The seven headline skills expanded
The Seven Headline Skills expanded
Sheila Webber
Pillar 1. The ability to recognise a need for information
Recognising that you have an information need, and being able to analyse that need are essential first steps to information literacy. At university, assignments and course work present an obvious “information need”. However, students may find it difficult to move beyond the wording used by a lecturer (e.g. an essay title) to identify the gap between what they already know, and what they need to know to complete the assignment. Research has shown that this becomes even more of a problem in the workplace, where business people may not see the information need within the business problem.
Pillar 2. The ability to distinguish ways in which the information ‘gap’ may be addressed
Once you have identified where the gaps in your knowledge lie, then you will need to have an awareness of the different ways in which you might meet your information needs. Information can be obtained from a wide variety of sources and channels: books, electronic journals, websites, people, organisations etc. Mastery of this Pillar involves not just knowledge of what resources are available, but also being able to identify which ones would be a “best fit” for the task in front of you.
Pillar 3. The ability to construct strategies for locating information
There is no one strategy that suits all types of information resource. Part of becoming information literate is learning that, for each new source you encounter, you need to stop and think how you can get the best out of it. The best strategy for searching Google is not exactly the same as the best strategy for using a library catalogue, or for finding relevant information within a book, or for motivating an expert to respond to your email request for information.
Pillar three therefore involves understanding that you need to learn something about how each kind of information resource works, so that you can match your information need against it, to produce effective results.
Pillar 4. The ability to locate and access information
Once you have identified the most appropriate information resources to use, and strategies to get the best out of them, then you need to have the knowledge and skills to access the information resource and extract the information. This may involve developing associated skills, such as the use of Information and Communication Technologies (ICTs) and related academic literacies such as note-taking. Someone who is proficient in this Pillar will be fluent in different kinds of search technique: for example understanding the best way to develop a search in a relevance ranked search engine, or one using Boolean logic.
You will also know that different kinds of information resource are useful at different stages of the search: for example, that abstracting services and citation searches can provide an effective way to identify key references. Building on the awareness of relevant resources developed through Pillar 3, you will feel confident about accessing and using all the resources appropriate to your information need. This Pillar does not just cover search activities. It also involves being proficient in acquiring information in any appropriate way e.g. effective web browsing, or using services such as RSS feeds to provide ongoing information on the relevant topic.
Pillar 5. The ability to compare and evaluate information obtained from different sources
Information is not necessarily neutral: different kinds of information resource, author and publisher will provide different perspectives. Which perspective is the right one for you will depend on the nature of the information need. What is important is to be able to evaluate the piece of information in front of you carefully and critically in relation to that need. To do this, you will need some knowledge about the way the media operate, and certain processes which are particularly important in the academic context, such as peer review of scholarly articles.
With some forms of information (e.g. numeric or chemical) skill and knowledge in manipulating data using specialist software may be needed in order to evaluate and compare.
6. The ability to organise, apply and communicate information to others in ways appropriate
Information is usually obtained for a purpose, and very often this purpose involves communication and sharing. In the academic context, this may involve communicating with tutors and fellow students: in the workplace and personal context it may involve managers, clients, family, or the public. The medium used will also vary, for example in writing, face to face, on the web, or via email. An information literate person will be able to communicate information Seffectively using the medium appropriate to the task.
In some contexts, for example research projects and theses, being able to organise the information for easy retrieval and communication will be important. This may involve understanding the use of bibliographic software and other personal information management tools.
In all circumstances, understanding how to use information ethically and legally is vital. Through this Pillar, you will understand the basics of intellectual property rights and law, and be able to use and cite information appropriately.
Finally, this Pillar encompasses knowing about the application of information in different situations and for different purposes: for example in problem solving and decision making.
Pillar 7. The ability to synthesise and build upon existing information, contributing to the creation of new knowledge
Someone who is adept in the seventh Pillar will be able to identify, select, compare and analyse needed information to produce a synthesis which provides a new perspective, and which may enable the creation of new knowledge. For example: you might produce a critical business report building on and analysing existing information to produce fresh insights and forecasts; you may create a website which links to and synthesises other information, but includes new content to present a unique product.
Updated February 2008 by Moira Bent Moira.Bent@ncl.ac.uk