Situating Library Instruction: A Case Study of Upper-Division Social Work Seminar/Practicum Courses

Doney, Jylisa

doi:10.1080/13614533.2018.1460726

Cited by 3 publications

(2 citation statements)

References 36 publications

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“…There is a small but growing body of research concerning information literacy instruction specific to social work education (Bingham et al, 2016;Doney, 2018;Magliaro & Munro, 2018;Pendell & Kimball, 2020). At the heart of these inquiries exists a growing consensus around three recurrent themes: in aggregate, incoming social work students lack the information literacy skills required for graduate level education; the provision of ILI in schools of social work is primarily reliant on individual relationships between librarians and social work instructors; and formal social work education would benefit from a broad inclusion of ILI at critical junctures in the curricula designed and implemented in collaboration with information literacy specialists (librarians) on the local level.…”

Section: Information Literacy Instruction In Social Work Educationmentioning

confidence: 99%

“…There is growing consensus among those engaged in research concerning ILI in social work settings (Doney, 2018;Johnson et al, 2011;Magliaro & Munro, 2018) that it is optimally effective when embedded within the social work curriculum. Particularly for social work education, which frequently stresses the importance of evidence-based practice, Bingham et al (2016) argue that, …rather than relegating EBP concepts and practices to research courses, they should be integrated throughout the entire [social work] curriculum both in coursework and field work.…”

Section: Educational Partners: Curriculum and Assessmentmentioning

confidence: 99%

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Fostering Information Literacy

Johnson

Bausman

Ward

2021

ASW

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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.

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Section: Information Literacy Instruction In Social Work Educationmentioning

confidence: 99%