Addressing information & Technology Competencies at Schools of Social Work

1. Addressing information & Technology Competencies at Schools of Social Work Abbie K. Frost, PhD., Faculty Gianna Gifford, Social Work Librarian Simmons College School of Social Work Council on Social Work Education Portland, Oregon October 14, 2010

2. Areas for Discussion • Student Competencies In what ways do information and technology fluencies address student competencies? • Vehicles of DeliveryWhat are the most effective ways of delivering content? • Link with SW CurriculumWhat’s needed… • at entry of MSW program? • during the foundation curriculum? • during the advanced curriculum?

3. Discussion Points • Presentation of “Tech Comps” at Simmons School of Social Work • Purpose, Design, Vehicles of Delivery • Links to courses in foundation & advanced curriculum • Link to CSWE Competencies • Future Directions

4. What we’re doing at Simmons • Systematic Approach • Efforts are organized across the curriculum so that delivery is not dependent upon faculty interest • Requires faculty/SW librarian collaboration • “Tech Comps” – students complete before end of 1st semester • Foundation courses • Human Behavior • Policy • Research • Advanced Courses • Evaluation

5. Tech Comps at SSW • Required of all incoming students • Failure to complete by 1st semester jeopardizes their ability to register for 2nd semester courses • Requirement for graduation • Content is grouped into two areas (workshops) • Attendance is required unless students complete assignments before specific workshop is held • Assignments designed to measure basic student competencies

6. Workshop #1 • Held during orientation – one large group • Areas of focus • Simmons specific technologies • E-mail, e-learning • Technology-related policies; ways to get assistance • Brief presentation about the role that information (evidence) plays in making practice decisions • Thinking about the validity of information from the web – the “CRAAP” test • Social work related web sites • Information for Practice (NYU blog) • Medline Plus • PubMed • SAMHSA, National registry of Evidence-based programs & practices • National Center on Substance Abuse & Child Welfare • NIDA, NIAA • Government sites in Michigan (DCS, DHS, Michigan Legislature)

7. Workshop #1 Assignments • Complete an assessment that includes questions about: • Michigan reporting requirements for abuse/neglect • State resources for domestic violence • Legislative alert for NASW-Michigan chapter • Age requirements to receive Early Intervention Services • Crisis stabilization services • Suicide prevention • Complete an online course offered through NASW National Chapter (WebEd) • Understanding Aging: The Social Worker’s Role

8. Workshop #2 • Held during 2nd week of semester (smaller groups – 25 max.) • Areas of Focus • Simmons Library Resources • Introduction to the library system • How to access reserves • Who to contact • How to reach social work librarian • Electronic Databases • Searching techniques • RefWorks

9. Workshop #2 Assignments • Complete an assessment that includes questions about: • Library catalog • Searching the catalog • Use of electronic databases • Selecting a database to complete a search • Using features found in databases (e.g. thesaurus) • Create a bibliography on child abuse using RefWorks • (This assignment is the first step in an HBSE assignment for class 7.)

10. Challenges to Consider • Timing of workshops • A review of assignments: What’s appropriate, what’s “busy work • Have we adequately considered what “basic” is with regard to information & technology fluency in terms of field education? • What content should be omitted or added? • Vehicles to deliver content

11. Beyond the Basics… • Links to Foundation Courses • HBSE – students are asked to search for an evidence-based article that addresses adverse childhood experiences & critique the contribution of that article to informing their practice decisions • A closer look at what “evidence” is • Searching for a specific topic & type of article • Policy – students are asked to search for statistical information that can provide a foundation for a policy analysis • Familiar with different state, national, & international sites • Have opportunity to apply the “CRAAP” test • Research – students complete a search proposal • Advanced searching techniques • A more specific focus on electronic databases relevant for their individual work in the class

12. Beyond the Basics… • Links to Advanced Courses • Evaluation • Resources for Tests & Measures used to meaure client outcomes • Resources to use once they have graduated and do not have access to the electronic databases from the library system

13. Challenges to Consider • “Best fit” vehicle of delivery & timing • What’s the faculty member’s responsibility regarding familiarity with content presented • Training for adjunct (and fulltime) faculty • What are the needs in field education?

14. Link to Student Competencies #1 • 2.1.1 Identify as a professional social worker and conduct oneself accordingly • Be familiar with training/continuing education offered online • Complete NASW WebEd course on Understanding Aging: The Social Worker’s Role

15. Link to Student Competencies #2 • 2.1.2 Apply social work ethical principles to guide professional practice • Be familiar with what plagiarism is • Know how to use RefWorks (bibliographic database)

16. Link to Student Competencies #3 • 2.1.3 Apply critical thinking to inform & communicate professional judgement • Be familiar with information sources • Know how to evaluate reliability & validity of information taken from the web (CRAAP test)

17. Link to Student Competencies #4 • 2.1.4 Engage diversity and diffference in practice • Be familiar with “go to” sources regarding “best practices” for diverse populations

18. Link to Student Competencies #5 • 2.1.5 Advance human rights and social and economic justice • Be familiar with informational resources that can be used to analyze current policies

19. Link to Student Competencies #6 • 2.1.6 Engage in research-informed practice and practice-informed research • Be familiar with what “evidence” can mean • Be familiar with web-based sources on EBP and “best practices” • Be familiar with a range of electronic databases & advanced searching techniques • Be familiar with free access sources for professional literature

20. Link to Student Competencies #7 • 2.1.7 Apply knowledge of human behavior and the social environment • While a student – be familiar with a range of electronic databases & advances searching techniques • As a graduate – be familiar with free access sources for the professional literature

21. Link to Student Competencies #8 • 2.1.8 Engage in policy practice to advance social and economic well-being and deliver effective social work • Be familiar with informational resources that can be used to analyze current policies

22. Link to Student Competencies #9 • 2.1.9 Respond to contexts that shape practice

23. Link to Student Competencies #10 • 2.1.10 Engage, assess, intervene and evaluate with individuals, families, groups, organizations, and communities

24. Future Directions – Link to Student (Graduate) Competencies • Areas of Focus • Vehicles of Delivery • Linked to courses? • Face-to-face, online?