Objective:In early 2016, the Association of College & Research Libraries (ACRL) officially adopted a conceptual Framework for Information Literacy (Framework) that was a significant shift away from the previous standards-based approach. This study sought to determine (1) if health sciences librarians are aware of the recent Framework for Information Literacy; (2) if they have used the Framework to change their instruction or communication with faculty, and if so, what changes have taken place; and (3) if certain librarian characteristics are associated with the likelihood of adopting the Framework.Methods:This study utilized a descriptive electronic survey.Results:Half of all respondents were aware of and were using or had plans to use the Framework. Academic health sciences librarians and general academic librarians were more likely than hospital librarians to be aware of the Framework. Those using the Framework were mostly revising and creating content, revising their teaching approach, and learning more about the Framework. Framework users commented that it was influencing how they thought about and discussed information literacy with faculty and students. Most hospital librarians and half the academic health sciences librarians were not using and had no plans to use the Framework. Librarians with more than twenty years of experience were less likely to be aware of the Framework and more likely to have no plans to use it. Common reasons for not using the Framework were lack of awareness of a new version and lack of involvement in formal instruction.Conclusion:The results suggest that there is room to improve awareness and application of the Framework among health sciences librarians.
The Association of College and Research Libraries is developing a new framework of information literacy concepts that will revise and replace the previously adopted standards. This framework consists of six threshold concepts that are more flexible than the original standards, and that work to identify both the function and the feelings behind information literacy education practices. This column outlines the new tentative framework with an eye toward its implications for health sciences libraries, and suggests ways the medical library community might work with this new document.
Two hundred twenty-nine health sciences libraries (HSLs) worldwide were surveyed regarding the availability of digital collections, evidence of the type of digital collections, level of access, software used, and HSL type. Of the surveyed libraries, 69% (n = 157) had digital collections, with an average of 1,531 items in each collection; 49% (n = 112) also had institutional repositories. In most cases (n = 147), these collections were publicly available. The predominant platforms for disseminating these digital collections were CONTENTdm and library web pages. Only 50% (n = 77) of these collections were managed by the health sciences library itself.
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