ideas & musings from Mandy Lupton

Mandy does a great job describing information literacy. The three main components are questioning frameworks, information literacy/information, seeking process, and action research cycle. Mandy meticulously breaks down each part in a way that is clear and informative. This blog is key to understanding and applying information literacy.


Modelling information literacy for the classrooms of the future

Jana Brubaker


McNichols, S.  (2015).  Modeling information literacy for the classrooms of the future.  Journal of Librarianship and Information Science, 47(4), 303-313.  doi: 10.1177/0961000614526612.

Most models of information literacy were developed for 20th century modes of research and education.  Old models view the information seeker as a consumer of information; the seeker evaluates and organizes it.  Due to developments in technology, however, information seekers are now viewed as creators and originators of knowledge rather than consumers.  There are no models yet that adequately explain the creation process.  With schools beginning to have students develop web games and other educational technology, we need to adapt existing models to these new models of information literacy.  One of the ways that we can do this is to look at the activities happening in the classroom around technology.  We should also use the AASL’s standards for the 21st century learner as guidelines for our new models.
I think this article made some important points, such as the necessity to include terms like “creators” and “originators” in new information literacy models.  These terms are included in the AASL’s standards, so we should consider them important for new models.  The article also mentioned revising our ideas of linearity.  Most information literacy models value a linear, progressive model. This is not always realistic since people often circle back during research.  This is a good point and should be considered in the development of new models.

Teaching Google Natives To Value Information

Elizabeth Brown


Heick, T. (2014). Teaching google natives to value information. Retrieved from

Heick suggests enlightening millennial’s (who grew up computer savvy) on  the importance of information and research. This generation has used Google, specifically, to answer all of their questions, thereby appreciating information less (because of its simplicity). Heick acknowledges that this not a black or white issue, but maintains “while neurological functions may not [be] change[ing],
how students access, use, share, and store information is.” The logical answer is to be cognizant of this reality and provide practical advice. Heick suggests the following:

“1. Is sounds counterintuitive-intuitive, but periodically create information-scarce
      circumstances that force students to function without it.
 2. Illuminate – or have them illuminate – the research process itself.
 3. Do entire projects where the point is not the information, but its utility.
 4. Use think-alouds to model the thinking process during research.
 5. Create single-source research assignments where students have to do more
     with less.”

This article is provides an interesting analysis of a complex issue. Heick concludes that she does not have all of the answers, but she does include some insightful examples. The main point of the article is that we cannot expect students to ignore technology, (nor do we want to), but they can be more thoughtful in their research.