Looking at ICT Literacy StandardsThrough the Big6™ Lens

Evolution ot Information LiteracyNational StandardsTraditionally, schools taught the threeR's: reading, 'riting and 'rithmetic.

"Literacy" was captured in internationalcensus data by estimating the percentageof peopie who could read and write.The term "information literacy" firstappeared in the mid-1970s as awarenessgrew that information was becomingan overwhelming and unmanageabledeluge. Twenty years ago, the AmericanLibrary Association codified a definitionthat provided the basis for subsequentdiscussion: "To be information literate,a person must be able to recognizewhen information is needed and havethe ability to locate, evaluate, and useeffectively the needed information"("Final Report ofthe American LibraryAssociation Presidential Committee onInformation Literacy" (1989) qtd. inSpitzer 22). In other words, "literacy"implies more than vocabulary andawareness; it requires critical thinking.

This connotation of "literacy"—one thatincludes interpretation and evaluationof a medium of expression—has beenapplied in many different contexts.One reads about visual literacy, medialiteracy, textual literacy, numericalliteracy, technology literacy, and networkliteracy. In each case, the author expectsthe word "literacy" to suggest a complexof skills, including analysis, evaluation,synthesis, and application. Merelyteaching reading and writing is no longersufficient, although those are certainlythe foundational skills upon which aliother literacies are built.

The American Library Association (ALA)and the American Association of School

Librarians(AASL) havemade significantefforts to guidepolicy-making,ind standardsdevelopmentrelated toinformationliteracy. TheJuly, 1998

By Janet Murray

edition of Infoi-mation Power: BuildingPartnerships for Learning was a resultof the collaboration between AASLand the Association for EducationalCommunications and Technology (AECT).Information Power presented "InformationLiteracy Standards for Student Learning"that were subsequently incorporated in

"Indicators of Schools of Quality" by theNational Study of School Evaluation. Thispowerful collection of nine standards and29 indicators of proficiency in informationliteracy, independent learning, andsocially responsible use of electronicinformation provided the foundationfor interdisciplinary research activitiesthat promote critical thinking and theacquisition ofthe information-processingskills necessary for future success.

In October 2007, the AmericanAssociation of School Librarians (AASL)adopted revised "Standards for the 21st-century Learner," dividing the standardsinto four major descriptors, each ofwhich is amplified hy characteristicskills, self-assessment strategies,dispositions, and responsibilities.Although the educational landscapecontinues to shift and adapt as wediscover more about the learning process,critical thinking and informationprocessing skills are no less important.

"The learning standards begin bydefining nine foundational commonbeliefs," including the following:

• Inquiry provides a framework forlearning.

• Ethical behavior in the use ofinformation must be taught.

• Technology skills are crucial for futureemployment needs.

' The definition of information literacyhas become more complex as resourcesand technologies have changed.

• The continuing expansion ofinformation demands that allindividuals acquire the thinking skillsthat will enable them to learn on theirown. (AASL, 2007)

National Educational TechnologyStandards (NETS)Twenty years ago, as computers becameessential in the workplace and dribbledinto schools, "computer literacy" entered

the curriculum,usually inthe form of anintroduction to thenew vocabulary of bits and bytes,hardware and software. Computercourses focused on programminglanguages. "Keyboarding" replacedtyping.

As computers became more widelyavailable in schools, educators realizedthat computers shouid be integratedinlo instruction rather than taught asa separate course. Using technology togather and synthesize information in orderto solve problems and make decisionsis an essential skill for 21st centuryemployees. The NETS Project, an initiativeof the International Society for Technologyin Education (ISTE), asserts that,

"To live, learn, and work successfullyin an increasingly complex andinformation-rich society, students mustbe able to use technology effectively.Within an effective educational setting,technology can enable students tobecome:

• Capable information technology users

• Information seekers, analyzers, andevaluators

• Problem solvers and decision makers

• Creative and effective users ofproductivity tools

• Communicators, collaborators,publishers, and producers

• Informed, responsible, andcontributing citizens" (NETS Intro)

In collaboration with an impressivearray of curriculum associations andeducation organizations, ISTE developedthe National Educational TechnoloevStandards for Students in 1998. Theoriginal NETS for Students were groupedinto six categories, four of whichemphasized technology as a tool lofacilitate productivity, communication,research, and problem-solving anddecision-making. The indicators relatedto standards for research and problem-solving echo the information literacystandards: students must be able tolocate, evaluate, and use informationeffectively in collaborative efforts tosolve real-world problems. In early 2007,

38 LIBRARY MEDIA CONNECTION April/May 2008 Of special interest to grades..

ISTE began soliciting comments on arevision of the NETS standards: "Astechnology, resources, practices, andassessments change over time, it isnecessary to review and refresh thestandards" (NETS Refresh). As withthe revision of the AASL informationliteracy standards, information fluencyand critical thinking skills are stillemphasized in the revised NETSstandards, published in June, 2007,

Defining and Testing ICT Literacy

National organizations invested in thefuture of American education continueto refine and elaborate the technologyskills and abilities necessary for success.

In remarks at the 2003 ICT LiteracySummit, Assistant Secretary forTechnology Policy (U.S. Department ofCommerce) Bruce Mehlman commented:

"Raised amidst pervasive, multi-gigabitwireless networks, the high school classof 2030 will be a truly digital generation,more empowered—and more challenged—-than any who have come before.

Information and communicationstechnologies are changing everything,transforming organizations, andredefining the skills and talents neededto succeed in the 21st century. At

Figure 1-1: Similarities between National Information and Technology Literacy Standards

ICT Literacy Proficiencies (ETS, 2002) Standards for the 21st-centuryLearner (AASL, 2007)

NETS-S {ISTE, 2007)

Detine: the ability to use ICT tools to identify andappropriately represent an information need.

Access: the ability to collect and retrieveinformation in digital environments,

Manage: the ability to apply an existingorganizational or classification scheme for digitalinformation.

Integrate: the ability to use ICT toois to synthesize,summarize, compare and contrast informationfrom muttipie digitai sources.

Evaiuate: the abiiity to judge the quality, relevance,autiiority. point of view/bias, currency, coverage oraccuracy of digital information.

Create: the abiiity to generate informationby adapting, applying, designing or inventinginformation in (CT environments.

Communicate: the ability to communicateinformation properly in its context... for aparticular audience ... and in the appropriatevenue,

1.1.3 Develop and refine a range of questions toframe the search for new understanding.1.2.1 Display initiative and engagement by posingquestions and investigating the answers beyondthe collection of superficiai facts.

.,1,4 Find, evaiuate, and select appropriatesources to answer questions.1.1.8 Demonstrate mastery of technoiogy tools foraccessing information and pursuing inquiry.

2.1.2 Organize knowledge so that it is useful.

2.1.1 Apply criticai-thinking skills (analysis,synthesis, evaluation, organization) to informationand i<nowledge.2.1.4 tJse technoiogy and other information tooisto analyze and organize information.

1.1.5 Evaluate information found in selectedsources on the basis of accuracy, vaiidity,appropriateness for needs, importance, and sociaiand cultural context.1.1.7 Make sense of information gathered fromdiverse sources by identifying misconceptions,main and supporting ideas, conflicting Information,and point of view or bias,

3.1.4 Use technoiogy and other informationtools to organize and dispiay knowiedge andunderstanding in ways that others can view, use,and assess,

2.1.6 tJse the writing process, media and visuailiteracy, and technology skiiis to create productsthat express new understandings.3.1.6 Use information and technology ethically andresponsibly.

3a. plan strategies to guide inquiry. _4a. identify and define authentic problems andsignificant questions for investigation.

4c. coiiect and analyze data to identify solutionsand/or make informed decisions.

1a. appiy existing knowiedge to generate newideas, products, or processes.4b. plan and manage activities to deveiop asolLttion or complete a project.

3b. locate, organize, analyze, evaiuate, synthesize,and ethically use information from a variety ofsources and media.3d, process data and report results. I3c. evaiuate and seiect information sources anddigitai toois based on the appropriateness tospecific tasks.

lb. create original works as a means of personalor group expression. •2a. interact, coiiaborate, and pubiish with peers, "experts or others employing a variety of digitalenvironments and media,

2b. communicate information and ideas effectivelyto multiple audiences using a variety of media andformats.5a. advocate and practice safe, legal, andresponsible use of information and technology.

Educational Testing Service. "ICT Literacy Assessment - Infonii.iiKni anJ t .j:iiiiiuiii..inini itvlinology Literacy." (2i)tib|. Uc]iiinu-d by [u-i mission of EducationalTesting Service, the copyright owner. However, the test questions, and any other testing information are provided in their entirety by Linworth Publishing, Inc.Ni) endorsement of this publication by Educational Testing Service should be inferred.

"AASI. Standards for the 21 st-Centiiry Learner." © 2007. American Association of School Librarians. Reprinted with permission.

NETS-S reprinted with permission from National EducaCioiial Technolo^' Standards for Students, Second Edition. © 2007, ISTE® (International Society forTechnology in Education), www.iste.org. AU rights reserved. Permission does not constitute an endorsement by ISTE.

LIBRARY MEDIA CONNECTION April/May 2008 39

WOW!

Mention code HF77Call 800.786.5017 orvisit www.linworth.com

The first comprehensivelisting of graphic novels

specifically for theelementary reader.

• Includes annotated bibliographies ofgraphic novels for kids 6-12 to helpyou develop a quality, age-appropriategraphic novel collection, including fiction,nonfiction, and manga

• More than fifteen pages from some of themost popular comics for kids today, helpinglibrarians and teachers understand theappeal of this popular format

• foreword by Jeff Smith, renowned creator ofthe Bonegraphic novel series

• Original art featuring cartoonist JimmyGownley's adorable cast of characters fromhis outstanding Amelia Rules! series

• This is a "must have" for elementary schoollibrarians, public librarians, elementaryteachers, and administrators

ISBN: 1-58683-327-8 2008 96pages $24.95

Michele Gorman is a dynamic speaker and

presenter and a Linworth favorite. Check

out her NEW monthly column in LIBRAHY MEDIA

CONNECTION—the professional magazine for

library media and technology specialists.

DOOKSi.;sl()r K-12 Lihrary

Shipping & Handling: 12% ot the Siibtclal,Minimum $5.95,

the individual level, the ability tounderstand and make use of ICT—digital literacy—is proving essential toemployment success, civic participation,accessing entertainment, and education

—it is truly revolutionizing how wework, live, play, and learn. Eight ofthe top 10 fastest growing occupationsrequire computer skills (Bureau of LaborStatistics), with high tech jobs paying—on average—almost twice as much as nonhigh-tech jobs" (ESA).

In early 2001, the Educational TestingService (HTS) assembled an internationalpane! to examine technology's rolein schools and the workplace, anddefine "information and communicationtechnology literacy." They concluded:

"ICT literacy cannot be defined primarilvas the mastery of technical skills...the concept of ICT literacy shouldbe broadened to include both criticalcognitive skills as well as the applicationof technical skills and knowledge. Thesecognitive skills include general literacy,such as reading and numeracy, as wellas critical thinking and problem solving"[Digital Transformation 1).

Subsequently, ETS developed a simulationbased assessment that measures "notonly knowledge of technology, but theability to use critical-thinking skills tosolve problems within a technologicalenvironment" {ETS). The test, now callediSkills, focuses on seven proficiencies: theability to define, access, manage, integrate,evaluate, create, and communicateinformation in a technology environment.Although initial implementation hasbeen focused on college and universitystudents, it's clear that these abilities areimportant for K-12 students as well.

Comparison of Information Literacyand NETS Standards

It is worth considering the similaritiesin the language incorporated in AASLlearning standards, NETS, and the ICTLiteracy proficiencies defined by ETS.All emphasize the importance of criticalthinking and problem-solving skills in atechnological environment, exemplifiedby the need to locate, select, evaluate,analyze, and synthesize vast quantitiesof information. Figure I-l relates thesimilar characteristics delineated inthese documents.

Early reports from the ICT Literacy Testreveal that "while students may be techsavvy when it comes to entertainment,they may not have the critical thinking

Figure 1-2: The Big6^" Skills

1. Task Definition:1.1 Define the information problem.

.,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 information from multiple

sources.

5.2 Present the information.

6. Evaluation:6.1 Judge the product (effectiveness).

6.2 Judge [he process (efficiency).

Reprinted wilh permission frnm "What is

])h|i?iiJ~4l'j The "Bigfc"^" is ciipyright *''(I'}K7) Michael H. [iiscnhtTg and Kahorl b.Bfikowit^. i-(ir more infonnaiion, visit:

skills to perform the kinds of informationmanagement and research tasks necessaryfor academic success" (Katz). There arestill profound concerns regarding theAmerican education system's ability toprepare 21st century employees andcitizens. "Business leaders report thatwhile the three 'R's' are still fundamentalto every employee's ability to do the job,applied skills such as teamwork, criticalthinking, and communication are essentialfor success at work" ("Most Young PeopleEntering the U.S. Workforce Lack CriticalSkills Essential for Success.").

The Big6 Connection to ICT LiteracyProficiencies and Academic ContentStandards

what are the implications for educators?Traditional "research papers" (cuttingand pasting from an encyclopedia) andtraditional "library skills" (using the card

40 LIBRARY MEDIA CONNECTION Apri l /May 2008 Of special interest to grades..

Figure 1 -3: Big6" Skills Aligned with National Academic Content Standards and ICT Literacy Standards

Big6™ Skill Standards forthe 21st-century NETS-SLearner (AASL, 2007) {ISTE, 2007)

Content Standards

1. Task Definition

2. Information SeekingStrategies

1.1.3 Develop and refine a range ofquestions to frame the search tor newunderstanding.1.2.1 Display initiative and engagementby posing questions and investigatingthe answers beyond the collection ofsuperficial facts.

1.1.4 Find, evaluate, and select appropriatesources to answer questions.1.1.5 Evaluate information found inselected sources on the basis of accuracy,vaiidity, appropriateness for needs,importance, and social and cultural context.

3a. plan strategies to guide E/LA: conduct research

3, Location and Access

4. Use of information

5. Synthesis

6. Evaluation

1.1.8 Demonstrate mastery of technoiogytools for accessing information andpursuing inquiry.1.3.2 Seek divergent perspectives duringInformation gathering and assessment.

1.1.7 Make sense of information gatheredfrom diverse sources by identifyingmisconceptions, main and supportingideas, conflicting information, and point ofviev^ or bias.2.1.1 Appiy critical-thinking skiiis (analysis,synthesis, evaluation, organization) toinformation and knowiedge.1.3,3 Foiiow ethicai and legai guideiines ingathering and using information.

2.1.4 tJse technoiogy and other infcrmationtoois to analyze and organize information,3,1.4 Use technology and other informationtools to organize and dispiay knowledgeand understanding in ways that others canview, use, and assess.

3.4.1 Assess the processes by whichlearning was achieved in order to revisestrategies and iearn more effectively in thefuture.3.4.2 Assess the quality and effectivenessof the iearning product.

inquiry,4a. identify and defineauthentic problems andsignificant questions forinvestigation.4tJ. pian and manageactivities to develop asolution or complete apioject

3c. evaluate and seiectinformation sources anddigitai tools based on theappropriateness to specifictasks.

3b. locate, organize,anaiyze, evaluate,synthesize, and ethicaily useinformation from a variety of

and media.

on issues and interestsby generating ideas andquestions, and by posingproblems.

E/LA: gather, evaiuate, andsynthesize data from avariety of sources.

4c. coiiect and analyze datato identify solutions and/ormake informed decisions,5a. advocate and practicesafe, iegai, and responsibieuse of information andtechnology.

2a. interact, coilaborata,and publish witfi peers,experts or others empioyinga variety of digitaienvironments and media.2b. communicateinformation and ideaseffectiveiy to muitipieaudiences using a variety ofmedia and formats.

la . appiy existingknowledge to generatenew ideas, products, orprocesses.5b. exhibit a positive attitudetoward using technologythat supports collaboration^^

^learning, and productivity:-^

SS: locate, access, organize,and appiy information aboutan issue ot public concemfrom multiple points of view.

E/LA: gather, evaluate, andsynthesize data from avariety ot sources.

E/LA: write and usedifferent writing processeiements appropriately tocommunicate with differentaudiences for a variety ofpurposes.

Sci: Identify questions thatcan be answered tttroughscientific investigations.

SS: identify and useprocesses Importantto reconstructing andreinterpreting the past,such as using a varietyof sources, providing,vaiidating. and weighingevidence for claims,checi<ing credibiiity ofsources, and searching forcausality.

Math: formulate questionsthat can be addressed withdata and coiiect, organize,and display reievant data toanswer them.

Sci: Use appropriate toolsand techniques to gather,analyze, and interpret dat

SS: explore causes,consequences, and possiblesoiutions to persistent,contemporary, and emerginggiobai issues.

is copyright © (1987) Michael B. Eisenberg andReprinted with permission from "What is the Big67" http://www.big6.com/showarticle.php?id=415 TheRobert E. Berkowitz. For more information, visit; www.big6.coni,

\ \>̂ L Standards for the 21st-century Learner." © 2007. American Association of School Librarians. Reprinted with permission.

NhTS-S reprinted with permission from National Educational Technology Standards for Students, Second Edition, © 2007, ISTE® (International Society forTechnology in Education), www.iste.org, and from Curriculum and Content Area Standards www.iste.org/inhouse/nets/cnets/currstands/index.htmi. All rightsreserved. Permission does not constitute an endorsement by ISTE.

LIBRARY MEDIA CONNECTION April/May 2008 41

"Information and communications technologies are changing everything,transforming organizations, and redefining the skilis and taients needed tosucceed in the 21st century."

catalog to locate materials) are obviouslyinadequate to the task of empoweringan information and communicationtechnology-literate citizenry.

In the Information Age, students must beable to purposefully access informationfrom a variety of sources, analyze andevaluate the information, and thenintegrate it to construct a personalknowledge base from which to makeinielligent decisions. To foster thesecapabilities, educators must reexaminetheir assignments and teaching strategies.We must recognize and accept the factthat knowledge is changing so fast thatno traditional curriculum can adequatelysupply students with fact-based learningneeded for the challenges they will face.Instead, we must teach them the skillsto continue learning independently longafter they are out of school.

As a school librarian, one of my primarymissions is to collaborate with teachersto design assignments that help studentslearn to locate, evaluate, collect, andsynthesize information. The WorldWide Web adds valuable resourcesto the educator's breadth of availableinformation, but it also challenges usto teach students to use those resourcescritically. The first barrier to persuadingstudents to be thoughtful consumers ofinformation is that they think everythingthey need is on the Internet, and thatthey already know how to find it.

"The most widely-known and widely-used approach to teaching informationand technology literacy skills in theworld" is the Big6 model developedby Mike Eisenberg and Bob Berkowitz(Big6). The Big6 integrates informationsearch and use skills with technologytools in a systematic process to find,use, apply, and evaluate information tospecific needs and tasks. The Big6 isdesigned to help students learn powerfuland effective information and technologyproblem-solving strategies.

The Big6 Skills can be correlated notonly to ICT Literacy standards butacademic content standards as well (SeeFigure 1-3), Educators can use the Big6Skilis to guide students to develop thecritical thinking skills that will enable

them to meet ICT Literacy proficiencies.Students use stage I, Task Definition,to define their tasks. They may usea technology tool like Inspiration tocreate a graphic organizer identifyingthe aspects ofthe information problemthey need to research. Then they usethe skills they have learned in stage2, Information Seeking Strategies, toevaluate sources of information. Is aparticular Web site credible? Is theauthor an expert on the topic? Is theinformation reliable?

In Big6 stage 3, Location and Access,students learn to use subject directories,subscription databases, and Internetsearch engines to access reliable sourcesof information appropriate for use inschools. They manage and integrate theinformation they've found through stage4, Use of Information. Finally, they usetechnology tools like word processors,desktop publishing, PowerPoint andWeb pages to create and communicate instage 5, Synthesis. Although the ETS testdoes not ask students to evaluate theirproduct and process, it is that criticalBig6 stage 6 that helps them improvetheir information and communicationtechnology literacy skills.

If educators promote and use aninformation problem-solving processlike the Big6 Skills, they can helpstudents learn to locate, select, evaluate,analyze, and synthesize informationfrom a variety of sources in order tomake intelligent decisions. These are thehigher-level thinking skills people canuse in any content area, at any level, andcan continue to use throughout theirlives, no matter what new technology orinformation systems they encounter. •

Janet Murray is the infomiation specialist atYokosuka (Japan) Middle School. She is the authorof Achieving Educational Standards Using the Big6(Linworth, 2007),

Works Cited"AASL Standards for the 21st-Cer)tury Learner."25 Oct. 2007, American Association of SchoolLibrarians. 2 Nov. 2007 hrtp://www.aia.org/aasi/standards.

American Association of School Librarians, andAssociation for Educatiooal Communicationsand Technology. Information Power: Building

Partnerships for Learning. Chicago, IL,: AmericanLibrary Association. 1998,

The Big6: Information Skills for Student Achievement.2 Feb. 2007. 21 Oct. 2007 http://www.big6.com/

Educational Testing Service, "iSkilh - Informationand Communication Technology Literacy Test."(2007). EducaUonal Testing Service. 21 Oct. 2007http://www.ots.org/portal/site/ets/menuitcm.435cOb'icc7bdOae7015d9510c3921509/?vgnextoid=b8a246f 1674f401 OVgnVCM 10OOO022f95190RCRD.

International ICT Literacy Panel. DigitalTransformation: A Framework for ICT Literacy.ICT-Report. Princeton, N.J.: Educational TestingService, May 2002. 21 Oct. 2007 http://www.ets.org/research/researcher/ICT-REPORT.html.

Katz, Irvin R. "ETS research finds college studentsfall short in demonstrating ICT literacy: NationalPiilicy Council to create national standards." College& Reseairh Libraries News 68.1 (Jan, 2007) 21 Oct.2007 http://www.ala.org/ala/acrl/acrlpubs/crlnews/backissues2OO7/januaryO7/ets.htm

Mehlman, Bruce P. "ICT Literacy: Preparing theDigital Generation for the Age of Innovation"delivered ar the ICT Literacy Summit. 24 .Ian.2003. 21 Oct. 2007 bttp://www.technology,gov/Speeches/p__BPM_O3OI24-DigGen.htm.

"Most Young People Entering the U.S. WorkforceL,jck Critical Skills Essential for Success." 2 Oct.2006. Partnership for 2Ist Century Skills. 21 Oct,2007 bttp://www.2lstcenturyskills.org/indcx.piip?option=com_content&task-view&id=250&ltemid=64.

Murray, Janet, "Contemporary Literacy: EssentialSkills for the 21st Century." MultiMedia Schools.lO:2Mar.-Apr. 2005. 21 Oct. 2007 http://www.infotoday.com/MMSchools/marOi/murray.shtml

."Information TeAchnology: Using theInternet for Student Research." Electronic Businessand Education: Recent Advances in InternetInfraslructurefi. ed. Wendy Chin, Frederic Patricelli,ii Veljko Milutinovic. Boston: Kluwer AcademicPublishers. 2002, i5-32.

—^."Te.sting Information Literacy Skills (GradesK-12)." Big6 eNeiL'sletter. 8 Jun. 2005. 21 Oct. 2007.http://ufww. big6.com/showa rticle.php?i(i=484

National Educational Technology Standards forStudents. Second Edition. c2007, [STE (internationalSociety for Technology in Education), www.iste.org.

"NETS Refresh." National Educational TechnologyStandards. 2007. Internationa] Society forTechnoiogy in Education. 17 Feb. 2007 hltp://www.iste.org/Content/NavigationMenu/NETS/NETS_Refresh_Forum_Meetings/NETS_Refresh_Forum_Meeti ngs, h tm,

Spitzer, Kathleen L., Michael B. Eisenberg, andCarrie A. Lowe. Information Literacy: E.'isentialSkills for the Information Age. Syracuse. N.Y,: ERICClearinghouse on Information & Technology, 1998.

"Technology Foundation Standards for all Students."National Educational Technology,' Standards forStudents. (NETS) 2002. International Society forTechnology in Education. 21 Oct, 2007 http://www.iste. org/inhouse/nets/cnets/stu dents/s_stands. html.

"What is the Big6?" Bigb eNewsletler. 14 Nov. 2006.21 Oct. 2007 http://www.big6.com/showarticle,php?id=415.

42 LIBRARY MEDIA CONNECTION April/May 2008 Of special Interest to grades...