Evidenced Based Policy and Practice: The Roles of Critical Thinking and Literacy in Empirical Methodology for Social Work Practice

Abstract

Summary: This study is a preliminary definitional study that examines the idea of literacy and critical thinking in social work practice, especially as it applies to evidenced-based practice. It is not a definitive study as such, but more an exploration of what would constitute literacy and critical thinking in social work practice especially in a changing policy framework that requires greater accountability for practice through an evidence-based approach. The paper accepts the proposition that the essence of literacy is the communication of an idea or concept in a way others who are not familiar with that idea are able to understand it. The study examined five related areas, which would be considered important for the basis the background understanding required to participate in the evidenced-based discourse. These are critical thinking, statistical literacy, data visualisation, data literacy and information literacy. Findings: Whilst there are differences in what is understood as literacy of the various areas, there are also commonalities between each area. The emphasis that evidenced-based practice will require in the mode and method of argument to be used will be based on the principles of argument that arise will be influenced by critical thinking, statistical literacy, data visualisation, data literacy or information literacy. Application: The application of this preliminary study to social work practice is how one views and communicates information and observations to a wider audience. It provides a basis for argument for social work practice to be able to participate in a discourse dealing with evidence-based practice whilst within the ethical and values framework of social work philosophy.