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Practitioners and scholars call for adaptations or transformations of information literacy frameworks. This study analyzes four recent UK information literacy models, using published documentation and author interviews, and reports complementary findings on recurring themes for higher-education practitioners.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reflecting-on-the-standards-refreshing-information-literacy/598785/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reflecting-on-the-standards-refreshing-information-literacy/598785.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do practitioners and scholars call for updating information literacy models?","Question",{"text":112,"@type":113},"Models may become misaligned with evolving educational needs as technology, society, and learning theory change.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study examine recent UK information literacy models?",{"text":117,"@type":113},"It analyzes four recently published models’ documentation and interviews the authors to identify salient themes.",{"name":119,"@type":110,"acceptedAnswer":120},"What recurring concerns does the literature highlight about earlier models?",{"text":121,"@type":113},"Critiques focus on weaknesses in structure, theory, and tone, including a linear “check-the-box” approach that does not match learners’ lived experiences.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598785,1792209434,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Volume 7, Issue 2, 2013  \nREFLECTING ON THE STANDARDS [ARTICLE]  \nREFRESHING INFORMATION LITERACY  \nLearning from recent British information literacy models  \nJustine Martin  \nMinnesota State University, Mankato  \nABSTRACT  \nModels play an important role in helping practitioners implement and promote information literacy. Over time models can lose relevance with the advances in technology, society, and learning theory. Practitioners and scholars often call for adaptations or transformations of these frameworks to articulate the learning needs in information literacy development. This study analyzes four recently published models from the United Kingdom. The initial findings werepresented in a report for an ACRL taskforce reviewing the Information Literacy Competency Standards for Higher Education. This article presents complementary, yet distinct findings from the same dataset that focus on reoccurring themes for information literacy practitioners. Taken together, the ACRL report and the findings below present innovative means in which the British models refresh information literacy guidelines in higher education.  \nMartin, Refreshing Information Literacy Communications in Information Literacy 7(2), 2013  \nINTRODUCTION  \nModels in the form of standards, guidelines, and frameworks play an important role in the implementation and promotion of information literacy. The documents provide practitioners a starting point to build and assess their educational offerings. As time, technology, and our educational knowledge advances, models can become misaligned to the evolving needs of the information literate. Some professionals call for revised models, or even advocate creating new conceptual frameworks (e.g. transliteracy, digital literacy) . As Coonan (2011) states in her Theoretical Background report:  \nThere is an imperative need to rehabilitate the perception of information literacy and recognise that it is not merely a set of skills and competences, but a continuum that starts with skills and competences and ascends towards high-level intellectual and metacognitive behaviours and approaches. (p. 20)  \nFour groups in the United Kingdom recently produced new or revised models to articulate the developmental needs of the information literate in higher education. These models are:  \n􀁸 A New Curriculum for Information Literacy (ANCIL)  \n􀁸 Society of College, National and University Libraries’ Seven Pillars of Information Literacy (SCONUL)  \n􀁸 National Information Literacy Framework Scotland (Scottish framework)  \n􀁸 Information Literacy Framework for Wales (Welsh framework)  \nThis study highlights salient themes in the models by analyzing their published documentation and interviewing the authors. The findings explain how the models address weaknesses in previous guidelines and create frameworks that enhance information literacy education.  \nLITERATURE REVIEW  \nSoon after organizations began publishing information literacy models librarians and scholars critiqued and offered recommendations for adapting the guidelines. The critiques often focus on, orallude to, specific documents such as ACRL’s Information Literacy Competency Standards for Higher Education (2000) or SCONUL’s original Seven Pillars of Information Literacy (SCONUL  \nInformation Skills Task Force, 1999) . The literature about improving guidelines is vast, but authors generally express weaknesses in the structure, theory, and/or overall tone of these models (Elmborg, 2006; Johnston & Webber, 2003; Markless & Streatfield, 2007; Whitworth, 2006) .  \nA reoccurring concern is the linear, checkthe-box structure of some models, which is disingenuous to the lived experiences of the information literate (Elmborg, 2006; Jacobs, 2008; Johnston & Webber, 2003; Kutner & Armstrong, 2012; Lloyd, 2006; Markless & Streatfield, 2007; Whitworth, 2006) . Information literacy development is unpredictable and is not as straightforward as presented by the original SCONUL model or ACRL standards","cbCaib0v8segitYa","https://ap.wps.com/l/cbCaib0v8segitYa","pdf",463151,14,"English","# Introduction\n## Models and evolving needs\n# Literature Review\n## Critiques of existing standards\n## Key themes and learning approaches","[{\"question\":\"Why do practitioners and scholars call for updating information literacy models?\",\"answer\":\"Models may become misaligned with evolving educational needs as technology, society, and learning theory change.\"},{\"question\":\"How does the study examine recent UK information literacy models?\",\"answer\":\"It analyzes four recently published models’ documentation and interviews the authors to identify salient themes.\"},{\"question\":\"What recurring concerns does the literature highlight about earlier models?\",\"answer\":\"Critiques focus on weaknesses in structure, theory, and tone, including a linear “check-the-box” approach that does not match learners’ lived experiences.\"}]","Reflecting on the Standards - Refreshing Information Literacy | PDF",1792087593,35]