When asked to display my personal definition of what literacy means, I couldn’t help but look back at this quote involving several ways to portray literacy as Abilock (2015) states that Information Literacy (IL) in particular “is a transformational process in which the learner needs to find, understand, evaluate, and use information in various forms to create for personal, social or global purposes.” I couldn’t help but think that this definition allows so much possibility to take place through enhancing literacy skills. This quote also got me thinking about all the traditional methods of displaying literacy (reading, writing, speaking, listening and viewing) as well as emphasising the need for understanding to develop the learner’s individual literacy skills.
I also thought that the six frames for IL depict a unique learning framework that can apply to a whole range of learners. (2006) present the following titles for frames that source information, curriculum focus, teaching and learning focus:
1) – The Content Frame: this frame examines how much information has been understood after displaying new knowledge for the learner to take in. The process of assessing through various means is also a key part of this frame in order to determine how much someone has comprehended the information.
2) – The Competency Frame: focusing on a behaviour or performance driven skill set that will be learnt and then applied to an activity in a school setting or within a workplace setting. The most relevant example I found in this week’s reading was that a lot of jobs require you to learn new skills and show competence in order to succeed in a particular job setting (i.e. barista training for coffee makers working in cafes).
3) – The Learning to Learn Frame: the appropriate construction of information is vital in this frame as many students need to develop their own skill set whether that be in a primary, secondary or tertiary setting as well as using what they’ve learnt and apply that knowledge in a new setting (this can also be viewed as a means of assessment).
4) – The Personal Relevance Frame: this frame often allows the learner to self-assess particularly when working independently and focusing on problems solving skills. I found this frame to be a constant reminder that we are always working finding new and relevant ways to solve problems as well as direct our learning according to how we self-direct ourselves with our learning.
5) – The Social Impact Frame: the social change of this frame is vital in maintaining a constant drive towards learning if both the teacher or peers (like in a classroom setting) are working towards discovering new and important information. This often can be viewed in learning tasks where the students need to discuss and understand who is better at certain elements of a task (i.e. who is better at writing/typing or displaying information in a physical or digital setting).
6) – The Relational Frame: “learning is coming to see the world differently” (2006). Those words certainly made me think that we are all constantly drawing our attention to new ways of thinking or understanding knowledge especially when you work towards enhancing the traditional methods of displaying literacy. I for one am always enhancing my literacy skill set whether that be a new way to access information digitally or gaining further insight into my prior knowledge on a subject area.
Reference:
Abilock, D. (2015). Information literacy. Building blocks of research: Overview of design process and outcomes. NoodleTools. Retrieved from https://web.archive.org/web/20160409135915/http://www.noodletools.com/debbie/literacies/information/1over/infolit1.html
(2006). Six Frames for Information literacy Education: a conceptual framework for interpreting the relationships between theory and practice. Innovation in Teaching and Learning in Information and Computer Sciences, 5(1), 1-18, DOI: 10.11120/ital.2006.05010002
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