Information Literacy Skills

Information Literacy Skills and the Big Six Framework

Cosmas Fletcher Mbewe

Master of Library and Information Science

Mzuzu University, Malawi 

1. Introduction

Information literacy is a crucial skill for higher education and the workplace. In the current world that is facing exponential information expansion, digitalification, and the prevalence of misinformation, postgraduate students must exhibit highly advanced skills regarding information identification, information evaluation, and the proper application of information. Information literacy skills enable learners to respond effectively to knowledge by applying it in a rigorous search or contribution towards academic and national discourse (Association of College and Research Libraries [ACRL], 2016).

In relation to the Malawian higher education setting, information literacy can be considered crucial for such aspects as evidence-based decision-making, research productivity, and sustainable development. In this paper, information literacy shall be examined from the perspective of the Big Six model of information problem-solving.

2. Conceptualizing Information Literacy 

Information literacy can be described as “the ability to recognize a need for information and to locate, evaluate, and use information effectively and ethically” (ACRL, 2016). UNESCO (2018) also highlights information literacy skills for lifelong learning, which is a key component of engagement in knowledge societies.

At the postgraduate level, information literacy goes beyond the simple search process to encompass the critical evaluation of scholarly literature, the integration of multiple perspectives, ethics in scholarship, and reflective research practices. Such skills correspond with the emphasis on independent learning, integrity in learning, and research excellence at Mzuzu University.

3. The Big Six Framework

The Big Six framework was created by Eisenberg and Berkowitz in 1990, based on a systematic method of solving problems involving information. The Big Six framework includes six stages, which are entwined and assist the learner in moving through recognizing an information problem all the way to an evaluation of both the result of the search and the process of resresearch

The utility of the Big Six framework is in its flexibility. It is also very useful in postgraduate research. This is because it promotes exploratory, critical, and reflective thinking (Eisenberg et al., 2010).

4. Application of Big Six Framework

4.1 Task Definition

Defining the task requires the specification of the research problem being investigated and the information that needs to be obtained. In postgraduate research, this entails sharpening research questions, establishing key concepts, and boundaries of investigation (Eisenberg et al., 2010).

4.2 Information Seeking Strategies

At this stage, the interest is on finding possible sources of information and deciding on the most fitting source of that information. Journals and books, institutional repositories, and authoritative reports are considered according to relevance, credibility, currency, and possible access (ACRL, 2016).

4.3 Location and Access

After finding relevant sources, learners use catalogues in libraries, online databases, and repositories to search for them. This is done using advanced techniques like Boolean logic, phrase searching, subject headings, and filters in databases (Badke, 2017).

4.4 Use of Information

The use of information necessitates critical engagement with information through reading, analysis, or interpretation. Postgraduate learners are expected to retrieve relevant information, arguments, evidence, and methodologies, at the same time keeping proper records to ensure avoidance of plagiarism (Bruce, 2008).

4.5 Analysis

Analysis entails bringing various information components from diverse sources into one cohesive and rational line of reasoning. Analysis encompasses critical thinking abilities because students evaluate points of view and make connections to form novel insights that can be expressed through informative essays, presentations, or policy statements (Eisenberg et al., 2010).

4.6 Evaluation 

The evaluation process is summative and reflective in nature. The learners evaluate whether the research output satisfies their academic requirements and(objectives) and also reflect upon their effectiveness in finding out information and areas for improvement in that aspect as well (Eisenberg & Berkowitz, 1990).

5. Information Literacy Tools within the Malawian Setting

Postgraduate students in Malawi can access different types of information sources. There are academic databases like Google Scholar, JSTOR, AJOL, PubMed, HINARI, and AGRIS, which offer postgraduate students access to external and regional studies. There are institutional repositories like Mzuzu University and University of Malawi repositories that contain local studies.

The government publications issued by the National Statistical Office and the international organizational publications from bodies like the United Nations and African Union all help in enhancing evidence-based research and analysis (UNESCO, 2018).

The principle of using information ethically is promoted through careful adherence to APA citing rules and the employment of tools like Zotero and Mendeley in managing the work (Perrier et al., 2014).

6. Case Study Example: Climate-Resilient Agricultural Systems in Northern

The Big Six model can also be used in postgraduate studies on research based on climate-resilient agricultural practices in Northern Malawi. In the task definition stage of the Big Six model, it would entail looking for climatic adaptation practices for farmers in these regions. Information seeking would focus on research articles and development reports to obtain the required data. Information synthesized from the data collection process would be based on predefined themes such as practices and outcomes.

7. Conclusion

A crucial aspect of this aspect is information literacy. In most institutions of higher learning, this process is important in ensuring the quality of research among postgraduate students. The Six Big Ideas strategy is a reflective strategy for solving information problems. The strategy has been aligned with postgraduate requirements with regards to aspects like critical inquiry, ethical scholarship practice, and independent learning. The strategy can help postgraduate students make their research output better and contribute to the development process in Malawi.

References

Association of College and Research Libraries. (2016). Framework for Information Literacy for Higher Education. American Library AsAssociation.

Badke, W. (2017). Research strategies: Finding your way through the information fog (6th ed.). iUniverse.

Bruce, C. (2008). Informed Learning. Association of College and Research Libraries.

Eisenberg, M. B., & Berkowitz, R. E. (1990). Information problem-solving: The Big Six skills approach to library and information skills instruction.

Ablex. Eisenberg, M. B., Lowe, C. A., & Spitzer, K. L. (2010). Information literacy: Essential skills for the information age (2nd ed.). Libraries Unlimited.

Perrier, L., Blondal, E., & MacDonald, H. (2014). The use of reference management software in different disciplines.

Journal of Academic Librarianship, 40(3–4), 426–431 UNESCO. (2018). 

Global framework of reference on digital literacy skills. UNESCO Publishing.