Information Literacy Faculty Guide

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Seven Pillars Model

The Seven Pillars Model is conceived as a 3D circular structure founded on an information landscape which looks at the information world as perceived by an individual at a given point in time. The model also represents an individual’s personal information literacy landscape, their aptitude, background and experiences, all of which will affect how they respond to any information literacy skill development.

The circular nature of the model demonstrates that becoming information literate is not a linear process; a person can be developing within several pillars simultaneously and independently, although in practice they are often closely linked.

PILLAR 1: IDENTIFY  -  Can identify a personal need for information

Understands:

• that new information and 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• the scale of the world of published and unpublished information and data

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
• recognize a need for information and data to achieve a specific end and define limits to the information need
• use background information to underpin the search
• take personal responsibility for an information search
• manage time effectively to complete a search

PILLAR 2: SCOPE - Can assess current knowledge and identify gaps

Understands:

• what types of information are available
• the characteristics of the different types of information source available to them and how they may be affected by the format (digital, print)
• 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 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

PILLAR 3: PLAN - Can construct strategies for locating information and data

Understands:

• the range of searching techniques available for finding information
• the differences between search tools, recognizing advantages, and limitations
• why complex search strategies can make a difference to the breadth and depth of information found
• the need to develop approaches to searching such that new tools are sought for each new question (not relying always on most familiar resources)
• the need to revise keywords and adapt search strategies according to the resources available and/or results found
• the value of controlled vocabularies and taxonomies in searching

Is able to:

• 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

PILLAR 4: GATHER Can locate and access the information and data they need

Understands:

• how information and data is organized, digitally and in print sources
• how libraries provide access to resources
• how digital technologies are providing collaborative tools to create and share information
• the issues involved in collecting new data
• the different elements of a citation and how this describes an information resource
• the use of abstracts
• the need to keep up to date with new information
• the difference between free and paid for resources
• the risks involved in operating in a virtual world
• the importance of appraising and evaluating search results

Is able to:

• use a range of retrieval tools and resources effectively
• construct complex searches appropriate to different digital and print resources
• access full text information, both print and digital, read and download online material and data
• use appropriate 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 and printed help and can find personal, expert help

PILLAR 5: EVALUATE - Can review the research process and compare and evaluate information and data

Understands:

• the information and data landscape of their learning/research context Issues of quality, accuracy, relevance, bias, reputation and credibility relating to information and data sources
• how information is evaluated and published, to help inform personal evaluation process
• the importance of consistency in data collection
• the importance of citation in their learning/research context

Is able to:

• distinguish between different information resources and the information they provide
• choose suitable material on their search topic, using appropriate criteria
• assess the quality, accuracy, relevance, bias, reputation and credibility of the information resources found Assess the credibility of the data gathered
• read critically, identifying key points and arguments
• relate the information found to the original search strategy Critically appraise and evaluate their own findings and those of others
• know when to stop

PILLAR 6: MANAGE - Can organize information professionally and ethically

Understands:

• their responsibility to be honest in all aspects of information handling and dissemination (e.g. copyright, plagiarism and intellectual property issues)
• the need to adopt appropriate data handling methods
• the role they play in helping others in information seeking and management
• the need to keep systematic records
• the importance of storing and sharing information and data ethically
• the role of professionals, such as librarians and data managers, who can advise, assist and support with all aspects of information management

Is able to:

• use bibliographical software if appropriate to manage information
• cite printed and electronic sources using suitable referencing styles
• create appropriately formatted bibliographies
• demonstrate awareness of issues relating to the rights of others including ethics, data protection, copyright, plagiarism and any other intellectual property issues
• meet standards of conduct for academic integrity Use appropriate data management software and techniques to manage data

PILLAR 7: PRESENT - Can apply the knowledge gained: presenting the results of their research, synthesizing new and old information and data to create new knowledge and disseminating it in a variety of ways

Understands:

• The difference between summarizing and synthesizing
• That different forms of writing/ presentation style can be used to present information to different communities
• That data can be presented in different ways
• Their personal responsibility to store and share information and data
• Their personal responsibility to disseminate information & knowledge
• How their work will be evaluated The processes of publication
• The concept of attribution
• That individuals can take an active part in the creation of information through traditional publishing and digital technologies (e.g. blogs, wikis)

Is able to:

• use the information and data found to address the original question
• summarize documents and reports verbally and in writing Incorporate new information into the context of existing knowledge
• analyze and present data appropriately
• synthesize and appraise new and complex information from different sources
• communicate effectively using appropriate writing styles in a variety of formats
• communicate effectively verbally
• select appropriate publications and dissemination outlets in which to publish if appropriate
• develop a personal profile in the community using appropriate personal networks and digital technologies (e.g. discussion lists, social networking sites, blogs, etc.)