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approach that is well-articulated by the Seven Faces of Information Literacy Model, discussed below.
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process. Bruce (2003) contends that information literacy is experienced at this level when technology is available and useable and where access to technology depends on the community, as opposed to an individual. Therefore IL is more achievable in a community that supports IT, compared with one where IT is the preserve of individuals. One does not become an expert on his/her own but understands that there is need for help from others and so experts are part of a community. Technology is used to inform and enhance manipulation of the located information.
The Information Technology Conception enabled this study to conceptualize the role that IT played in facilitating IL teaching and learning. The application of information technology to IL learning opens doors and opportunities for passing on IL skills by the way technology changes the learning environment, and finally students’ earning experiences. Furthermore, IT has become a key component of teaching and learning IL (Baro & Zuokemefa, 2011). This has made it critical to appreciate the role of technology in creation, use and communication of information, and the need to understand the technology in which information operates. Figure 2.6 illustrates the centrality of information technology in this face.
Figure 2.6: Information Technology Conception (Source: Bruce, 2003)
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In the next face, attention moves from technology to information sources.
2.3.2 Information Sources Conception
According to Bruce (1997), the information sources conception face sees information literacy as concerned with the ability to find information. This includes knowledge of the various information sources and how they are structured to facilitate access to information therein. The information sources may be human, bibliographic or organizational and in different formats, while the access could be direct or through an intermediary. CILIP’s (2004) definition of IL emphasizes the “where to find” the information needed. This includes understanding the appropriateness of the sources of information. The information sources conception widened the scope of the researcher to consider where, and how information is found, how it is structured, and the various means to access it, as critical elements of teaching IL, which in turn affects students’ learning experiences. This conception enabled the researcher to seek to identify where students got their information. Knowledge of the different sources of information enhances the understanding of the different ways that information can be accessed. IL learning cannot be complete without an understanding of issues that deal with the source of information. Figure 2.7 depicts the centrality of information sources in this conception.
Figure 2.7: Information Sources Conception (Source: Bruce, 2003) Focus in the next face moves from information sources to information processes.
45 2.3.3 Information Process Conception
The information process conception face focuses on information processes. This face is concerned with effectively dealing with new situations on the basis of being equipped with a process of finding and using the necessary information. Linked to problem-solving and decision-making, these processes are strategies employed to deal with novel situations using the information gathered. Bruce (2003) notes that, although the precise nature of the process varies from person to person, the expected end result of this experience is effective action, problem-solving or decision-making. Information technology is of least importance in this face and therefore is placed on the outer ring of awareness, as illustrated in Figure 2.8.
Figure 2.8: Information Process Conception (Source: Bruce, 2003)
In summary, this section identifies experiencing information literacy as being able to confront new challenges because of decision-making and problem-solving skills resulting from knowing how to effectively find and use needed information. The information process conception was applied in this study to help the researcher understand how students used information gathered to execute a process, for example make a decision or solve a problem. IT helped the researcher seek to find through data collection instruments, what students sought information for. Bruce (1999) observed that information processes were not straight and their execution differed among different people and in different times. The next face places emphasis on information control.
46 2.3.4 Information Control Conception
In the information control conception face, information literacy is seen as controlling information that is found in different formats. This face is concerned with the user’s ability to effectively use various media, besides being able to collect, store and manipulate information.
It involves making connections between information and people using tools or the human brain (Bruce, 1999:39). Tools in this case include filing cabinets and computers. Only relevant information is selected for storage, considering the ease of its retrieval when required. The possible value of the selected information for future use is critical. This conception involves analysis of information found within one’s disposal and to determine how to store and manipulate it to meet a desired goal using electronic tools or human brain. It includes ability to connect what needs to be done with people who need to do it and what needs to be known to have the task done.
This conception was applied to this study as it helped the researcher in finding information on students’ ability to exploit various information sources using technology to meet their information needs. This for example revealed how students appreciated the rule of the librarian in assisting them find the information and sources they required efficiently. IL learning is about helping people ‘know’ or acquire skills and this conception helped in ascertaining what students ‘knew’ about IL or their conceptions of IL. In this face, focus of attention is control, as illustrated by Figure 2.9.
Figure 2.9: Information Control Conception (Source: Bruce, 2003)
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Information literate people in this conception are those with the ability to competently retrieve and manipulate information in their reach, using various media. The next face focuses on knowledge construction.
2.3.5 Knowledge Construction Conception
Bruce (1997) observed that the knowledge construction conception face perceives information literacy as building a personal knowledge base in a new area of interest. Since information appears to different people in unique ways, reflection and critical analysis is not likely to lead to a similar understanding for any two people. The idea of a knowledge base goes beyond just storing information. It includes using the information collected to develop a personal perspective. In this category, information is the object and focus of personal reflection in order to build personal perspectives through critical evaluation and analysis of what is read.
The knowledge construction conception was applied to this study to help the researcher investigate how lecturers and librarians helped students to find, investigate, analyse information in order to derive a personal perspective . Knowledge base creation involves adding processed information to information already internalized. Interviews with IL instructors were aimed to discover pedagogical approaches used in IL teaching. Various teaching approaches have different effects on the learners. The specific selection of psychology students availed a group whose study involves critical thinking in understanding phenomena.
As Figure 2.10 shows, the critical use of information is the focus of this face.
Figure 2.10: Knowledge Construction Conception (Source: Bruce, 2003)
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Since different people perceive information differently, Bruce (2003) notes that by focusing on the individual’s perception of information, this face takes on a subjective character. The focus here is knowledge creation using information that has been received and evaluated critically.
The next face is knowledge extension.
2.3.6 Knowledge Extension Conception
The knowledge extension conception face perceives information literacy as working with knowledge and personal perspectives developed in the preceding category, leading to the gaining of new insights. The distinctive feature and focus for this category is information use that builds on the personal knowledge base developed and involves capacity for intuition or creativity. Creativity is about how new insights are generated out of personal knowledge and experience. Bruce (2003) posited that the resultant insight could be new knowledge or information and creative ways of doing things due to the effective use of information. In this conception, the mind is greatly employed and, like the knowledge construction conception, the outcome is likely to be subjective.
This face of the model focuses on creating new knowledge by creative use of information that builds on what has already been developed. Raeis et al (2013) found creativity as a key indicator of an information literate student. Their study on third-year students of Isfahan University of Medical Sciences concluded that increasing information literacy in universities played a critical role in training a creative workforce. This conception was applied to this study with regard to its resonation with IL’s goal of developing students’ ability to find, critically analyse and use information to confidently handle any life challenge (Bruce, 1997 & Breivik, 1998). Since life’s challenges are fluid and keep changing, creativity and intuition is required by users of information. As represented in Figure 2.11, intuitive use of information is the focus of this face.
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Figure 2.11: Knowledge Extension Conception (Source: Bruce, 2003) 2.3.7 Wisdom Conception
Finally, the wisdom conception face sees information literacy as a wise way of using information by an individual for the benefit of others (Bruce 1997:2003). Areas where wise use of information is exhibited include judgement, decision-making and doing research. Wise use of information involves seeing information in a larger context and understanding the broader issues relating to that information.
In this conception, information use is related to a personal quality. This face informed an understanding on how personal values, ethics and beliefs impacted on the wise use of information when interacting with others. This conception guided the study in establishing what gains had been realized by students from IL learning. Figure 2.12 illustrates the centrality of values and ethics in use of information in this conception.
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Figure 2.12: Wisdom Conception (Source: Bruce, 2003)
The mapping of research questions to Bruce’s Seven Faces of Information Literacy model is presented in Table 1.1 (see Section 1.9).