This guide is for learning about information literacy (IL). Information literacy enables research skills, which are critical to evidence-based clinical practice.
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Palmer Librarians can provide instruction in information literacy, tailored to your students' assignments. Contact the following campus librarians, and we can arrange exactly what you need.
Davenport - Sandy Lewis, Head Librarian of Technical Services, at (563) 884-5465, or e-mail at email@example.com
Florida - Edward Murphy, Branch Manager Librarian, at (386) 763-2671, or e-mail at firstname.lastname@example.org
West - Denise Ulett, Branch Manager Librarian, at (408) 944-6014, or e-mail at email@example.com
The David D. Palmer Health Sciences Library is committed to providing the support needed to ensure that individuals have the intellectual abilities of reasoning and critical thinking. As librarians, we are here to help you construct a framework for learning how to learn. Information literacy is a key component for lifelong learning, especially in today's information age.
"Chiropractic's future success in the health care marketplace will depend on the adoption and the chiropractic colleges developing evidence-based curricula" (Giordano, 2002) and programming requiring students to be information literate within a community of learners.
The Council of Chiropractic Education (CCE) has established standards for student research competencies, specifically that students will be able to "demonstrate knowledge of relevant research methodologies and the ability to critically appraise and apply the literature to clinical cases."
This guide provides an outline for information literacy standards.
Reference: Giordano, F.J. (2002). The role of the institution in developing the next generation chiropractor: clinician and researcher. Journal of Manipulative and Physiological Therapy 25(3), 193-196.
According to the Association of College and Research Libraries (ACRL), information literacy is a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information."
The information literate student:
1. Determines the nature and extent of the information needed
2. Accesses the needed information effectively and efficiently
3. Evaluates information and its sources critically and incorporates selected information into his or her knowledge base
4. Uses information effectively to accomplish a specific purpose
5. Understands the economic, legal, and social issues surrounding the use of information, and accesses and uses information ethically and legally
--from the Information Literacy Competency Standards for Higher Education by the Association of College & Research Libraries