Abstract
Genuine collaboration between academic librarians and social work faculty in which information literacy is embedded in social work education is lacking. Drawing from the results of the authors’ 2016 quantitative study surveying academic social work librarians across the United States, this qualitative follow-up uses data from 27 semi-structured interviews concerning the prevalence and nature of information literacy instruction (ILI) in social work education, how ILI is introduced and sustained in social work curricula, and the alignment between ILI efforts with institutional goals, guidelines from accreditation authorities, and professional social work practice standards. The literature review engages the reader in a robust definition of “information literacy” as applied to social work practice and its connection to social justice and anti-oppressive pedagogy. The findings and subsequent discussion center on current systemic obstacles in ensuring social work graduates enter the profession with sufficient information literacy (IL) skills for an ethical, research-informed, data-driven practice and conclude with recommendations for the evolution of integrated ILI at a local level within social work curricula. Collaborative and sustainable partnerships among academic librarians and social work faculty are essential for educating information literate social work practitioners of tomorrow.
Highlights
Genuine collaboration between academic librarians and social work faculty in which information literacy is embedded in social work education is lacking
As the above quotations imply, life-long learning and contribution to the knowledge foundation is an ethical standard for professional social workers and the related pursuant activities are facilitated by information literacy skills, what does this mean for social work education and in the future?
Within the participant sample (n=27), respondents had an average of 21 years of experience as an academic librarian, with 10 years involved with Social Work curriculum
Summary
Genuine collaboration between academic librarians and social work faculty in which information literacy is embedded in social work education is lacking. Social workers should routinely review the professional literature and participate in continuing education relevant to social work practice and social work ethics (National Association of Social Workers [NASW], 2018, Ethical Standards, 4.01(b)). As the above quotations imply, life-long learning and contribution to the knowledge foundation is an ethical standard for professional social workers and the related pursuant activities are facilitated by information literacy skills, what does this mean for social work education and in the future?
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