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This model was chosen as a conceptual framework of the current study. Punch (2005:53) defines a conceptual framework as a representation, either graphically or in narrative form, of the main concepts or variables, and in their presumed relationship with each other. He explains that the conceptual framework is usually best shown in a diagram. He considers the following benefits of conceptual framework:

 Clarifying the research questions.

 Making explicit what we already know and think about the area and topic.  Helping in the preparation of the research proposal and making it more

convincing.

 Encouraging selection and assisting in focusing and delimiting thinking during the planning stage.

In 1999 the Standing Conference of National and University Libraries (SCONUL) developed a model for IL designed specifically for UK higher education, featuring seven pillars of information skills required to be information literate. The model which has since been revised to incorporate two components, SCONUL seven pillars of information literacy core model for higher education (2011a), and SCONUL seven pillars of information literacy research lens for higher education (2011b). According to SCONUL

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(2011a) the new model reflects more clearly the range of terminologies and concepts which we now understand as information literacy.

The SCONUL (2011a) core model recognises information literacy as an umbrella term encompassing concepts such as digital, visual and media literacies, academic literacy, information handling, information skills, data curation and data management. According to SCONUL (2011a), an information literate person demonstrates 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. The element of ethical handling of information is highlighted in SCONUL‟s new model, as part of an information literate person. Appendix 1 shows skills and competencies (ability), and attitudes and behaviours from SCONUL‟s seven pillars of information literacy core model for higher education (2011a). According to SCONUL (2011a), developing as an information literate person is continuing, holistic processes, which are 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 upwards

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Figure 2: Conceptual framework adopted from SCONUL seven pillars of information literacy; core model for higher education (2011)

The SCONUL model which is illustrated in figure 2 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 (https://www.sconul.ac.uk). This study adopted SCONUL seven pillars of information literacy as the framework that would appropriately inform the current study. The SCONUL framework was deemed appropriate because it was reviewed and updated in 2011 in line with the changing world of information. The SCONUL seven pillars of IL include:

Identify: Able to identify a personal need for information. Scope: Ability to access current knowledge and identify gaps.

Plan: Ability to construct strategies for locating information and data. Gather: Ability to locate and access the information and data they need. Evaluate: Ability to review the research process and compare and evaluate

information and data.

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Present: Ability to apply the knowledge gained: presenting the results of their research, synthesising new and old information and data to create new knowledge and disseminating it in a variety of ways.

Source: (Society of College, National and University Libraries, 2011)

Each pillar is 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, he/she will demonstrate more of the attributes in each pillar and so move towards the top of the pillar (https://www.sconul.ac.uk). Figure 2 depicts the relationship of undergraduate students and the information literacy skills they ought to have to be able to make use of available information and to become lifelong learners and critical thinkers. As SCONUL notes, the figure is also coloured by an individual‟s personal IL landscape, in other words, their aptitude, background and experiences, which will affect how they respond to any IL development. IL consists of more than one skill. As Lupton (2008:399) notes, IL is a broad educational concept that has two intertwined elements, commonly understood as one seeking, locating, evaluating, selecting and organising information. It also involves using information to analyse, synthesise and create new knowledge, communicate, make decisions and solve problems.

The model has been adopted by librarians and teachers around the world as a means of helping them to deliver information skills to their learners (Bent & Stubbings, 2011). A study done by SCONUL on the “use of SCONUL’s 7 pillars model for information

literacy: findings of a study of SCONUL institutions 2008-2009” revealed that the models

is used in a variety of ways, which included the following:

Underpins IL programme design

Used in strategy and/or policy documents Library or HEI IL frameworks are based on it Used for learning outcomes or competencies Provides framework for online/VLE IL module

Used for discussion and debate; was a starting point for developing IL Linked to IL quiz

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