Main Article Content
This paper introduces a model of information literacy which maps the activities that students undertake against Bloom’s taxonomy of cognitive skills. Firstly, the paper summarises the authors’ underpinning research in this area. Secondly the paper proposes a model of information literacy and compares this with existing models of information literacy. Thirdly, each stage in the proposed model is articulated in more detail and the required cognitive skills for each stage are identified. Finally, the paper examines the implications of the model on how, and by whom, information literacy is delivered and supported in an academic context.
How to Cite
KEENE, Judith; COLVIN, John; SISSONS, Justine. Mapping Student Information Literacy Activity against Bloom’s Taxonomy of Cognitive Skills. Journal of Information Literacy, [S.l.], v. 4, n. 1, p. 6-21, june 2010. ISSN 1750-5968. Available at: <https://ojs.lboro.ac.uk/JIL/article/view/PRA-V4-I1-2010-1>. Date accessed: 21 may 2019. doi: https://doi.org/10.11645/4.1.189.
Information literacy model, cognitive skills, Bloom’s Taxonomy
Peer reviewed articles
The Journal of Information Literacy ( JIL) is an open access title and authors retain copyright in their articles and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution ShareAlike Licence. You are free to deposit a copy in your institutional repository but we would appreciate an acknowlegement that it was first published in the Journal of Information Literacy with a link back to the JIL site. To ensure the broadest possible audience for the Journal of Information Literacy the editorial team has set up a number of agreements which stipulate that the journal’s issues will be included on one or more subscription databases, although the articles will still be available free of charge and in full text format. If you wish to have your article excluded from these agreements please state so in the ‘Comments to Editor’ box.