The SCONUL Seven Pillars of Information Literacy

Moira Bent, Newcastle UniversityRuth Stubbings, Loughborough University

One thing….

Two things!

• One thing you like/ will use

• One improvement/suggestion/comment

Questions.

SCONULSociety of College, National & University

Libraries UK

SCONUL promotes excellence in library services in higher education and national libraries across the UK and Ireland by

Promoting the sharing and development of good practice

Influencing policy makers and encouraging debate

Raising the profile of higher education and national libraries

The Seven Pillars of Information Skills

In 1999, the SCONUL Information Skills Task Force published Information skills in higher education: a SCONUL position paper introducing the Seven Pillars of Information Skills model.

Formulate ideas around the concept of information skills

Develop frameworks to plan against when developing skills programmes

Use terminology to initiate discussions with academic staff

Measure progress against a national norm

Articulate outcomes to students

Compare our work against common goals

Link into other professional arenas (i-skills)

The model allowed us to

Seven Pillars around the world

World Map 1689 — No. 1 by Chuck “Caveman” Coker http://www.flickr.com/photos/caveman_92223/3185534518/

Reproduced under CCL

In Loughborough...

Sockman by Paul Blackwell http://www.flickr.com/photos/paulblackwell27/3923436322/

Reproduced under CCL

In Loughborough...

IL framework for embedding IL curriculum

IL competencies

IL profiles

and in Newcastle

The Newcastle Toolkit

In the UKSCONUL WGIL survey 2009 – 7Ps used in 40 HE Libraries

Uses of the 7 Pillars No of orgs

Underpins IL programme design 10

Used in strategy and/or policy documents 6

Library or HEI IL frameworks are based on it 5

Used for learning outcomes or competencies 4

Provides framework for online/VLE IL module 4

Used for discussion and debate; was a starting point for developing IL 3

Linked to IL quiz 1

UK Libraries said….We have used the 7 Pillars model within our embedded IL programmes, ie, those in which IL is a mandatory element of an academic unit. The Pillars provide the underpinning structure for those programmes, and are linked to learning outcomes and students’ assessment. (Russell Group University)

We restructured our user education programme a couple of years ago and developed four levels, each with learning outcomes mapped to the SCONUL skills. (New University)

We quote the 7 Pillars in our IL Strategy, as it offers a clear and helpful definition of what IL is all about. (Russell Group University)

Criticism of old Seven Pillars model:

Emphasis on skills

Perceived as linear

Focused on print

Inflexible, difficult to adapt

By librarians for librarians

12 years old so didn't cover new concepts and developments in the information world

Collapsing pillars….Hee, hee! I think your

pillars have collapsed

Geoff

Why us

Saw potential of original model

Annoyed by criticisms

Enthused by Moira

Had a different IL definition to test

Didn’t want to waste existing achievements

Bullied by Ruth

The new model: key principlesMust be flexible and adaptable

Must be cyclical, not step driven

Able to apply to different user populations

Initial focus had to be UK HE

Core model has to use standard (“librarian” “academic”) terminology

Must extend from skills to attitudes and behaviours

Must be easy to apply in practical situations

How we did it

Considered the existing model

Identified strengths to keep

Considered weaknesses to address

Worked independently at first

Compared notes, asked for feedback, became confused

RIN Information Handling Working Group

Vitae is the UK organisation championing the personal, professional and career development of doctoral researchers and research staff in Higher Education institutions and research institutions

Vitae: UK researcher development agency

How did that help?

RIN IHWG was looking at a new model, the Researcher Development Framework (RDF), in relation to IL

Focused on idea of a Research lens for the 7Ps

Sharing good practice outside the library community

Vitae database of practice

JORUM

RDF produced by Vitae after consultation with research community

Tool for planning, promoting & inspiring researchers to achieve excellence

Supports personal, professional and career development of researchers in HE

Describes the knowledge, skills, behaviours and personal qualities of researchers

Researcher Development Framework

Reproduced with kind permission from Vitaehttp://www.vitae.ac.uk/policy-practice/234301/Researcher-Development-Framework.html

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How we did it

IssuesIssue with Intellectual Property and what we could change

No funding to develop a good visual representation

Still needs development ( embarrassing!)

No time/ funding for us, all done in our own time, in own homes/ beds

Terminology “information” or “digital”

How many pillars?

The Launch! LILAC 2011

Positive feedback and..

Folks with opposing views

http://prezi.com/3lybv3jdc67b/challenging-the-linear-models-of-il/

Original group members and their reactions

Changing the emphasis and making people understand that

More publicity needed

Here is the model

Description

Lenses

IL landscape

Attributes, perceptions, baggage, habits

An Information Literacy Landscape

Information literate people will demonstrate an awareness of how they gather, use, manage, synthesise and create information and data in an ethical manner and will have the information skills to do so effectively.

Not only

Skills and competencies

But also

Attitudes and behaviours

SCONUL Information Literacy Definition

Ooh, this looks like a pillar! How

does it work?

Manage

Present

Evaluate

Identify

Gather

Scope

Plan

Seven Pillars: New model

Information

literate person

Identify

Scope

Plan

GatherEvaluate

Manage

Present

 

http://www.sconul.ac.uk/topics_issues/info_literacy/

Seven Pillars: Doughnut

Seven Pillars: Core 

Scope

Understands:

• What types of information are available

• The characteristics of the different types of information source available to them and how the format can affect it

• The publication process in terms of why individuals publish and the currency of information

• Issues of accessibility

•What services are available to help and how to access them

Is able to:

• “Know what you don’t know” to identify any information gaps

• Identify the types of information required to meet the need

• Identify the available search tools, such as general and subject specific resources at different levels

• Identify different formats in which information may be provided

• Demonstrate the ability to use new tools as they become available

Identify

Understands:

• That new information & data is constantly being produced and that there is always more to learn

• That being information literate involves developing a learning habit so new information is being actively sought all the time

• That ideas and opportunities are created by investigating / seeking information

• The scale of the world of published and unpublished information and data

• That new information & data is constantly being produced and that there is always more to learn

Is able to:

• Identify a lack of knowledge in a subject area

• Identify a search topic / question and define it using simple terminology

• Articulate current knowledge on a topic

•Recognise a need for information and data to achieve a specific end and define limits to the information need

• Use background information to underpin research

•Take personal responsibility for an information search

• Manage time effectively to complete a search

Information

literate person

Identify

Scope

Plan

GatherEvaluate

Manage

Present

Identify Scope Plan Gather Evaluate Manage Present

Understands: Understands: Understands: Understands: Understands: Understands: Understands:

•New information & data is constantly being produced & that there is always more to •Being information literate involves developing a learning habit so new information is being actively sought all the time•Ideas and opportunities are created by investigating / seeking information •Scale of the world of published and unpublished information and data

•What types of information are available •The characteristics of the different types of information source available to them & how they may be affected by format•The publication process in terms of why individuals publish & the currency of information•Issues of accessibility •What services are available to help & how to access them

•Range of searching techniques available•Differences between search tools•Why complex search strategies can make a difference to the breadth & depth of information found•Need to develop approaches to searching such that new tools are sought for each new question•Need to revise keywords & adapt strategies•Value of controlled vocabularies & taxonomies in searching

•How information & data is organised•How libraries provide access to resources•How digital technologies are providing collaborative tools to create & share information•Issue involved in collecting new data•Different elements of a citation•Use of abstracts•Need to keep up to date•Difference between free & paid for resources•Risks involved in operating in a virtual world•Importance of appraising& evaluating search results

•Information & data landscape or their learning / research context•Issues of quality, accuracy, relevance, bias, reputation & credibility relating to information & data sources•How information is evaluated & published, to help inform personal evaluation process•Importance of consistency in data collection•Importance of citation in their learning / research context

•Responsibility to be honest in all aspects of information handling & dissemination •Need to adopt appropriate data handling methods•Role play in helping others in information seeking & management•Need to keep systematic records•Importance of storing & sharing information/data ethically• Relevance of Freedom of Information to research activities•Need to curate and archive research data ethically •Importance of metadata •Role of professionals in advising with all aspects of info management

•Difference between summarising & synthesising•Different formats of writing / presentation styles•Data can be presented in different ways•Personal responsibility to store & share information & data•Personal responsibility to disseminate information & knowledge•How their work will be evaluated•Processes of publication•Concept of attribution•Individual can take an active part in creation of information through traditional publishing & digital technologies

Is able to: Is able to: Is able to: Is able to: Is able to: Is able to: Is able to:

•Identify a lack of knowledge in a subject area•Identify a search topic / question and define it using simple terminology•Articulate current knowledge on a topic•Recognise a need for information and data to achieve a specific end and define limits to the information need•Use background information to underpin research•Take personal responsibility for an information search •Manage time effectively to complete a search

•“Know what you don’t know” to identify any information gaps•Identify which types of information will best meet the need•Identify the available search tools, such as general and subject specific resources at different levels•Identify different formats in which information may be provided •Demonstrate the ability to use new tools as they become available

· Scope their search question clearly and in appropriate language· Define a search strategy by using appropriate keywords and concepts, defining and setting limits · Select the most appropriate search tools · Identify controlled vocabularies and taxonomies to aid in searching if appropriate· Identify appropriate search techniques to use as necessary · Identify specialist search tools appropriate to each individual information need

•Use a range of retrieval tools & resources effectively•Construct complex searches appropriate to different digital & print resources•Access full text information•Use appropriate search techniques to collect new data•Keep up to date with new information•Engage with their community to share information•Identify when the information need has not been met•Use online & print help & can find personal & expert help

•Distinguish between different information resources •Choose suitable material on their search topic•Assess the quality, accuracy, relevance, bias, reputation & credibility of the resources found•Assess the credibility of the data gathered•Read critically, identifying key concepts & arguments•Relate the information found to the original search strategy•Cortically appraise & evaluate own findings•Know when to stop

•Use bibliographic software if appropriate to manage information•Cite printed & electronic resources using suitable referencing styles•Create appropriately formatted bibliographies•Demonstrate awareness of issues relating to the rights of others including ethics, data protection, copyright, plagiarism & other intellectual property issues•Meet standards of conduct for academic integrity•Use appropriate data management software & techniques to manage data

•Use the information & data found to address original question•Summarise documents and reports verbally & in writing•Incorporate new information into context of existing knowledge•Analyse & present data appropriately•Synthesise & appraise new & complex information from different sources•Communicate effectively using appropriate writing styles in a variety of formats•Communicate effectively verbally•Select appropriate publications & dissemination outlets in which to publish•Develop a personal profile in the community using appropriate personal networks & digital technologies

Core model Research lens

Core Model Research lens

Since the launch…Welsh IL Framework

Cambridge New Curriculum

OER (open educational Resources)

Law lens….

Digital literacy lens…

• Reflect on the 7Ps research lens• How might you draw from them to facilitate researcher

development?

• Drawing on experience within your group, discuss strategies for encouraging researchers to “write” for publication.

• What do you do now? • List examples of good practice from the group - be prepared

to describe ONE of these.• What new ideas do you need to develop? What are the

gaps in what you do now?• What or who do you need to help you?

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Facilitating researcher development in IL

What next?Develop more lenses

Monitor take-up and use

Listen to feedback

Regularly update

Engage with stakeholders

One thing...Keep in touch

Ruth Stubbings

r.e.stubbings@lboro.ac.uk

Moira Bent

moira.bent@ncl.ac.uk

www.moirabent.blogspot.com

Thank you for listening

Some useful linksSCONUL Seven Pillars

http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html

An Information Literacy Framework for Wales

http://library.wales.org/uploads/media/Information_Literacy_Framework_Wales.pdf

Cambridge New Curriculum for IL

http://arcadiaproject.lib.cam.ac.uk/docs/ANCIL_final.pdf