2.2. Overview of Related Theoretical Models
2.2.2 Seven Pillars of Information Literacy Model (SCONUL, 1999)
31
The sixth and final stage in the Big 6 model is evaluation. According to Eisenberg (2005d:22- 23), the Big 6 approach perceives information problem-solving as not being a linear process.
Students often move from one step to another while working on an assignment. Evaluation can be either at the end of the assignment (summative evaluation) or during the process of problem- solving (formative evaluation). It can also include judging the effectiveness of the product in meeting the goal of the process and the efficiency of the process in terms of how well it flowed.
In efficiency the students are able to identify their strengths and weaknesses at any given step, leading to confidence and pride as they perceive being in control of the process (Jansen, 2005e:24).
The University of Denver, The Kentucky virtual library and the University of Washington are among institutions of higher learning that have applied the Big 6 model as a basis for information literacy tutorials in their institutions. The Big 6 model is used in curricula across disciplines to instil problem-solving and knowledge-learning skills, thereby developing information literacy competencies among the students. According to Eisenberg (2013), this model has proved to be successful in educational institutions worldwide. Moreover, King’ori et al. (2012) found the Big 6 model as offering essential life skills that are applicable and transferable to many disciplines and at various levels, including undergraduate students, despite the fact that it was originally designed for elementary school students. However, the Big 6 was not adopted as the underpinning model for this study because of its focus on problem-solving aspects of information use.
32
new and old information and data to create new knowledge and disseminating it in a variety of ways (SCONUL, 2011).
The model, revised in 2011, aims at defining information literacy skills and has been adopted by librarians and teachers the world over as a guide for training learners in information skills in higher education (Bent & Stubbings, 2011). While maintaining the basic principles of the original (1999) model, the revised model incorporates new terminologies and new understandings of what the IL concept means. To relate well with various groups of people at their levels, the revised model presents a core model, describes a set of generic skills and understandings expected at each of the seven pillars for anyone to become information literate, then offers a series of “lenses” through which different learners can apply it.
The Seven Pillars are conceived as a three-dimensional circle, demonstrating that becoming information literate is not a linear process, but rather cyclical or interactive (SCONUL, 2011;
Welsh Information Literacy Project, 2011). According to SCONUL (2011), the individual’s aptitude, background and experiences affect how they respond to an information literacy development; and that within each ‘Pillar’ an individual can progress up or move down. The more information literate a person becomes the more attributes in a given Pillar are demonstrated, as shown in Figure 2.2.
Figure 2.2: Seven Pillars of Information Literacy (Source: SCONUL, 2011)
33
SCONUL (2011) notes that a person can grow in more than one attribute represented by the pillars at the same time. Each pillar represents specific skill levels, attributes and understandings that serve as benchmarks for an information literate person. The more a person demonstrates the IL attributes in more pillars the more information literate the person is. The core model describes generic skills and understandings, but different user groups would each have unique skill descriptions that reflect expectations of the group that they represent.
According to Webber (2008), individual attributes could be expanded to apply to specific situations for students and workers as well.
The first Pillar presumes knowledge of one’s information need and recognizes the ability to analyse the need as a critical first steps towards becoming information literate. This Pillar stands for developing a learning habit, making one a constant seeker of new information and one who understands the various forms of information on a global scale. It includes brainstorming of the information already known. Webber (2008) found this stage challenging, with students unable to identify the gap between what they know and what they need to know to accomplish an assignment; and a worker in a business setting who is unable to see an information need by him/herself. Mastery of the second pillar involves knowledge of available resources in different formats that would best address the task at hand and how best to use them to meet the identified information need in the preceding step.
SCONUL (2011) describes the third Pillar as where the information seeker demonstrates the ability to identify where specific information may be found in the various sources identified in the second Pillar. This includes understanding how different information sources work and identifying key words and framing simple questions to assist in obtaining the needed information. The fourth Pillar involves skills for accessing the information found in the various formats, including the ability to construct effective search strategies and use questions formulated in Pillar three. The information gathered in the fourth Pillar is evaluated against the information need identified in the first Pillar. The gathered information is organized for ease of retrieval and communication in the sixth Pillar. Webber (2008) observed that this involves ability to organize and apply information appropriately. It includes understanding ethical and legal aspects of information use and applying the information in different situations and for different purposes. In the seventh Pillar, information found is recorded, analyzed and used to
34
address the original problem or issue and may create a basis for new knowledge. In this Pillar the information gathered is effectively communicated verbally or in writing.
The Welsh Information Literacy Project (2011) adopted the Seven Pillars in developing their IL framework, where IL learning objectives at each educational level were easily aligned with the attributes of the SCONUL framework because of its sequential continuum. A study into the use of the seven pillars model by SCONUL institutions carried out in 2008-2009 found over 77%
of those sampled used the Seven Pillars model for a variety of purposes and in different contexts (Gallacher, 2009:5). The basis for IL programme design was the leading use of the SCONUL model, followed by the model’s use in strategy or policy documents. Other uses and contexts included providing the basis for library IL frameworks, evaluating learning outcomes and providing framework for online IL modules.
McKinney, Jones and Turkington (2011) applied the seven pillars model in their discussion of the findings in their study of information literacy competence through inquiry with first-year psychology students at the University of Sheffield. The seven pillars were used as lenses that enabled evaluation of the students’ IL level of competence, where the study established that students preferred Google Scholar over Web of Knowledge as their preferred source of information.