Scope: Knowing What Information Is Needed
Scope: Knowing What Information Is Needed
Scope is the second pillar in the SCONUL Seven Pillars of Information Literacy. It means understanding what kind of information is needed for a task, what is already known, and what gaps still need to be filled.
After students identify an information need, they must decide the scope of the search. This means thinking about the amount, type, level, and quality of information required. A student who understands Scope does not simply search randomly. The student asks what kind of source will best answer the question.
- Scope is the second SCONUL pillar.
- It means assessing current knowledge and identifying gaps.
- Students should ask: What do I already know? What is missing? What type of information will answer my question?
- Scope includes thinking about source type, depth, level, format, currency, and relevance.
- Scope prevents students from relying only on the first website, video, or source they find.
- Learners may return to Scope later if their research question changes or new gaps appear.
Definition
A simple classroom definition is:
Scope means deciding what information is needed, what is already known, and what kinds of sources may be useful.
Scope comes after identifying the information need. In the Identify pillar, the student asks, “What do I need to find out?” In the Scope pillar, the student asks, “What kind of information will help me answer this properly?”
For example, if a student is researching cyberbullying, different tasks require different information. A short class poster may need simple definitions, examples, and safety advice. A formal essay may need research evidence, statistics, laws or school policies, and expert opinions. A teacher training presentation may need classroom strategies and safeguarding guidance.
The topic is the same, but the scope is different.
Why Scope Matters
Scope matters because it helps students avoid weak or incomplete research. Students often begin with one source and assume it is enough. They may use the first website, the first video, or the first AI-generated answer without asking whether the information is complete or suitable.
A clear scope helps students decide:
- how much information is needed
- what level of detail is required
- which source types are suitable
- whether current information is needed
- whether academic, official, practical, or media sources are required
- whether different viewpoints should be included
For example, a student researching “online learning” may need definitions, advantages, disadvantages, examples, and evidence. If the student only uses one opinion blog, the scope is too narrow.
Types of Information
Different questions need different kinds of information. Students should learn that no single source type is best for every task.
| Information Need | Useful Source Type |
|---|---|
| Basic definition | Dictionary, textbook, encyclopedia, teacher notes |
| Current statistics | Official report, government data, international organization, recent study |
| Classroom strategy | Teacher guide, education website, professional article |
| Research evidence | Journal article, research report, academic book |
| Public opinion or media representation | News article, social media post, advertisement, video |
| Historical background | History book, archive, timeline, museum source |
| Practical instructions | Manual, tutorial, teacher-approved video, guide |
| Policy or rule | Official website, school document, legal or institutional source |
This table helps students see that source selection depends on purpose.
For example, if a student needs the meaning of “media literacy,” a textbook or trusted education website may be enough. If the student needs evidence about the effect of media literacy lessons, a research article or report may be better.
Depth and Level
Scope also includes deciding how deep the information should be. A short class answer does not need the same depth as a research project.
Students should consider:
- Is this for a short answer, essay, presentation, project, or examination?
- Is the audience primary students, secondary students, college students, teachers, or the public?
- Do I need simple explanation or detailed evidence?
- Do I need examples only, or do I need analysis?
- Do I need one viewpoint or several viewpoints?
For example, a presentation for young learners about internet safety should use simple language and clear examples. A teacher education assignment on the same topic may need theory, policy, evidence, and classroom strategies.
Currency and Time
Some information must be current. Other information remains useful for a long time.
Students should ask whether the topic changes quickly. Topics such as software tools, social media platforms, AI tools, digital safety risks, laws, statistics, health guidance, and current events may require recent sources. Topics such as basic grammar rules, historical events, or established mathematical formulas may not need the newest source.
Currency is part of Scope because students need to know whether recent information is necessary before they begin searching.
Classroom Meaning
Teachers can develop the Scope pillar by asking students to plan source types before searching.
A simple classroom activity is the source planning table:
| Research Question | What I Already Know | What I Still Need | Source Types I Should Use |
|---|---|---|---|
| How can students stay safe online? | Passwords are important | Privacy, cyberbullying, reporting tools | School guide, trusted website, safety video |
| How does pollution affect rivers? | Pollution harms water | Causes, effects, examples, data | Science textbook, report, diagram, article |
| Why is reading important? | Reading improves learning | Vocabulary, comprehension, evidence | Education article, teacher notes, research summary |
This activity helps students understand that research is planned, not random.
Teachers can also ask students to explain why they chose a source type. For example, “Why is an official health website better than a personal blog for this question?” This builds judgment.
ICT Connection
ICT gives students many possible sources: websites, videos, digital books, online databases, blogs, podcasts, images, simulations, AI tools, reports, and social media posts. This variety is useful, but it can also confuse students.
The Scope pillar helps students decide which digital sources fit the task. For example:
- A video may help explain a process visually.
- A report may provide statistics.
- A database may provide academic articles.
- A website may provide background information.
- A digital image may support a presentation.
- An AI tool may help brainstorm questions, but its information must be checked.
Students should not treat all digital sources as equal. A social media post, official report, academic article, and encyclopedia entry have different purposes and levels of reliability.
ICT also makes it easy to collect too much information. Scope helps students select what is useful and ignore what is irrelevant.
Common Mistakes
A common mistake is to think Scope means collecting as much information as possible. Good research is not about collecting everything. It is about collecting the right information for the task.
Another mistake is to use only one type of source. A student may rely only on websites, only on videos, or only on AI-generated text. Strong research often needs more than one source type.
A third mistake is to ignore the level of the source. A source may be reliable but too difficult, too simple, too technical, or not suitable for the audience.
A fourth mistake is to assume the original scope cannot change. In real research, students may discover new gaps. They may need to return to Scope, revise the question, or look for a different type of source.
The Scope pillar helps students plan smarter research. It teaches them to understand what information is needed before they gather it.
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