Librarian

Education

Malda Bibhuti Bhusan High School (H.S.)

 Malda, West Bengal, India 

Abstract

Introduction:This research study, that focuses on the integration of the 7C's framework of information literacy and its assessment into the Below Poverty Line (BPL) community of the Malda district. This study offers an experiential perspective, meaning it emphasizes practical, hands-on learning experiences and observations. Information literacy refers to the ability to locate, evaluate, and effectively use information from various sources. The 7C's framework provides a comprehensive approach to information literacy, encompassing seven essential skills or dimensions.The 7C's framework includes dimensions such as curation, creation, collaboration, communication, critical thinking, contextualization, and citizenship. By implementing information literacy programs, the study aims to empower individuals in the BPL community with the skills to access and utilize information effectively. The study takes an experiential perspective, involving practical implementation, workshops, and training sessions. This study will design assessment tools to measure the effectiveness of the integration process and gather data and feedback for insights and future initiatives.

Methodology:In this study, a combination of qualitative and quantitative research methods is utilized to successfully integrate the 7C's framework of information literacy into the BPL community of the Malda district.The questionnaire was used for data collection from 385 respondents of the Below Poverty Line community and the data were analysed and reviewed based on7C’S framework of information literacy.  By employing a mixed-methods approach, the study aims to capture a comprehensive understanding of the integration process and its impact on the community. This approach allows for a more robust and nuanced analysis of the data collected, encompassing both qualitative insights and quantitative measurements.

Originality/ Value:The findings of this study will contribute to the existing body of knowledge on information literacy, particularly in the context of underserved communities. The experiential perspective adopted in this research will provide practical insights and recommendations for designing effective information literacy programs that can be replicated in similar socio-economic contexts.

Keywords:Integrating, 7C's (framework of information literacy), Information literacy, Assessment, BPL (Below Poverty Line) Community, Malda District.

Introduction:The BPL (Below Poverty Line) community in the Malda district faces various socio-economic challenges, limiting their access to essential resources and information. Information literacy, which encompasses the ability to effectively locate, evaluate, and utilize information from diverse sources, plays a crucial role in empowering individuals to make informed decisions and improve their quality of life. Integrating information literacy programs within the BPL community can bridge the gap and provide them with essential skills for navigating the information landscape.

This research study focuses on the integration of the 7C's framework of information literacy and its assessment into the BPL community of the Malda district. The 7C's framework offers a comprehensive approach to information literacy, encompassing seven essential dimensions: curation, creation, collaboration, communication, critical thinking, contextualization, and citizenship. By incorporating these dimensions into information literacy programs, individuals can develop the skills necessary to access, evaluate, and ethically use information in their daily lives.

The purpose of this study is to explore the practical implementation of the 7C's framework within the BPL community of the Malda district. It takes an experiential perspective, focusing on firsthand experiences, practical learning, and observations. By working closely with community members, local organizations, and institutions, the study aims to design and implement information literacy programs tailored to the specific needs and contexts of the BPL community.

The integration process involves conducting workshops, training sessions, and interactive activities that promote the development of information literacy skills among community members. These activities aim to enhance their abilities to curate information from diverse sources, create new knowledge and content, collaborate effectively with others, communicate information clearly, think critically, understand the contextual aspects of information, and exercise responsible citizenship in the information age.

In addition to implementing the 7C's framework, this study also emphasizes the assessment of information literacy within the BPL community. The research aims to design and employ appropriate assessment tools and methodologies to measure the effectiveness of the integration process. By collecting data and feedback, the study seeks to gain insights into the impact of the 7C's framework on the information literacy skills and overall empowerment of the BPL community in the Malda district.

Integrating the 7C's framework of information literacy and its assessment into the BPL community of the Malda district holds great potential for empowering individuals with essential skills to access, evaluate, and utilize information effectively. This study aims to explore the practical implementation of the framework, taking an experiential perspective and emphasizing the assessment of its impact. By doing so, the study strives to contribute to the enhancement of information literacy within the BPL community and provide valuable insights for future initiatives in similar contexts.

The 7C’s dimensions are:

1. Critical thinking: Analysing and evaluating information to make informed decisions.

2. Creativity: The capacity to generate new knowledge and content through various mediums.

3. Collaboration: Working effectively with others to access and create information.

4. Communication: Expressing information clearly and effectively using different modes of communication.

5. Computing and ITC literacy:The ability to use technology effectively and responsibly is crucial in today's world. It can greatly enhance both personal and professional success in various fields.

6. Cross-cultural understanding: The ability to overcome barriers and work effectively with diverse individuals from different cultures and backgrounds is essential. Understanding and embracing these differences can lead to enhanced creativity and problem-solving in the increasingly globalized world.

7. Career and learning self- reliance:The ability to navigate the complex information age and adapt to changes, along with a commitment to lifelong learning for developing essential life and career skills.Law (2021)

The research study focuses on the BPL community in the Malda district. The BPL community typically consists of individuals and families living below the poverty line, facing various socio-economic challenges. Integrating information literacy into this community can empower individuals with the necessary skills to access information, make informed decisions, and improve their overall quality of life.

The study takes an experiential perspective, meaning that it emphasizes practical implementation and firsthand experiences. It aims to explore how the 7C's framework can be integrated into the BPL community of the Malda district and assess the effectiveness of this integration. Researchers may work closely with community members, organizations, and local institutions to design and implement information literacy programs that align with the specific needs and contexts of the BPL community.

The study may involve conducting workshops, training sessions, and interactive activities to promote the development of information literacy skills among community members. Researchers may also design assessment tools and methodologies to measure the impact and effectiveness of the integration process. By collecting data and feedback, the study aims to provide valuable insights into the practical application of the 7C's framework within the BPL community of the Malda district.

Overall, this research study focuses on integrating the 7C's of information literacy into the BPL community of the Malda district, aiming to empower individuals with essential skills to access, evaluate, and utilize information effectively. The study adopts an experiential perspective, emphasizing practical implementation and the assessment of the integration process to provide valuable insights for future initiatives.

Review of Literature:

Bundy (2004) stated the information literacy standards document, titled "Australian and New Zealand Information Literacy Framework: Principles, Standards, and Practice," has undergone revisions based on the feedback and experiences of academics and librarians who used the first edition. These revisions were developed during a workshop held in Sydney in January 2003. Input was gathered from librarians across Australia and New Zealand, including those from universities, technical and further education institutions. Over fifty academics and librarians who had experience with the first edition contributed their insights. During the workshop, two small groups collaborated on each standard, and the ideas generated were reviewed by a third group. A steering group then evaluated the material, and a representative panel from the workshop provided further review of the penultimate version. This edition of the document remains consistent with the first edition but has benefited from the valuable input obtained through practical experience and peer review. The meticulous revision process instills increased confidence in the use of these standards, particularly within the tertiary education sector. The care and attention given to the revisions ensure that the standards are more refined and aligned with the needs and practices of the academic and library communities. Bundy (2004) also stated the standards.

Standard One: The information literate person recognizes the need for information and determines the nature and extent of the information needed.

Standard Two: The information literate person finds needed information effectively and efficiently.

Standard Three: The information literate person critically evaluates information and the information-seeking process.

Standard Four: The information literate person manages information collected or generated.

Standard Five: The information literate person applies prior and new information to construct new concepts or create new understandings.

Standard Six: The information literate person uses information with understanding and acknowledges cultural, ethical, economic, legal, and social issues surrounding the use of information.

Hooley (2017)seeks to explore how the internet influences the way individuals shape their careers. It posits that the 7 Cs of digital career literacy present a valuable framework for professionals involved in organizational learning and development. In today's world, every person must embrace the internet to effectively navigate and safeguard their careers. Learning and development experts have the capacity to assist employees in leveraging the internet's potential and acquiring the necessary skills for successful "digital career management."

Koltay (2011)emphasised ontoday's digital age, the significance of understanding media has become increasingly important. Three key concepts, namely media literacy, information literacy, and digital literacy, emphasize the need for a critical approach to media messages. This article provides an overview of these literacies, highlighting both their similarities and differences. It outlines the different contexts in which they operate and also mentions other relevant literacies. Furthermore, it places special emphasis on the blurring boundary between those who consume media and those who produce it.

Kong (2014)in his study conducted to examine the effectiveness of creating digital classrooms in supporting students' development of information literacy competency and critical thinking skills through domain knowledge learning. The study involved 107 students from four Secondary 1 classes in a secondary school in Hong Kong. During the 13-week trial teaching, groups of three students shared a Tablet PC for learning two topics in the Integrated Humanities subject. Pre- and post-tests were conducted to assess the students' domain knowledge in the target subjects. Additionally, three information literacy tests and critical thinking tests were administered throughout the trial teaching to measure the students' growth in information literacy competency and critical thinking skills.

Simon (2021) focused on examining the experience of a seasoned teacher who introduced the 7 Cs (Curation, Creation, Collaboration, Communication, Critical thinking, Contextualization, and Citizenship) into an English classroom in an EAS (English for Academic Success) program at a high school. The implementation of the 7 Cs lasted for a period of nine weeks. Throughout the implementation, the students demonstrated a positive response towards each of the Cs, indicating their engagement and receptiveness to the new approach. However, the study also highlighted certain challenges that affected the teacher/researcher's motivation and enthusiasm. These challenges primarily stemmed from the school's structural limitations and inconsistent student attendance. Despite the obstacles faced, the teacher/researcher persisted and completed the full nine weeks of implementing the 7 Cs. This perseverance resulted in the establishment of a strong teacher-student relationship, laying a solid foundation for future interactions and learning experiences with many of the students.

Satpathy (2006)explainedinformation is an essential part of human life, fulfilling individual and collective needs. It facilitates cultural change, socioeconomic development, and the fulfilment of other basic needs. The responsibility of providing community information services lies with various governmental and non-governmental organizations in India. However, public libraries can play a significant role in delivering effective Community Information Services. They are entrusted with providing accurate and timely information, helping individuals solve problems and improve their quality of life.

Staunton (2018) stated a critical analysis of Tristram Hooley's Seven Cs of digital literacy will be presented. The analysis will draw upon the theoretical tradition of New Literary Studies (NLS) to examine digital literacy. The main findings of the article suggest that NLS perspectives highlight two key aspects of the Seven Cs. Firstly, it emphasizes the development of autonomous knowledge and skills, treating learning as separate from its contextual aspects. Secondly, this perspective tends to overlook issues of exclusion and inequality. Lastly, the analysis will discuss an alternative approach to careers practice based on online pedagogy and critical inquiry.

Webber & Johnston (2000) begin the study by examining various definitions of "information literacy" and initiatives aimed at imparting information literacy skills. They highlight the limitations of an approach that views information literacy as a mere list of skills. Instead, they explore alternative conceptions of information literacy. The study also addresses the lack of research on how students experience and define information literacy. To bridge this gap, the authors investigate the response of business students at the University of Strathclyde to a one-semester credit-bearing class in information literacy. They analyse this response in relation to two models of information literacy.

Objectives:The objectives of the study are as follows:

1. To assess the information literacy needs and challenges of the BPL community in the Malda district.

2. To integrate the 7C's framework of information literacy into the designed programs to enhance the information literacy skills of the BPL community.

3. To develop appropriate assessment tools and methodologies to measure the effectiveness of the integration process and the improvement in information literacy skills among the BPL community members.

4. To analyse the collected data to evaluate the effectiveness of the integration process and identify areas for improvement.

5. To provide recommendations for enhancing information literacy programs within the BPL community of the Malda district based on the evaluation findings.

These objectives guide the study's focus and provide a framework for achieving meaningful integration of the 7C's framework and assessment of information literacy within the BPL community of the Malda district.

Methodology:The methodology employed in this study involves a combination of qualitative and quantitative research methods to effectively integrate the 7C's framework of information literacy into the BPL community of the Malda district. The research process includes several key steps:

Needs Assessment: To understand the specific information literacy needs and challenges of the BPL community in the Malda district, a comprehensive needs assessment is conducted. This involves gathering data through surveys, interviews, and focus groups with community members, local organizations, and stakeholders. The needs assessment helps identify the existing gaps and informs the design of information literacy programs that align with the community's requirements.

Assessment Tool Development:To measure the effectiveness of the integration process, assessment tools and methodologies are developed. These tools should align with the dimensions of the 7C's framework and capture the progress and impact of information literacy skills development. The assessment tools may include surveys, questionnaire, observation checklists, or other appropriate instruments.

Data Collection: Data is collected using the developed assessment tools. Pre- and post-tests may be administered to measure the improvement in information literacy skills before and after the implementation of the programs. Surveys and observation checklists may be used to gather additional qualitative data regarding participants' experiences, perceptions, and challenges encountered during the programs. Data collection may also involve collecting feedback from community members, trainers, and other stakeholders involved in the implementation.

Data Analysis: The collected data is analysed using appropriate qualitative and quantitative analysis methods. Quantitative data from pre- and post-tests are analysed to assess the improvement in information literacy skills. Qualitative data from surveys, observation checklists, and feedback are analysed to identify common themes, challenges, and recommendations. The data analysis provides insights into the effectiveness of the 7C's framework integration and helps identify areas for improvement.

Evaluation and Recommendations: Based on the data analysis, an evaluation of the integration process is conducted. The findings from the evaluation are used to generate recommendations for enhancing information literacy programs within the BPL community of the Malda district. These recommendations may include adjustments to the program design, instructional strategies, or implementation methods to better address the needs and challenges identified during the study.

By following this methodology, the study aims to gain a comprehensive understanding of the information literacy needs of the BPL community in the Malda district, design and implement effective programs using the 7C's framework, assess the impact of the integration process, and generate recommendations for future initiatives in similar contexts.

Needs Assessment of BPL (Below Poverty Line) Community:

1. What are the most pressing needs or challengesfaced by the BPL community?

2. Are there any specific health-related issues that you believe are prevalent among the BPL community?

3. What are the skills thatshould acquire or enhance byBPL individuals?

4. What kind of support systems exist within the community? Are there any challenges in accessing or utilizing these support systems?

Depending on the need assessment tool development is required.The development of a need assessment tool is essential, as it allows us to gather accurate and relevant information based on the specific needs of the Below Poverty Line (BPL) community. By developing a well-designed assessment tool, we can effectively identify and understand the challenges and requirements of the BPL community, enabling us to tailor appropriate interventions and programs to address their unique needs. The tool development process ensures that we gather reliable data and insights, leading to more informed decision-making and the implementation of targeted solutions that can make a meaningful difference in the lives of individuals in the BPL community. Integrating 7C’s information literacy framework a questionnaire base survey is opted for the study.

Questionnaire based on the 7 Cs of Information Literacy, specifically designed for the Below Poverty Line (BPL) community. This questionnaire aims to assess their information literacy skills and needs in order to develop appropriate programs to enhance their access to and utilization of information resources.

Table 1. Measuring the need assessments integrating 7C’s information literacy:According to the results obtained using the 7C’s of information literacy tool, the mean score for the need assessment test area is on a scale ranging from 1 (never) to 5 (always). The test area was divided into seven factors: Critical Thinking,Creativity,Collaboration,Communication,Computing and ICT literacy,Cross-cultural understanding andCareer and learning self- reliance.

Need Assessment: Pressing needs or challenges
Factors	Test Areas	Mean Score (Max=5)	Decision
Critical Thinking	Evaluate the quality and accuracy of information	2.05	Average
Creativity	Aware of any potential biases or misinformation in the information you encounter	2.15	Average
Collaboration	-Challenges in accessing or utilizing information resources in your community -Ability to navigate cultural differences in conflict resolution, negotiation, and collaboration.	2.50                     4.01	Average     High
Communication	Comfortable using different communication channels, such as social media, email, or messaging apps.	3.5	High
Computing and ICT literacy	-Familiarity with computer hardware components and peripherals. -Ability to use input devices (keyboard, mouse) and output devices (monitor, printer). -Understanding file management (creating, saving, organizing files and folders).	1.50     1.50       1.50	Low     Low       Low
Cross-cultural understanding	-Skills in bridging communication gaps and resolving misunderstandings across cultures. -Knowledge of effective strategies for building rapport and establishing trust across cultures.	3.10       3.45	High       High
Career and learning self- reliance	Interested in learning new skills or gaining knowledge.	4.15	High

Table 1 demonstrates that respondents had high,average and low scores in test areas in 7C’s of information literacy frameworks i.e., Critical Thinking, Creativity, Collaboration, Communication, Computing and ICT literacy, Cross-cultural understanding, Career and learning self- reliancewhereas high scores in ‘Cross-cultural understanding and Career and learning self- reliance’ and low in‘Computing and ICT literacy’ and average in ‘Critical Thinking, Creativity, Collaboration’ test areas.

Specific health-related issues: Figure 1

Figure 1:As illustrated in Figure 1, increasing health literacy can lead to improved health conditions through various opportunities for awareness. These opportunities include being informed about health-related government schemes, understanding the importance of vaccines, recognizing the ban on pre-natal gender determination, being knowledgeable about family planning, understanding the significance of proper food and nutrition, and being aware of health and sanitation practices.

Among the respondents, a significant percentage showed awareness in these areas. Specifically, 68.84% of the respondents were aware of health and sanitation practices, while 56.36% demonstrated awareness regarding food and nutrition. Approximately 59.49% were knowledgeable about family planning, 52.22% were aware of the ban on pre-natal gender determination, 59.73% were informed about vaccines during pregnancy and for newborn children.

These findings highlight the existing level of awareness among respondents and underscore the potential impact of health literacy in improving their health conditions. By increasing awareness in these areas, individuals can make informed decisions, access necessary healthcare services, and adopt healthy practices that contribute to their overall well-being.

Table 2. Skills that should acquire or enhance:

Computer, Digital and Network literacy skills	YES		NO
	No.	%	No.	%
knowledge of correctly powering on and shutting down a computer.	98	25.45	287	74.45
Basic understanding of computer hardware functionality.	87	22.60	298	77.40
Familiarity with launching and closing computer programs.	92	23.90	293	76.10
Able to open and save files proficiently.	79	20.52	306	79.48
Familiarity with essential text document operations like cut, copy, and paste.	76	19.74	309	80.26
Proficient in connecting the computer to the internet.	67	17.40	318	82.60
Able to create an email ID effectively.	18	4.67	367	95.32
Proficient in downloading and saving files from the internet.	76	19.74	309	80.26

Table 2 presents the computer literacy skills or knowledge of computer applications among the respondents. A total of 25.45% of the respondents demonstrated the ability to properly turn on and shut down a computer, while the majority of the community, accounting for 74.45% of the respondents, lacked this knowledge. Regarding basic functions of computer hardware, 22.60% of the respondents possessed the necessary knowledge, while 77.40% did not. Only 23.90% of the respondents were aware of how to open and exit computer programs, whereas 76.10% were not. Additionally, 20.52% of the respondents had knowledge of functions such as opening and saving files, while 79.48% did not possess this knowledge. Merely 19.74% of the respondents knew cut, copy and paste, whereas 80.60% did not know,17.40% how to connect the internet to their computer, whereas 82.60% did not have this ability.4.67% of the total, were able to create an email ID effectively. This means they possessed the necessary skills to set up and manage an email account. On the other hand, the majority of respondents 95.32% did not have the proficiency to create an email ID.19.74% of the total, were proficient in downloading and saving files from the internet. This indicates that they had the necessary knowledge and skills to retrieve and store files from online sources. However, a significant portion of the respondents comprising 80.26% did not possess this proficiency and were likely less familiar with downloading and saving files from the internet.

Table 3. Support systems exist within the community and challenges in accessing or utilizing these support systems: Role of Libraries

Role of Libraries	Aware		Unaware
	No.	%	No.	%
Delivering comprehensive library introduction sessions or programs to enhance familiarity with library resources and services.	95	24.67	290	75.33
Supply a wide range of printed resources related to healthcare, including journals, abstracts, monographs, indexes, and more.	88	22.86	297	77.14
Libraries serve as community hubs, promoting civic engagement and empowering individuals to participate in social and economic development.	92	23.90	293	76.10
Libraries promote information literacy and digital literacy skills, enabling community members to effectively locate, evaluate, and use information in various formats.	81	21.04	304	78.96
Libraries bridge the digital divide by providing access to computers, internet connectivity, and digital literacy training. This enables community members, including those from disadvantaged backgrounds, to acquire digital skills, access online resources, and engage in e-commerce and online job.	86	22.34	299	77.66
Libraries serve as lifelong learning centres, offering educational programs, workshops, and training sessions for people of all ages. These initiatives support skill development, job readiness, and professional growth, enhancing individuals' economic prospects and contributing to the overall socio-economic well-being of the community.	95	24.67	290	75.33

According to Table3, the findings reveal that a mere 24.67% of the respondents are familiar with the library's orientation services. Similarly, only 22.86% of the respondents are aware of the printed materials available in the library, such as journals, abstracts, monographs, and indexes. Furthermore, only 23.90% of the respondents are aware of that libraries serve as community hubs. Surprisingly, a low percentage of 21.04% of the respondents are aware of the information literacy and digital literacy skills, enabling community members to effectively locate, evaluate, and use information in various formats. Moreover, a mere 22.34% of the respondents are familiar with that the libraries bridge the digital divide by providing access to computers, internet connectivity, and digital literacy training.Only 24.67% of the respondents aware that libraries serve as lifelong learning centres, offering educational programs, workshops, and training sessions for people of all ages.

Discussion and Conclusion:The study focuses on the implementation and evaluation of information literacy initiatives within the economically disadvantaged BPL (Below Poverty Line) community of the Malda district. The study tries to integrate the 7C's framework of information literacy, which includes concepts like access, evaluate, synthesize, organize, create, collaborate, and communicate, into the community. By incorporating these elements, the study intends to enhance the information literacy skills and competencies of the BPL community members.

Through an experiential perspective, the specific needs and challenges of the BPL community has taken into utmost important aspect of the study. The study emphasized hands-on learning experiences, interactive sessions, and real-life applications of information literacy skills.

Furthermore, the assessment of the implemented interventions will play a crucial role in measuring the effectiveness and impact of the information literacy initiatives. The assessment likely included various methods such as surveys, questionnaires, and observations to evaluate the participants' improvement in each of the 7C's of information literacy.

The study's location, Malda district, was notable for its BPL population, and addressing their information literacy needs was crucial for their socio-economic development. By equipping the BPL community with enhanced information literacy skills, the study aimed to empower them to access reliable information, make informed decisions, and actively participate in educational, economic, and social opportunities.

Overall, this study highlighted the importance of integrating the 7C's of information literacy into the BPL community of the Malda district, emphasizing experiential learning and evaluating the impact of these interventions. The ultimate goal was to foster greater information literacy among the BPL community members, enabling them to navigate the information landscape effectively and improve their overall quality of life.

Based on the aforementioned study, several points arise for discussion. The study's findings align with the objectives and lead to a conclusive outcome. The study aimed to evaluate and explore the computer, digital and network literacy skills of the Below Poverty Line (BPL) community in the Malda district. It is evident that computer, digital and network literacy skills have a positive impact on their daily lives, particularly in this era of information. Enhancing their computer, digital and network literacy skills can uplift their social and economic well-being.The study's results indicate that the computer literacy skills of the BPL (Below Poverty Line) community are insufficient or lacking.

The library plays a crucial role in organizing orientation programs and promoting awareness of information literacy. It also helps in developing computer literacy skills among its users. However, it is unfortunate that a significant portion of the community either does not utilize the library or lacks awareness of its services. To address this issue, it is recommended that libraries and information centres take the initiative to conduct regular awareness programs and workshops. These initiatives would enhance the computer literacy skills of community members, enabling them to be more competent and proficient in this era of abundant information. Additionally, government policies can contribute to the improvement of existing facilities and the provision of e-resource services. The government should implement awareness schemes such as Digital India to educate people about the vital role of information literacy and computer literacy in community development. In order to effectively engage with the dynamic nature of an information society, individuals require more than just knowledge; they also need access to technology and adequate skills to handle and explore it. It is undeniable that a community with computer literacy and technological skills would be the key to uplifting economically disadvantaged individuals from their primitive state.This study encompasses various factors, including feasibility, opportunities, implementation strategies, and the resulting impact on economic, social, and educational aspects. It is crucial to consider these factors to improve the technological skills of the BPL community. By doing so, they can harness the benefits of the information era and effectively contribute to their overall development and advancement.

References:

1. Bundy, A. (Ed.). (2004). Australian and New Zealand Information Literacy Framework: Principles, Standards, and Practice (2nd ed.). Adelaide: Australian and New Zealand Institute for Information Literacy, standards, and practice, 2, 48.

2. Hooley, T. (2017)Developing your career: harnessing the power of the internet for “digital career management”, Development and Learning in Organizations, Vol. 31 No. 1, pp. 9-11. https://doi.org/10.1108/DLO-07-2016-0066

3. Koltay, T. (2011). The media and the literacies: media literacy, information literacy, digital literacy. Media, Culture & Society, 33(2), 211–221https://doi.org/10.1177/0163443710393382

4. Kong, S.C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped. classroom strategy. Computers & Education, 78, 160-173. https://doi.org/10.1016/j.compedu.2014.05.009

5. Law, P. Y. (2021). The 7Cs of 21st-Century Teaching and Learning, Teacher Academy.

https://www.teacheracademy.eu/blog/the-7cs/

6. Satpathy, S.K. (2006). Community Information Service (CIS) Through Public Libraries: A Realistic Approach-LIS.https://core.ac.uk/download/pdf/11880591.pdf

6. Simon, Mark A.,(2021). Efficacy of Culturally Responsive Teaching with the 7 Cs within an Educational Alternative Services High School English Class. Doctor of Education (EdD). 172.https://digitalcommons.georgefox.edu/edd/172

7. Staunton, T (2018). A critical response to Hooley’s Seven Cs of digital literacy, Journal of the National Institute for Career Education and Counselling. 40.https://core.ac.uk/download/pdf/154427994.pdf

8. Webber, S., & Johnston, B. (2000). Conceptions of information literacy: new perspectives and implications. Journal of Information Science, 26(6), 381–397. https://doi.org/10.1177/016555150002600602