Rowman & Littlefield Publishers
Pages: 168
•
Trim: 6⅜ x 9
978-1-5381-1892-4 • Hardback • September 2019 • $140.00 • (£108.00)
978-1-5381-1893-1 • Paperback • September 2019 • $71.00 • (£55.00)
978-1-5381-1894-8 • eBook • September 2019 • $67.00 • (£52.00)
Elizabeth G. Hinton, MSIS, AHIP, is Instruction and Research Librarian and Assistant Professor at the University of Mississippi Medical Center’s Rowland Medical Library. She is library liaison to the School of Nursing, where she holds a secondary faculty appointment. Ms. Hinton is author or co-author on several peer-reviewed journal articles and book chapters and has presented multiple posters and papers. She is active in both the Medical Library Association and the Southern Chapter of the Medical Library Association and is a senior member of AHIP. Her professional interests include systematic reviews, library and educational assessment, and measuring scholarly output.
Lauren M. Young, MLIS, MA, AHIP is Associate Librarian and Instruction Coordinator, Reference and Research Services, at Samford University’s Davis Library. Her academic library career has seen equal time spent in technical services and public services roles, specializing in meeting health sciences information needs. Ms. Young has worked actively in library and institutional assessment initiatives, and she taught and evaluated online community college English courses for 10 years. She is a member of state, regional, and national library associations and has been an active contributor to the library scholarly discourse.
Acknowledgements
Preface
Chapter 1: Bibliographic instruction and accreditation in the health sciences
Chapter 2: Authority in the health sciences
Chapter 3: Information creation in the health sciences
Chapter 4: Value in the health sciences
Chapter 5: Inquiry in the health sciences
Chapter 6: Conversation in the health sciences
Chapter 7: Strategic exploration in the health sciences
About the Editors
For readers unfamiliar with the Association of College and Research Libraries (ACRL) information literacy framework, this book provides a clear, well-written introduction. Given that information literacy instruction usually involves teaching students how to use resources, and that health sciences information literacy efforts ordinarily focus on teaching search techniques, this volume employs the broader ACRL model, which teaches concepts as well as tasks. Young (Samford Univ.) and Hinton (Univ. of Mississippi) here adapt the ACRL framework specifically to health care. Each chapter explains a concept and offers case studies and assignments. The editors provide one chapter on each topic addressed by the ACRL framework, beginning with the importance of establishing the authority of researchers and resources. Further chapters cover, respectively, the process of creating information; determining the value of information; how to approach research as an iterative process of inquiry; and the importance of viewing scholarship as a conversation among researchers, where each voice contributes and builds on what was found before. Searching is thus presented as a strategic exploration: not simply finding information, but also challenging assumptions. The volume includes a helpful list of criteria used by medical accrediting bodies, describing information literacy expectations for scholarly activity. Recommended. Lower-division undergraduates through faculty and professionals. Students enrolled in two-year technical programs.
— Choice Reviews
This book will be valuable to experienced academic health librarians looking for ideas to refresh or enhance their instruction and for those new to teaching information literacy who are looking for a place to start. Those institutions who already own the Framing Information Literacyseries will still find this a worthwhile purchase because of its disciplinary focus.
— Journal of the Canadian Health Libraries Association
The Association of College & Research Libraries (ACRL) Information Literacy (IL) Framework replaced the ACRL Information Literacy Competency Standards for Higher Education in 2016, but many librarians are still struggling to incorporate the ACRL Framework into their library instruction. This book contains everything needed to do that work: explanations of the ACRL Framework, how it fits into health care and health sciences education, and lots of examples that are ready to be used or modified. . . . Overall, this is an excellent ad-dition to any collection that serves the health sciences. Any librarian who does instruction in the health sciences will find this book valua-ble, but especially those who do more formal instruction sessions and those who work with faculty to incorporate information literacy into the curriculum.
— Journal of the Medical Library Association
Young and Hinton have done it! They’ve created a theoretical and practical book on information literacy that solo librarians or academic librarians can use to teach their constituents. It is easy to read and easy to apply what they’ve written anywhere, anytime!— Jeffrey Coghill, outreach librarian and director, Eastern AHEC Library Services, Laupus Library, East Carolina University, Greenville, NC and Co-editor, Developing Librarian Competencies for the Digital Age, edited by Jeffrey Coghill and Roger Russell
This is a masterful work that will serve as an indispensable tool for any health sciences librarian—from novice to expert—that is involved in and dedicated to vitally important library instruction in information literacy competencies for students in progressively advanced populations (undergraduate, graduate, post-graduate and professional). Well-written and highly readable, this is highly recommended.— Claire B. Joseph, MS, MA, AHIP Director, Medical Library, South Nassau Communities Hospital
Chosen as a Doody's Core Title for 2023.
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