Abstract
Objective:In 2018, the Association of College & Research Libraries (ACRL) Health Sciences Interest Group convened a working group to update the 2013 Information Literacy Competency Standards for Nursing to be a companion document to the 2016 Framework for Information Literacy in Higher Education. To create this companion document, the working group first needed to understand how nursing faculty approached information literacy (IL) instruction.Methods:The working group designed a survey that assessed how nursing faculty utilized IL principles in coursework and instruction. The survey consisted of nineteen mixed methods questions and was distributed to nursing faculty at eight institutions across the United States.Results:Most (79%) faculty indicated that they use a variety of methods to teach IL principles in their courses. While only 12% of faculty incorporated a version of the ACRL IL competencies in course design, they were much more likely to integrate nursing educational association standards. Faculty perceptions of the relevance of IL skills increased as the education level being taught increased.Conclusion:The integration of IL instruction into nursing education has mostly been achieved through using standards from nursing educational associations. Understanding these standards and understanding how faculty perceptions of the relevance of IL skills change with educational levels will guide the development of a companion document that librarians can use to collaborate with nurse educators to integrate IL instruction throughout nursing curriculums at course and program levels.
Highlights
BackgroundSince their introduction in 2013, the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Nursing have served as an authoritative resource for librarians who are developing nursing instruction [1]
Our research reveals a gap in literature related to nursing faculty competence and confidence in teaching information literacy (IL) skills
IL instruction in nursing is taking place even though knowledge of standards and frameworks specific to IL is limited amongst nursing faculty
Summary
Since their introduction in 2013, the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Nursing have served as an authoritative resource for librarians who are developing nursing instruction [1]. These standards were developed by reviewing standards from nursing educational associations for baccalaureate, master’s, and doctoral programs [2]. In January 2016, the ACRL adopted the Framework for Information Literacy for Higher Education that, rather than relying on standards or learning outcomes, focused on core concepts that provide flexibility for implementation [3]. Due to the development of the Framework, the ACRL Board of Directors voted to rescind the Information Literacy Competency Standards for Higher Education, meaning that the 2013 Information Literacy Competency Standards for Nursing must be revised to reflect the new framework structure.
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