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Rebuilding the 7 Pillars: a new approach to an old model. USTLG may2011
 

Rebuilding the 7 Pillars: a new approach to an old model. USTLG may2011

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Presentation given to the UK Universities science and technology librarians group 9th May 2011

Presentation given to the UK Universities science and technology librarians group 9th May 2011

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  • Introductions/ welcome
  • Focus on skills ( the 7 headline skills) Could be interpreted as linear (but…) Predates concepts of media/ digital literacies “ Demolished” by some… BUT Adopted by many libraries in UK and overseas Still very valid underlying concept
  • Over last 10 years, changes in technology have affected the ways in which people interact with information. I became aware of this when I was researching for my NTF project and one of the outcomes of that project was the IL Landscape. This is a diagrammatic representation but the underlying assumption is that each individuals IL Landscape will be different. There are a wide range on influences on each person’s learning experience and this will inevitably affect their IL development. You can see that the landscape through which an individual moves is shaped by external factors as well as a range of personal attributes and perceptions. The diagram is an attempt to illustrate this complexity. It’s not meant to be comprehensive, but to act as a starting point. Key: Because everyone has a different perspective, IL teaching has to be flexible Not just talking about skills and competencies, but also attitudes, habits and behaviours, One way to think about th is is to consider the IL landscape which affects each individual in different ways and which forms the basis for how we develop our information literacy. Taking this into account, we can no longer just consider developing skills and competencies, we also have to take into account attitudes and behaviours
  •   With this in mind we have developed a definition of IL which incorporates this concept of involving attitudes and understanding as well as skills. In the 21 st century, information literacy is a key attribute for everyone, irrespective of age or experience. Information Literacy is evidenced through understanding the ways in which information and data is created and handled, learning skills in its management and use and modifying learning attitudes, habits and behaviours to appreciate the role of information literacy in learning
  • In rebuilding the 7Ps we have tried to adhere to the spirit of the original model, whilst incorporating the IL landscape concepts. Although not all individuals and groups are the same, we did feel that there are some core attributes which shape the development of IL We’ve encapsulated this in the core model. The ides is that different lenses can be applied to the core depending on the audience Let’s have a closer look…
  • Model is NOT linear or step driven – it is iterative and recognises attributes as well as skills – individuals can start their search any where and be expert on different pillars at different times IL: is dependent on an individuals IL landscape – what experience they have of the subject area and resources that support it
  • The doughnut is an attempt to illustrate this
  • Core mode l – complete but with editing
  • The Researcher Development Framework is a tool for planning, promoting and supporting the personal, professional and career development of researchers in higher education. It describes the knowledge, skills, behaviours and personal qualities of researchers and encourages them to aspire to excellence through achieving higher levels of development.
  • Research model –complete but with some editing

Rebuilding the 7 Pillars: a new approach to an old model. USTLG may2011 Rebuilding the 7 Pillars: a new approach to an old model. USTLG may2011 Presentation Transcript

  • Rebuilding the Seven Pillars: a new approach to an old model Moira Bent I think this pillar’s fallen down Hmm, yep, you’re right Ruth Moira
  • http://www.sconul.ac.uk/groups/information_literacy/sp/sp/spportbw.gif Reproduced under CCL Seven Pillars: Original model
  • Mind the Skills Gap…
    • Issues from the 2008 RIN report
    • Lack of shared vocabulary
    • Some information aspects missing from Research Councils’ generic skills list
    • Focus of central teams on role of library in information seeking – limited contribution
    • Planning linked to informal relationships, not formal collaborative structures
    • A new advocacy group formed in 2009 as a result of the RIN Mind the Skills Gap report
    • A coalition of partners representing academic, research and library/information domains eg BAILER, BL, CILIP, DCC, HEA, Info Lit Website,
    • JISC, JORUM, SCONUL, RLUK, UKCGE, UUK, Vitae
    • A collective voice and change agent raising awareness, responding to strategic issues, investigating concerns, promoting good practice
    • A champion for information and data literacy
    • In itial remit to respond to Vitae consultation on the information handling and data management content of the RDF
    RIN Information Handling Working Group
    • Responding to the Vitae consultation
    • Mapping the RDF descriptors against the SCONUL Seven Pillars Model
    • Collating examples of good practice in information related training for the Vitae Database of Practice
    • Sponsoring work on a practical guidance booklet for Vitae: the informed researcher
    • Promoting the RDF and Seven Pillars at conferences
    RIN IHWG activities
  • Collapsing pillars….
    • Definitions of IL: media literacy, data curation, information handling
    • Not a linear activity
    • More than just information seeking
    • Values expertise and understanding
    Hee, hee! I think your pillars have collapsed Geoff
  • 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
    Information Literacy Definition
  • Ooh, this looks like a pillar! How does it work?
  • Seven Pillars: New model
  •   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
  • 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
  • Right, sorted, I’m off to the pub! Eh? RDF?
    • 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 Vitae http://www.vitae.ac.uk/policy-practice/234301/Researcher-Development-Framework.html
    • Information seeking
    • Information literacy & management
    • Synthesising
    • Evaluating
    • IPR/copyright
    • Attribution/co-authorship
    • Publication
    RDF recognises importance & place of information literacy in research process RDF & IL
  • The most obvious sub-domains
    • Information seeking
      • Search and discovery
      • Assessment of sources (reliability, reputation, relevance…)
    • Information literacy management
      • Information/data longevity
      • Security and legal requirements
    • Professional conduct
      • Legal requirements: data protection, FoI
      • IPR, copyright, data ownership
    • Publication
      • Production of publishable material
      • Range and diversity of dissemination outlets
  • Seven Pillars: Research lens   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:
    • New knowledge & data is constantly being produced & there is always more to learn
    • Being information literate involves developing a learning/research habit so new information is being actively sought all the time
    • Ideas &opportunities are created by investigating/seeking information
    • Scale of the world of published & unpublished information & data
    • Different disciplines place greater emphasis on different types of information & data
    • A researchers’ need for information will vary depending on the task at hand, subject discipline & stage of research
    Is able to:
    • Identify a lack of knowledge in a subject area
    • Identify a research 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 research project
    • Manage time effectively to complete a research project
  • Identify Scope Plan Gather Evaluate Manage Present Understands: Understands: Understands: Understands: Understands: Understands: Understands:
    • New knowledge & data is constantly being produced & that there is always more to
    • Being information literate involves developing a learning / research 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
    • Different disciplines place greater emphasis
    • On different types of information & data
    • A researchers’ need for information will vary depending on task at hand, subject discipline & stage of research
    • What types of information are available
    • The characteristics of the different types of information source & how they may be affected by format
    • The processes for the dissemination of research outputs, including publication, in terms of how and why individuals make their research results known and 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
    • The need to match data collection techniques to the circumstances
    • 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
    · The information and data landscape of their discipline and how their research fits in · Issues of quality, accuracy, relevance, bias, reputation and credibility relating to information and data sources · The importance of consistency in data collection · How the outputs of research are evaluated and disseminated, including the peer review process, publication, other forms of dissemination and research assessment · The relevance of citation and bibliometrics to their research context
    • Their responsibility to be honest in all aspects of information handling & dissemination, e.g. copyright, plagiarism & intellectual property right issues
    • Need to adopt appropriate data handling methods
    • Role they play in helping others in information seeking & management
    • Need to keep systematic records
    • Importance of storing & sharing information & data ethically
    • The role of professionals, such as data managers and librarians, who can advise, assist and support with all aspects of information 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 research outputs will be peer reviewed, evaluated and disseminated
    • 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 research 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 a research project
    • Manage own time effectively to complete a research project
    • “ 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 data collection methods
    • 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 & in appropriate language
    • Define a search strategy by using appropriate keywords & concepts, defining & setting limits
    • Select the most appropriate search tools
    • Identify controlled vocabularies and taxonomies to aid in searching
    • Identify appropriate search techniques (e.g. from finding contents pages and indexes to complex data mining)
    • 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
    • Translate the search strategy to work in different resources
    • Redefine a search strategy based on previous result sets
    • Sort and manipulate results sets
    • Access full text information
    • Use appropriate search techniques to collect raw 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
    • Critically appraise & evaluate own findings
    • Know when to stop
    • Use citation metrics as an evaluative technique (e.g. citation counting, journal impact factors, h-index)
    • Edit/ peer review the work of colleagues
    • 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
    • Set & meet standards of conduct for academic integrity
    • Identify data curation opportunities to ensure that research data is ethically stored for re-use in other projects
    • U se appropriate data management software & techniques to manage data
    • Make appropriate information available as required
    • 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
    • Use open access as well as traditional publishing routes
  • RDF & IL
  • Time for a nap?
    • What are your thoughts on the revised model?
    • Can you envisage using it in your institution?
    • What other lens would you like to see developed?
      • Undergraduate
      • Secondary School
      • Further education
      • Academic staff
      • Work based
    The Seven Pillars & You
  • I bet they can’t guess what I’m doing!!