An Unexpected, Yet Welcomed Outcome of the St. Louis Healthy Start Program

Scharff, Darcell P.; Jupka, Keri; Gulley, Lora; Kasper, Kate; Barnidge, Ellen

doi:10.1007/s10995-018-2631-x

Cited by 1 publication

(1 citation statement)

References 11 publications

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“…Analysing information Allen et al, 2008 Application of information Hearne, 2008 Critical thinking skills Lane et al, 2019;Roberts & Kreeger, 2019;Young & Goodman, 2015 Dissemination of information Nagro et al, 2018 Evaluation of information Hagan & Donavan, 2013;Keselman et al, 2019;Smith & Boster, 2009;Vessey & Miola, 1997. Information engagement Hagan et al, 2018 Information gathering Hawley et al, 2016 Information management Hagan & Donovan, 2013 Information seeking skills Hagan & Donovan, 2013;Kratzke et al, 2018 Information sharing Bloodgood & Clough, 2017;Scharff et al, 2018;White et al, 2010 Interpreting information Lane et al, 2019 Knowledge transfer Abram, 2017 Media literacy De Castro & Levesque, 2018…”

Section: Il Skillmentioning

confidence: 99%

Advocacy engagement

Nzomo

Fehrmann

2020

JIL

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The current research sought to identify what skills, knowledge, and behaviours (SKBs) in advocacy engagement are closely associated with information literacy skills. The paper examines what role information literacy (IL) skills play in making one an effective advocate by drawing on everyday life situations that involve advocacy such as self-advocacy, social advocacy, patient advocacy, parent advocacy, and policy advocacy. A rapid scoping review was completed using articles published within the last ten years (2008–2019). The articles were retrieved from Academic Search Complete, a multidisciplinary database. The aim of our initial review was to identify what skills, knowledge and behaviours are deemed essential for everyday life situations that involve advocacy. Charting of the literature was then used to map the skills, knowledge and behaviours mentioned in relation to advocacy to information literacy skills. Results showed how the knowledge component in advocacy engagement is closely associated with various IL skills such as finding information, evaluation of information and sharing information. Implications of the study point towards the importance of emphasising IL instruction in broader contexts beyond higher education and/ or academic libraries. The study shows that IL skills are important in the public realm and in primary (elementary) and secondary (high) school contexts as well. Therefore, public librarians and school librarians should be just as engaged in equipping their patrons/clientele with IL skills that may be needed for different types of advocacy such as self-advocacy, parent advocacy and patient advocacy. The study also has implications for humanitarian research and research that involves situations of information poverty as these contexts will often involve advocacy work as well.

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