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Introduction. Grounded in Alexander’s model of domain learning, this study presents an integrated micro-model of information literacy. It is predicated upon the central importance of domain learning for the development of the requisite research skills by students.
Method. The authors reviewed previous models of information literacy and inquiry-based learning to create a new model. A systematic review of research studies from cognitive development, learning theory and information science literature was conducted to demonstrate how domain learning provides the requisite knowledge and interest for students to apply the concepts and skills of information literacy.
Results. Novices and experts exhibit marked differences in their information gathering and online searching capabilities and strategies based on their levels of domain knowledge and interest.
Conclusions. The integrated information literacy model and research findings show how librarians and college faculty can collaborate in new partnerships to strengthen disciplinary information literacy in undergraduate curricula. Specific recommendations are given for how teaching techniques can be improved to enhance the development of information literacy skills for online searching and information evaluation and to foster greater domain learning.
