GeSTE windows & critical inquiry


 GeSTE windows information literacy model:


GeSTE windows slides

Black Mountain slides

Critical inquiry & information literacy


Lupton, Mandy and Bruce, Christine. (2010). Chapter 1 : Windows on Information Literacy Worlds : Generic, Situated and Transformative Perspectives in Lloyd, Annemaree and Talja, Sanna, Practising information literacy : bringing theories of learning, practice and information literacy together, Wagga Wagga: Centre for Information Studies, pp.3-27. [QUT login]

Powell, R; Cantrell, S and Adams, S. (2001). Saving Black Mountain : the promise of critical literacy in a multicultural democracy The Reading Teacher, 54 (8), 772-781. [QUT login]

Saving Black Mountain has been my inspiration for designing LCN616 Inquiry Learning. It is a wonderful example of a Transformative unit that went beyond expectations to create a momentum which carried a community with it 🙂


Association of Collage and Research Libraries (2015) Framework for information literacy for higher education. American Library Association.

This information literacy framework presents 6 frames that represent the knowledge practices and dispositions for the development of information literacy in higher education. Information literacy is defined as ‘is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.’ You will develop all of these practices and dispositions in this unit.


Consider how you have (or have not) experienced the Generic, Situated and Transformative and Expressive windows in your own teaching and learning.  Identify the opportunities and barriers to using these windows in your professional context. Come to the the tutorial ready to discuss your thoughts, and/or post them in the Discussion category on the Community. NOTE: the GeSTE windows is probably the most challenging theory to get your head around in this unit. Don’t feel any shame if you find these concepts difficult!


The reading, viewing, thinking and discussion on the GeSTE Windows this week will prepare you for using the GeSTE Windows as an analysis and curriculum design tool in Assignment 2.

In assignment 2 you will analyse a unit of work for the elements of the GeSTE Windows that are present and absent.  You will design a unit of work to target a more advanced window.

The GeSTE Windows will also be used in week 3 in relation to critical evaluation of information.