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ERIC Number: EJ1125454
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 25
Merging Information Literacy and Evidence-Based Practice in an Undergraduate Health Sciences Curriculum Map
Franzen, Susan; Bannon, Colleen M.
Communications in Information Literacy, v10 n2 p245-263 2016
The ACRL's "Framework for Information Literacy for Higher Education" offers the opportunity to rethink information literacy teaching and curriculum. However, the ACRL's rescinded "Information Literacy Competency Standards for Higher Education" correlate with the preferred research and decision-making model of the health sciences: evidence-based practice. Through a partnership, librarians and faculty can use all three to develop a curriculum map composed of a series of research assignments and library instruction delivered over the course of a two-year undergraduate allied health program. The presented curriculum map shows that the "Standards" can be retained and utilized as a bridge between the new "Framework" and evidence-based practice to strengthen the impact of information literacy teaching in the health sciences.
Descriptors: Information Literacy, Evidence Based Practice, Undergraduate Students, Health Sciences, Curriculum Development, Concept Mapping, Librarian Teacher Cooperation, Assignments, Library Research, Student Research, Library Instruction, Allied Health Occupations Education, Academic Libraries, Standards
Communications in Information Literacy. Director, University of Oklahoma-Tulsa Library, Schusterman Center, 4502 East 41st Street, Tulsa, OK 74135. Tel: 918-660-3222; Fax: 918-660-3215; e-mail: firstname.lastname@example.org; Web site: http://www.comminfolit.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A