371 SCONUL Model The model resulted from re fl ection on professional practice

371 sconul model the model resulted from re fl ection

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3.7.1 SCONUL Model The model resulted from re fl ection on professional practice of those involved in developing information capacities within scienti fi c communities. It is irrelevant whether the user has access to a virtual library via a computer or access to a physical library, or whether the user is a child doing his homework or a university professor; the model should cover all contexts. Still it is important to address the connection between the model and obtaining knowledge in universities. Conse- quently, due to its genesis, the SCONUL model became more important relative to other models. A schematic form of the SCONUL model is shown in Fig. 3.5 SCONUL model of Information Literacy. These are seven basic competencies and their components (SCONUL 2001 ): 1. Ability to recognise an information need. 2. Ability to distinguish ways in which lack of information can be addressed: Knowledge of appropriate type of resources, both printed and unprinted; Selection of most appropriate resources; and Ability to understand issues that affect the sources accessibility. 30 3 Basic Concepts in Information Literacy
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3. Ability to build strategies in order to locate information: To develop a systematic method adequate to the need; and To understand the principles of database construction and generation. 4. Ability to locate and access information: To develop appropriate search techniques; To use information and communication technologies, including international academic networks; To use appropriate indexing and abstracting services and citation databases; and To use current information methods. 5. Ability to compare and assess information obtained from different sources: Understanding the issues related to authority; Understanding the reviewing process in scienti fi c publishing; and Appropriate extraction of information that corresponds to information need. 6. Ability to organise, apply and communicate the information to other people in ways appropriate to the situation: To cite the references in projects or theses and such like; To build a personal bibliographic system; To effectively communicate using the appropriate means; and To understand issues related to copyright and plagiarism. 7. Ability to synthetise and build based upon existing information and contribute to create new knowledge. 1. Plan 2. Purpose 3. Loca Ɵ on 4. Iden Ɵ fi ca Ɵ on 5. Management 6. Evalua Ɵ on 7. Comunica Ɵ on Fig. 3.5 SCONUL model of Information literacy 3.7 Models of Information Literacy 31
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3.7.2 CILIP Information Literacy Model CILIP have developed an information literacy model that contains eight compe- tencies or understandings that a person requires to be information literate: A need for information; The resources available; How to fi nd information; Need to evaluate results; How to work with or exploit results; Ethics and responsibility of use; How to communicate or share fi ndings; and How to manage fi ndings (Infolit.org.uk 2018 ).
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