Langford (1998) presents many definitions of the term information literacy and looks at past semantics. I agree with the point that information literacy should be a whole school concern and that currently in many schools the entire burden is being carried by the TL. With a growing curriculum any approaches made to staff to implement any learning model to address this would fall on deaf ears. As many Australian school libraries are not funded according to test results even principals may not be on board due to anticipated problems with reluctant staff and time tabling issues. Langford (1998) also makes a valid point that a lot of roadblock issues which may have been current in the past are disappearing because of the increased use of electronic resources and IWBs. The school is now a much smaller place and with less physical resources the library can be brought into the classroom.
Abilock (2004) details each of the steps of the information Literacy process in terms of students skills, outcomes, curriculum and teaching design. I see this as being an independent process but it is actually the curriculum. Can this material be integrated into each KLA? I agree that meta cognition is the fundamental key to the success of any model designed to teach information literacy. Students must possess the skills to understand how they learn and why they're learning something, to make connections with prior learning and previous experiences with learning.
In Herring's (2007) discussion of the PLUS model it is obvious that it also relies heavily on students possessing the skills of meta cognition as the first question really is 'Why am I reading this?' This model clearly showed the ability to return to a previous step if meaning was lost in the process.
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