Information literacy Curriculum integration – an investment in lifelong learning Anne-Marie Haraldstad Library of Medicine and Health Sciences The University of Oslo Library 27st June 2003 Nordic Baltic EAHIL Workshop

Information literacy The ability to... Determine the extent of information needed Identify adequate resources Access the needed information effectively and efficiently Evaluate information and its sources critically Incorporate selected information into ones knowledge base Use information effectively to accomplish a specific purpose

The topic presented by PICO P for PROBLEM Information explosion - the need for information literacy I for INTERVENTION Teaching information handling strategies C for COMPARISON Leaving students by themselves? O for OUTCOME The information literate student or graduate

P for Problem PICO

I for Intervention Teaching information handling strategies PICO

The adult learner Autonomy The self-directed learner Previous experience and knowledge Motivation Relevance Just-in-time

Library instruction up till now 1 st term Library orientation / guided tour (45 min.) Introduction to medical literature searching and quality evaluation of sources (3,5 h.) 10 th term Advanced clinical literature searching techniques (2 x 3,5 h.)

The information literate student and graduate The students shall be trained in finding, evaluating and applying research information. The students shall gain knowledge and skills in literature searching, by formulating search strategies and construct targeted bibliographic searches. The students shall get a toolkit of suitable programmes as ballast for life-long learning Overall goal:

Plans for 2003 (fall) and st term: Extended teaching in theory of science, medical ethics, statistics, epidemiology – with Information literacy fully integrated 8th term: EBM I : searching for clinical literature, Critical appraisal of literature – preparing for students thesis. 10th term: EBM II : searching for clinical literature, Critical appraisal of literature – preparing for clinical practice in primary health care.

Curriculum integrated Information literacy Source criticism Literature search Library skills Expected basic skills in Word processing and Web surfing 5 th year 4 th year 1 st year

C for Comparison Which teaching methods have proven effect? Leave students by themselves? Evidence-based librarianship? PICO Brettle, A. Information skills training : a systematic review of the literature. Health Information and Libraries Journal 2003; 20(suppl.1):3-9.

O for Outcome The information literate Student or Graduate Clinician or Researcher High quality patient treatment PICO Library skills Information skills Information literacy

Life-long learning Good working habits Confident users of information technologies Able searchers: Evaluate information critically and use the information accurately Keep a humble heart Know what you know, and know when to ask The Lifelong Learner : A Professional Continuum

Some success factors so far... Prove ability and willingness to teach Find some champions at the faculty who will advocate the library Curriculum integration Present units to fit in time-tables Timing is crucial – cooperate with faculty Major curricular reorganization? Projects / papers / thesis to be written? Information skills - evaluation/exam : credits?

... Educators in other medical teaching centers have noticed that our medical students and graduates are noticeably more information literate than those from other institutions. Bracken Health Sciences Library at Queens University Kingston, Canada

Programs with Curriculum integration Nurses at RH : Clinical specialist programme Clinical epidemiology : Research methodology for hospital staff International health : Master degree Institute for Nutrition Research The Institute of Nursing Science Section for Health Study of medicine