This week, I’m marking an assignment, part of which asks students to critically evaluate and compare 3 information literacy models. The students have looked at models such as The Big 6, the Information Search Process (ISP), the Research Cycle, and my own PLUS model. The key benefit of models lies in their use in teaching information literacy in schools and also, for some of the models, in their use as something which students can actively use – the Big 6 is the most common model used in the world, while the PLUS model has a number of followers, some of whom I know and many of whom I don’t know. What I’m coming to think more and more is that such models can be used as the basis for students to form their own models, which are individual and suit their own learning styles.
Some of the irises in my garden have just come into bloom and they add a welcome splash of colour, now that the daffodils and tulips have gone back to being subterranean bulb dwellers for another year. The iris has a long history, originally being the Greek word rainbow, and with some of the colour schemes, you can see why. Drawings of irises were also found in Egyptian palaces and irises have been seen as passionate (yellow), as well as courage (all colours); and the iris is the state flower of Tennessee. Irises in the UK are often bought as house flowers but growing them is much more pleasureable. As you can see below, irises radiate.