Information Literacy Information Literacy Competencies Integrated Competencies Integrated Within a Nursing CurriculaWithin a Nursing Curricula
Nina Koniuch Nina Koniuch RN,BScN, MScTRN,BScN, MScT
Karen Halliday Karen Halliday BA (Hon), MLISBA (Hon), MLIS
Goals for the SessionGoals for the Session
Share a curricular framework Share a curricular framework integrating information literacy integrating information literacy competencies into Nursing competencies into Nursing programsprograms
Describe the collaborative efforts Describe the collaborative efforts between faculty librarian and between faculty librarian and nursing facultynursing faculty
Introduce discipline specific Introduce discipline specific information literacy competenciesinformation literacy competencies
Information Literacy Information Literacy is… is…
……. a set of abilities requiring . a set of abilities requiring individuals to “recognize when individuals to “recognize when information is needed and have information is needed and have the ability to locate, evaluate, the ability to locate, evaluate, and use effectively the needed and use effectively the needed information.” information.”
ALA, 1989ALA, 1989
Information Literacy Information Literacy Integration ModelIntegration Model
1.1. Formal integration into curriculumFormal integration into curriculum
2.2. Discipline specific information literacy Discipline specific information literacy
3.3. Faculty/faculty-librarian collaborationFaculty/faculty-librarian collaboration
4.4. Students require built-in opportunities Students require built-in opportunities for success & self-directed learningfor success & self-directed learning
5.5. Transferability of information literacy Transferability of information literacy skills from course to course and into skills from course to course and into professionprofession
Supporting Evidence & Supporting Evidence &
Best PracticesBest Practices Nursing literature (CINAHL & PubMed)Nursing literature (CINAHL & PubMed)
RNAO Best Practice Guidelines and Utilization of RNAO Best Practice Guidelines and Utilization of Nursing ResearchNursing Research
Association of College & Research Libraries (ACRL) Association of College & Research Libraries (ACRL) Information Literacy Standards for Higher EducationInformation Literacy Standards for Higher Education
Best Practices Initiative, Institute for Information Best Practices Initiative, Institute for Information Literacy, approved by ACRL 2003, entitled, Literacy, approved by ACRL 2003, entitled, “Characteristics of Programs of Information Literacy “Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline”that Illustrate Best Practices: A Guideline”
Information Literacy Information Literacy Program Program
(BScN & PN)(BScN & PN)Year 1Year 1 pretest pretest CINAHL CINAHL
assignmentassignment tip sheet tip sheet guided notesguided notes rubricrubric
Year 2Year 2 CINAHL CINAHL
assignment assignment tip sheettip sheet guided notesguided notes rubricrubric post testpost test
Year 1: Search Year 1: Search StrategyStrategy
Navigate the CINAHL databaseNavigate the CINAHL database Select appropriate subject Select appropriate subject
headingsheadings Use explode, combine and Use explode, combine and
limit featureslimit features Retrieve ONE relevant articleRetrieve ONE relevant article Locate it!Locate it!
Year 2: Critical Year 2: Critical ThinkingThinking
Questions include: Questions include:
What specific information within this journal What specific information within this journal article article most relatesmost relates to your topic? to your topic?
What is the author’s What is the author’s thesis statementthesis statement in in the article?the article?
What sort of What sort of evaluationevaluation did this journal did this journal article undergo prior to publication?article undergo prior to publication?
What What type of journal articletype of journal article is this? An is this? An editorial, a research article?editorial, a research article?
The Scholarly Nursing Literature FunnelThe Scholarly Nursing Literature Funnel
Student Testimonial….Student Testimonial….
“……“…….the reason I am writing is to let you .the reason I am writing is to let you know how well prepared….in particular, in know how well prepared….in particular, in how to use CINAHL…..we were familiar how to use CINAHL…..we were familiar with the database and I would not want to with the database and I would not want to attempt my project not knowing how to attempt my project not knowing how to use CINAHL………..thank you for the many use CINAHL………..thank you for the many hours spent teaching and using the hours spent teaching and using the
database.” Year 3 database.” Year 3
Collaborative Collaborative studentstudent
Faculty Testimonials…Faculty Testimonials…
“…“…critiques were well done. Research articles were of excellent quality; current, relevant and informative.”
(year 2 faculty)
“…“…..more students in year three are better ..more students in year three are better equipped with using databases, finding equipped with using databases, finding valuable information and using CINAHL and its valuable information and using CINAHL and its features…..marked improvement…..whatever features…..marked improvement…..whatever you are doing….keep on doing it!”you are doing….keep on doing it!”
(year 3 faculty)(year 3 faculty)
Knowledge HubKnowledge Hub
A physical place in the Library A physical place in the Library Commons and a virtual entity to Commons and a virtual entity to support learning communities at support learning communities at Georgian CollegeGeorgian College
Knowledge Hub FacultyKnowledge Hub Faculty
Nina’s Role…Nina’s Role… One course download= 4 hours per One course download= 4 hours per
weekweek Participation in training sessionsParticipation in training sessions Physical presence in the Knowledge HubPhysical presence in the Knowledge Hub AssistanceAssistance EvaluationEvaluation IL initiativesIL initiatives
Interdisciplinary Interdisciplinary Partnership Partnership
Shared expertise in two disciplines advances Shared expertise in two disciplines advances the teaching learning the teaching learning
Effective placement of IL within curriculumEffective placement of IL within curriculum
Shared enthusiasm and valuing of IL skills Shared enthusiasm and valuing of IL skills through modelling, knowledge & attitude through modelling, knowledge & attitude reinforced by librarian and faculty memberreinforced by librarian and faculty member
Collaboration = Student successCollaboration = Student success
“ “The Collaborative Imperative: Librarians and Faculty Working Together in the The Collaborative Imperative: Librarians and Faculty Working Together in the Information Universe” by D. Raspa & D. Ward, 2000.Information Universe” by D. Raspa & D. Ward, 2000.
Information Literacy Information Literacy CompetenciesCompetencies
Created information literacy competencies for BScN and PN programs.
Discipline Specific IL Discipline Specific IL CompetenciesCompetencies
Nine competencies:Nine competencies:1) Recognize the importance of 1) Recognize the importance of
developing a stance of critical developing a stance of critical inquiryinquiry
ACRL Standard 1: The information ACRL Standard 1: The information literate student determines the literate student determines the nature and extent of the nature and extent of the information neededinformation needed
IL CompetenciesIL Competencies
2) Understand that research is a 2) Understand that research is a process and takes adequate time process and takes adequate time to accomplishto accomplish
ACRL Standard 1: The information ACRL Standard 1: The information literature student determines the literature student determines the nature and extent of the nature and extent of the information needinformation need
IL CompetenciesIL Competencies
3)3) Recognize the value of Recognize the value of information information literacy as an literacy as an enabler of academic enabler of academic success success and a prerequisite to and a prerequisite to lifelong lifelong learning within the nursing learning within the nursing professionprofession
Implicit in IL standardsImplicit in IL standards
Il competenciesIl competencies 4) 4) Evaluate literature using critical Evaluate literature using critical
thinking for credibility and thinking for credibility and reliability.reliability.
ACRL Standard 3: The information ACRL Standard 3: The information literate student evaluates information literate student evaluates information and its sources critically and and its sources critically and incorporates selected information into incorporates selected information into his or her knowledge base and value his or her knowledge base and value systemsystem
Il CompetenciesIl Competencies
5) Understand structure and general 5) Understand structure and general
principles of information within the principles of information within the
Nursing profession.Nursing profession.
ACRL Standard 1: The information ACRL Standard 1: The information literate student determines the nature literate student determines the nature and extent of the information neededand extent of the information needed
IL CompetenciesIL Competencies
6) Identify and use key research 6) Identify and use key research tools tools
to locate relevant information.to locate relevant information.
ACRL Standard 2: The information ACRL Standard 2: The information literature student accesses literature student accesses needed information effectively and needed information effectively and efficientlyefficiently
Il CompetenciesIl Competencies
7) Plan effective search strategies 7) Plan effective search strategies and and
change them as necessary.change them as necessary.
ACRL Standard 2: The information ACRL Standard 2: The information literate student accesses needed literate student accesses needed information effectively and information effectively and efficientlyefficiently
Il CompetenciesIl Competencies
8) Recognize library services and 8) Recognize library services and
use them in the research use them in the research
process.process.
ACRL Standard 2: The information ACRL Standard 2: The information literature student accesses needed literature student accesses needed information effectively and efficientlyinformation effectively and efficiently
Il CompetenciesIl Competencies
9) Understand the ethical, legal and 9) Understand the ethical, legal and social issues involved in the use of social issues involved in the use of information.information.
ACRL Standard 5: The information ACRL Standard 5: The information literate student understands many of literate student understands many of the economic, legal, and social issues the economic, legal, and social issues surrounding the use of information and surrounding the use of information and uses information ethically and legallyuses information ethically and legally
Evidence Based Evidence Based EducationEducation
Student must:Student must:1. Be taught the process of research 1. Be taught the process of research (to be self-directed)(to be self-directed)2. Be able to conduct an effective search of 2. Be able to conduct an effective search of
literatureliterature3. Know how to access latest research 3. Know how to access latest research (via databases)(via databases)4. Know how to critically appraise information4. Know how to critically appraise information
(Kaplan Jacobs, Rosenfeld & Haber, 2003)(Kaplan Jacobs, Rosenfeld & Haber, 2003)
Pieces of the PuzzlePieces of the Puzzle
Types of literature
APA
Critical Thinking
Reading/Writing
Databases
Evaluate clinical practice
Critical appraisal
Turnitin
Best Practice Guidelines
The Whole PictureThe Whole Picture
Information literacy is truly Information literacy is truly effective when the curriculum effective when the curriculum as a whole is examined and it as a whole is examined and it is placed where it can be is placed where it can be fostered – not a one-off library fostered – not a one-off library projectproject
IL Within CurriculumIL Within Curriculum Example: IL Competency 4:Example: IL Competency 4:
Evaluate literature using critical thinking for credibility and Evaluate literature using critical thinking for credibility and reliability:reliability:
– A) Recognize that all information, even A) Recognize that all information, even scholarly information, needs to be scholarly information, needs to be evaluated according to the criteria of evaluated according to the criteria of objectivity, currency, authority, and content objectivity, currency, authority, and content – – CINAHL 2 search strategyCINAHL 2 search strategy
– B) Evaluate Internet sites before B) Evaluate Internet sites before incorporating information into assignments. incorporating information into assignments. - - Using learning from Development of Self Using learning from Development of Self (DOS), aspects of critical appraisal(DOS), aspects of critical appraisal
QuestionsQuestions