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Information Literacy Competencies Integrated Within a Nursing Curricula

Information Literacy Competencies Integrated Within a Nursing Curricula. Nina Koniuch RN,BScN, MScT Karen Halliday BA (Hon), MLIS. Goals for the Session.

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Information Literacy Competencies Integrated Within a Nursing Curricula

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  1. Information Literacy Competencies Integrated Within a Nursing Curricula Nina Koniuch RN,BScN, MScT Karen Halliday BA (Hon), MLIS

  2. 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

  3. 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

  4. 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

  5. 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”

  6. Year 1 pretest CINAHL assignment tip sheet guided notes rubric Year 2 CINAHL assignment tip sheet guided notes rubric post test Information Literacy Program (BScN & PN)

  7. Year 1: Search Strategy • Navigate the CINAHL database • Select appropriate subject headings • Use explode, combine and limit features • Retrieve ONE relevant article • Locate it!

  8. Year 2: Critical Thinking Questions include: What specific information within this journal article most relates to your topic? What is the author’s 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?

  9. The Scholarly Nursing Literature Funnel

  10. 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

  11. 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)

  12. Knowledge Hub A physical place in the Library Commons and a virtual entity to support learning communities at Georgian College

  13. Knowledge Hub Faculty Nina’s Role… • One course download= 4 hours per week • Participation in training sessions • Physical presence in the Knowledge Hub • Assistance • Evaluation • IL initiatives

  14. 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.

  15. Information Literacy Competencies Created information literacy competencies for BScN and PN programs.

  16. 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

  17. 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

  18. 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

  19. 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 Il competencies

  20. 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

  21. 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

  22. 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

  23. 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

  24. 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

  25. 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)

  26. Pieces of the Puzzle Turnitin APA Types of literature Evaluate clinical practice Best Practice Guidelines Critical appraisal Critical Thinking Databases Reading/Writing

  27. 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

  28. 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

  29. Questions

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