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SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
SCONUL Seven Pillars model
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SCONUL Seven Pillars model

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A talk given to the Finnish IL network, Nov 2011

A talk given to the Finnish IL network, Nov 2011

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  • 1. The SCONUL Seven Pillars of Information Literacy Moira Bent, Newcastle University Ruth Stubbings, Loughborough University
  • 2. One thing….Two things!• One thing you like/ will use• One improvement/suggestion/commentQuestions.
  • 3. 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
  • 4. The Seven Pillars of Information SkillsIn 1999, the SCONUL Information Skills Task Force publishedInformation skills in higher education: a SCONUL position paperintroducing the Seven Pillars of Information Skills model.
  • 5. The model allowed us toFormulate ideas around the concept of information skillsDevelop frameworks to plan against when developing skillsprogrammesUse terminology to initiate discussions with academic staffMeasure progress against a national normArticulate outcomes to studentsCompare our work against common goalsLink into other professional arenas (i-skills)
  • 6. 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
  • 7. In Loughborough... Sockman by Paul Blackwell http://www.flickr.com/photos/paulblackwell27/3923436322/ Reproduced under CCL
  • 8. In Loughborough...IL framework for embedding IL curriculumIL competenciesIL profiles
  • 9. and in Newcastle
  • 10. The Newcastle Toolkit
  • 11. In the UKSCONUL WGIL survey 2009 – 7Ps used in 40 HE Libraries Uses of the 7 Pillars No of orgsUnderpins IL programme design 10Used in strategy and/or policy documents 6Library or HEI IL frameworks are based on it 5Used for learning outcomes or competencies 4Provides framework for online/VLE IL module 4Used for discussion and debate; was a starting point for developing IL 3Linked to IL quiz 1
  • 12. UK Libraries said….We have used the 7 Pillars model within our embedded IL programmes, ie, those inwhich IL is a mandatory element of an academic unit. The Pillars provide theunderpinning structure for those programmes, and are linked to learning outcomesand students’ assessment. (Russell Group University)We restructured our user education programme a couple of years ago anddeveloped 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 ofwhat IL is all about. (Russell Group University)
  • 13. Collapsing pillars…. Hee, hee! ICriticism of old Seven Pillars model: think your pillars have Emphasis on skills collapsed Perceived as linear Focused on print Inflexible, difficult to adapt Geoff By librarians for librarians 12 years old so didnt cover new concepts and developments in the information world
  • 14. Why usSaw potential of original Had a different ILmodel definition to testAnnoyed by criticisms Didn’t want to waste existing achievementsEnthused by Moira Bullied by Ruth
  • 15. The new model: key principlesMust be flexible and adaptableMust be cyclical, not step drivenAble to apply to different user populationsInitial focus had to be UK HECore model has to use standard (―librarian‖―academic‖) terminologyMust extend from skills to attitudes andbehavioursMust be easy to apply in practical situations
  • 16. How we did itConsidered the existing model Identified strengths to keep Considered weaknesses to address Worked independently at first Compared notes, asked for feedback, became confused
  • 17. RIN Information Handling Working Group
  • 18. Vitae: UK researcher development agencyVitae is the UK organisation championingthe personal, professional and careerdevelopment of doctoral researchers andresearch staff in Higher Educationinstitutions and research institutions
  • 19. How did that help?RIN IHWG was looking at a new model, theResearcher Development Framework (RDF), inrelation to ILFocused on idea of a Research lens for the 7PsSharing good practice outside the library community Vitae database of practice JORUM
  • 20. Researcher Development Framework 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 Reproduced with kind permission from Vitae http://www.vitae.ac.uk/policy-practice/234301/Researcher- Development-Framework.html 20
  • 21. How we did it
  • 22. IssuesIssue with Intellectual Property and what we could changeNo funding to develop a good visual representationStill needs development ( embarrassing!)No time/ funding for us, all done in our own time, in ownhomes/ bedsTerminology ―information‖ or ―digital‖How many pillars?
  • 23. The Launch! LILAC 2011Positive feedback and..Folks with opposing viewshttp://prezi.com/3lybv3jdc67b/challenging-the-linear-models-of-il/Original group members and their reactionsChanging the emphasis and making peopleunderstand thatMore publicity needed
  • 24. Here is the modelDescriptionLensesIL landscapeAttributes, perceptions, baggage, habits
  • 25. An Information Literacy Landscape
  • 26. SCONUL Information Literacy DefinitionInformation literate people will demonstrate an awareness ofhow they gather, use, manage, synthesise and createinformation and data in an ethical manner and will have theinformation skills to do so effectively.Not onlySkills and competenciesBut alsoAttitudes and behaviours
  • 27. Ooh, this looks like a pillar! How does it work?
  • 28. Seven Pillars: New model I E P d SM r G v e P ca e a a n l on s t l t a pa e h u i n eg n e a fe t r t y e
  • 29. Seven Pillars: Doughnut Identify Present Scope Plan Manage Gather Evaluatehttp://www.sconul.ac.uk/topics_issues/info_literacy/
  • 30. Seven Pillars: CoreIdentify ScopeUnderstands:• That new information & data is Understands:constantly being produced andthat there is always more to • What types of information arelearn available• That being information literate • The characteristics of theinvolves developing a learning different types of informationhabit so new information is being source available to them and howactively sought all the time Identify the format can affect it• That ideas and opportunities • The publication process inare created by investigating / terms of why individuals publishseeking information Present Scope and the currency of information• The scale of the world of • Issues of accessibilitypublished and unpublishedinformation and data •What services are available to help and how to access them• That new information & data isconstantly being produced and Is able to:that there is always more tolearn • “Know what you don’t know” to Plan identify any information gapsIs able to: Manage • Identify the types of• Identify a lack of knowledge in information required to meet thea subject area need• Identify a search topic /question and define it using • Identify the available searchsimple terminology tools, such as general and subject specific resources at• Articulate current knowledge on Gather different levelsa topic Evaluate • Identify different formats in•Recognise a need for which information may beinformation and data to achieve a providedspecific end and define limits tothe information need • Demonstrate the ability to use new tools as they become• Use background information to availableunderpin research•Take personal responsibility foran information search• Manage time effectively tocomplete a search
  • 31. Identify Scope Plan Gather Evaluate Manage PresentUnderstands: Understands: Understands: Understands: Understands: Understands: Understands:•New information & data •What types of •Range of searching •How information & data •Information & data •Responsibility to be •Difference betweenis constantly being information are available techniques available is organised landscape or their honest in all aspects of summarising &produced & that there is •The characteristics of •Differences between •How libraries provide learning / research information handling & synthesisingalways more to the different types of search tools access to resources context dissemination •Different formats of•Being information information source •Why complex search •How digital •Issues of quality, •Need to adopt writing / presentationliterate involves available to them & strategies can make a technologies are accuracy, relevance, appropriate data stylesdeveloping a learning how they may be difference to the providing collaborative bias, reputation & handling methods •Data can be presentedhabit so new information affected by format breadth & depth of tools to create & share credibility relating to •Role play in helping in different waysis being actively sought •The publication process information found information information & data others in information •Personal responsibilityall the time in terms of why •Need to develop •Issue involved in sources seeking & management to store & share•Ideas and opportunities individuals publish & the approaches to searching collecting new data •How information is •Need to keep information & dataare created by currency of information such that new tools are •Different elements of a evaluated & published, systematic records •Personal responsibilityinvestigating / seeking sought for each new citation to help inform personal •Importance of storing to disseminate •Issues of accessibilityinformation question •Use of abstracts evaluation process & sharing information & •What services are •Need to revise •Need to keep up to •Importance of information/data knowledge•Scale of the world of available to help & how keywords & adapt date consistency in data ethically •How their work will bepublished and to access them strategies •Difference between collection • Relevance of Freedom of evaluatedunpublished information •Value of controlled free & paid for resources •Importance of citation Information to research •Processes ofand data vocabularies & •Risks involved in in their learning / activities publication taxonomies in searching operating in a virtual research context •Need to curate and archive •Concept of attribution world research data ethically •Individual can take an •Importance of •Importance of metadata active part in creation of appraising& evaluating •Role of professionals in information through search results advising with all aspects of traditional publishing & info management digital technologiesIs able to: Is able to: Is able to: Is able to: Is able to: Is able to: Is able to:•Identify a lack of •“Know what you don’t · Scope their search •Use a range of retrieval •Distinguish between •Use bibliographic •Use the information &knowledge in a subject know” to identify any question clearly and in tools & resources different information software if appropriate data found to addressarea information gaps appropriate language effectively resources to manage information original question•Identify a search topic •Identify which types of · Define a search strategy •Construct complex •Choose suitable •Cite printed & •Summarise documents/ question and define it information will best by using appropriate searches appropriate to material on their search electronic resources and reports verbally & inusing simple meet the need keywords and concepts, different digital & print topic using suitable writingterminology •Identify the available defining and setting limits resources •Assess the quality, referencing styles •Incorporate new•Articulate current search tools, such as · Select the most •Access full text accuracy, relevance, •Create appropriately information into contextknowledge on a topic general and subject appropriate search tools information bias, reputation & formatted bibliographies of existing knowledge specific resources at · Identify controlled •Use appropriate search credibility of the •Demonstrate •Analyse & present data•Recognise a need for different levels vocabularies and techniques to collect resources found awareness of issues appropriatelyinformation and data to taxonomies to aid in new data •Assess the credibility of relating to the rights of •Synthesise & appraiseachieve a specific end •Identify different searching if appropriate •Keep up to date with the data gathered others including ethics, new & complexand define limits to the formats in which · Identify appropriate search new information •Read critically, data protection, information frominformation need information may be techniques to use as •Engage with their identifying key concepts copyright, plagiarism & different sources•Use background provided necessary community to share & arguments other intellectual •Communicateinformation to underpin •Demonstrate the ability · Identify specialist search information •Relate the information property issues effectively usingresearch to use new tools as they tools appropriate to each •Identify when the found to the original •Meet standards of appropriate writing•Take personal become available individual information need information need has search strategy conduct for academic styles in a variety ofresponsibility for an not been met •Cortically appraise & integrity formatsinformation search •Use online & print help evaluate own findings •Use appropriate data •Communicate•Manage time effectively & can find personal & •Know when to stop management software & effectively verballyto complete a search expert help techniques to manage •Select appropriate data publications & dissemination outlets in which to publish •Develop a personal profile in the community using appropriate personal networks &
  • 32. Core model Research lens
  • 33. Core Model Research lens
  • 34. Since the launch… Welsh IL Framework Cambridge New Curriculum OER (open educational Resources) Law lens…. Digital literacy lens…
  • 35. Facilitating researcher development in IL• 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? 35
  • 36. What next? Develop more lenses Monitor take-up and use Listen to feedback Regularly update Engage with stakeholders
  • 37. One thing... Keep in touch Ruth Stubbings r.e.stubbings@lboro.ac.uk Moira Bent moira.bent@ncl.ac.uk www.moirabent.blogspot.com
  • 38. Thank you for listening
  • 39. Some useful links SCONUL Seven Pillarshttp://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html An Information Literacy Framework for Waleshttp://library.wales.org/uploads/media/Information_Literacy_Framework_Wales.pdf Cambridge New Curriculum for ILhttp://arcadiaproject.lib.cam.ac.uk/docs/ANCIL_final.pdf

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