Six Frames for Information literacy Education: a conceptual framework for interpreting the relationships between theory and practice.

Figures & data

Figure 1 Variation in ways of seeing teaching and learning

Figure 2 Variation in ways of seeing information literacy.

Figure 3 The Content Frame

Figure 4 The Competency Frame

Figure 5 The Learning to Learn Frame

Figure 6 The Personal Relevance Frame

Figure 7 The Social Impact Frame

Figure 8 The Relational Frame

Figure 9 Ability to use the range of category lenses when searching

Figure 10 Critical Differences of reflection and planning

Figure 11 ROSS (Beta Version 2005) Welcome Screen

Figure 12 ROSS (Beta Version 2005) Introduction, showing the Modules and the Searching Model

Figure 13 Edwards & Bruce (2002) An action research model for Reflective Internet Searching

Figure 14 Module 4 Activity 2 example questions

Figure 15 Limited versus complex ways of experiencing evidence and argument

Appendix One — Six Frames for IL Education (adapted from Eisner and Valance, 1974; Kemmis et al, 1983; Pratt et al, 1998; Toohey 1999)

Content Frame	Competency Frame	Learning to Learn Frame	Personal Relevance Frame	Social Impact Frame	Relational Frame	Frame Orientation Below: Characteristics
Information exists apart from the user; can be transmitted	Information contributes to the performance of the relevant capability	Information is subjective — internalised and constructed by learners	Valuable information is useful to the learners	Information is viewed within social contexts	Information may be experienced as objective, subjective or transformational	View of Information
What should learners know about the subject and IL?	What should learners be able to do?	What does it mean to think like an (IL) professional in the relevant field?	What good is IL to me?	How does IL impact society?	What are the critical ways of seeing IL?	Curriculum Focus
Teacher is expert — transmits knowledge	Teachers analyse tasks into knowledge and skills	Teachers facilitate collaborative learning	Teaching focuses on helping learners find motivation	Teacher’s role is to challenge the status quo	Teachers bring about particular ways of seeing specific phenomena	View of Teaching
Learning is a change in how much is known	Learners achieve competence by following predetermined pathways	Learners develop conceptual structure and ways of thinking and reasoning	Learning is about finding personal relevance and meaning	Learning is about adopting perspectives that will encourage social change	Learning is coming to see the world differently	View of Learning
What needs to be known has primacy. All relevant content must be covered	Content derived from observation of skilful practitioners	Content chosen for mastering important concepts and fostering reflective practice	Problems, cases, scenarios selected by learners to reveal relevance and meaning	Reveals how IL can inform widespread or important social issues or problems	Examples selected to help students discover new ways of seeing. Critical phenomena for learning must be identified	View of Content
Assessment is objective. Measures how much has been learned; ranks student via exams	Assessment determines what level of skill has been achieved	Complex, contextual problems are proposed. Self or peer assessment is encouraged	Typically portfolio based — learners self assess	Designed to encourage experience of the impact of IL	Designed to reveal ways of experiencing	View of Assessment
IL is knowledge about the world of information	IL is a set of competencies or skills	IL is a way of learning	IL is learned in context and different for different people/groups	IL issues are important to society	IL is a complex of different ways of interacting with information	View of IL

EdwardsS. L. & BruceC. S. (2002) ‘Reflective Internet searching: an action research model’, The Learning Organization: an international journal, 9(3/4): 180-188.

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