The PLUS model

This model of the information skills process is called the PLUS model and seeks to incorporate the key elements of previous models while adding emphasis on thinking skills and self evaluation. PLUS incorporates the elements of Purpose, Location, Use and Self-evaluation.

As can be seen from the above diagram, the PLUS model is not necessarily a linear model although some students may progress from Purpose to Self-Evaluation without a problem. However, for many students, information literacy is often problematic and they may have to step back from time to time, for example to redefine their Purpose if they are overwhelmed by information at the Location stage. The blue arrows above show the linear progression which a student with highly developed information skills may make. The red arrows show the steps back which many students will have to make during the course of an assignment. Thus a student who reaches the stage of writing an assignment may have to go back to the Location stage if she has too little information or has too much irrelevant information or may even have to go back to the Purpose stage to rethink her concept map in order to make better use of the notes she has taken.

The range of skills included in the PLUS model include :

Purpose

• cognitive skills in identifying existing knowledge

• thinking skills such as brainstorming or concept

• skills in formulating questions

• skills in identifying information resources

Location

• locational skills such as the ability to find information in library catalogues, books, journals, CD-ROMs and online information resources

• selection skills in assessing the relevance of information resources

• IT skills in using electronic sources such as the Internet

Use

• reading skills including the ability to skim and scan information resources to find relevant information or ideas

• interactive skills including the ability to understand what is being read, viewed or listened to and the ability to relate this to existing knowledge

• selective skills including the ability to select the appropriate information and reject information in the context of the purpose identified for using a particular information resource

• evaluation skills including the ability to evaluate information and ideas in relation to aspects such as the currency of the information or ideas, the author and any possible bias in the text

• recording skills including the ability to take notes in a systematic way which relates to understanding and purpose

• synthesising skills including the ability to bring together related ideas, facts and information about a topic and relating this to existing knowledge

• writing or presentation skills including the ability to write an essay or report or project in a well structured, logically ordered manner which uses the information and ideas found to good effect

Self-evaluation

• self evaluation skills including the ability to reflect on the processes involved in assignment-related work and to identify areas of improvement in the effective use of information resources in the future

Sources :

Herring, J E (1996) : Teaching information skills in schools. London, Library Association.

Herring, J E (1999) : Exploiting the Internet as an information resource. London, Library Association.

Herring, J E (2004) : The Internet and information skills. London, Facet Publishing.

NOTE : A PLUS website is being created an a link will be inserted here when it is completed.