Collaborating with Faculty to Reframe Information Literacy via Evidence-Based Practice
Susan Franzen, Illinois Central College
Colleen Bannon, Heartland Community College
Correlations between Information Literacy and Evidence-Based Practice
ACRL’s Information Literacy
Competency Standards for Higher
Education
Evidence-Based Medicine Steps
ACRL’s Framework for
Information Literacy for
Higher Education
Standard 1: The information literate
student determines the nature and
extent of the information needed.
The health care professional poses a
clinical question and converts the
need for information on prevention,
diagnosis, prognosis, treatment, etc.
into an answerable question.
Research as Inquiry
Standard 2: The information literate
student accesses needed information
effectively and efficiently.
The health care professional searches
efficiently and effectively in order to
track down the best available
evidence with which to answer the
question.
Searching is Strategic
Exploration
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.
The health care professional critically
appraises the evidence for its validity
(closeness to the truth), impact (size
of the effect), and applicability
(usefulness in our clinical practice).
Information Creation is a
Process
Standard 4: The information literate
student, individually or as a member
of a group, uses information
effectively to accomplish a purpose.
The health care professional
integrates critical appraisal with
clinical expertise and with the
patient's unique biology, values and
circumstances.
Information has Value
Research as Inquiry
Standard 5: The information literate
student understands many of the
economic, legal, and social issues
surrounding the use of information
and accesses and uses the information
ethically and legally.
The health care professional
evaluates their effectiveness and
efficiency in executing steps 1-4 and
seeks ways to improve them both for
next time.
Scholarship is a
Conversation
Authority is Constructed and
Contextual
Scholarship is a
Conversation
Information has value
Adapted from Kaplan, R. B., & Whelan, J. S. (2002). Buoyed by a rising tide: Information literacy sails into the curriculum on the
currents of evidence-based medicine and professional competency objectives. Journal of Library Administration, 36(1-2), 219-235.
http://dx.doi.org/10.1300/J111v36n01_13
Curriculum Building
Illinois Central College
Semester
0
1st Summer
PHTA 114
Assignment Description
Library orientation, no assignment
Introduction to the Library
1st Fall
PHTA 112
1st Visit - Website Credibility
2nd Visit - Types of Publications & Articles: trade vs academic journal, recognize
empirical research
1st Spring
PHTA 216
Composing a Search & Evidence-Based Research & How to Read a Research Article
2nd Fall
PHTA 218
Analyze Research: create an annotated bibliography with primary research
(interview from clinical patient or instructor) and then articles from an intervention
they had seen used and if the research supports
2nd Spring
PHTA 222
Case Study: lecture on evidence based practice and then activity - analyze
components for a published case study
Heartland Community College
Semester
Assignment Description
0
Search assignment worksheet: create a PICO from a case study, search for articles in
HLTH databases to answer research question, and reflect on search strategy
1
Annotated bibliography: create a fictional patient, write a focused research
question, find relevant articles, and evaluate each article
2
Clinical
3
Appraisal of articles: find and analyze different types of research articles on one
topic (case studies, cohort studies, etc.), and appraise the randomized control
article for internal and external validity
4
Clinical research assignment: construct a PICO, find articles, appraise evidence for
validity, impact, and applicability, write a paper explaining this analysis, present
findings to Occupational Therapist