The Information Literacy Spaces model was developed in 2018 as part of the Information Literacy Spaces project, then updated in 2024/25. It positions IL as central to and interwoven with four other literacy domains, highlighting the interconnected competencies learners need to develop as they transition from secondary school to tertiary study and into professional contexts. The placement of concepts within the IL domain was guided by how we percevied they intersected with other literacies in the tertiary education context. For example, ethics and critical thinking emerged as foundational elements that underpin all domains, while research and critical analysis were closely aligned with the demands of academic and disciplinary learning. Similarly, search strategies and social media use naturally connected with digital and media literacies, while concepts such as connectedness, creativity, and innovation reflected competencies increasingly valued by the professions our learners are preparing to enter.
Expanding the Literacy Landscape: A Holistic Framework for Contemporary Learning
In an age of information abundance, digital transformation, and evolving educational demands, literacy is no longer a singular skill—it’s a multidimensional capability. The model presents a refined framework that reimagines literacy across five interconnected domains, each designed to support learners in academic, professional, and civic life. This living model encourages adaptation and contextual emphasis, making it relevant across disciplines and educational settings.
1. Information Literacy (IL): The Integrative Core
Information Literacy (IL) sits at the heart of the framework, reinforcing its role as a central literacy that supports learners in navigating complex and evolving information landscapes. IL encompasses:
Ethical engagement with information, including authorship, credibility, and responsible use
Problem solving and critical thinking, encouraging meaningful questioning and informed decision-making
Proficient search strategies and critical evaluation of information quality, relevance, and perspective or bias.
Interrogation of origins, credibility, and context in an over-abundant and misinformation-rich landscape
Recognition of relationships between ideas and sources, enabling synthesis across contexts
Research practices that support the generation of new insights and confident engagement in lifelong learning
IL fosters connectedness and equips learners to contribute meaningfully to disciplinary conversations and knowledge production.
2. Academic Literacy: Foundations for Academic Success
Academic Literacy includes the foundational literacies and general competencies essential for successful participation in secondary and tertiary education. It is not limited to reading and writing, and includes:
Academic writing skills such as structuring arguments, expressing ideas clearly, and referencing appropriately
Critical reading to analyse and evaluate texts, identify key ideas, question assumptions, and synthesise information
Collaborative learning through peer discussion and idea refinement
Transitional learner development including time management, self-regulated and self-directed learning, and metacognitive awareness
Reflective learning, encouraging learners to critically consider their own learning processes
Academic discourse and conversations, focusing on mastery of academic language, referencing, writing genres, and communication styles used in educational and research settings
Together, these competencies empower learners to engage confidently and critically with academic discourse and build capacity for postgraduate study and lifelong learning.
3. Disciplinary Literacy: Thinking and Communicating Like a Scholar
Disciplinary Literacy supports learners to think and communicate like members of their academic disciplines. It focuses on:
Specialised ways of knowing, valuing, and communicating knowledge within specific fields
Understanding disciplinary epistemologies and ontologies
Recognising authority and expertise, and understanding how trust in information is established
Applying research methods, identifying evidence, and engaging with modes of enquiry
Transferring general academic skills into discipline-specific contexts to contribute to knowledge production
This domain enables learners to engage effectively within their chosen fields and build confidence in navigating disciplinary knowledge systems.
4. Digital and Media Literacy: Navigating Networked Environments
Digital and Media Literacy includes the essential competencies required to navigate, create, and communicate information in digital and networked environments. It involves:
Multimodal learning using text, image, audio, video, and interactivity
Technology use and computer literacy for accessing tools and managing systems
Networked communication across platforms such as learning management systems, social media, and collaborative workspaces
Cyber safety and digital well-being, including privacy protection and ethical online engagement
Online identity management across academic, professional, and social contexts
Critical interpretation of media messages, identifying bias and misinformation
AI literacy, including understanding algorithmic processes, critically assessing AI-generated content, and engaging ethically with AI tools
Data literacy, focusing on interpreting, evaluating, and ethically using quantitative and qualitative data
Content creation, highlighting multimodal communication, audience awareness, and ethical responsibilities in digital environments
These competencies are vital for academic success and meaningful participation in civic and professional life.
5. Adult and Professional Literacy: Lifelong Learning Beyond the Classroom
Adult and Professional Literacy extends beyond tertiary education to include the literacies needed in adult and professional life. It encompasses:
Financial literacy, including managing finances, interpreting economic information, and making informed financial decisions
Numeracy, supporting critical engagement with numerical information in financial contexts
Health literacy, enabling sound personal and community health choices
Workplace communication, adapting styles to suit diverse professional contexts
Interpersonal communication, fostering effective dialogue and collaboration
Emotional intelligence, emphasising self-awareness, empathy, and emotional regulation
Cross-cultural understanding for respectful and effective engagement in diverse teams and globalised environments
Civic engagement and citizenship, supporting ethical participation in democratic societies and online communities
Lifelong learning, encouraging ongoing acquisition of knowledge and skills in response to changing technologies and societal needs
This domain recognises that literacy development continues throughout life, enabling individuals to remain adaptable, informed, and engaged.
A Flexible and Evolving Model
The framework is designed to be adaptable and responsive. Users are encouraged to emphasise domains and concepts relevant to their disciplines and educational contexts. It is a living model, open to refinement and expansion as needed, and reflects a holistic approach to literacy that supports learners in becoming confident, ethical, and capable participants in academic, professional, and civic life.
For more information see:
Feekery IL Model: https://informationliteracyspaces.wordpress.com/2017/05/04/the-feekery-information-literacy-model/
Emerson, L., Kilpin, K., & Lamond, H (Eds.). Literacy across the divide: Information literacy as the key to student transition. NCZER - Chapter 2 pp 15-17
Feekery, A.J. & Tawhai, R. (2025, forthcoming). Bridging AI literacy and information evaluation within the information literacy space. ICDE Conference, November 2025