Supporting the Teaching of Information Literacy with First Year Bsc Nursing Students: The Case for a Printed Workbook

Ryba, Helen; Pledger, Trudi

doi:10.1080/13614533.2016.1200105

Cited by 3 publications

(2 citation statements)

References 24 publications

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“…IL instruction in undergraduate health sciences education is most popularly discussed in peerreviewed literature within the context of nursing education. It follows that curriculum-integrated IL and faculty/library collaboration predominantly comes out of nursing education literature [1][2][3][4][5][6]. In one community college nursing program, the argument for curriculum integration centres around defragmenting IL from nursing instruction, which "requires a paradigm shift from teaching one-time courses…requiring students to build their knowledge and competencies along a novice-to-expert curriculum throughout their educational process" [7].…”

Section: Literature Reviewmentioning

confidence: 99%

Scaffolded, embedded required: information literacy education in undergraduate health sciences

Smith,

Sanger

2023

J Can Health Libr Assoc

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Background: The Health Sciences Library and the Bachelor of Health Sciences (Honours) Program (BHSc) at McMaster University worked together to build a multi-year information literacy (IL) curriculum embedded within the program under a suite of courses called Praxis Pathways. Description: Praxis Pathways consists of four Threads. Thread 4: Information Literacy is the focus of this case report. The authors will describe the multi-year embedded IL curriculum, which is scaffolded to build both IL skills, such as database searching, and introduce students to key conceptual conversations in IL, production and dissemination. Outcomes: BHSc program graduates in 2023 will be the first to have completed all four years of the Praxis Pathways courses, including the IL program developed and delivered by the library. The authors will describe how the impact of the program will be evaluated qualitatively and quantitatively going forward. Conclusion: Embedded librarianship for multi-year, scaffolded IL education in undergraduate programs continues to be a rarity, despite the acknowledgement that one-shot instruction has several limitations. The authors present this case report to share how they embedded a for-cred IL curriculum in an undergraduate program that looks beyond the one-shot, skill-based tutorial and focuses on developing adaptive, information-literate lifelong learners.

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Section: Literature Reviewmentioning

confidence: 99%

Scaffolded, embedded required: information literacy education in undergraduate health sciences

Smith,

Sanger

2023

J Can Health Libr Assoc

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“…There was an even higher number of references to numerous additional frameworks captured in an "other" column in our extraction instrument, (n=39, 18%), and a striking heterogeneity of frameworks within this "other" code, from researcher-authored theoretical models (Kolstad, 2015) to university-specific (Brooks & Bigelow, 2015) or government-issued frameworks of competencies (Ryba & Pledger, 2016) being used alongside more traditional library frameworks to map or develop IL curricula.…”

Section: Frameworkmentioning

confidence: 99%

Information literacy curriculum mapping in the health sciences

Olson,

Bates,

Yarbrough

et al. 2023

JIL

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Instructional medical librarians are uniquely positioned in a context governed by multiple instructional frameworks emerging from librarianship and the professions with which they liaise. Yet very little literature exists on medical librarians’ use of curriculum mapping to align their instruction with these frameworks. This review illuminates the current state of curriculum mapping in medical librarianship. We searched five bibliographic databases for articles published between 2010 and August 2021 and centred on information literacy (IL) curriculum mapping within a health sciences university context. Studies were included based upon pre-determined inclusion and exclusion criteria. Data were extracted using an instrument developed primarily a priori, with some codes developed emergently in response to preliminary review of the data. We included 127 studies focused on curriculum mapping, of which only 24 included structures which might be considered “curriculum maps”. Across all 127 studies included, The Association of College & Research Libraries’ Information Literacy Competency Standards for Libraries for Higher Education was the most-used IL framework, though versions of evidence-based practice were used more often, with a great deal of diversity and incomplete reporting on how these frames informed instruction of discrete concepts and skills. Within the 24 articles containing figurative curriculum maps, the same diversity of concepts and incomplete reporting was present, with librarians mapping IL frameworks to classroom activities more often than learning outcomes or competencies. Development of curricular maps aligning discrete IL concepts and skills with different disciplinary contexts is needed to provide instructors with a modular structure they might implement in their own contexts. To further the identification of best practices, future research should examine existing curricular maps made by librarians.

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Supporting student learning through the use of a sequential case study workbook: An inductive content analysis of student feedback

Christensen

Lynch

2020

Nurse Education Today

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Supporting the Teaching of Information Literacy with First Year Bsc Nursing Students: The Case for a Printed Workbook

Cited by 3 publications

References 24 publications

Scaffolded, embedded required: information literacy education in undergraduate health sciences

Scaffolded, embedded required: information literacy education in undergraduate health sciences

Information literacy curriculum mapping in the health sciences

Supporting student learning through the use of a sequential case study workbook: An inductive content analysis of student feedback

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