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.
The concept of critical element has been evolving.
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.
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.
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’.
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.
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.
As a result of thesefindings I propose the following to the Committee: