The Challenge
Over forty years ago, Michael Marland constructed his multi-faceted “information skills curriculum” which not only offered teachers an outline of the skills that should be inculcated; in doing so, it also presented students with a series of steps they should follow when tackling an assignment that involved finding and using information (1).
Over the years, many comparable models have arisen and other frameworks have emerged that concentrate on certain aspects of the research process, such as evaluating information – a skill that has become increasingly important in the modern world.
In the face of such provision, or the lack thereof, the task for teachers and students would seem straightforward; the main priority surely lies in adopting the guidance stated in the chosen framework and applying it effectively in their own situations, albeit perhaps with a little “customisation” to suit their particular needs. If the educator deems that no framework which is at all appropriate to their students exists, however, the challenge becomes much more demanding. There are essentially three options available to the reader in these circumstances.