To encourage good information literacy, help learners: 1. Fully understand their tasks and topics by gathering background information from sources like the university library catalog, news sources, and online databases. 2. Identify appropriate resources for their tasks, such as scholarly resources from the library, respected websites, and subject-specific search tools. 3. Develop effective search skills to locate relevant information using techniques like keywords, abstracts, and advanced searching, while recognizing the limitations of some sources.

1.  To encourage good information literacy, help learners to:
De ne the task
and understand the topic
Help learners to fully understand their essay
question/assignment/project/groupwork task.
Make sure they know where to go to gather background information
to help them understand the topic.
Adapted from the SCONUL Seven Pillars Model of Information Literacy Version 3.0

2.  To encourage good information literacy, help learners to:
De ne the task
Identify appropriate
and understand the topic
resources
Help learners to seek different ways of addressing the gaps
Help learners to fully understand their essay
in their knowledge.
question/assignment/project/groupwork task.
Get learners to use a range of good quality resources to find out information
Make sure they know articles,to go to gather background information
(e.g. books, journal where databases, websites). Prompt them
to choose the most appropriateunderstandfor their task or assignment,
to help them resources the topic.
and discuss their choices with them.
Adapted from the SCONUL Seven Pillars Model of Information Literacy Version 3.0

3. Rating:
De ne the task and understand the topic
Help learners to:
Define their task in their own words, and Gather background information to gain
check that they know what information understanding of their topic, such as:
they need to find out to complete the task
material sourced via University
Search for background information to library catalogue
help them understand their task/topic
news sources (print or online)
Understand the need for accurate and
relevant information government information
quality online sources – e.g.
Recognise and avoid the problems of
e-journals, e-books
‘information overload’ e.g. when using
search engines other forms of media – e.g. blogs,
podcasts, audio, video sources
Understand how their information search
might change as they discover more academic papers/research
material, e.g. an information source might dictionaries/encyclopedias
lead them to a new area of research
directories – people/organisations
Adapted from Information Skills Benchmarks (Peter Godwin, LIS) http://viewpoints.ulster.ac.uk Version 3.0
Based on the SCONUL Seven Pillars Model of Information Literacy

4. Rating:
Identify appropriate resources
De ne the task and understand the topic
Help learners to:
Define theirdifferenttheir own information
Recognise task in types of words, and Realisebackground of using both print
Gather importance information to gain
check that and which ones are valid:
resources they know what information and online resources for an assignment
understanding of their topic, such as:
they need to find out to complete the task
scholarly/quality resources
material sourced via University
available from the library
Search for background information to Identifylibrary catalogue
appropriate resources by
help them understand their task/topic as
other respected resources, such providing them with a subject-specific
news sources (print or online)
news websites (e.g. BBC News)
Understand the need for accurate and information skills session with
relevant information government information
library staff - organise this with the
Understand characteristics of information subjectquality online sources – e.g.
librarian
Recognise and avoid the problems of
sources: e-journals, e-books
‘information overload’ e.g. when using
search engines information sources
primary Choose appropriate subject–resources
other forms of media e.g. blogs,
podcasts, audio, video sources
secondary information sources
Understand how their information search for their assignment/project
might change as they discover more academic papers/research
print sources
material, e.g. an information source might dictionaries/encyclopedias
lead them to asources of research
online new area
directories – people/organisations
journal literature
Adapted from Information Skills Benchmarks (Peter Godwin, LIS) http://viewpoints.ulster.ac.uk Version 3.0
Based on the SCONUL Seven Pillars Model of Information Literacy

5.  To encourage good information literacy, help learners to:
De ne the task
Identify appropriate
Search e ectively
and understand the topic
resources
Help learners to understand how to get the most out of eachgaps
Help learners to seek different ways of addressing the individual
Help learners to fully understand their essay
information resource.
in their knowledge.
question/assignment/project/groupwork task.
Get learners to learners are aware ofquality resources to find out information
Find out if use a range of good available search tools (e.g. library
Make sure they know articles,to go to gather background information
catalogues, journal where databases, understand which them
(e.g. books, online search facilities), andwebsites). Prompt ones
arechoose the most appropriateunderstandfor theirall possible locations
to best for their purposes. Make sure theythe topic. or assignment,
to help them resources know task
that they can visit to choices with them.
and discuss their discover information.
Adapted from the SCONUL Seven Pillars Model of Information Literacy Version 3.0

6.  To encourage good information literacy, help learners to:
Findne the task
De and extract
Identify appropriate
Search e ectively
information
and understand the topic
resources
Help learners to understand how to get the most out of eachgaps
Help learners to seek different ways of addressing the individual
Help learners to develop the right skills to do their research and find
Help learners to fully understand their essay
information resource.
in their knowledge.
the necessary information.
question/assignment/project/groupwork task.
Get learners to learners are aware ofquality resources to find out information
Find out if use a range of good available search tools (e.g. library
Make sure your learners are familiar with a variety of search techniques to
Make sure they know articles,to go to gather background information
catalogues, journal where databases, understand which them
(e.g. books, online search facilities), andwebsites). Prompt ones
find and extract information. Direct them towards the library’s
arechoose the most appropriateunderstandfor theirall possible locations
to best for their purposes. Make sure theythe topic. or assignment,
to help them resources know task
online facilities where they can get more information about searching.
that they can visit to choices with them.
and discuss their discover information.
Adapted from the SCONUL Seven Pillars Model of Information Literacy Version 3.0

7. Rating:
Search e ectively
Identify appropriate resources
De ne the task and understand the topic
Help learners to:
Define theirdifferenttheir the right search
Recognise types of information
Understand task in pick own words, and
how to
Realisebackground of using both print
Gather importance information to gain
Locate the library website, and
check thattheir which ones are valid:
resources and know what information
tool(s) for theyneeds: and online resources for an assignment
understanding of it links to a variety of
recognise that their topic, such as:
they need to find out to complete the task
scholarly/quality resources information sources, both internal
material sourced via University
the libraryfrom the library
available catalogue
Search for background information to and external
Identifylibrary catalogue
appropriate resources by
help them understand their task/topic as
other respected resources, such providing them with a subject-specific
search engines news sources (print or online)
news websites (e.g. BBC News)
Understand the need for accurate and information skills session with library
Search using keywords in the
online databases
relevant information library staff - onlineinformation
catalogue, organise this with the and
government search engines
databases
Understand characteristics of information
e-journals/e-books subjectquality online sources – e.g.
librarian
Recognise and avoid the problems of
sources: e-journals, e-books
Use abstracts/indexes to find
‘information overload’ e.g. whenfacilities -
specific scholarly search using
information, as well as full text online
search engines information sources
primary
e.g. Google Scholar Choose appropriate subject–resources
other forms of media e.g. blogs,
or print sources of information
podcasts, audio, video sources
blog search directories sources
secondary information – e.g.
Understand how their information search for their assignment/project
might change as they discover more
Technorati, BlogScholar Be aware that standard search
academic papers/research
print sources engines (e.g. Google, Yahoo) might
material, e.g. an information source might dictionaries/encyclopedias
online groups (e.g. Google Groups)
lead them to asources of research
online new area not return the most relevant
and forums information, and may provide
directories – people/organisations
journal literature dubious or less relevant results
Adapted from Information Skills Benchmarks (Peter Godwin, LIS) http://viewpoints.ulster.ac.uk Version 3.0
Based on the SCONUL Seven Pillars Model of Information Literacy

8. Rating:
Find and ectively
Search e extract information
Identify appropriate resources
De ne the task and understand the topic
Help learners to:
Define theirdifferenttheir the right search
Recognise types of information
Use the library catalogue to search for
Understand task in pick own words, and
Realisebackground of using both print
Gather importance information to gain
Limit searches to certain parameters
resources and orto what are valid:
how
check thattheir which onesavailable at the and onlineor format) website, such as:
Locate the library and
(e.g. date resources forto a assignment
understanding of it links an variety of
specific books know
tool(s) for
journals information
theyneeds: recognise that their topic,
University
they need to find out to complete the task information sources, both internal
scholarly/quality resources
material sourced via University
the libraryfrom the library
available catalogue
Search for background information to Use appropriate online search facilities
and external
Understand loan periods and entitlements Identifylibrary catalogue to find material
appropriate resources by
(e.g. PINAKES, BUBL)
help them understand their task/topic as
other respected resources, such providing them with a subject-specific
search engines news sources (print or online)
news websites (e.g. BBC News)
Understand the need for accurate and information skills session with library
Search using keywords in the
Understand how print materials are
online databases
relevant information library staff - onlineinformation
Accessgovernment online articles/ and
catalogue, organise this with the
a range of search engines
databases
Understand characteristicslibrary
organised/classified in the of information
e-journals/e-books
databases/e-journals to find necessary
subjectquality online sources – e.g.
librarian
Recognise and avoid the problems of
sources: material
e-journals, e-books
Use abstracts/indexes to find
‘information overload’ e.g. whenfacilities -
Use thespecific scholarly search using
inter-campus loan service, or information, as well as full text online
search engines informationinter-library loans
browse e.g. Google Scholarsources
primary
other libraries for Choose appropriate subject–resources
Saveprint sources of media e.g. blogs,
other forms of
or and re-use online searches
information
podcasts, audio, video sources
blog search directories sources
secondary information – e.g.
Understand how their information search for their assignment/project
might changepractice discover more Be aware that standard search
academic papers/research
print as they
Develop andsources advanced search
Technorati, BlogScholar
engines (e.g. Google, Yahoo) might
material, e.g. an information source might
techniques (such as Boolean searching) dictionaries/encyclopedias
online groups (e.g. Google Groups) not return the most relevant
via a library asources of research
online new area
lead them toinformation skills section
information, and may provide
and forums directories – people/organisations
journal literature dubious or less relevant results
Adapted from Information Skills Benchmarks (Peter Godwin, LIS) http://viewpoints.ulster.ac.uk Version 3.0
Based on the SCONUL Seven Pillars Model of Information Literacy

9.  To encourage good information literacy, help learners to:
Compareappropriate
Identify and task
Findne the analyse
De and extract
Search e ectively
information
and understand the topic
resources
Help learners to understand how to get the most out of eachgaps
Help learners to seek different ways of addressing the individual
Help learners to compareinformationskills to do their essay
Help learners to develop theevaluate information from different and find
and right resource. their research sources.
Help learners to fully understand
in their knowledge.
the necessary information.
question/assignment/project/groupwork task.
Ask learners to critique different extracts and evaluate which pieces of information
Getare relevant to their range Make sureavailableunderstandfindkey academic
learners to learners are aware ofquality resources to all (e.g. information
Find out if use a study. of good learners search tools out library
Make sure your learners are familiar with a variety of search techniques to
processes,sure they know articles, databases, websites). learners ones
Make books, online search facilities),Also ensure that Prompt them
(e.g. such asjournal where journals. gather background information
catalogues, peer review of to go to and understand which understand
find and extract information. Direct them towards the library’s
to whichfor their purposes. Make sure theythe topic. possible locations
best resourcestoappropriateunderstandfor theirall or assignment,
help them resources know task
arechoose the mostmight be considered ‘unscholarly’ or might be biased.
online facilities where they can get more information about searching.
that they can visit to choices with them.
and discuss their discover information.
Adapted from the SCONUL Seven Pillars Model of Information Literacy Version 3.0

10.  To encourage good information literacy, help learners to:
Compareappropriate
Identify and task
Organisethe analyse
Findne and share
De and extract
Search e ectively
information
and understand the topic
information ethically
resources
Help learners to understand how to get the most out of eachgaps
Help learners to seek different ways of addressing the individual
Help learners to compare and important ethical and legal issues around
Help learners to understandtheir knowledge. their essay
Help learners to develop theevaluate information from different and find
right skills to do their research sources.
Help learners to fully understand
information resource.
in
the necessary information.
using published material.
question/assignment/project/groupwork task.
Ask learners to critique different extracts and evaluate which pieces of information
Getare relevantyour learners have clear ofquality resources to findkey academic
learners to to their range Make sureavailableunderstand as copyright and
Find out if learners are aware guidelines on issues such all (e.g. information
Make sure use a
study. of good learners search tools out library
Make sure your learners are familiar with plagiarists. of search techniques to
a variety They
plagiarism,surerealise know articles, databases, websites). should beonesto cite
and they the penalties imposed on and understand which them
catalogues, peer review of to go to Prompt able
Make such asjournal where journals. gather background information
processes, books, online search facilities),Also ensure that learners understand
(e.g.
and reference published material correctly Direct them towards the library’s
find and extract information. in written work. They should also understand
to whichfor their purposes. Make sure theythe topic. possible locations
best resourcestoappropriateunderstandfor theirall or assignment,
help them resources know task
arechoose the mostmight be considered ‘unscholarly’ or might be biased.
online facilities where keeping accurate records of information sources.
the importance of they can get more information about searching.
that they can visit to choices with them.
and discuss their discover information.
Adapted from the SCONUL Seven Pillars Model of Information Literacy Version 3.0

11. Rating:
Compare ectively
Find and and analyse information
Search e extract information
Identify appropriate resources
De ne the task and understand the topic
Help learners to:
Define theirdifferenttheir the right search
Recognise types of information
Use the library catalogue to search for
Understand task in pick own words, and
Realisebackground of using both print
Gather importance information to gain
Limit searches to certain parameters
Locate the library website, and
resources and orto what are valid:
how
check thattheir which onesavailable at the
specific books know journals that they and onlineor how to read critically, select
(e.g. date resources forto a assignment
understanding of it links an variety of
Understand that their topic, such as:
Recognise theyneeds:
tool(s) for how informationinformation recognise format)
University
they need to find a particular bias the task
gather can have out to complete the relevant information and internal
information sources, both summarise it
scholarly/quality resources
the libraryfrom the library
available catalogue in and external sourced via University
their material
own words
Use appropriate online search facilities
Search for background information to Identifylibrary catalogue to find material
appropriate resources by
Understand loan periods and entitlements
help them understand their task/topic as (e.g. PINAKES, BUBL)
other respected resources, such
search engines providing them with a subject-specific
news sources (print or online)
Select and the need (e.g. BBC News)
news websites wide range and
Understandevaluate afor accurate of information skills session with library
Search using keywords in the
Analyse and interpret information for use
materials on how print materials are
Understand adatabases consider
online topic and Accessgovernment online articles/ and
catalogue, organise this with the
online search engines
a range of information
library staffof different contexts, such as
relevant information a range -
in databases
whethere-journals/e-books library
organised/classified in the of information
Understand characteristicscurrent
the information is databases/e-journals to find necessary
subjectquality online sources – e.g.
essays,librarian
assignments or projects
Recognise and avoid the problems of
sources: material
e-journals, e-books
Use abstracts/indexes to find
‘information overload’ e.g. whenfacilities -
Use thespecific scholarly search using
inter-campus loan service, or information, as well as full text online
search engines informationinter-library loans
browse e.g. Google Scholarsources
primary
other libraries for Choose appropriate subject–resources
Saveprint sources of media e.g. blogs,
other forms of
or and re-use online searches
information
podcasts, audio, video sources
Understand howby note-making/ search
Extract material their information
blog search directories sources
secondary information – e.g. for their assignment/project
might changeonline sources more
printing from as they discover
Develop andsources advanced search
print practice
Technorati, BlogScholar Be aware that standard search
academic papers/research
material, in mind information source might
(bearing e.g. an copyright restrictions)
techniques (such as Boolean searching) engines (e.g. Google, Yahoo) might
dictionaries/encyclopedias
online groups (e.g. Google Groups) not return the most relevant
via a library asources of research
online new area
lead them toinformation skills section
information, and may provide
and forums directories – people/organisations
journal literature dubious or less relevant results
Adapted from Information Skills Benchmarks (Peter Godwin, LIS) http://viewpoints.ulster.ac.uk Version 3.0
Based on the SCONUL Seven Pillars Model of Information Literacy

12. Rating:
Organiseappropriateunderstand ethically
Compare ectively
Find and and analyse information
Search e extract information
Identify and share resources
De ne the task and information the topic
Help learners to:
Define theirdifferenttheir the right search
Recognise
Use the library catalogue to information
types of words,
Understand task in pick ownsearch for
Understand a relevant referencing and
how to
Realisebackground of using both print
Gather importance information to gain
Limit searches to certain parameters
Know how to library website,software
Locate the use University and
check thattheir which onesavailable at the
systemfor and or journals are valid:
resources they know what information
specific(e.g. Harvard)
books information is required
Recognise howneeds: whichthat they
tool(s)
and onlineor how toonline critically, select
(e.g. date resources forto a assignment
understanding of it links an variety of
recognise format) topic, such as:
Refworks) their
Understand thator read reference
University
they need to find a particular bias the task
for their scholarly/quality complete
gather can have out to resources
course the relevant information manage
builders (e.g. Zotero) toboth internal
information sources, and summarise it
the libraryfrom the library
available catalogue in and external sourced via University
their material
references ifwords
own necessary
Use appropriate online search facilities
Search for background information to Identifylibrary catalogue to find material
appropriate resources by
Know how toloan periods and entitlements
Understand reference all types of (e.g. PINAKES, BUBL)
help them understand their task/topic as providing them with a subject-specific
search engines resources, such
other respected
information sources Understand and access copyright,
news sources (print or online)
Select and the need (e.g. BBC News)
news websites wide range and Search using keywords in the library
informationand IPR rules and sanctions
Understandevaluate afor accurate of plagiarism skills session with
Analyse and interpret information for use
materials onreference materials are
Understand how print consider
online databases AccessgovernmentUniversity the and
catalogue, organise thisarticles/
a - online search engines
library staffof their online with such as
that rangerange of information
relevant information and
Understand a topic types, e.g. a apply to
in databases different contexts,
Understand characteristicslibrary
organised/classified in the
book/journal/website, or is current
whethere-journals/e-books of referencing
the information legal information databases/e-journals to find necessary
subjectquality online sources – e.g.
essays,librarian
assignments or projects
Recognise and avoid the problems of
sources: material
Understand academics’ usefindonline
‘information overload’ e.g. whenfacilities - Use abstracts/indexes to of
e-journals, e-books
Use thespecific scholarly search using
Cite printed/online sources service, or
inter-campus loan in a plagiarism software (e.g. full text online
information, as well as Turnitin)
search engines informationinter-library loans
browse e.g. Google Scholarsources
primary
other libraries for Choose appropriate subject–resources
Saveprint sources of media e.g. blogs,
other forms of
or and re-use online searches
information
reference list and in-text podcasts, audio, video sources
Understand howby note-making/ search
Extract material their information
blog search directories sources
secondary information – e.g. for their assignment/project
Understand how to keep records of
might changeonline sources research
printing from as they of their
Create a andsources discover more
Develop bibliography advanced search
print practice
Technorati, BlogScholar resources that have been search e.g.
Be aware that standard used -
academic papers/research
material in mind copyright restrictions)
(bearing e.g. different types of sources
material,usingan information source might
techniques (such as Boolean searching) engines (e.g. Google, Yahoo) might
resources from databases
dictionaries/encyclopedias
(e.g. books, journals, (e.g. Google Groups)
online groups not return the most relevant
via a library asourcesweb pages, blogs,
online new area of research
lead them toinformation skills section
information, and may provide
and forums directories – people/organisations
academic papers etc.)
journal literature dubious or less relevant results
Adapted from Information Skills Benchmarks (Peter Godwin, LIS) http://viewpoints.ulster.ac.uk Version 3.0
Based on the SCONUL Seven Pillars Model of Information Literacy

13.  To encourage good information literacy, help learners to:
Compareappropriate
Identify and task
Interpret the analyse
Findne and share
De and extract
Organiseinformation
Search enewthe topic
ectively
information
and understand content
and create ethically
information
resources
Help learners to understand how to get the most out of eachgaps
Help learners to seek different ways of addressing the individual
Help learners to compare and important ethical andhave extracted and
Help learners to understand evaluate information from different and find
Help learners to interpretinto the knowledge. they legal issues around
Help learners to develop all right skills to do their research sources.
the information
Help learners their understand their essay
fully
information resource.
produce a synthesis that presents theirmaterial.
the necessary information.
using published own perspective and findings.
question/assignment/project/groupwork task.
Ask learners to critique different extracts and evaluate which pieces of information
Getare relevantyour learners have clear ofquality resources to findkey academic
learners to to their range Make sureavailableunderstand as copyright and
Find out if learners are aware guidelines on issues such all (e.g. information
Make sure use a
study. of good learners search tools out library
Make learnersrealise the penalties imposed on plagiarists.to reflect onbe abletheyto
plagiarism,sure they know articles, databases, have of searchinformationcite
Ask sure your learners are familiar with a variety They should what to
techniques
and to online activity in which they websites). Prompt ones
do an
Make such as peer review of journals. gather background
where to go to and understand which understand
processes, books, journalsearch facilities),Also ensure that learners them in
(e.g.
catalogues,
and reference published material correctly Direct them towards the library’s
find and extract information. in written work. They should also understand
have learned, analyse and incorporate information they have gained
to whichfor their purposes. Make sure theythe topic. possible locations
best resourcestoappropriateunderstandfor theirall or assignment,
help them resources know task
arechoose the mostmight be considered ‘unscholarly’ or might be biased.
online facilities where keeping accurate records of information sources.
the importance of they cancreate new written content. searching.
their research and get more information about
that they can visit to choices with them.
and discuss their discover information.
Adapted from the SCONUL Seven Pillars Model of Information Literacy Version 3.0

15. Rating:
Organiseappropriateunderstand ethically
Interpret ectively
Compare and analyse information
Find and information and create
Search e extract information
Identify and share resources new content
De ne the task and information the topic
Help learners to:
Think theirdifferenttheir the right search
Recognise
Use the library catalogue to information
types of words,
Definecriticallyrelevant referencing for
Understand task in pick ownsearch and
Understand a about what they have
how to
Realisebackground of faced duringgain
Gather on challenges using both print
Reflect importance information to their
Limit searches to certain parameters
Know how to library website,software
Locate the use University and
check thattheir whichinformation they the
read and synthesise onesavailable at
systemfor and or journals are valid:
resources they know what information
specific(e.g. Harvard)
books information is required
Recognise howneeds: whichthat
tool(s)
and onlineor how toonline critically, select
(e.g. date resources forto a assignment
understanding of it links an variety of
study/research their topic, such as:
recognise format)
Understand thator read reference
Refworks)
University
they need to find a particular bias the task
for their scholarly/quality complete
gather can have out to resources
course the relevant information manage
builders (e.g. Zotero) toboth internal
information sources, and summarise it
Develop and evidence their own ideas
the libraryfrom the library
available catalogue in and external sourced search facilities
their material online via University
references ifwords
own necessary
Use appropriategroups/RSS mailing lists/
discussion
Search for background information to Identifylibrary catalogue to find material
appropriate resources by
and them understand theirtypes of
Know how to on topic,all
Understand reference and entitlements
help opinionsloanaperiodsrather than just
task/topic (e.g. PINAKES, BUBL) exchange,
online forums to obtain,
search engines resources, such as
other respected
information sources
regurgitating information that they have providing them with a subject-specific
Understand and access copyright,
news sources (print or online)
news websites (e.g. BBC News)
discuss and debate information library
Search using keywords in the
Select and evaluate afor accurate of
Understand the need
read or online databases
heard wide range and informationand IPR rules and sanctions
plagiarism skills session with
Analyse and interpret information for use
materials on how print materials are
Understand a topic AccessgovernmentUniversity the and
catalogue, organise thisarticles/
a - online search engines
library staffof their online with such as
that rangerange of information
relevant information and consider
Understand reference types, e.g. a apply to
in databases different contexts,
Understand characteristicslibrary
organised/classified in the
book/journal/website, or is current
whethere-journals/e-books of referencing
the information legal information databases/e-journals to find necessary
Collaborate and share information with
subjectquality online sources – e.g.
essays,librarian
assignments or projects
Recognise and avoidas the research
Reconsider opinions the problems of
sources: material
other learners and incorporate this
Understand academics’ usefindonline
‘information through the discovery ofor -
progresses overload’ e.g. whenfacilities new Use abstracts/indexes to of
e-journals, e-books
Use thespecific scholarly search using
Cite printed/online sources service,
inter-campus loan in a informationsoftware (e.g. Turnitin)
plagiarism into their work text online
information, as well as full
search engines informationinter-library loans
information Google Scholarsources
primary
e.g. libraries for
browse other Choose appropriate subject–resources
Saveprint sources of media e.g. blogs,
other forms of
or and re-use online searches
information
reference list and in-text podcasts, audio, video sources
Understand howby note-making/ search
Extract material their information
blog search directories sources
secondary information – e.g. for their assignment/project
Make use ofhow to keep records of
Understand academic feedback
might changeonline sources research
printing from as they of their
Create new knowledge which builds on
Create a andsources discover more
Develop bibliography advanced search
print practice
Technorati, BlogScholar provided by staff standard searchwork
Be aware that papers/research
academic in been used -
resources that haveall submitted e.g.
material in mind copyright restrictions)
(bearing e.g. different types
material,information Boolean of sources
existing usingan information source might
techniques (such as searching) engines (e.g. Google, Yahoo) might
resources from databases
dictionaries/encyclopedias
(e.g. books, journals, (e.g. Google Groups)
online groups not return the most relevant
via a library asourcesweb pages, blogs,
online new area of research
lead them toinformation skills section Keep a reflective log of their research
information, and may provide
and forums directories – people/organisations
academic papers etc.)
journal literature dubious or less relevant results
Adapted from Information Skills Benchmarks (Peter Godwin, LIS) http://viewpoints.ulster.ac.uk Version 3.0
Based on the SCONUL Seven Pillars Model of Information Literacy