Want an update on what is happening in the UK in relation to IL models? Then read Justine Martin’s report which highlights four UK models of Information Literacy and compares them with the ACRL’s Information Literacy Competency Standards. Martin, J. L. (2013) “Learning from Recent British Information Literacy Models: A Report to ACRL’s Information Literacy Competency Standards for Higher Education Task Force.” Mankato, US. http://mavdisk.mnsu.edu/martij2/acrl.pdf
The Sconul Seven Pillars of Information Literacy Core Model and lens are available from here.
I introduced the controversial ‘Three spheres of information literacy’ theory at LILAC in 2010 and gave my own interpretation of their relative importance as observed from my research. This year at LILAC I asked delegates who attended my talk (20) to note how they viewed the three spheres see http://www.flickr.com/photos/humpydemon/ for pics. I then asked lis-infoliteracy subscribers the same question and received 63 responses. Before I tell you the results I’ll just remind you what the ’3 spheres’ are and the theory that goes with it (bear with me it is very brief):
These spheres should be viewed as overlapping and interlocking with each becoming become more or less important depending on the context.
The underlying theory is:
Becoming information literate appears to be about an individual completing a task in a given context. This context leads to the interaction with sources (e.g., databases, e-journals, books, e-books, peer and tutors etc) and in so doing brings about the interplay of an individual’s behavioural, cognitive, metacognitive and affective states. It is this interplay which determines the level of new knowledge learnt (or produced or both) and the degree of changed behaviour (i.e., level of information literacy – the interplay of the 3 spheres: (1) Use/communicate/ produce/, (2) find/access/locate, (3)evaluate/discern) exhibited.
(1) LILAC presentation (the pilot study)
Delegates were aked to use post-it notes to show their preference (green for most important, amber for second and pink for third) and stick them on a flip chart see pictures by Ruth Stubbings (link above)
- Evaluate – most important 13, second 7 and third 1
- Use – most important 6, second 12, and third 3
- Find – most important 2, second 2 and third 17
This seems to be a clear indicator that those delegates (entirely self-seleting and unrepresentative) viewed evaluating information as the most important sphere and find the least so.
(2) Lis-infoliteracy subscribers
In all 63 list members replied (about 4% of all subscribers). Of those, a total of 61 respondents stated an order of preference. There were 6 possible permutations from which to choose, I have put the percentages by each.
- 123 – 34%
- 132- 5%
- 231 – 28%
- 213 – 25%
- 312 – 5%
- 321 – 3%
In summary 53% of respondents who stated a preference put 2 (Evaluate) first, 39% stated 1 (Find) first and 8% put 3 (Use) first.
Interestingly, of those who responded before 12 noon on Monday (about half of all respondents), a clear majority (64%) put 2 (Evaluate) first. After 12 noon Monday this declined to 40%. By Tuesday morning this decreased to 33% in favour of 1 (Find). What is all that about I wonder?
Those who participated, particularly those who felt they could not state an order, had some very interesting points to make about my ‘survey’, the relationship between the three spheres and other issues regarding IL, especially teaching.
This article was kindly writte for the IL website and infoliteracy discussion list by Geoff Walton, Senior Researcher (0.5) in the Institute for Applied Creative Thinking (I-ACT), Staffordshire University.
As Vitae have said in their press release:
“What is research about if not finding, absorbing, creating and disseminating information?”
Vitae, the Research Information Network (RIN) and the Society of College, National and University Libraries (SCONUL) have produced The informed researcher booklet and an Information literacy lens on the Vitae Researcher Development Framework.
Further information and copies of the documents are available from Vitae.
The Vitae Researcher Development Framework provides an overarching framework to support researchers in identifying the wide range of knowledge, behaviours and attributes of excellent researchers.
Lenses on the Vitae Researcher Development have been developed to focus on the knowledge, behaviours and attributes that are developed by researchers and that can be acquired through or used in various contexts such as information literacy.
Vitae have been working with RIN, SCONUL and members of the Working Group on Information-Handling to develop a lens on the Vitae Researcher Development Framework and the SCONUL Seven Pillars of Information Literacy. This lens is now available for consultation and we would welcome your feedback on this.
Each lens will be accompanied with resources and materials to support their use but we would particularly welcome comments on:
* Whether you think there are any areas of the framework that should or should not be highlighted?
* Are there areas you would prioritise above others?
* How do you think you would use the lens?
Feedback will be incorporated into the final version of the lens which will be made available later in April.
Please send your comments to Jonathan.email@example.com<mailto:Jonathan.firstname.lastname@example.org> by Friday 13 April 2012.
On behalf of SCONUL, Alsion McKenzie and Helen Howard have produced two new lens to the SCONUL Seven Pillars of Information Literacy. They are available from:
- The SCONUL Seven Pillars of Information Literacy through a Digital Literacy lens, updated January 2012
- The SCONUL Seven Pillars of Information Literacy through an Open Content lens, 2011
As always, the Working Group on Information Literacy are keen to receive feedback on the model, so please contact memebers of the group with your comments.