1. Joanne Muellenbach, MLS, AHIP The Commonwealth Medical College Scranton, Pennsylvania June 26, 2012

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3.  The Library wants to integrate information literacy content into the curriculum more systematically.  Collaborating with faculty has been a strategic goal.  In May 2012, I was asked to serve as co-chair of the Medical Informatics thread, that is woven throughout our MD curriculum;  Information Literacy content is a part of the Medical Informatics thread. 3

4. Benefits:  information literacy training will become more meaningful  it will result in more positive learning outcomes Consequences:  failure to develop information literacy skills  failure to reach their full potential as lifelong learners. 4

5.  Medical Informatics @ TCMC  What is Information Literacy?  Information Literacy Standards  Collaborating with Faculty – Challenges  Collaborating with Faculty - Strategies  Final Thoughts 5

6. If you remember just three things as you leave here today, remember these:  Librarian – Faculty partnerships are vital to the world of academia.  Our goal is to help our students become more IL and to develop lifelong learning skills.  Lifelong learning skills will lead to student success! 6

7.  Ramp up our efforts to collaborate with faculty.  Identify challenges of collaborating with faculty.  Implement strategies for collaborating with faculty that will result in success. 7

8.  An interdisciplinary science that is focused on biomedical information, its structure, acquisition and use;  Focus: on the application of computer technologies and information science in clinical medicine;  Systematically woven throughout the 4 years. 8

9.  Introduction to biomedical informatics  Evidence-based practice  Safety  Community health informatics 9

10.  Y1-2: definitions; impact of biomedical informatics on healthcare outcomes; clinical transformation; introduction to clinical applications;  Y2: creating a digital record of a clinical encounter; introduction to EHRs;  Y3-4: clinical informatics; EHRs. 10

11.  Y1: library & information skills; CHRP literature search project (3 phases); Ovid MEDLINE; PubMed; EndNote; searching for the evidence; USMLE resources.  Y2: mobile technologies & point of care resources; image resources & copyright. 11

12.  Y2: protecting individual patients from medical errors;  Y3-4: human-computer interaction and health information technologies. 12

13.  Y1-2: using technology to improve clinical communications; health literacy;  Y3-4: improving the health of the public through biomedical informatics. 13

14.  “… the set of skills needed to find, retrieve, analyze, and use information.”  “… a key component of, and contributor to, lifelong learning.”  “Developing lifelong learners is central to the mission of higher education institutions.” Information Literacy Competency Standards for Higher Education, ALA, 2000. 14

15. Standard One: KNOW  The information literate student determines the nature and extent of the information. Information literacy competency standard for higher education. (2000). Retrieved 14 February 2012 from http://www.acrl.org/ala/mgrps/divs/acrl/standards/standards.pdf http://www.acrl.org/ala/mgrps/divs/acrl/standards/standards.pdf 15

16. Standard Two: ACCESS  The information literate student accesses needed information effectively and efficiently. Information literacy competency standard for higher education. (2000). Retrieved 14 February 2012 from http://www.acrl.org/ala/mgrps/divs/acrl/standards/standards.pdf http://www.acrl.org/ala/mgrps/divs/acrl/standards/standards.pdf 16

17. Standard Three: EVALUATE  The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. Information literacy competency standard for higher education. (2000). Retrieved 14 February 2012 from http://www.acrl.org/ala/mgrps/divs/acrl/standards/standards.pdf http://www.acrl.org/ala/mgrps/divs/acrl/standards/standards.pdf 17

18. Standard Four: USE  The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. Information literacy competency standard for higher education. (2000). Retrieved 14 February 2012 from http://www.acrl.org/ala/mgrps/divs/acrl/standards/standards.pdf http://www.acrl.org/ala/mgrps/divs/acrl/standards/standards.pdf 18

19. Standard Five: ETHICAL / LEGAL  The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally. Information literacy competency standard for higher education. (2000). Retrieved 14 February 2012 from http://www.acrl.org/ala/mgrps/divs/acrl/standards/standards.pdf http://www.acrl.org/ala/mgrps/divs/acrl/standards/standards.pdf 19

20.  Faculty may have a different understanding of the importance of information literacy.  Faculty may be unaware of the diverse talents of librarians and the roles that we could play in undergraduate education.  Faculty may lack information literacy training themselves. 20

21.  Large class sizes and low level of classroom support.  There is so much essential material to cover that students could not be expected to do much beyond the textbook.  Faculty assume that students already have the skills they need, or that they will learn the necessary skills on their own. 21

22.  Get involved! attend college-wide meetings; learn more about the major initiatives of the college and consider how information literacy training could play a part in those initiatives.  Develop a library liaison service; meet with other library liaisons; view their libguides and learn more about their experiences and strategies.libguides 22

23.  Build a professional collection of resources focusing on the issues related to Information Literacy. resources  Get to know your faculty and offer faculty development sessions.  Develop and showcase examples of superior use of technology in teaching and learning.showcase 23

24.  Strive for curriculum integration; develop “just in time” information literacy sessions, such as this session for Pharmacology students. Pharmacology  In light of growing class sizes, develop online tutorials and user guides, such as a Copyright libguide.Copyright libguide  Offer House Calls, whereby a librarian visits a faculty member’s workplace and provides an individualized consultation to suit his or her information needs.House Calls 24

25.  Celebrate! Plan an activity, presentation, party, or event that celebrates the student projects. Invite faculty, staff, librarians, students, families, community members, the press, etc.projects  Write an article in the library blog, Facebook page, or newsletter, highlighting special events.Facebook page  Seek out opportunities to conduct research and publish with faculty. 25

26.  Librarian – Faculty partnerships are vital to the world of academia.  Our goal is to increase the information literacy of our students so that they will develop lifelong learning skills.  Lifelong learning will lead to student achievement. 26

27. Thank you