The Seven Pillars of Information Literacy: the core model

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.  

In the 21st century, information literacy is a key attribute for everyone, irrespective of age or experience.  Information Literacy is evidenced through understanding the ways in which information and data is created and handled, learning skills in its management and use and modifying learning attitudes, habits and behaviours to appreciate the role of information literacy in learning. In this context learning is understood as the constant search for meaning by the acquisition of information, reflection, engagement and active application in multiple contexts (NASPA, 2004)

Developing as an information literate person is a continuing, holistic process with often simultaneous activities or processes which can be encompassed within the Seven Pillars of Information Literacy. Within each “pillar” an individual can develop from “novice” to “expert” as they progress through their learning life, although, as the information world itself is constantly changing and developing, it is possible to move down a pillar as well as progress up it. The expectations of levels reached on each pillar may be different in different contexts and for different ages and levels of learner and is also dependent on experience and information need. Any information literacy development must therefore also be considered in the context of the broad information landscape in which an individual operates and their personal information literacy landscape (Bent, 2008).

This model defines the core skills and competencies (ability) and attitudes and behaviours (understanding) at the heart of information literacy development in higher education.  

Lenses

A series of “lenses” is being developed for different user populations to enable the model to be applied in specific situations. The lenses may extend or simplify the core higher education model, depending on the learner group to which they relate. Contributions to the lens development from professionals working with different user groups are welcomed.

 

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How to use this model

The model is conceived as a three dimensional circular “building”, founded on an information landscape which comprises the information world as it is perceived by an individual at that point in time. The picture is also  coloured by an individual’s personal information literacy landscape, in other words, their aptitude, background and experiences, which will affect how they respond to any information literacy 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.

Each pillar is further described by a series of statements relating to a set of skills/competencies and a set of attitudes/understandings. It is expected that as a person becomes more information literate they will demonstrate more of the attributes in each pillar and so move towards the top of the pillar. The names of the pillars can be used to map across to other frameworks (for example, the Researcher Development Framework (Vitae, 2010))  or to describe part of the learning process.

The core model describes a set of generic skills and understandings; for different user communities a “lens” can be developed which highlights different attributes, adds in more complex or simpler statements and uses language recognised by the specific community which it represents. In this way, it is hoped the model can be used flexibly by individuals and teachers who can adapt  it as appropriate to personal circumstances.

SCONUL Seven Pillars of Information Liter