Diffusion of Information and Knowledge: How Information Becomes Meaningful - Evolving Global Information Infrastructure and Information Transfer - page 111

Information Search Process model: (1) task initiation, (2) selection, (3) exploration,
(4) formulation, (5) collection, and (6) presentation.
Kuhlthau's research further identified intervention levels by library and informa-
tion specialists:

• Organizer: prepares the context for information use as a self-service facility

• Locator/lecturer: provides clients an overview of the information resources

and services available, focusing on location of resources

• Identifier/instructor: provides instruction on specific resources and their use

• Advisor /tutor: provides numerous instructional sessions to help users un-

derstand various types of information resources

• Counselor: instructs over time how a user can identify and interpret inform-

ation for specific purposes (Kuhlthau 2003)

One of the most widely used models is the Big 6, which identifies information
problem-solving steps as (1) task definition, (2) information-seeking strategies, (3)
location and access, (4) use of information, (5) synthesis, and (6) evaluation (Eis-
enberg and Berkowitz 1990). The authors found this model to be effective for lib-
rary and information professionals working with information users in school, public,
academic, and special libraries.
The Big 6 was used by the Kansas Association of School Librarians Research
Committee to develop a model for teaching and assessing information skills of stu-
dents. Named the Handy 5, this model identified five stages for teaching and as-
sessing information literacy: (1) assignment, (2) plan of action, (3) doing the job,
(4) product evaluation, and (5) process evaluation (Grover, Fox, and Lakin 2001).
The model is intended to teach information skills with an emphasis on teaching
the evaluation of information through the five steps. A second edition of this mod-
el provides additional examples and lesson plans for use in classrooms (Losey
2007).
The American Association of School Librarians has also published Standards
for the 21st-Century Learner , guidelines for school librarians engaged in teaching
information literacy skills within a school curriculum. This active engagement in the
teaching process, as a partner with classroom teachers, is also found in the lit-
erature for college and university librarians. The Association for College and Re-
search Libraries (2011) has guidelines for teaching information literacy. Also, ACRL
has produced Information Literacy Competency Standards for Higher Education
(2000), which are currently being revised. The professional literature of college