Abstract
While information literacy is frequently taught through the imposition on learners of an established framework, this article suggests a different approach by taking a lead from James Herring's ideas. Specifically, it provides guidance to school-based information professionals who would like to encourage their pupils to devise their own flexible, information literacy models that are unique to them. Drawing on existing material in information science and wider thought, the article proposes areas for coverage and considers how information professionals may support the dynamic process of model construction. It is recommended that those who are intent on facilitating the creation of personal information literacy models help pupils to: identify the roles they take on in their lives; reflect on the information needs that result; ascertain the information they require in particular situations; explore their information-seeking activities; consider means by which information can be captured; and give thought as to how the information they have accessed may be used. This framework is, however, by no means rigid and readers are, of course, free to make their own adjustments.
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