Purpose – This article aims to detail a plan for the application of the PLUS information literacy model in the context of a prison library. A brief overview of the literature will highlight the importance of (co-)developing activities based on multiple models and learning theories. At the same time, the article argues in favour of the idea that the implementation of information literacy programmes in the context of excluded and socially vulnerable groups can substantially help to improve their self-image and their smooth integration within the restrictive walls of the prison, as well enhancing their capability of returning to society and functioning as law-abiding members.. This will be followed by a presentation of the steps for implementing such a work plan in a prison library, with the aim of helping second chance school learners prepare a presentation on racism. The article is based on an assignment prepared for the “Information Literacy” course at the Department of Archival, Library & Information Studies, during the spring semester of the 2019-2020 academic year. Design/methodology/approach - The research hypothesis for the project is situated within the context of a prison library. There, the educator teaching the subject of Sociology (Social Literacy) at the Second Chance School (SCS), will express their wish that each learner prepares a presentation - on the subject of discrimination (e.g. gender, political beliefs, religion, social exclusion, minorities, etc.). To this end, the educator will propose that learners seek guidance from the librarian on a topic pertinent to the concept of discrimination (racism). The approach followed by learners when preparing their presentation will be based on the PLUS model of information literacy. Subsequently, the steps taken by the librarian will be presented to them, and their choices will be justified on the basis of the literature concerning the design of learning processes. Methodologically, the study is based on the synthesis of fundamental theories of adult education with the PLUS information literacy model. Findings - The development of work plans in an informational organisation environment, inspired by microteaching, can serve as a good example for promoting the application of informational models to their operation and services. This article, presenting every step of this process, can serve as a pilot for the application of a work plan by educators and information scientists. Originality/value - There are few examples of applications of informational models in educational processes for socially vulnerable or excluded groups. This article also enhances awareness on issues pertaining to libraries and education within prisons not just in Greece, but also abroad. Let us not forget that, in the 21st century, there still exist countries in which the human rights to education and information for detained people are still being violated.