, AIS3705
ASSIGNMENT 4 2026
DUE 31 AUGUST 2026
Question 01
1.1 Do you think the information centre that you visited prioritises Information Literacy to its
clients and why?
Based on my observation, the information centre I visited does demonstrate a commitment to
information literacy, though this prioritisation is not always explicit or uniformly applied across all
client groups. The centre offers introductory tours, basic database searching sessions, and
occasional workshops on referencing, which are all indicators of an awareness of information
literacy as a core service (Bruce, 2008). However, a genuine prioritisation of information literacy
goes beyond these isolated activities and requires an embedded, strategic approach that integrates
IL into the very fabric of client engagement (Lloyd, 2010). In this regard, the centre falls short, as its
programmes tend to be reactive rather than proactive, often responding to client requests rather
than systematically assessing and addressing IL needs across the curriculum or organisational
workflow. Furthermore, there is little evidence of formal collaboration with academic departments
or management to align IL training with specific learning or research outcomes, which is a hallmark
of institutions that truly prioritise information literacy (McGuinness, 2006). Therefore, while the
centre values information literacy, it does not yet prioritise it to the extent that the literature
recommends, as its efforts remain fragmented and largely dependent on individual librarians’
initiatives rather than being a coordinated institutional strategy.
1.2 Advise the information centre that you undertake practicum at on how they can use the Big6
Information Skills Model to conduct information literacy to its target clients
The information centre where I am undertaking my practicum would benefit immensely from
adopting the Big6 Information Skills Model, a problem-solving framework developed by Eisenberg
and Berkowitz (1990) that is widely regarded as one of the most practical and transferable models
for teaching information literacy across diverse client groups. The Big6 model comprises six
sequential stages: Task Definition, Information Seeking Strategies, Location and Access, Use of
Information, Synthesis, and Evaluation, each of which can be adapted to the centre’s specific user
communities, whether they are undergraduate students, postgraduate researchers, or
administrative staff (Eisenberg and Berkowitz, 2000). To begin with, the centre should train its
librarians to act as facilitators who guide clients through the first stage, Task Definition, by helping
them articulate their research questions or information problems clearly, as this foundational step
is often overlooked yet critical for subsequent success (Wolf, 2003). For instance, when a first-year
student approaches the reference desk with a vague assignment topic, the librarian could use a
structured interview technique to break down the task into specific, answerable questions, thereby
embedding the Big6 approach into everyday reference interactions.
ASSIGNMENT 4 2026
DUE 31 AUGUST 2026
Question 01
1.1 Do you think the information centre that you visited prioritises Information Literacy to its
clients and why?
Based on my observation, the information centre I visited does demonstrate a commitment to
information literacy, though this prioritisation is not always explicit or uniformly applied across all
client groups. The centre offers introductory tours, basic database searching sessions, and
occasional workshops on referencing, which are all indicators of an awareness of information
literacy as a core service (Bruce, 2008). However, a genuine prioritisation of information literacy
goes beyond these isolated activities and requires an embedded, strategic approach that integrates
IL into the very fabric of client engagement (Lloyd, 2010). In this regard, the centre falls short, as its
programmes tend to be reactive rather than proactive, often responding to client requests rather
than systematically assessing and addressing IL needs across the curriculum or organisational
workflow. Furthermore, there is little evidence of formal collaboration with academic departments
or management to align IL training with specific learning or research outcomes, which is a hallmark
of institutions that truly prioritise information literacy (McGuinness, 2006). Therefore, while the
centre values information literacy, it does not yet prioritise it to the extent that the literature
recommends, as its efforts remain fragmented and largely dependent on individual librarians’
initiatives rather than being a coordinated institutional strategy.
1.2 Advise the information centre that you undertake practicum at on how they can use the Big6
Information Skills Model to conduct information literacy to its target clients
The information centre where I am undertaking my practicum would benefit immensely from
adopting the Big6 Information Skills Model, a problem-solving framework developed by Eisenberg
and Berkowitz (1990) that is widely regarded as one of the most practical and transferable models
for teaching information literacy across diverse client groups. The Big6 model comprises six
sequential stages: Task Definition, Information Seeking Strategies, Location and Access, Use of
Information, Synthesis, and Evaluation, each of which can be adapted to the centre’s specific user
communities, whether they are undergraduate students, postgraduate researchers, or
administrative staff (Eisenberg and Berkowitz, 2000). To begin with, the centre should train its
librarians to act as facilitators who guide clients through the first stage, Task Definition, by helping
them articulate their research questions or information problems clearly, as this foundational step
is often overlooked yet critical for subsequent success (Wolf, 2003). For instance, when a first-year
student approaches the reference desk with a vague assignment topic, the librarian could use a
structured interview technique to break down the task into specific, answerable questions, thereby
embedding the Big6 approach into everyday reference interactions.
