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, and the ability to locate, evaluate, and use effectively the needed use effectively the needed information.” information.”

ALA, 1989ALA, 1989

Information Literacy Information Literacy Integration ModelIntegration Model

1.1. Formal integration into curriculumFormal integration into curriculum2.2. Discipline specific information literacy Discipline specific information literacy 3.3. Faculty/faculty-librarian collaborationFaculty/faculty-librarian collaboration4.4. Students require built-in opportunities Students require built-in opportunities

for success & self-directed learningfor success & self-directed learning5.5. 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 FacultyNina’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 inquirydeveloping a stance of critical inquiry

ACRL Standard 1: The information ACRL Standard 1: The information literate student determines the literate student determines the nature and extent of the information nature and extent of the information neededneeded

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 and success and a prerequisite to a prerequisite to lifelong learning lifelong learning within the nursing 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 and literate student evaluates information and its sources critically and incorporates its sources critically and incorporates selected information into his or her selected information into his or her knowledge base and value systemknowledge base and value system

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 needed literature student accesses needed information effectively and 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 literatureAPA

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 reliability:Evaluate literature using critical thinking for credibility and reliability:

– A) Recognize that all information, even A) Recognize that all information, even scholarly information, needs to be evaluated scholarly information, needs to be evaluated according to the criteria of objectivity, according to the criteria of objectivity, currency, authority, and content – currency, authority, and content – CINAHL CINAHL 2 search strategy2 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