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An integrated model of information literacy, based upon domain learning

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 inquirybased 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