The SCONUL Seven Pillars of Information Literacy model provides a framework for developing information literacy skills. The original 1999 model focused on skills but has since been expanded to also address attitudes and behaviors. The updated model takes the form of a "landscape" or "doughnut" shape rather than linear steps, making it more flexible and adaptable to different contexts and user groups. It also incorporates ideas from the Researcher Development Framework to emphasize information literacy for researchers.

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/comment
Questions.

3. SCONUL
Society 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 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.

5. The model allowed us to
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)

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 curriculum
IL competencies
IL profiles

9. and in Newcastle

10. The Newcastle Toolkit

11. In the UK
SCONUL 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

12. 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)

13. Collapsing pillars….
Hee, hee! I
Criticism 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 didn't cover new
concepts and developments in the
information world

14. Why us
Saw potential of original Had a different IL
model definition to test
Annoyed by criticisms Didn’t want to waste
existing achievements
Enthused by Moira
Bullied by Ruth

15. The new model: key principles
Must 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

16. 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

17. RIN Information Handling Working Group

18. Vitae: UK researcher
development agency
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

19. 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

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. Issues
Issue 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?

23. 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

24. Here is the model
Description
Lenses
IL landscape
Attributes, perceptions
, baggage, habits

25. An Information Literacy Landscape

26. SCONUL Information Literacy
Definition
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

27. Ooh, this looks
like a pillar!
How does it
work?

28. Seven Pillars: New model
I
E P d S
M r G
v e P c
a e a
a n l o
n s t
l t a p
a e h
u i n e
g n e
a f
e t r
t y
e

29. Seven Pillars: Doughnut
Identify
Present Scope
Plan
Manage
Gather
Evaluate
http://www.sconul.ac.uk/topics_issues/info_literacy/

30. Seven Pillars: Core
Identify
Scope
Understands:
• That new information & data is Understands:
constantly being produced and
that there is always more to • What types of information are
learn available
• That being information literate • The characteristics of the
involves developing a learning different types of information
habit so new information is being source available to them and how
actively sought all the time Identify the format can affect it
• That ideas and opportunities • The publication process in
are created by investigating / terms of why individuals publish
seeking information Present Scope and the currency of information
• The scale of the world of • Issues of accessibility
published and unpublished
information and data •What services are available to
help and how to access them
• That new information & data is
constantly being produced and Is able to:
that there is always more to
learn • “Know what you don’t know” to
Plan identify any information gaps
Is able to: Manage
• Identify the types of
• Identify a lack of knowledge in information required to meet the
a subject area need
• Identify a search topic /
question and define it using • Identify the available search
simple terminology tools, such as general and
subject specific resources at
• Articulate current knowledge on
Gather different levels
a topic Evaluate
• Identify different formats in
•Recognise a need for which information may be
information and data to achieve a provided
specific end and define limits to
the information need
• Demonstrate the ability to use
new tools as they become
• Use background information to
available
underpin research
•Take personal responsibility for
an information search
• Manage time effectively to
complete a search

31. Identify Scope Plan Gather Evaluate Manage Present
Understands: Understands: Understands: Understands: Understands: Understands: Understands:
•New information & data •What types of •Range of searching •How information & data •Information & data •Responsibility to be •Difference between
is 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 & synthesising
always 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 / presentation
literate involves available to them & strategies can make a technologies are accuracy, relevance, appropriate data styles
developing a learning how they may be difference to the providing collaborative bias, reputation & handling methods •Data can be presented
habit so new information affected by format breadth & depth of tools to create & share credibility relating to •Role play in helping in different ways
is being actively sought •The publication process information found information information & data others in information •Personal responsibility
all 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 & data
are created by currency of information such that new tools are •Different elements of a evaluated & published, systematic records •Personal responsibility
investigating / seeking sought for each new citation to help inform personal •Importance of storing to disseminate
•Issues of accessibility
information 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 be
published and to access them strategies •Difference between collection • Relevance of Freedom of evaluated
unpublished information
•Value of controlled free & paid for resources •Importance of citation Information to research •Processes of
and 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 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 •“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 address
area 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 & in
using simple meet the need keywords and concepts, different digital & print topic using suitable writing
terminology •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 context
knowledge 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 appropriately
information and data to
taxonomies to aid in new data •Assess the credibility of relating to the rights of •Synthesise & appraise
achieve a specific end •Identify different
searching if appropriate •Keep up to date with the data gathered others including ethics, new & complex
and define limits to the formats in which
· Identify appropriate search new information •Read critically, data protection, information from
information 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 •Communicate
information to underpin •Demonstrate the ability · Identify specialist search information •Relate the information property issues effectively using
research 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 of
responsibility for an not been met •Cortically appraise & integrity formats
information 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 verbally
to 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 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