How Should Information Literacy Be Taught With The Emerging Technological Changes In Higher Education

1. Introduction

A lot of emphasis is being laid on Information Literacy (IL), Information Literacy programs emerging technologies. There is a great need for students, professors, lecturers, people in managerial posts, organisations etc to know what information literacy is all about and to be able to use information in the most ethical and acceptable manner. It is despicable that there are lots of graduates out there who do not know the importance of information literacy or who do not know the right way to handle information.
The importance of information literacy can not be underrated because if IL was not important, many schools, organisations and associations will not promote it. The American Library Association has brought forth characteristics of programs of information literacy that illustrate best practices. Also the Association of College and Research Libraries has brought about Information Literacy Competency Standards for Higher Education in a bid to enhance information literacy.

There are all sorts of technologies in the twenty first century. A huge number of them do exist and schools are integrating some in their curriculum, even though not all can be incorporated. But we should know that as exciting as all these technologies may seem, they will have no meaning if we can not use them effectively and efficiently to enhance and promote higher learning. Thus we should understand that it is not all about technologies but it is more about content and information and on how these technologies enhance information literacy, information fluency, critical thinking, technology literacy and life long learning.

The essay below depicts on what information literacy is all about. It will also brings forth the notion of information literacy and emerging technologies and then portray how information literacy should be taught in higher education- emphasis laid to emerging technologies.

2. Definition and explanation of Terms
2.1 Information Literacy (IL)

Various definitions have been given for information literacy, but two of these will be given below:
The Association of Colleges and Research Libraries (ACRL) define Information Literacy as "the set of skills needed to find, retrieve, analyze, and use information. The importance of IL is not a new issue. Students especially, need information literacy, technology literacy, and critical thinking skills to become independent and lifelong learners. Thus an information literate individual should be able to:
Determine the extent of information needed
Access the needed information effectively and efficiently
Evaluate information and its sources critically
Incorporate selected information into one’s knowledge base
Use information effectively to accomplish a specific purpose
Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.

Information Literacy also known by some as Information Fluency is defined by the University of Central Florida (UCF) as “the ability to perform effectively in an information-rich and technology-intensive environment.” That is: information fluency is the ability to gather, evaluate, and use information in ethical and legal ways. According to them, Information fluency encompasses and integrates three important skills: information literacy, technology literacy, and critical thinking. The ability to communicate information in appropriate and effective ways is another crucial part of IF.

2.2 Information Literacy and Information Technology

The Information Technology Association of America (ITAA) defines Information technology as the "the study, design, development, implementation, support or management of computer-based information systems, particularly software applications and computer hardware." Encompassing the computer and information systems industries, information technology is the capability to electronically input, process, store, output, transmit, and receive data and information, including text, graphics, sound, and video, as well as the ability to control machines of all kinds electronically. Information technology is comprised of computers, networks, satellite communications, robotics, videotext, cable television, electronic mail ("e-mail"), electronic games, and automated office equipment.
According ACRL Information technology skills enable an individual to use computers, software applications, databases, and other technologies to achieve a wide variety of academic, work-related, and personal goals.
As such it can be deduced that information technology has a lot to do with Information literacy as the various technologies enable the individual to acquire the necessary skills that will guide them through information literacy.

2.3. Web 2.0/ Library 2.0

The concept of emerging technologies can not be looked into without the mentioning of Web 2.0/library 2.0
The term web 2.0 was brought about by Tim O’Reilly and it is the second generation of web based services and tools which make content creation on the web easier and more accessible to a wide variety of users. It is the evolution of the internet from a static place, where information is simply made available, to a collaborative space where information is created, published and distributed online. (Kate Watson and Chelsea Harper Australian Library and Information Association)
Library 2.0 on the other hand is defined by Darlene Fichter from the University of Saskatchewan Canada 2006, as (books 'n stuff + people + radical trust) x participation. What Flitcher is saying is that for information to be fluent then people should be given a chance to communicate and interact with the libraries, they should be trusted to do well.
A lot of processes have been made easier with library 2.0 make
recommendations in library catalogues
tagging of books in catalogues
subscribe to RSS feed notifying patrons of new books
library news using blogs format
library patrons add, edit content to subject guide wikis on library we
IM at reference desk
download of music, books onto I pods
offering podcast of events through library website

Whereas Library 1.0 offers a one-directional service that takes people to the information, Library 2.0 takes information to the people as it has brought library services to the internet making users more involved through user participation. Library 2.0 has benefited from the services of web 2.0 as people can view online, borrow locally, request from afar and buy or sell as appropriate to their needs and circumstance.

2.4. Information Literacy and Higher Education

It is the Higher education that is involved in training people to become life long learners and so Information literacy programs should be incorporated in the curriculum. They should be able to educate students to be critical thinkers and to be able to evaluate and analyse information and use it effectively.
Thus, ACRL is aimed at making sure that higher education institutions make it a goal to develop life long learners through the integration of information literacy in higher education.
Emerging technology literacy: the ability to ongoingly adapt, to understand, evaluate the emerging information technology not to be a prisoner of prior tools of resources.
Critical literacy: the ability to evaluate critically the human, intellectual and social strengths, limits, benefits and costs of IT.
Research literacy: the ability and understanding to use the IT-based tools relevant to the modern research work.
Though by the time this article was written only few of the abundant technologies we have at the moment existed, the definition of the terms are quite clear and will give us the basic knowledge on a variety of ways of being information literate. For example, emerging technology literacy means not being a prisoner to the emerging tools but being able to continuously adapt, evaluate and understand these technologies and their usefulness in education.


3. How can Information Literacy (IL) be taught with the emerging technologies in Higher Education

After looking at the above definitions and explanations, it is good to examine how information literacy should be taught especially with the emerging changes in technology.
It is without any doubts that the emerging technologies have restructured the nature of education. Education has become more collaborative and we have creative learning environments. Those who are using these new technologies will tell you how fun and exciting education has become, with the learners searching for more creative ways to practice and enhance knowledge. Also, the emerging technologies are redefining teaching methods and different ways to search for information. Educators are no longer involved in the one way process of pouring information but they have become more of guides and facilitators.
There are various ways by which information literacy can be taught even though it might be difficult to follow a standard procedure especially with the different and emerging technologies.
Firstly we look at the Characteristics of Programs of Information Literacy That Illustrate Best Practices, then, proceed briefly to view the information literacy competency standards for higher education. We will then take a detail analysis at the International Society for Technology in Education’s educational Technology Standards for students (2007) and The ISTE National Educational Technology Standards and Performance Indicators for Teachers (2008), given that the topic of concern here is on emerging technologies and information literacy in higher education. We can not just end here but will briefly examine other vital factors that will enhance and improve on information literacy in higher education. These are; the Digital Information Fluency Model (DIF), Information Literacy Model by SCONUL, the Big 6 model by Eisenberg& Berkowitz 2000 and the Kuhlthau Model by Carol Collier Kuhlthau. There are still other models (http://ictnz.com/infolitmodels.htm) and standards not examined here that will guide information literacy programs in consideration to the emerging technologies.

3.1 Characteristics of Programs of Information Literacy That Illustrate Best Practices

To be able to understand better how information literacy can be taught, let us examine briefly the Characteristics of Programs of Information Literacy That Illustrate Best Practices. These characteristics were approved by the ACRL Board in June 2003. The raison d’etre of these characteristics is to guide and direct the people involved in assessing information literacy programs. These characteristics can be applied when establishing, developing, advancing, revitalizing, or assessing an information literacy program. They may also be useful for benchmarking program status, improvement, and long-term development. The good point here is that they can be used by all: faculty, librarians, administrators, and technology professionals, as well as others involved in information literacy programming at a particular institution. If these characteristics are put into consideration, it will become easier for information literacy to be taught in higher education. These characteristics shall be discussed briefly below to give us a glimpse of what they are all about.
The first category of these characteristics is mission. In order to effectively meet up with the emerging changes in higher education, schools should have a mission. That is a mission statement for an information literacy program whereby the audiences will be clarified of what information literacy is and they should make sure that they follow the information literacy standards for higher education. The mission should bring about a need for life long learning.
The second category is goals and objectives. The goals and objectives for teaching information literacy especially with the emerging changes in technology should be consistent with the mission. They should be evaluated periodically to meet up with any changes and they should be aimed at making higher education more lucrative and creating life long learners
The third category is planning. For information literacy programs to be taught better there should be a plan. This plan will anticipate and address current and future opportunities and challenges. It is clear that without planning there is high probability of failure. Planning is just another step to put the information literacy program in order and to ensure flexibility.
Category four is about administrative and institutional support. This means that institutions should be able to promote and fund information literacy programs to employ the best staff to promote and teach information literacy as well as there should be more professional development opportunities for librarians, faculty, staff and administrators.
Category five is articulation with the curriculum. Meaning that information literacy should be well communicated and that students should be involved and developed to become fluent and information literate.
The sixth category is collaboration. The various faculties, libraries institutions, teachers and staff of information literacy should work together they should collaborate. Collaboration has been made a lot easier by the web 2.0 tools like wikis, facebook, RSS feeds, and blogs. They should incorporate all these as they disseminate information literacy programs.
The next category is Pedagogy. Diverse approaches should be integrated into teaching. That is why students are being encouraged to use the emerging web 2.0 tools to enhance and better their knowledge on information literacy. They should create blogs and use facebook applications and other technological tools as they traverse through their student life. These technologies should be used in great depth to enhance learning.
The eighth Category is staffing. It is very pertinent to have the appropriate staff to guide in information literacy programs. This include librarians disciplinary faculty, administrators, program coordinators, graphic designers, teaching/learning specialists and many others They should be able to integrate the right technologies in the different disciplines to promote information literacy.
The ninth category is outreach. They should be able to reach out to the people and make them aware of information literacy. Different disciplines need information literacy; medicine social science, law, economics banking, finance etc. They should be able to market information literacy. They should make it a responsibility for all, not just limited to librarians.
The last and tenth category is assessment/evaluation. It is without any doubts that we are aware of the importance of an evaluation. Periodic evaluation is necessary to ensure that the program is moving effectively and efficiently and to make sure that the goals and mission of the program is achieved. If evaluation is not done they will not be able to determine the pitfalls and drawbacks and they will not be able to bring about innovation. Staff and students should be evaluated as well as the program. Evaluation will make it easier to be aware and to familiarize students and teachers to the new technologies and to use them effectively in the different disciplines.

3.2 Information Literacy Competency Standards for Higher Education

These standards were introduced by the Association of College & Research Libraries (ACRL), and were approved by the Board of Directors of the Association of College and Research Libraries on January 18, 2000. Endorsed by the American Association for Higher Education (October 1999) and the Council of Independent Colleges (February 2004). They are as follows:
Standard One
The information literate student determines the nature and extent of the information needed.
Standard Two
The information literate student accesses needed information effectively and efficiently.
Standard Three
The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
Standard Four
The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
Standard Five
The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.
The above standards are well analyzed by ACRL with the performance indicators and outcomes. Though, they have not been outlined in detail here, it should be noted that they are exceedingly significant and a guide on how information literacy programs should be carried. They are very vital because they act as a directive to the students as they seek to become life long learners. They also provide students with a framework for gaining control over how they interact with information in their environment. They help to sensitize them on the need to develop a meta-cognitive approach to learning, making them conscious of the explicit actions required for gathering, analyzing, and using information.


3.3 The International Society for Technology in Education Standards.

The International Society for Technology in Education (ISTE) is the largest teacher-based, nonprofit organization in the field of educational technology. It provides leadership and service to improve teaching and learning by advancing the effective use of technology in education. ISTE have brought about standards since 1998 that have served to improve teaching and learning by educators. ISTE standards for students, teachers, and administrators help to measure proficiency and set aspirational goals for the knowledge, skills, and attitudes needed to succeed in today’s Digital Age.
The standards for students and teachers shall be examined in detail because they will be guide on how information literacy should be taught especially with the emerging technologies.

3.4 International Society for Technology in Education’s educational Technology Standards for students (NETS.S)

These standards were revised in 2007 and are very important especially as they give us an in-depth face on educational technology standards. They should as such be put into consideration especially as we are looking at the emerging technologies and their impact on information literacy.

The first standard is Creativity and Innovation which explains on how Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. Apply existing knowledge to generate new ideas, products, or processes.
b. Create original works as a means of personal or group expression.
c. Use models and simulations to explore complex systems and issues.
d. Identify trends and forecast possibilities.

The second standard is Communication and Collaboration, whereby, students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. Develop cultural understanding and global awareness by engaging with learners of other cultures.
d. Contribute to project teams to produce original works or solve problems.”

The third standard is Research and Information Fluency. Here, students apply digital tools to gather, evaluate, and use information. Students:
a. Plan strategies to guide inquiry.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. Process data and report results.

The forth standard is Digital Critical Thinking, Problem Solving, and Decision Making. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a. Identify and define authentic problems and significant questions for investigation.
b. Plan and manage activities to develop a solution or complete a project.
c. Collect and analyze data to identify solutions and/or make informed decisions.
d. Use multiple processes and diverse perspectives to explore alternative solutions.

The fifth standard is Digital Citizenship. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a. Advocate and practice safe, legal, and responsible use of information and technology.
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. Demonstrate personal responsibility for lifelong learning.
d. Exhibit leadership for digital citizenship.
The last and sixth is Technology Operations and Concepts. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. Understand and use technology systems.
b. Select and use applications effectively and productively.
c. Troubleshoot systems and applications.
d. Transfer current knowledge to learning of new technologies.


3.5. The ISTE National Educational Technology Standards (NETS.T) and Performance Indicators for Teachers (2008)

In order for teachers to be able to produce more effective students and in order for learning to be improved upon these standards and performance indicators should be considered and put into use by the teachers.
Firstly, they should Facilitate and Inspire Student Learning and Creativity.
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
Secondly, Design and Develop Digital-Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Thirdly, they should Model Digital-Age Work and Learning. Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
Also, they should Promote and Model Digital Citizenship and Responsibility. Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
b. Address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources.
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
And finally, they should Engage in Professional Growth and Leadership. Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. Participate in local and global learning communities to explore creative applications of technology to improve student learning
b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.

4. How then can the above standards (NETS.S and NETS.T) be utilized effectively in Higher Education.

For the above two standards and performance indicators (NETS.S and NETS.T) to be effective, the following can be done:
Firstly, in order for students to be creative and to generate new ideas as they learn, and in order that teachers can coach and assist students to liaison with the emerging technologies as they are guided to be information literate, they should be encouraged to use some of the web 2.0 tools (Weblog, facebook, Podcasting, Qwizdom, Digital Storytelling, Smartboards, Google Tools, YouTube, delicious, Flickr) as they traverse through their course.
The first two standards of NETS.S call for creativity and innovation as well as
communication and collaboration, and the first two standards of NETS.S call on teachers to facilitate and inspire student learning and creativity and to design and develop digital-age learning experiences and assessments. How well can this be achieved if students are not making great use of web 2.0 tools which are the emerging technologies. Thus, students’ involvement and use of blogs, facebook, YouTube, delicious, Flickr will be the best way of keeping them up to date with the emerging technologies and making it easier for to improve on their knowledge and creativity. And it will also be an effective way for teachers to assist and assess their students as they help them to be efficient and life long learners.

4.1. Emerging technological tools/Web 2.0 Tools

Blogging for example will improve on students’ creativity and knowledge. Blogs are online diaries or journals created by individuals or companies and stored on the Internet They are a powerful communication and publishing tool, create engagement and are sources of niche information. Blogs can help to develop writing skills, encourage community and reflection, and thereby assist deep learning.
With the support of academic staff they could be used in our teaching, with student content being collected into the teacher’s aggregator. Students doing major pieces of research could be encouraged to keep blogs as a way of recording progress, managing their time and reflection.
Facebook: The facebook application is widely used today and many students collaborate and network through facebook. Libraries are using it as a primary function to provide a means of searching the library's catalog from a Facebook profile. Most library applications are simple catalog search applications. Facebook has indeed become a better medium for schools to communicate, network and collaborate, with their students especially as thousands of people are using it.
Podcasting is a syndicated audio content in a multimedia file meant for a play device like Ipod or personal computers. It can be delivered online by using RSS feeds and easily shared with others. You can subscribe to a podcast in same way as you subscribe to an email newsletter. Podcasting promotes IL in that it can be used for:
Training: Instructional informational materials.
Story telling: for children or visually impaired.
Self-Guided Walking Tours: Informational content.
Talk Shows - Industry or organizational news, investor news, sportscasts, news coverage and commentaries.
Slideshare is a way of how to use web 2.0 to share information to the audience. This incorporates Microsoft PowerPoint and makes it easier for the users to share and receive information or ideas and thoughts from one another. (http://www.slideshare.net/)
Tagging is also one of the recent technologies, this is a way of organizing digital material your own way instead of relying on pre-existing formats. Tagging is personal a phenomenon which assist institutions and individuals with resource management tasks. Its importance in IL is seen as it makes it easy to organise information for all users of a site, encourages sharing and collaboration. Some of the possible ways of tagging are:
i. Delicious provides a means for tagging Web bookmarks and is known as the biggest collection of bookmarks. It is because of this that the University of Malaya is also using delicious. This will enable them to be current with the technologies. They use delicious for some of the university of Malaya’s library bookmarks.( http://delicious.com/mahbobyusof)
ii. LibraryThing is an application of tagging to personal book collections. It can pull bibliographic information from the Library of Congress or amazon.com, saving users the time of entering this information manually.
iii. Flickr is a site for sharing and tagging photographs. The University of Malaya for example is also using Flickr for archives. (http://www.flickr.com/photos/umlibrary)
iv. Mashups: are websites or web applications which combine content from more than one source e.g. Google Maps Mashups
v. Connotea is a tagging site intended for “researchers and clinicians” to “keep links to the articles you read and the websites you use, and a place to find them again.” It is a way for scientists to organize scholarly reference lists. (http://techessence.info/tagging). This will be a very good way for scientists to be able to collaborate and share information as they bring forward queries and new ideas.
vi. RSS feeds: give us the ability to subscribe to services, and link to other users. It can be used in the library for exam to notify patrons of new books.

MySpace is also one of the tools. It has a blog as a standard feature on profile pages, which many libraries use to keep their patrons up-to-date on library events. Most libraries also provide links to key resources such as article databases and reference guides on the profile page. Though it has not encouraged third-party development in the way that Facebook and Google have, a large number of libraries have built profile pages in MySpace to integrate themselves into their patrons’ social networking. Some or most of the libraries on MySpace are; University of Central Florida -www.myspace.com/ucfaskalibrarian and University of Kentucky.
This paragraph explains on how libraries are trying respond to their user’s values (immediacy, interactivity, personalization, and mobility) in the most efficient way. They would have to do the following:
Immediacy: they can use instant messaging and RSS feeds to get to the users fast.
Interactivity: Instant Messaging, chats delicious, web log, wikis, facebook, RSS feeds are a better means of interactivity.
Personalization: libraries should allow users to personalize their libraries. Wikis and facebook are an example but they should be careful of hate speeches and should have controlled access)
Mobility: whereby library resources are made available from anywhere through the above applications especially as they are connected
The above technologies and many other recent tools (Weblog, facebook, Podcasting, Qwizdom, Digital Storytelling, Smartboards, Google Tools,YouTube, delicious, Flickr) are not only very popular today but have helped to promote and enhance information literacy in higher education.

The third standard of NETS.S calls for Research and Information Fluency, the forth critical thinking, problem solving, and decision making, the fifth digital citizenship and the forth standard of NETS.T calls on teachers to Promote and Model Digital Citizenship and Responsibility. This means that students should be encouraged to involve in research and to be information fluent especially as they implore critical thinking skills to plan and conduct research, manage projects and solve problems. Information should be used in the best way, ethically and legally. It is only when students are able to use the emerging technological tools to evaluate, analyse and use information in the most ethical way as they strive to become life long learners, that the higher education will be proud to have achieved its mission and aim.
Finally, it should be noted that the best way for higher education to promote information literacy especially with the changing and emerging technologies is not only by teaching about them but, by making an effective use of them. In the fifth standard of NETS.T above, teachers are called upon to Engage in Professional Growth and Leadership. This can only be possible if they keep using, promoting and demonstrating the effective use of digital tools and resources. This is practicable when they encourage students to maintain blogs for their assignment, use Slideshare for their presentations, and join facebook applications and many of the other applications we have seen above in doing their school work and research.


5. Information Literacy Models

After examining the above standards, it will be wise to briefly look at some of the information literacy models that will assist the search and ethical use of information. Coupled with the standards above the models are guides on how to seek, evaluate, analyze and use information in the most principled way. These models will aid both staff and students to use technological to enhance information literacy.

5.1. The Digital Information Fluency Model (DIF)

The DIF model explains the ability to find, evaluate and use digital information effectively, efficiently and ethically. This is because there is a great difference between digital and print information. At times we need specialized skills to be able to evaluate and use digital information properly.



The above diagram will help users to know the first step as they search information digitally. They will be able to determine the type of information they are looking for and where to find the information. They should be able to navigate through sites use directories and search engines can decide to blogs, check on the wikis and use the available technologies to get the right information. They could go to free sites like government databases, institutions or organizational sources or they could be able to use professional or commercially sponsored websites which are mostly assessed through library databases but are very reliable. They should be able to apply the information to their topic of concern and then use it ethically avoiding plagiarism by giving credit to the authors. If this is done then they are on the path to becoming life long learners.

5.2. Information Literacy Model by SCONUL

The Society of College, National and University Libraries (SCONUL) in 1999 came up with the Information literacy model and Standards, which has become the British model for universities.



1. The ability to recognize a need for information
2. The ability to distinguish ways in which the information 'gap' may be addressed
3. The ability to construct strategies for locating information
4. The ability to locate and access information
5. The ability to compare and evaluate information obtained from different sources
6. The ability to organise, apply and communicate information to others in ways appropriate to the situation
7. The ability to synthesize and build upon existing information, contributing to the creation of new knowledge
This Information Literacy Model or the Information Skills Model attempts to show diagrammatically the relationships between the ‘competent information user’ at the base level, and the much more advanced idea of information literacy. The ‘pillars’ show an iterative process whereby information users progress through Competency to expertise by practising the skills. Only those at the higher end will be practising the seventh skill level. It is because of its importance that it has become the British model for universities.

5.3 The Big6 Model

The Big6 Model, also known as the Big6 Skills Model of Information Problem Solving was developed by Mike Eisenberg and Bob Berkowitz. The Big6 model consists of two sub-stages in each main category.
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)

The above model has become one of the most widely-known and widely-used approach to teaching information and technology skills in the world. It is for this reason that it is known by some as an information problem-solving strategy because with the Big6, students are able to handle any problem, assignment, decision or task. According to the authors, almost all successful problem-solving situations address all stages.
It is because of the effectiveness of this model that the higher education and many schools have added this model in their curriculum.
There are still other models like the Information Literacy and the McKinsey Model which is the Ten Skills Needed by Graduate Students Conducting Research in the Information Age, Kuhlthau Model, Louisiana information literacy model for lifelong learning, Action Learning Model and many other models that will direct students as they seek to be better learners, in the center of all the emerging changes.

Conclusion

From the above essay, it is without any doubt that there are different technologies out there and these technologies have been incorporated and are being used in higher education to aid students as they seek to be information literate. One thing remains, many more technological will be invented and the higher education will continually upgrade to meet up with these changes. These tools need to be incorporated into higher education to assist the students and other learners
The above characteristics and standards by ACRL, The International Society for Technology in Education Standards, and the information literacy models will continue to guide higher education as they seek to train students in the most ethical way they can.
These standards will continue to be upgraded due to the changes in the society, but it is advisable that schools follow the standards because they will help to make it easier for the students to be able to evaluate, analyse, use information in the most legal way as they go through their education and as they seek to become life long learners.
Another important factor that we should know is that schools do not have to apply all these models because they are alike, if you look critically you will realize that all these models are aimed at the same direction. They are simple a variety of ways to achieve life long learning by different organisations and authors. Schools can choose one or two and follow like SCONUL which is the British standard for universities. Some schools are using the big six model.
Conclusively, the best way to understand information literacy is if the higher education promotes the use of the various technological tools in schools. If all the various tools discussed above like blogs, facebook, wikis are used to enhance collaboration and research, and all the other tools are incorporated and used by the students as they study, then, the students will be able to understand what information literacy is. These tools have no meaning if students can not use them effectively to seek, evaluate, to analyse information. If they are used to improve on students’ critical thinking and if they assist students to use information in the most legal and ethical manner as they effortlessly strive to become life long learners, then, the higher education has achieved its goal and mission.


References

A. Journal Articles

1) Aimee Fifarek (2007). The Birth of Catalog 2.0: Innovative Interfaces’ Encore Discovery Platform Vol 24 No: 5 Pp: 13-15. ©Emerald Group Publishing Limited. Retrieved last September 15 2008 at http://www.emeraldinsight.com

2) Abram, Stephen. (2008). Social Libraries: The Librarian 2.0 Phenomenon. Library Resources & Technical Services Vol: 52 No.2 pg. 19-22. Retrieved last September 15 2008 at http://wilsonweb.com/

3) Andrew Harris and Susan Lessick. 2007. Libraries Get Personal: Facebook Applications, Google Gadgets, and MySpace Profiles. Vol 24 pp 30-32. ©Emerald Group Publishing Limited. Retrieved last September 15 2008 at http://www.emeraldinsight.com

4) David D. Oberhelman. (2007). Coming to terms with Web 2.0. Vol: 21. Pp: 5-6. ©Emerald Group Publishing Limited. Retrieved last September 15 2008 at http://www.emeraldinsight.com
5) Emmett, Ada, and Emde, Judith. (2007). Assessing information literacy skills using the ACRL standards as a guide: Reference Services Review 35(2): 210 – 229 Retrieved last September 17 2008 at http://www.emeraldinsight.com

6) Henk Eijkman. (2008). Web 2.0 as a non-foundational network-centric learning space Vol: 25 pp: 93-104. ©Emerald Group Publishing Limited. Retrieved last September 16 2008 at http://www.emeraldinsight.com



7) Kevin Curran, Michelle Murray, Martin Christian (2007). Taking the information to the public through Library 2.0 Vol 25 No: 2 pp: 288-297 ©Emerald Group Publishing Limited. Retrieved last September 16 2008 at http://www.emeraldinsight.com

B. Magazines

8) Peter Godwin, Jo Parker. (2008). Information literacy meets library 2.0. (Reference & Research Book News) Retrieved last September 17 2008 at http://www.highbeam.com/

9) Rudman, Riaan J. (2007). WEB 2.0 THE INTERNET IS VERSIONING... 1.0, 2.0. Accountancy SA Article: 2 Retrieved last September 17 2008 at http://www.highbeam.com/

C. Books

10) Teresa Y. Neely. (2006). Information Literacy Assessment. Standards-Based tools and Assignments. American Library Association

11) Taylor, Joie (2006). Information Literacy and the School Library Media Center: Libraries Unlimited Professional Guides in School, Westport c2006 by Joie Taylor

D. Web sources

12) Association of College & Research Libraries. (2000). Information Literacy Competency Standards for Higher Education Retrieved September 29 from
http://www.ala.org/ala/acrl/acrlstandards/infomationliteracycompetency.htm
13) Association of College & Research Libraries. (2003). Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline Retrieved September 29 from
http://www.ala.org/ala/mgrps/divs/acrl/standards/characteristics.cfm

14) Illinois Mathematics and Science Academy. (2005). 21st century information fluency project: Digital Information fluency Model. Retrieved September 19 2008 at http://21cif.imsa.edu/
15) Judy Brown (2008). Web 2.0 tools Retrieved September 19 2008 from http://www.judybrown.com/tools.html

16) Kate Watson and Chelsea Harper (December 2006). Using Blogs and Wikis to Communicate With Library Clients. Australian Library and Information Association Retrieved September 19 2008 from http://www.alia.org.au/

17) Mike Eisenberg. (2007). Information and technology skills for student achievement What is the Big6? Retrieved last September 29 2008 from http://www.big6.com/what-is-the-big6/

18) Moira Bent (2007). The Seven Pillars of Information Literacy model. Society of College, National and University Libraries ©Copyright SCONUL 2007 Retrieved September19 2008 from http://www.sconul.ac.uk/groups/information_literacy/sp/sp/model.html

19) University of Central Florida (2008). What UCF Students need to know about Information Fluency? Retrieved September 19 2008 from http://www.if.ucf.edu/