Framing Information Literacy: Teaching Grounded in Theory, Pedagogy, and Practice
University Libraries - Public Services
The lesson in this chapter illustrates one way to challenge students in the health sciences to think beyond simply finding and accepting the validity of scholarly peer-reviewed articles and encourages them to think more critically and skeptically about research. The lesson focuses on the Information Has Value threshold concept in ACRL’s Framework for Information Literacy for Higher Education. The frame states, “experts understand that value may be wielded by powerful interests in ways that marginalize certain voices.” When students enter into their fields of interest in healthcare, they must recognize their responsibility for “making deliberate and informed choices about when to comply with and when to contest current legal and socio- economic practices concerning the value of information.” In the following lesson plan, students examine the privatization of biomedical research and how undisclosed conflicts of interest can, in some cases, lead to accusations of misconduct or fraud. After completing the assignment, students should be more aware of how the “value of information” can influence the integrity of the scientific method.
Vance, C. (2018). “The Value of Information in the Health Sciences: First, Do No Harm.” In M. Oberlies, and J. Mattson (Eds.), Framing Information Literacy: Teaching Grounded in Theory, Pedagogy, and Practice (Vols. 1-6) (pp. 207-217). Chicago, IL: Association of College and Research Libraries.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.