scholarly journals A Comparison of Evidence-Based Practice and the ACRL Information Literacy Standards: Implications for Information Literacy Practice

2014 ◽  
Vol 75 (2) ◽  
pp. 232-248 ◽  
Author(s):  
Nancy E. Adams
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Information Literacy ◽  
Information Quality ◽  
Evidence Based Practice ◽  
Research Question ◽  
Evidence Based ◽  
Literacy Practice ◽  
Research Libraries ◽  
Literacy Standards

Evidence-based practice (EBP), like information literacy, is concerned with an individual’s knowledge, skills, and attitudes relating to using information. EBP is now a professional competency in fields as diverse as social work, nursing and allied health fields, and public policy. A comparison of the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education with the commonly accepted EBP model shows congruence, but the two models diverge in their use of authority of the producer as a marker of information quality and in their relative emphasis on formulation of the research question and application of information.

scholarly journals Recycling C.R.A.P.: Reframing a Popular Research Mnemonic for Library Instruction

2015 ◽  
Vol 3 (2) ◽  
pp. 115-121 ◽  
Author(s):  
Robert E. LeBlanc ◽  
Barbara Quintiliano
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
American Association ◽  
Library Instruction ◽  
Mnemonic Device ◽  
Research Libraries ◽  
Student Reflection ◽  
Literacy Standards ◽  
Core Concepts ◽  
Flexible Framework

In 2015 the American Association of College & Research Libraries jettisoned its long-standing set of Information Literacy Standards for Higher Education and adopted the richer, more flexible Framework for Information Literacy for Higher Education. Composed of core concepts rather than prescriptive objectives, the Framework more closely mirrors the complexity of the rapidly evolving academic environment and encourages engagement on the part of students. However, many instruction librarians find that the Frame’s flexibility also poses pedagogical challenges. The authors describe how instruction librarians at one university library have adapted and used a popular mnemonic device when presenting the Frames, thus promoting greater student reflection and interaction.

scholarly journals Information literacy views of the teacher candidates registered to pedagogical formation certificate program on Pedagojik formasyon sertifika programına kayıtlı öğretmen adaylarının bilgi okuryazarlığına ilişkin görüşleri

2019 ◽  
Vol 16 (1) ◽  
pp. 249
Author(s):  
Burcu Umut Zan
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Teacher Candidates ◽  
English Summary ◽  
Literacy Studies ◽  
Certificate Program ◽  
Research Libraries ◽  
General Terms ◽  
Literacy Standards

It is known that different studies are carried out for information literacy standards. In the first step of this study, information literacy standards; which were published by Association of College and Research Libraries (ACRL), was examined chronogically. These standards are “Information Literacy Standards for Higher Education”, “Framework for Information Literacy for Higher Education” and “Information Literacy Standards for Teacher Education” respectively. The qualifications required for an appropriate person for information literacy are generally defined according to these standards. Then, in the related literature of information literacy studies which are conducted on teacher, teacher candidates and undergraduate students were examined. This study was carried out in Çankırı Karatekin University in 2016-2017 academic period with the teacher candidates who were in the position of being graduated from different sciences, 106 teacher candidates. Different questions about information literacy were directed to those 106 student and answers received. A qualitative analysis study was carried out by evaluating the answers that received. NVIVO programme was used to analyse the answers. The answers of the teacher candidates were evaluated according to the qualifications determined in the examined standards. As a result, it is seen that teacher candidates are able to define the qualifications of aperson, who is defined as an information literature, are defined as with general terms however they suffer difficulties in details.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBilgi okuryazarlığı standartlarına yönelik olarak farklı çalışmaların yapıldığı bilinmektedir. Bu çalışmada ilk olarak, Amerika Üniversite ve Araştırma Kütüphaneleri Derneği (ACRL: Association of College and Research Libraries) tarafından yayımlanan “Yüksek Öğretimde Bilgi Okuryazarlığı Yetkinlik Standartları”, “Öğretmen Eğitimi için Bilgi Okuryazarlığı Standartları” ve “Yükseköğretim İçin Bilgi Okuryazarlığı Çerçevesi” dokümanları kronolojik olarak değerlendirilmiş ve bilgi okuryazarı olarak tanımlanan bir bireyde olması gereken nitelikler genel olarak tanımlanmıştır. Çalışmanın sonraki aşamasında; ilgili literatürde, öğretmen, öğretmen adayı ve lisans öğrencileri üzerine yürütülen bilgi okuryazarlığı çalışmaları incelenmiştir. Araştırmanın son bölümünde; 2016-2017 akademik döneminde, Çankırı Karatekin Üniversitesinde, Formasyon eğitimi alan fen ve sosyal bilimler alanlarından 106 öğretmen adayına bilgi okuryazarlığı ile ilgili farklı soruların yöneltilmesi ve alınan yanıtların nitel olarak değerlendirilmesini içeren uygulama çalışmasına yer verilmiştir. Değerlendirme aşamasında, NVİVO 12 programı kullanılmış, alınan yanıtlar derinlemesine analiz edilmiştir. Öğretmen adaylarından alınan yanıtlar, incelenen standartlarda belirlenen nitelikler doğrultusunda değerlendirilmiştir. Sonuç olarak öğretmen adaylarının genel ifadeler ile bilgi okuryazarı bir bireyde olması gereken nitelikleri tanımladıkları ancak detaylarda zorlandıkları dikkat çekmiştir.

scholarly journals The PICO strategy for the research question construction and evidence search

2007 ◽  
Vol 15 (3) ◽  
pp. 508-511 ◽  
Author(s):  
Cristina Mamédio da Costa Santos ◽  
Cibele Andrucioli de Mattos Pimenta ◽  
Moacyr Roberto Cuce Nobre
Keyword(s):  
Decision Making ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Scientific Evidence ◽  
Research Question ◽  
Clinical Decision ◽  
Evidence Based ◽  
Review Of The Literature

Evidence based practice is the use of the best scientific evidence to support the clinical decision making. The identification of the best evidence requires the construction of an appropriate research question and review of the literature. This article describes the use of the PICO strategy for the construction of the research question and bibliographical search.

scholarly journals Evidence-Based Professionalism in Small Specialist HE Course Management – Reflexive Thoughts on Ongoing Research

2017 ◽  
Author(s):  
Nieky van Veggel
Keyword(s):  
Higher Education ◽  
Professional Practice ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Course Management ◽  
Ongoing Research ◽  
The Status

This paper outlines evidence-based practice in the context of professionalism, and highlights the contribution evidence-based practice can make to the professional practice of higher education course managers. Implications of the changing HE landscape for the status of academics as professionals are reviewed, and evidence-based practice is proposed as a solution for both enhanced course management and to remedy perceived deprofessionalisation. Finally, questions regarding researching professional practice within one’s own institution are addressed.

A conceptual approach to practitioners’ health information literacy

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.

Information Literacy

2011 ◽  
pp. 1178-1182
Author(s):  
Elaine Fabbro
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Higher Education Institutions ◽  
Literacy Skills ◽  
Lifelong Learners ◽  
Research Libraries ◽  
Information Literacy Skills ◽  
The Creation ◽  
Need For Information

The Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education defines information literacy as the ability to recognize the need for information, and be able to locate, evaluate, and use the information effectively (2000, p.2). Information literacy is essential in the creation of lifelong learners (Wallis, 2005, p. 221). Educators struggle continually to ensure that students are not only able to successfully navigate through the plethora of information available, but that they are able to think critically about information, and put it to use in all aspects of their lives. Information literacy skills instruction can serve as a method to help meet this goal. However, in order to provide information literacy instruction it is necessary to fully understand the concept and all it entails, including how it can be implemented and the benefits it offers to students, educators, and higher education institutions as a whole.

scholarly journals Evidence-based practice in social work: Who are the critics?

2020 ◽  
pp. 146801732095513
Author(s):  
Joakim Finne
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Child Welfare ◽  
Social Welfare ◽  
Social Workers ◽  
Research Methods ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Social Sector ◽  
The Social

Summary The aim of this study is to analyse attitudes towards and the utilisation of evidence-based practice among social workers in Norway. The data were collected in 2014–2015 from social workers in four Norwegian counties. The sample consists of 2060 social workers registered as members of the Norwegian Union of Social Educators and Social Workers. Findings The main findings in this study indicate that social workers in child welfare are generally less critical of evidence-based practice than those within social welfare. Higher education and knowledge about evidence-based practice are seen as predictors for less critical attitudes towards the concept. The findings further suggest that social workers who use manuals and standardised procedures are less critical of evidence-based practice. Applications Understanding social workers’ attitudes towards evidence-based practice is important in order to facilitate the best possible practices. This study emphasises the importance of increasing knowledge of evidence-based practice in the social sector, and the need to further investigate how research methods and evidence-based practice concepts are translated into practice.

Epidemiology and Public Policy

2017 ◽  
Author(s):  
Carlos E. Molina
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Public Policy ◽  
Health Systems ◽  
Research Design ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Health Care Economics ◽  
Mental Health Systems

This chapter reviews topics on epidemiology, biostatistics and research design. In addition, topics on mental health systems, evidence-based practice and health care economics will be reviewed. Topics on public policy and law and psychiatry will be reviewed in this chapter

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