Information literacy Curriculum integration – an investment in lifelong

learning

Anne-Marie Haraldstad

Library of Medicine and Health SciencesThe University of Oslo Library

27st June 2003

Nordic Baltic EAHIL Workshop

Information literacyThe ability to...

Determine the extent of information needed Identify adequate resources Access the needed information effectively and

efficiently Evaluate information and its sources critically Incorporate selected information into one’s

knowledge base Use information effectively to accomplish a

specific purpose

The topic presented by ”PICO”

P for PROBLEM Information explosion - the need

for information literacy I for INTERVENTION

Teaching information handling strategies

C for COMPARISON Leaving students by themselves?

O for OUTCOME The information literate student

or graduate

P for Problem

PICO

I for Intervention

Teaching information handling strategies

PICO

The adult learner Autonomy

The self-directed learner Previous experience and

knowledge Motivation Relevance

Just-in-time

Library instruction up till now 1st term

Library orientation / guided tour (45 min.) Introduction to medical literature

searching and quality evaluation of sources (3,5 h.)

10th termAdvanced clinical literature searchingtechniques (2 x 3,5 h.)

The information literate student and graduate

The students shall be trained in finding, evaluating and applying research information.

The students shall gain knowledge and skills in literature searching, by formulating search strategies and construct targeted bibliographic searches.

The students shall get a toolkit of suitable programmes as ballast for life-long learning

Overall goal:

Plans for 2003 (fall) and 2004 1st term:

Extended teaching in theory of science, medical ethics, statistics, epidemiology – with Information literacy fully integrated

8th term:EBM I : searching for clinical literature, Critical appraisal of literature – preparing for student’s thesis.

10th term:EBM II : searching for clinical literature, Critical appraisal of literature – preparing for clinical practice in primary health care.

Curriculum integrated Information literacy

Sourcecriticism

Literature

search

Libraryskills

Expected basic skills in Word processing and Web surfing

5th year

4th year

1st year

C for Comparison

Which teaching methods have proven effect?

Leave students by themselves?

Evidence-based librarianship?

PICO

Brettle, A.Information skills training : a systematic review of the literature. Health Information and Libraries Journal 2003; 20(suppl.1):3-9.

O for Outcome The information literate

Student or Graduate Clinician or Researcher

High quality patient treatment

PICO

Library skills Information skills Information literacy

Life-long learning Good working habits Confident users of information

technologies Able searchers:

Evaluate information critically and use the information accurately

Keep a humble heart“Know what you know, and know when to ask”

The Lifelong Learner : A Professional Continuum

Some success factors so far...

Prove ability and willingness to teach Find some ”champions” at the faculty who

will advocate the library Curriculum integration

Present units to fit in time-tables Timing is crucial – cooperate with faculty

Major curricular reorganization? Projects / papers / thesis to be written?

Information skills - evaluation/exam : credits?

”... Educators in other medical teaching centers have noticed that our medical students and graduates are noticeably more information literate than those from other institutions.”

Bracken Health Sciences Library at Queen’s University Kingston, Canada

Programs with Curriculum integration

Nurses at RH : Clinical specialist programme Clinical epidemiology : Research

methodology for hospital staff International health : Master degree Institute for Nutrition Research The Institute of Nursing Science Section for Health Study of medicine