Information & Academic Literacy

Deepens understanding of research methods including those common to nursing and health

Distinguish between qualitative and quantitative research; understand the respective value of both in inquiry

Develops awareness of research instruments (scales, questionnaires, interviews, etc.)

Differentiates between primary and secondary research

Begin to identify research questions arising from practice and/or reexamination of research evidence;may need guidance

Revise research questions as necessary based on the search results 

Understands the importance of seeking multiple perspectives on a topic in order to gain a holistic understanding

When directed, will use a variety of source types and minimum required sources

Beginning competency in comparing and contrasting sources

Use research evidence appropriately to make decisions and inform practice

Deepens understanding of Evidence Informed Practice

Explain the differences between primary and secondary evidence (Levels of Evidence)

Develops an understanding of the importance of critical appraisal in identifying best evidence.

With guidance, can perform a simple appraisal of evidence

Identify information to direct the search process

Identify key concepts of a topic or research question

Conducts background research to learn about unfamiliar topics or concepts 

Plans a search strategy guided by assignment specifications

Develops awareness of inclusion and exclusion criteria in the search process

Identify producers of sources relevant to the information need 

Recognize there are multiple sources (scholars, organizations, individuals, industries, etc.), which may have produced relevant information on a topic

When instructed, will attempt to access a variety sources, seeking support as needed

Recognize that information may be perceived and valued differently based on the format in which it is packaged

Recognize that scholarly or authoritative sources may come in formats other than articles

Recognize that format itself (organization or visual appeal) is not indicator of credibility, especially in regards to web content

Beginning competency in matching the search tool (databases, web, library, and a library catalogue) to the information need; relying on most familiar tool.

Understand when it is appropriate to use the web as search tool

Select database(s) relevant to the information need

Use appropriate search language relevant to the search tool and information need

Begins to practice using appropriate search language (keyword or free text) appropriate for the search tool (database vs. web)

Use key concepts as first keywords for searching 

Recognize that keywords may need to change in order to locate relevant results; may attempt alternate keywords

Utilize initial search results to scan for synonyms and alternate keywords for searching

Construct a simple database search, combining keywords with Boolean operator AND; may attempt using OR.

Practice using search strategies like truncation and/or phrase searching

Understands the function of search limits/filters; practices using simple filters like publication date and "peer-reviewed"

Recognizes that first attempts at searching may be unsuccessful, persists or seeks support

Beginning competency in identifying the source type and format most relevant for information need; may seek support

Differentiate between primary and secondary sources

Use key elements such as author’s name, date of publication, and source type to understand the creation process

Identify markers of creation such as peer-review, pre/post publication, revisions, etc. as possible indicators of quality

Utilize sources such as encyclopedias, dictionaries, books and websites to gain background information on a topic

Evaluate sources for credibility using criteria such as accuracy, purpose and origin

Relies on checklist such as CRAAP to evaluate credibility

Begins to select sources based on source's purpose (i.e.: inform, entertain, or persuade)

Compare information from a variety of sources in order to evaluate trustworthiness; uses lateral reading for online content

Evaluates information for relevancy to the information need

Scans titles and abstracts for relevant information during source selection

Beginning competence in selecting sources that satisfy the research inquiry; uses keywords as a guide but more attention is given to context 

Utilize developing knowledge of research tools and “markers of authority” to identify credible sources

Rely on "peer-review" when identifying credible sources

Describe the benefits and limitations of the peer-review process 

Utilizes research tools such a databases and scholarly journals in locating credible sources

Understands that different source types (scholarly article, government report, news article, etc.) may have different levels of authority

Relies on traditional types of authority such as subject expertise or credentials during source selection

Understands that the information need and intended use will help determine the most authoritative sources 

Recognize that scholarly discourse is an “ongoing conversation” where ideas are formed, debated and changed over time (ACRL, 2015)

Can trace the changes/ development of scholarship on a particular topic over time with guidance 

Develops awareness that scholarship on a topic can include competing perspectives and may not have a single, agreed upon “answer”

Understand their role as a contributor to a "scholarly conversation" (ACRL, 2015); participate at an appropriate level

Participate in scholarship online or in-class discussions, presentations, public presentations, written works, or undergraduate research, etc.