ACRL Framework for Information Literacy for Higher Education (2015)

This framework grows out of a belief that information literacy as an educational reform movement will realize its potential only through a richer, more complex set of core ideas. These six frames are presented alphabetically and do not suggest a particular sequence in which they must be learned.

1. Authority Is Constructed and Contextual - Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required.
2. Information Creation as a Process - Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences.
3. Information Has Value - Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination.
4. Research as Inquiry - Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field.
5. Scholarship as Conversation - Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations.
6. Searching as Strategic Exploration - Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.

UNESCO Media and Information Literacy Framework (2013)

This Framework defined as a set of competencies that empowers citizens to access, retrieve, understand, evaluate and use, create, as well as share information and media content in all formats, using various tools, in a critical, ethical and effective way, in order to participate and engage in personal, professional and societal activities.

1. Media Literacy
   1. Define and articulate information needs
   2. Locate and access information
   3. Assess information critically
   4. Organize information
   5. Ethically use information
   6. Communicate information
   7. Use of ICT skills for information processing
2. Information Literacy
   1. Understand the role and functions of media in democratic societies
   2. Understand the conditions under which media can fulfill their functions
   3. Critically evaluate media content and in the light of media functions
   4. Engage with media for self-expression, intercultural dialogue and democratic participation
   5. Acquire and use skills (including ICTs) needed to produce user-generated content

The SCONUL Seven Pillars of Information Literacy: Core Model For Higher Education (2011)

This model defines the core skills and competencies (ability) and attitudes and behaviours (understanding) at the heart of information literacy development in higher education.

1. Identify - Able to identify a personal need for information
2. Scope - Can assess current knowledge and identify gaps
3. Plan - Can construct strategies for locating information and data
4. Gather - Can locate and access the information and data they need
5. Evaluate - Can review the research process and compare and evaluate information and data
6. Manage - Can organise information professionally and ethically
7. Present - Can apply the knowledge gained: presenting the results of their research, synthesising new and old information and data to create new knowledge and disseminating it in a variety of ways

Information, Media & Technology Skills from P21's Framework for 21st Century Learning (2006)

This Framework describes the skills, knowledge and expertise students must master to succeed in work and life; it is a blend of content knowledge, specific skills, expertise and literacies. Effective citizens and workers of the 21st century must be able to exhibit a range of functional and critical thinking skills related to information, media and technology.

1. Information Literacy
   1. Access and Evaluate Information
      - Access information efficiently (time) and effectively (sources)
      - Evaluate information critically and competently
      
   2. Use and Manage Information
      - Use information accurately and creatively for the issue or problem at hand
      - Manage the flow of information from a wide variety of sources
      - Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information
2. Media Literacy
   1. Aanalyze Media
      - Understand both how and why media messages are constructed, and for what purposes
      - Examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors
      - Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media
      
   2. Create Media Products
      - Understand and utilize the most appropriate media creation tools, characteristics and conventions
      - Understand and effectively utilize the most appropriate expressions and interpretations in diverse, multi-cultural environments
3. ICT Literacy
   1. Apply Technology Effectively
      - Use technology as a tool to research, organize, evaluate and communicate information
      - Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy
      - Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies
      

IFLA Guidelines on Information Literacy (2005)

This Guidelines have been compiled by the Information Literacy Section (InfoLit) of the International Federation of Library Associations and Institutions (IFLA) with the aim of providing a pragmatic framework for those professionals who need or are interested in starting an information literacy program. The guidelines will aid information professionals engaged in educational programs, i.e., basic and higher education, in their efforts to meet their current information needs.

1. Access
   1. Definition and articulation of the information need
      - Defines or recognizes the need for information
      - Decides to do something to find the information
      - Express and defines the information need
      - Initiates the search process
   2. Location of information
      - Identifies and evaluates potential sources of information
      - Develops search strategies
      - Accesses the selected information sources
      - Selects and retrieves the located information
2. Evaluation
   1. Assessment of information
      - Analyzes, examines, and extracts information
      - Generalizes and interprets information
      - Selects and synthesizes information
      - Evaluates accuracy and relevance of the retrieved information
   2. Organization of information
      - Arranges and categorizes information
      - Groups and organizes the retrieved information
      - Determines which is the best and most useful information
      
3. Use
   1. Use of information
      - Finds new ways to communicate, present and use information
      - Applies the retrieved information
      - Learns or internalizes information as personal knowledge
      - Presents the information product
   2. Communication and ethical use of information
      - Understands ethical use of information
      - Respects the legal use of information
      - Communicates the learning product with acknowledgement of intellectual property
      - Uses the relevant acknowledgement style standards

Big 6 Model (1997)

This is a process model of how people of all ages solve an information problem. From practice and study, successful information problem-solving encompasses six stages with two sub-stages under each.

1. Task Definition
   1.1 Define the information problem
   1.2 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 from multiple sources
   5.2 Present the information
6. Evaluation
   6.1 Judge the product (effectiveness)
   6.2 Judge the process (efficiency)