SCONUL Seven Pillars model

A talk given to the Finnish IL network, Nov 2011

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. 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

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. a nd 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…. W e 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. 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

14. 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

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 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

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. 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 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. 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

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

28. Information Literacy Landscape Manage Present Evaluate Identify Gather Scope Plan Seven Pillars: New model

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

30. 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 literacy landscape Information literate person Identify Scope Plan Gather Evaluate Manage Present

31. 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

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. 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 Facilitating researcher development in IL

36. What next? Develop more lenses Monitor take-up and use Listen to feedback Regularly update Engage with stakeholders

37. O ne thing... Keep in touch Ruth Stubbings [email protected] Moira Bent [email protected] 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