Information Literacy Competencies Integrated Within a Nursing Curricula

1
Information Literacy Competencies Integrated
Within a Nursing Curricula

• Nina Koniuch
• RN,BScN,
  MScT
• Karen Halliday
• BA (Hon), MLIS

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Goals for the Session

• Share a curricular framework integrating
  information literacy competencies into Nursing
  programs
• Describe the collaborative efforts between
  faculty librarian and nursing faculty
• Introduce discipline specific information
  literacy competencies

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Information Literacy is

• . a set of abilities requiring individuals to
  recognize when information is needed and have
  the ability to locate, evaluate, and use
  effectively the needed information.
  
• ALA, 1989

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Information Literacy Integration Model

• Formal integration into curriculum
• Discipline specific information literacy
• Faculty/faculty-librarian collaboration
• Students require built-in opportunities for
  success self-directed learning
• Transferability of information literacy skills
  from course to course and into profession

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Supporting Evidence Best Practices

• Nursing literature (CINAHL PubMed)
• RNAO Best Practice Guidelines and Utilization of
  Nursing Research
• Association of College Research Libraries
  (ACRL) Information Literacy Standards for Higher
  Education
• Best Practices Initiative, Institute for
  Information Literacy, approved by ACRL 2003,
  entitled, Characteristics of Programs of
  Information Literacy that Illustrate Best
  Practices A Guideline

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Information Literacy Program (BScN PN)

• Year 1
• pretest
• CINAHL assignment
• tip sheet
• guided notes
• rubric

• Year 2
• CINAHL assignment
• tip sheet
• guided notes
• rubric
• post test

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Year 1 Search Strategy

• Navigate the CINAHL database
• Select appropriate subject headings
• Use explode, combine and limit features
• Retrieve ONE relevant article
• Locate it!

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Year 2 Critical Thinking

• Questions include
• What specific information within this journal
  article most relates to your topic?
• What is the authors thesis statement in the
  article?
• What sort of evaluation did this journal article
  undergo prior to publication?
• What type of journal article is this? An
  editorial, a research article?

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The Scholarly Nursing Literature Funnel
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Student Testimonial.

• .the reason I am writing is to let you know
  how well prepared.in particular, in how to use
  CINAHL..we were familiar with the database and I
  would not want to attempt my project not knowing
  how to use CINAHL..thank you for the many
  hours spent teaching and using the
• database. Year 3
• 
  Collaborative student

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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
  equipped with using databases, finding valuable
  information and using CINAHL and its
  features..marked improvement..whatever you are
  doing.keep on doing it!
• (year
  3 faculty)

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Knowledge Hub

• A physical place in the Library Commons and a
  virtual entity to support learning communities at
  Georgian College

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Knowledge Hub Faculty

• Ninas Role
• One course download 4 hours per week
• Participation in training sessions
• Physical presence in the Knowledge Hub
• Assistance
• Evaluation
• IL initiatives

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Interdisciplinary Partnership

• Shared expertise in two disciplines advances the
  teaching learning
• Effective placement of IL within curriculum
• Shared enthusiasm and valuing of IL skills
  through modelling, knowledge attitude
  reinforced by librarian and faculty member
• Collaboration Student success
• The Collaborative Imperative Librarians and
  Faculty Working Together in the
• Information Universe by D. Raspa D. Ward,
  2000.

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Information Literacy Competencies
Created information literacy competencies for
BScN and PN programs.
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Discipline Specific IL Competencies

• Nine competencies
• 1) Recognize the importance of developing a
  stance of critical inquiry
• ACRL Standard 1 The information literate
  student determines the nature and extent of the
  information needed

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IL Competencies

• 2) Understand that research is a process and
  takes adequate time to accomplish
• ACRL Standard 1 The information literature
  student determines the nature and extent of the
  information need

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IL Competencies

• 3) Recognize the value of information
  literacy as an enabler of academic success and
  a prerequisite to lifelong learning within the
  nursing profession
• Implicit in IL standards

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Il competencies

• 4) Evaluate literature using critical
• thinking for credibility and reliability.
• ACRL Standard 3 The information literate
  student evaluates information and its sources
  critically and incorporates selected information
  into his or her knowledge base and value system

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Il Competencies

• 5) Understand structure and general
• principles of information within the
• Nursing profession.
• ACRL Standard 1 The information literate
  student determines the nature and extent of the
  information needed

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IL Competencies

• 6) Identify and use key research tools
• to locate relevant information.
• ACRL Standard 2 The information literature
  student accesses needed information effectively
  and efficiently

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Il Competencies

• 7) Plan effective search strategies and
• change them as necessary.
• ACRL Standard 2 The information literate
  student accesses needed information effectively
  and efficiently

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Il Competencies

• 8) Recognize library services and
• use them in the research
• process.
• ACRL Standard 2 The information literature
  student accesses needed information effectively
  and efficiently

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Il Competencies

• 9) Understand the ethical, legal and social
  issues involved in the use of information.
• ACRL Standard 5 The information literate
  student understands many of the economic, legal,
  and social issues surrounding the use of
  information and uses information ethically and
  legally

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Evidence Based Education

• Student must
• 1. Be taught the process of research
• (to be self-directed)
• 2. Be able to conduct an effective search of
  literature
• 3. Know how to access latest research
• (via databases)
• 4. Know how to critically appraise information
• (Kaplan Jacobs, Rosenfeld Haber, 2003)

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Pieces of the Puzzle

Turnitin
APA
Types of literature
Evaluate clinical practice
Best Practice Guidelines
Critical appraisal
Critical Thinking
Databases
Reading/Writing
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The Whole Picture

• Information literacy is truly effective when
  the curriculum as a whole is examined and it is
  placed where it can be fostered not a one-off
  library project

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IL Within Curriculum

• Example IL Competency 4
• Evaluate literature using critical thinking for
  credibility and reliability
• A) Recognize that all information, even scholarly
  information, needs to be evaluated according to
  the criteria of objectivity, currency, authority,
  and content CINAHL 2 search strategy
• B) Evaluate Internet sites before incorporating
  information into assignments. - Using learning
  from Development of Self (DOS), aspects of
  critical appraisal

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Questions