Herring's PLUS model information literacy

Having now read quite widely in relation to information literacy and having read about 3 information search (skills) process (ISP) models - Kuhlthau (2004), Big6 and Herring's PLUS (1996) model - I can confidently say that PLUS is my preferred model. It's simple and easy to understand and only contains FOUR stages/steps that relate to a vast array of skills. PLUS is a positively named scaffolding tool that helps students improve their own learning by making them more information literate.

Like other models PLUS allows students to gain the necessary range of skills needed to identify their own information needs and make effective use of reading, note-taking, writing and communication skills. The PLUS model incorporates key elements of other models (in particular the Big6), it adds emphasis on thinking skills and self evaluation.

PLUS is not a linear model and is an iterative model that allows students to return to an earlier stage during the research process. "I have tried to stress that the model is not just a series of steps for students to follow in a linear fashion but should be seen as iterative, with students going back and forward in the steps," (Herring's blog 15/4/08).


The four interrelated steps are and provides framework for students and teachers to work with during each stage when completing an assignment.

P - Purpose. Seeks students to identify purpose (e.g. brainstorming and concept mapping to define a specific topic)

L - Location. Locate relevant resources (print and electronic resources and includes how to evaluate web sources)

U - Use. Use the ideas and information found effectively (e.g. reading for information through techniques such as skimming, scanning, looking keywords, note-taking)

S - Self-evaluation. Reflect on own their own information skills through self evaluation (e.g. evaluation of original plan or range of sources used)

See P. 75-77 Herring 2004
See p. 159, 161-163 Herring 1996

On Herring's blog 2/5/09 he says he sees the PLUS model as something that students can use as a guide but also as a model for students to think about while they develop their own model which suits their particular learning style. In his blog post 15/4/08 he says the model can be used to get students thinking about their own approach to doing assignments or seeking information and that it might lead to students forming their own individual approach. "When I interviewed some year 12 students in a UK high school, some of them told me that they had used PLUS as a basis for developing an approach which was their own and suited them."

Some students in Herring's (2002) study stated that the PLUS model helped them reflect on their work done in their projects.

I consider that brainstorming is emphasised in the PLUS model perhaps more than in other models. The self-evaluation stage gives students the chance to focus on their own learning and encourages them to be reflective learners. The PLUS model's self-evalation stage takes Bloom's level further in that studetns are asked to evluate their own abilities.

Student benefits to students of ISP models, including PLUS, Big6 and Kuhlthau:

• planning, provision of stages for completing a research project, organisation skills
• encouraging students to be critical thinkers suing the upper levels of Bloom's Taxonomy of Learning (application, analysis, synthesis and evaluation).

Sources:
http://farrer.csu.edu.au/PLUS/
http://farrer.csu.edu.au/PLUS/outline.html
http://farrer.csu.edu.au/PLUS/student_questions.html
http://www.ltscotland.org.uk/5to14/specialfocus/informationskills/plus.asp
http://www.ltscotland.org.uk/5to14/specialfocus/informationskills/resources.asp
http://athene.riv.csu.edu.au/~jherring/PLUS%20model.htm
Herring, J E., Tarter, A. & Nayler, S. (2002) An evaluation of the use of the PLUS model to develop pupils' information skills in a secondary school. School Libraries Worldwide. 8(1), p. 1-24.