1. Part 1 Literature Review MIT 6109 Information Literacy Dixon Fong, 08006810

15. Comparison of framework (1) (EMB) (AASL & AECT) (ANZIIL) (GCU) Target students Mainly Primary and High school students Mainly high school students Mainly for high school and tertiary education students All levels including primary school, high school and tertiary education students Year of establishment 2004 2007 2004 2007 First Edition? Yes No No Yes Number of standards 11 standards categorized into 4 dimensions: Cognitive, meta-cognitive, affective and socio-cultural dimension 4 standards with respect to 4 major strands: Skills, dispositions in action, responsibilities and self-assessment strategies 6 core standards and 20 sub-level standards 13 standards in 3 groups: Listening and talking, writing and reading

20. Part 2 Individual Report II MIT 6109 Information Literacy

27. Comparison of IL models (1) Models Information Search Process The Big6 Skill PLUS Model Topic definition Initiation Task Definition Purpose Information location skill Selection Exploration Information Seeking strategies Location & access Location Information evaluation skill Formulation Learners evaluate the information that has been gathered and form them to be a focus. Collection Use of Information It engages the information and extracts relevant information. Use reading and evaluating skills to scan information and select appropriate information by note taking Information processing skill Synthesis Self-evaluation Assessment skill Presentation Evaluation

28. Comparison of IL models (2) Models Information Search Process The Big6 Skill PLUS Model Target user All levels of learners All levels of learners School / young learners Task complexity Complicated Complicated / Simple Simple Mode of process Sequential Sequential / Iterative Iterative Instructional steps Less Detailed Detailed Highlighted (pivot) stage Formulation Not mentioned Use High order thinking skills Needed Needed Not necessary