Interim Report on Information Literacy as a Critical Element of the Nursing Curriculum at IUP

Overview

 

Information literacy is proposed to the UndergraduateNursing Curriculum as a “critical element” construct to be developed within theprogram level objectives, as well as individual course objectives.  Information literacy is uniquely advanced as appropriate for any course(s) regardless ofdidactic, clinical, service, and/or writing emphasis;  this argument will later become self-evident.

 

 

Critical Element

 

The concept of critical element has been evolving.  I found it most helpful in approaching thesetasks to define critical element and, therefore, recommend a written definitionto you.  Reducing this to a writtendefinition will be both helpful in avoiding concept drift over time, as well asindicating to the Faculty and others clarity. The following solution is/are the assumptions I am operating under inapproaching these tasks:

 

CriticalElement:  provides guidance toFaculty for implementation of the Undergraduate Curriculum; and in so doingprovides for minimal (but not the exclusive) required content, processand/or evaluative course components within a course offering in order that theintent of the Undergraduate Curriculum be met.

 

 

Definition

 

The Association of College and Research Libraries (2000,available at http://www.ala.org/acrl/ilintro.html) defines information literacyas follows:

 

 “A set ofabilities requiring individuals to recognize when information is needed andhave the ability to locate, evaluate, and use it effectively when needed”

 

This definition seems toconvey the essence of meaning with the greatest linguistic economy of all thedefinitions reviewed.

 

 

Significance

 

Education Industry. Information literacy is gaining prominence both within the educationindustry, as well as within Nursing. According to Lewis (2000) information literacy in Nursing surpasses thestandard connotation(s) of either information technology and/or libraryskills.  In fact, as examined from manyperspectives;  including the disciplinespecific purviews of nurse, patient, and/or system; the greater the complexityof the information literacy construct. 


 

SSHE/IUP. Information literacy is also becoming a key outcome among accreditingbodies for higher education (Middle States Commission on Higher Education,Western Association of Schools and Colleges, and Southern Association of Collegesand Schools).  Recently the Commonwealthof Pennsylvania, State System of Higher Education sponsored an initiative todevelop information literacy here at the Indiana University of Pennsylvania. 

 

Department N&AH. Having reviewed the status of plans for the fledgling Universityinitiative with our representative, Jodell Kuzneski, Chairperson, Nursing &Allied Health, it appears that the need for application to curricular mattersnow is not only a proactive observation, but welcomed within other forums(Center for Teaching Excellence, Reflective Practice, College Curriculum,Provost, etc.)  In fact, as CurriculumCommittee you should be made aware that our ability to develop informationliteracy in discipline specific ways will become a showcase within theUniversity if properly conducted.

 

Student/Faculty Outcomes.  Consider the following issues all of which representopportunities for improvement of educational outcomes within the ‘classroom’,at the ‘bedside’, as well as instilling ‘life-long learning’.  The variety of this starter list supportswhy information literacy is appropriate to any course regardless of didactic,clinical, service, and/or writing emphasis.

 

·        Consistent citation of emerging sources (internet,etc.)

·        Protection of patient information

·        Discrimination of source reliability in any setting

·        Use of central library facilities

·        Ability to take/give effective patient report

·        Identification of organizing frameworks

·        Organizing myself

·        Locating information missing from minimum data sets

·        Medical records organization

·        Ability to refine a clear problem statement

·        Etc.

 

 

Discussion

 

Outcomes.  Several points come to mind.  First is the vision of what our graduatesshould represent were we to take a snapshot at any point in time.  This would be the value in reducinginformation literacy to discipline specific terms by program year (levelobjectives = level outcomes, with outcome stated in performance terms) as wellas by course (course objectives = course outcomes, outcome stated inperformance terms) as you have requested.

 

Standards of InformationLiteracy.  We should seek to avoidmere opinion.  Therefore, I have takenthe liberty of taking the next step in locating information literacy standardswith the assistance of Susan Drummond, Stapleton Library.  These can now be reduced to the specifics ofprogram year (I have placed the level objectives into spreadsheet form) andcourse-specific strategies.  I expect tocomplete this entire task within the next 7-10 days.

 

Parallels.  In reviewing a number of sources I am struckwith the parallels between the highly acclaimed critical thinkingprocesses.  In fact, I tentativelybelieve in our ability to present information literacy outcomes as proxymeasures of the elusive critical thinking construct. 

 

Also, take notice thatadvanced information literacy skills have the outward appearance of correlatinghighly with excellence in any setting. In short, I find the definition to have great utility.

 

 

 

 

Conclusions

 

 

 

As a result of thesefindings I propose the following to the Committee:

 

 

1.       Accept this Memorandum as an interim report (timeline below)

 

2.       Expect the detailed application of Information Literacy toLevel Objectives and Course Objectives by December 15 for your consideration

 

3.       Implement a written definition of Critical Element (onesolution enclosed)

 

4.       Establish rationale(s) for Critical Element(s) accepted(example enclosed)

 

5.       Approve the construct, Information Literacy, for CriticalElement purposes (definition recommended)

 

6.       Indicate to me the Committee’s requirements for additionalreadings so I might provide

 

7.       Indicate to me your individual willingness to preview theensuing draft which may save group time

 

8.       Indicate to me your individual interest in participating in aDepartment Teaching Circle on Information Literacy just underway (Janice Holmesand I)