Paper: Research Abstract

Understanding Nursing Faculty’s Perceptions of the Role of the ACRL Information Literacy Framework in Nursing Instruction

Tuesday, May 7
3:05 PM - 3:20 PM
Room: Columbus GH (East Tower, Ballroom/Gold Level)

Objectives : A task force is updating the 2013 Information Literacy Competency Standards for Nursing standards to match the recently revised ACRL Framework for Information Literacy for Higher Education. This research seeks to understand how nursing faculty utilize information literacy (IL) concepts in coursework to inform the development of an updated set of nursing IL standards.

Methods : Setting: Nine academic institutions with nursing programs

Population: Nursing faculty who teach any level of nursing students and/or nurses—from associate to doctoral level nursing candidates and practicing nurses.

Study Design: Cross-sectional survey design with 14 close-ended questions related to respondents’ IL teaching experience, familiarity with and use of IL standards, and perceived relevance of IL principles to nursing education.

Data Analysis: Researchers will manage and analyze data using Qualtrics.

Research Ethics: The primary institution’s IRB has approved the study, and the researchers will gain approval from the remaining institutions.

Results :Eighty-seven nursing faculty completed the survey. Results indicate 79% of respondents are unaware of the ACRL Framework. Thirty-nine percent of respondents said their nursing program had a goal or outcome related to IL, while 27% were unsure. When provided a description of IL, 79% of respondents said they teach these concepts in their courses, through learning objectives, course readings, research sessions from librarians, and modeling, among others. Reasons for IL instruction included student need, instructor interest, institutional student learning outcomes, accreditation, use of Problem-Based Learning, and because keeping current with Evidence-Based Practice requires IL.

Conclusions : Overall, nursing faculty deem IL skills relevant to nursing curriculum and practice yet are largely unaware of ALA guidelines. Some faculty do not teach IL competencies because they either expect students to receive IL instruction elsewhere, leave it to librarians, find it irrelevant, have never considered it, or think it is outside their area of expertise. There is an opportunity for librarians to promote the ACRL Framework and IL concepts and to collaborate with nursing faculty in incorporating IL competencies into their curricula.

Bethany S. McGowan

Assistant Professor of Library Science and Health Sciences Information Specialist
Purdue University Library and School of Information Studies
West Lafayette, Indiana


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Laureen Patricia Cantwell

Reference & Distance Services Librarian
Colorado Mesa University
Grand Junction, CO


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Julie Planchon Wolf

Research & Instruction/Nursing & Health Studies Librarian
UW Bothell & Cascadia College
Bothell, Washington


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Alexandra Williams

Instructional Designer
Frontier Nursing University
Oakwood, Ohio


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Maribeth Slebodnik

Research & Learning Librarian
University of Arizona
Tucson, AZ


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Rebecca Raszewski, Ph.D., AHIP

Associate Professor & Assistant Information Services & Liaison Librarian
University of Illinois at Chicago
Chicago, Illinois

Rebecca Raszewski, MS, AHIP is Associate Professor & Information Services & Liaison Librarian at the University of Illinois at Chicago. She has been the library liaison for the UIC nursing community in Chicago since she started in 2008. Her current research projects include the availability of informatics at ALA-accredited library schools and data management within the graduate nursing curricula.


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Jamie L. Conklin

Health Sciences Librarian / Liaison to the School of Nursing
University of North Carolina at Chapel Hill
Chapel Hill, North Carolina

Jamie Conklin, MSLIS, is a Health Sciences Librarian at the University of North Carolina at Chapel Hill Health Sciences Library and the liaison librarian to the School of Nursing. Her current interests include interprofessional education, scholarly communication, expert searching, and the use of evidence to inform instruction and practice.


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Understanding Nursing Faculty’s Perceptions of the Role of the ACRL Information Literacy Framework in Nursing Instruction

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