present, share or display information
7. Assess the output
8. Apply the solutions based on the feedback and assessment and use new knowledge gained in a variety of situati

IV. Conclusion

In a borderless society, an information literate person is more likely to succeed. The information literate person may have gone to a good school and it is possible that he develop skills for life long learning. The librarian is part of the process by which he acquires and applies these skills.

There is a place for ILSIP in the grade school, high school and tertiary level. The implementation depends on curriculum, client and the librarian’s paradigm of her role in the learning community. Following the IL through SL in SEA report, there is a need for an awareness of IL and a workshop to articulate the Philippine’s stand on IL. In the recent IL workshop held in Malaysia last July, IFLA is awaiting for the next SEA country to discuss IL in national and regional levels. Shall we take the lead?



Eisenberg, Mike & Robert Berkowitz, Teaching Information & Technology Skills. Ohio : Linworth, 1999

Thomas, Nancy. Information Literacy Skills & Literacy Skills Instruction : Applying Research to Practice in the School Library Media Center. Colorado : Libraries Unlimited, 1999.


Limpin, Placida Socorro. An Evaluation of Information Literacy Skills of Freshman College Students of Assumption College. PNU : Manila, 2003

Journal Article

Grimble, Bonnie J. & Teresa D. Williams. Students’ Perceptions of their Information Literacy Skills in the Media Center. Library Media Connection. Pp 26 – 29. January 2004.

Papers, Reports & Guides, Modules & Handbooks

David, Lourdes. Overview of Information Literacy Among Secondary Schools Students in the Philippines : A Content Analysis of the Operations Handbook for English. Conference Paper, Regional Workshop on School Library Services in Southeast Asia. Bangkok, Thailand 2003.

Development of Information Literacy through School Libraries in Southeast Asian Countries. IFAP – UNESCO, 2005.

How to become an Independent Learner : Your guide to Information Literacy. IFLA-ALP Project “Building Learning Communities Through Librraies”. December 2005

The School Library Manifesto. IFLA-UNESCO. 2000


Big 6

Empowering 8 Article from Filipina Teacher Librarian

Information Literacy : An Overview of Design, Process and Outcomes

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