Information Literacy in the Digital Age: An Evidence-based Approach.By Teresa S. Welsh and Melissa S. Wright. Chandos Information Professional Series. £47.00 Witney: Chandos Publishing, 2010. 218 pp. US$95.00 soft cover ISBN 9781843345152

This work aims to presents partial results on the research project conducted at the Observatory of the Labor Market in Information and Documentation, School of Communications and Arts of the University of São Paulo on Information Science and Digital Humanities. Discusses Digital Humanities and informational literacy. Highlights the evolution of the Web, the digital library and its connections with Digital Humanities. Reflects on the challenges of the Digital Humanities transdisciplinarity and its connections with the Information Science. This is an exploratory study, mainly due to the current and emergence of the theme and the incipient bibliography existing both in Brazil and abroad.Keywords: Digital Humanities; Information Science; Transcisciplinrity; Information Literacy; Web of Data; Digital Age.

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Improving nurses’ readiness for evidence-based practice in critical care units: results of an information literacy training program

BMC Nursing ◽

10.1186/s12912-021-00599-y ◽

2021 ◽

Vol 20 (1) ◽

Author(s):

Jamileh Farokhzadian ◽

Somayeh Jouparinejad ◽

Farhad Fatehi ◽

Fatemeh Falahati-Marvast

Keyword(s):

Critical Care ◽

Training Program ◽

Information Literacy ◽

Intervention Group ◽

Literacy Skills ◽

Evidence Based ◽

Control Groups ◽

Critical Care Units ◽

Literacy Training ◽

Information Literacy Skills

Abstract Background One of the most important prerequisites for nurses’ readiness to implement Evidence-Based Practice (EBP) is to improve their information literacy skills. This study aimed to evaluate the impact of a training program on nurses’ information literacy skills for EBP in critical care units. Methods In this interventional study, 60 nurses working in critical care units of hospitals affiliated to Kerman University of Medical Sciences were randomly assigned into the intervention or control groups. The intervention group was provided with information literacy training in three eight-hour sessions over 3 weeks. Data were collected using demographic and information literacy skills for EBP questionnaires before and 1 month after the intervention. Results At baseline, the intervention and control groups were similar in terms of demographic characteristics and information literacy skills for EBP. The training program significantly improved all dimensions of information literacy skills of the nurses in the intervention group, including the use of different information resources (3.43 ± 0.48, p < 0.001), information searching skills and the use of different search features (3.85 ± 0.67, p < 0.001), knowledge about search operators (3.74 ± 0.14, p < 0.001), and selection of more appropriate search statement (x2 = 50.63, p = 0.001) compared with the control group. Conclusions Nurses can learn EBP skills and apply research findings in their nursing practice in order to provide high-quality, safe nursing care in clinical settings. Practical workshops and regular training courses are effective interventional strategies to equip nurses with information literacy skills so that they can apply these skills to their future nursing practice.

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Developing information literacy skills in nursing and rehabilitation therapy students

Journal of the Canadian Health Libraries Association / Journal de l Association de bilbiothèques de la santé du Canada ◽

10.5596/c05-007 ◽

2005 ◽

Vol 26 (1) ◽

pp. 7 ◽

Cited By ~ 8

Author(s):

Paola Durando ◽

Patricia Oakley

Keyword(s):

Information Literacy ◽

Physical Therapists ◽

Evidence Base ◽

Literacy Skills ◽

Evidence Based ◽

Skill Sets ◽

Rehabilitation Therapy ◽

Entry Level ◽

New Graduates ◽

Advanced Search

The environment in which nurses and rehabilitation therapists practice is rapidly evolving, resulting in changes in the skill sets and competencies required of new graduates. Evidence-based practice models, for example, require that entry-level nurses, physical therapists, and occupational therapists have the ability to identify, locate, and critically appraise research findings. This paper will describe curriculum-integrated, for-credit information literacy programs developed by the authors in collaboration with faculty members from the Schools of Nursing and Rehabilitation Therapy at Queen's University in Kingston, Ontario. The short-term goal of these programs is to teach undergraduate and graduate students advanced search strategy skills and critical appraisal techniques that will enable them to explore the implications of their literature findings. The long-term goal is to graduate practitioners who not only will have the skills to practice evidence-based health care but also will participate in scholarly activities and thus contribute to the evidence base in their disciplines.

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Would You Share This Video? Factors Influencing Willingness to Share Online Health Misinformation. (Preprint)

10.2196/preprints.30323 ◽

2021 ◽

Author(s):

Alla Keselman ◽

Catherine Arnott Smith ◽

Gondy Leroy ◽

David R. Kaufman

Keyword(s):

Immune System ◽

Information Sharing ◽

Information Literacy ◽

Online Survey ◽

Science Literacy ◽

Survey Methodology ◽

Interpersonal Trust ◽

The United States ◽

Evidence Based ◽

Information Competencies

BACKGROUND The rapidly evolving digital environment of the social media era increases the reach of both quality health information and misinformation. Platforms such as YouTube enable easy sharing of attractive, if not always evidence-based, videos with large personal networks as well as the general public. While much research has focused on characterizing health misinformation online, it has not sufficiently focused on describing and measuring individuals’ information competencies that build resilience. OBJECTIVE This study 1) assesses individuals’ willingness to share a non-evidence-based YouTube video about strengthening the immune system, 2) describes types of evidence that individuals view as supportive of the claim by the video, and 3) relates information-sharing behavior to several information competencies: information literacy, science literacy, knowledge of the immune system, interpersonal trust, and trust in health authority. METHODS The study employs an online survey methodology with 150 individuals across the United States. Participants were asked to watch a YouTube excerpt from a morning TV show featuring a wellness pharmacy representative promoting an immunity-boosting dietary supplement produced by his company; answer questions about the video and say whether they would share it with a cousin who was frequently sick; and complete instruments pertaining to the information competencies outlined in the objectives. RESULTS Most participants (105 out of 150) said that they would share the video with their cousin. Their confidence in the supplement would be further boosted by a friend’s recommendations, positive reviews on a crowdsourcing website, and statements of uncited effectiveness studies on the producer’s website. While all information literacy competencies analyzed in this study had a statistically significant relationship with the outcome, each was also highly correlated with each other. Information literacy and interpersonal trust independently predicted the largest amount of variance in the intent to share the video (17% and 16%). Interpersonal trust was negatively related to the willingness to share the video. Science literacy explained 7% of the variance. CONCLUSIONS People are vulnerable to online misinformation and are likely to propagate it online. Information literacy and science literacy are associated with lesser vulnerability to misinformation and lesser propensity to spread it. Of the two, information literacy holds the greater promise as an intervention target. Understanding the role of different kinds of trust on information sharing merits further research.

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A conceptual approach to practitioners’ health information literacy

Reference Services Review ◽

10.1108/rsr-02-2016-0006 ◽

2016 ◽

Vol 44 (2) ◽

pp. 178-190

Author(s):

Ann Hallyburton

Keyword(s):

Health Literacy ◽

Health Information ◽

Information Literacy ◽

Healthcare Professionals ◽

Evidence Based Practice ◽

Information Behavior ◽

Evidence Based ◽

Research Information ◽

Content Type ◽

Information Behaviors

Purpose The purpose of this paper is to examine healthcare professionals’ own health literacy through the lenses of information behavior and evidence-based practice. These practitioners’ health information literacy is critical to client care. Design/methodology/approach This conceptual paper applies general and professional-specific models of information behavior and issues of bias to methods in which healthcare practitioners seek, evaluate and use research information within professional practice. Findings Case examples from library, medical and the broader healthcare literature are used to explore ways in which care professionals’ information behaviors align with or deviate from information behavior models and the role of different types of bias in their information behavior. Adaption of evidence-based practice precepts, already familiar to healthcare professionals, is proposed as a method to improve practitioners’ health information literacy. Originality/value Explorations of “health literacy” have primarily focused on healthcare consumers’ interactions with basic health information and services. The health literacy (and health information literacy) of care practitioners has received much less attention. By gaining a greater understanding of how information behaviors intersect with healthcare practitioners’ own health literacy, the librarians and educators who serve future and current care professionals can offer more informed information literacy instruction, enabling practitioners to provide improved patient care.

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Media Literacy and Its Use as a Method to Encourage Civic Engagement

Comunicar ◽

10.3916/c39-2012-02-07 ◽

2012 ◽

Vol 20 (39) ◽

pp. 73-80 ◽

Cited By ~ 8

Author(s):

Sherri Culver ◽

Thomas Jacobson

Keyword(s):

Social Change ◽

Information Literacy ◽

Technology Use ◽

Digital Age ◽

The United States ◽

Student Interest ◽

Global Citizens ◽

Current Events ◽

The Usa ◽

Support Team

Changes in technology have opened up a new kind of participatory citizenry; one in which engaged citizens’ blog, post, tweet, upload, create, and otherwise interact with others online. This paper explores the intersection of media and information literacy with civic participation by examining three specific programs operating in the United States. These projects include «Powerful Voices for Kids», «The Salzburg Academy on Media and Social Change»; and «Cultivating the NetGeneration of Youth as Global Citizens and Media Literate Leaders in a Digital Age», in which educators and students at schools in the USA and Africa meet virtually and physically to explore collaborative methods that use media to build bridges of understanding. Through analysis of each program’s practices and personal interviews with the program director, consistent methods for developing a strong media and information literacy program with a focus on democratic participation are revealed. These include a need for programs to reflect a respect for student interest in popular culture, willingness for program educators to put aside assumptions that students lack an interest in current events, recognition that technology use is a means to an end, not the ultimate goal, and the utilization of a support team for the instructors or educators. Los cambios en la tecnología han posibilitado un nuevo tipo de ciudadanía participativa; los ciudadanos utilizan blogs, correos, tweets, principalmente para crear e interactuar con otros. Este artículo explora la intersección de los medios de comunicación y la alfabetización mediática y su relación con la participación ciudadana, mediante el análisis de tres programas específicos que se llevan a cabo en Estados Unidos. Estos proyectos son «Voces para los niños» (Powerful Voices for Kids), «Academia de Salzburgo en Comunicación y Cambio Social» (The Salzburg Academy on Media and Social Change) y «Educando a jóvenes en Red como ciudadanos globales, alfabetizados mediáticamente en la era digital» (Cultivating the NetGeneration of Youth as Global Citizens and Media Literate Leaders in a Digital Age). En ellos educadores y alumnos de escuelas de Estados Unidos y África tienen encuentros virtuales y presenciales para explorar métodos colaborativos, utilizando los medios para construir puentes de entendimiento. A través del análisis de cada programa y las entrevistas personales con algunos de sus directores, se presentan métodos que consiguen un buen desarrollo de proyectos de alfabetización mediática focalizados en la participación democrática, incluyendo, a su vez, la necesidad de crear actividades que reflejen el respeto hacia el interés de los estudiantes en la cultura popular, la voluntad de los educadores para superar los prejuicios sobre su falta de interés en temas de actualidad, el reconocimiento de la tecnología como un medio y no como un fin en sí misma, y la utilización de un equipo de apoyo para el profesorado.

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Let’s Get Moving!: Eight Ways to Teach Information Literacy Using Kinesthetic Activities

Pennsylvania Libraries Research & Practice ◽

10.5195/palrap.2017.141 ◽

2017 ◽

Vol 5 (1) ◽

pp. 26-34

Author(s):

Alexandria Chisholm ◽

Brett Spencer

Keyword(s):

Information Literacy ◽

College Teaching ◽

Student Movement ◽

Academic Librarians ◽

Evidence Based ◽

Trial And Error ◽

Teaching Methodologies ◽

Practical Advice ◽

Classroom Activities ◽

Starting Point

Kinesthetic pedagogy uses physical movement to stimulate learning; recent studies in higher education increasingly reveal the effectiveness of kinesthetic activities (KAs) in college teaching. Accordingly, this paper suggests that academic librarians explore the use of kinesthetic activities in their instruction. Librarians have designed many excellent classroom activities based on other active learning pedagogies that happen to provide opportunities for some student movement. However, few librarians have intentionally incorporated KAs into their instructional design or contextualized their efforts within kinesthetic pedagogy. Nevertheless, some existing teaching methodologies discussed in library literature can offer a starting point for kinesthetic-conscious information literacy (IL) teachers. This article presents librarians with a menu of effective, evidence-based library activities documented in the literature along with practical advice from our trial-and-error experiences to enhance the kinesthetic benefits of these activities and manage student movement in the classroom.

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