Reciprocal reading as a basis for a model of sixth form information literacy

We live in an era characterised by growing concerns that young people are reluctant to read whole books and prefer more manageable chunks of text, typically accessed on screens. The problem is exacerbated by the fact that many of the standard models for teaching information literacy give scant attention to the skill of reading. Typically, either the process is subsumed within more generic elements of the model or if reading is cited specifically it may be only one of several ways in which it is envisaged information can be accessed. This paper presents a model for information literacy instruction that gives reading a significant priority. It is intended for use by post-sixteen school students involved in major independent learning projects and primarily meant for teaching by professionals who work with them closely. Much of the paper concentrates on how the four elements of reciprocal reading (RR) – predicting, clarifying, questioning and summarising – can be applied to independent learning at this level, before demonstrating that RR can form the core of a wider model for teaching independent learning skills. A diagrammatic version can be employed by students to summarise and reflect on their own experiences in a project. Comparisons are drawn between the new framework being proposed and existing models so as to enable readers to understand the areas it covers in terms of a wider context. In addition, thought is given to how professionals can develop materials to support use of the model in their own libraries and independent learning areas.