1. Nina Koniuch RN,BScN, MScT Karen Halliday BA (Hon), MLIS
Information Literacy Competencies Integrated Within a Nursing Curricula
Nina Koniuch
RN,BScN, MScT
Karen Halliday
BA (Hon), MLIS

2. Goals for the Session
Share a curricular framework integrating information literacy competencies into Nursing programs
Describe the collaborative efforts between faculty librarian and nursing faculty
Introduce discipline specific information literacy competencies

3. Information Literacy is…
…. a set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”
ALA, 1989

4. Information Literacy Integration Model
Formal integration into curriculum
Discipline specific information literacy
Faculty/faculty-librarian collaboration
Students require built-in opportunities for success & self-directed learning
Transferability of information literacy skills from course to course and into profession

5. Supporting Evidence & Best Practices
Nursing literature (CINAHL & PubMed)
RNAO Best Practice Guidelines and Utilization of Nursing Research
Association of College & Research Libraries (ACRL) Information Literacy Standards for Higher Education
Best Practices Initiative, Institute for Information Literacy, approved by ACRL 2003, entitled, “Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline”

6. Information Literacy Program (BScN & PN)
Year 1
pretest
CINAHL assignment
tip sheet
guided notes
rubric
Year 2
CINAHL assignment
tip sheet
guided notes
rubric
post test

7. Year 1: Search Strategy Navigate the CINAHL database
Select appropriate subject headings
Use explode, combine and limit features
Retrieve ONE relevant article
Locate it!

8. Year 2: Critical Thinking
Questions include:
What specific information within this journal article most relates to your topic?
What is the author’s thesis statement in the article?
What sort of evaluation did this journal article undergo prior to publication?
What type of journal article is this? An editorial, a research article?

9. The Scholarly Nursing Literature Funnel
We are scaffolding into PN & BSCN programs the use of a checklist to determine if an article is appropriate for assignments and the “funnel” diagram to visually demonstrate the processes students need to undertake to find articles

10. Student Testimonial….
“…….the reason I am writing is to let you know how well prepared….in particular, in how to use CINAHL…..we were familiar with the database and I would not want to attempt my project not knowing how to use CINAHL………..thank you for the many hours spent teaching and using the
database.” Year 3
Collaborative student

11. Faculty Testimonials…
“…critiques were well done. Research articles were of excellent quality; current, relevant and informative.”
(year 2 faculty)
“…..more students in year three are better equipped with using databases, finding valuable information and using CINAHL and its features…..marked improvement…..whatever you are doing….keep on doing it!”
(year 3 faculty)

12. Knowledge Hub
A physical place in the Library Commons and a virtual entity to support learning communities at Georgian College

13. Knowledge Hub Faculty Nina’s Role…
One course download= 4 hours per week
Participation in training sessions
Physical presence in the Knowledge Hub
Assistance
Evaluation
IL initiatives

14. Interdisciplinary Partnership
Shared expertise in two disciplines advances the teaching learning
Effective placement of IL within curriculum
Shared enthusiasm and valuing of IL skills through modelling, knowledge & attitude reinforced by librarian and faculty member
Collaboration = Student success
“The Collaborative Imperative: Librarians and Faculty Working Together in the
Information Universe” by D. Raspa & D. Ward, 2000.
The disciplines working together sharing knowledge bases brings success and relevance to students. Many students look to their discipline for guidance on approaches and when they see their colleagues placing value on the process, then they usually adapt this mindset themselves

15. Information Literacy Competencies
Created information literacy competencies for BScN and PN programs.

16. Discipline Specific IL Competencies
Nine competencies:
1) Recognize the importance of developing a stance of critical inquiry
ACRL Standard 1: The information literate student determines the nature and extent of the information needed

17. IL Competencies
2) Understand that research is a process and takes adequate time to accomplish
ACRL Standard 1: The information literature student determines the nature and extent of the information need

18. IL Competencies
3) Recognize the value of information literacy as an enabler of academic success and a prerequisite to lifelong learning within the nursing profession
Implicit in IL standards

19. Il competencies thinking for credibility and reliability.
4) Evaluate literature using critical
thinking for credibility and reliability.
ACRL Standard 3: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system

20. Il Competencies 5) Understand structure and general
principles of information within the
Nursing profession.
ACRL Standard 1: The information literate student determines the nature and extent of the information needed

21. IL Competencies 6) Identify and use key research tools
to locate relevant information.
ACRL Standard 2: The information literature student accesses needed information effectively and efficiently

22. Il Competencies 7) Plan effective search strategies and
change them as necessary.
ACRL Standard 2: The information literate student accesses needed information effectively and efficiently

23. Il Competencies 8) Recognize library services and
use them in the research
process.
ACRL Standard 2: The information literature student accesses needed information effectively and efficiently

24. Il Competencies
9) Understand the ethical, legal and social issues involved in the use of information.
ACRL Standard 5: The information literate student understands many of the economic, legal, and social issues surrounding the use of information and uses information ethically and legally

25. Evidence Based Education
Student must:
1. Be taught the process of research
(to be self-directed)
2. Be able to conduct an effective search of literature
3. Know how to access latest research
(via databases)
4. Know how to critically appraise information
(Kaplan Jacobs, Rosenfeld & Haber, 2003)

26. Pieces of the Puzzle Turnitin APA Types of literature
Evaluate clinical practice
Best Practice
Guidelines
Critical appraisal
Critical Thinking
Databases
Reading/Writing

27. The Whole Picture
Information literacy is truly effective when the curriculum as a whole is examined and it is placed where it can be fostered – not a one-off library project

28. IL Within Curriculum
Example: IL Competency 4:
Evaluate literature using critical thinking for credibility and reliability:
A) Recognize that all information, even scholarly information, needs to be evaluated according to the criteria of objectivity, currency, authority, and content – CINAHL 2 search strategy
B) Evaluate Internet sites before incorporating information into assignments. - Using learning from Development of Self (DOS), aspects of critical appraisal

29. Questions