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It addresses the rescission of the ACRL Information Literacy Competency Standards and argues that the Standards can still function as a bridge to evidence-based practice. Librarians and faculty collaborate to design a two-year curriculum map of research assignments and library instruction, reinforcing information literacy’s impact in health sciences.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/merging-information-literacy-and-evidence-based-practice-in-an-undergraduate-health-sciences-curriculum-map/598857/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/merging-information-literacy-and-evidence-based-practice-in-an-undergraduate-health-sciences-curriculum-map/598857.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why were the ACRL Information Literacy Competency Standards called into question in 2016?","Question",{"text":112,"@type":113},"The Standards were questioned as a foundational information literacy document after the ACRL adopted the Framework. In June 2016, the debate intensified when the ACRL Board decided to rescind the Standards.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does evidence-based practice define the competencies involved in patient care decisions?",{"text":117,"@type":113},"Evidence-based practice emphasizes finding, evaluating, and using information to improve patient care by combining the best scientific evidence with patients’ needs and preferences, along with the decision-maker’s expertise.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the article propose for librarians and faculty during pedagogical transition?",{"text":121,"@type":113},"It proposes partnering to create a curriculum map that links the Framework, the retained Standards, and evidence-based practice. The result is a sequence of research assignments paired with library instruction delivered semester-by-semester over a two-year program.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598857,1792161026,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Merging Information Literacy and Evidence-Based Practice in an Undergraduate Health Sciences Curriculum Map  \nSusan Franzen, Illinois State University  \nColleen M. Bannon, Midwestern University  \nAbstract  \nThe ACRL’s Framework for Information Literacy for Higher Education offers the opportunity torethink information literacy teaching and curriculum. However, the ACRL’s rescinded Information Literacy Competency Standards for Higher Education correlate with the preferred research and decision-making model of the health sciences: evidence-based practice. Through a partnership, librarians and faculty can use all three to develop a curriculum map composed of a series of research assignments and library instruction delivered over the course of a two-year undergraduate allied health program. The presented curriculum map shows that the Standards can be retained and utilized as a bridge between the new Framework and evidence-based practice to strengthen the impact of information literacy teaching in the health sciences.  \nKeywords: information literacy, evidence-based practice, academic librarians, health sciences, curriculum map  \nFranzen, S. & Bannon, C.M. (2016). Merging information literacy and evidence-based practice in an undergraduate health sciences curriculum map. Communications in Information Literacy, 10(2), 245-263.  \nCopyright for articles published in Communications in Information Literacy is retained by the author(s). Author(s) also extend to Communications in Information Literacy the right to redistribute this article via other scholarly resources and bibliographic databases. This extension allows the authors'copyrighted content to be included in some databases that are distributed and maintained by for-profit companies. All other rights of redistribution are licensed by Communications in Information Literacy under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BYNC-SA 4.0) .  \nMerging Information Literacy and Evidence-Based Practice inan Undergraduate Health Sciences Curriculum Map  \nIntroduction  \nIn early 2016, the Association of College and Research Libraries (ACRL) formally adopted the Framework for Information Literacy in Higher Education (Framework) as part of the organization’s collection of documents on information literacy. In the process, the status of the Information Literacy Competency Standards for Higher Education (Standards) was called into question as a foundational document of information literacy (IL) since 2000 . In June of 2016, the debate intensified as the ACRL Board made the controversial decision to rescind the Standards.  \nIn this period of pedagogical transition, instruction librarians are faced with a dilemma– reject the Standards in favor of the concept-based Framework, continue to use the Standards regardless of the actions of the ACRL Board, or advocate the use of each for its strengths. As health science librarians, the authors rely on the Standards to serve as a bridge to evidencebased practice (EBP). EBP is a set of competencies for finding, evaluating, and using information to improve patient care through combining the best scientific evidence available with the needs and preferences of patients (Straus, Glasziou, Richardson, & Haynes, 2011) .  \nAlthough the Framework offers librarians the opportunity to reexamine their teaching to find ways to encourage more conceptual understanding of information, it is problematic for health sciences librarians to disregard the Standards when their structure (Determine, Access, Evaluate, Apply, and Ethics) is comparable to the steps ofEBP (Ask, Acquire, Appraise, Apply, and Assess) . Ergo, while partnering with health sciences faculty to create a curriculum map, the authors connected the steps ofEBP and the Standards while intertwining the more abstract frames ofthe Framework. The curriculum map presented herein is a series of research assignments paired with library instruction delivered semesterby-semester over the co","cbCaikoIENumi7jK","https://ap.wps.com/l/cbCaikoIENumi7jK","pdf",356643,"English","# Introduction\n# Literature Review\n## Evidence-Based Practice & ACRL Standards\n## Table 1: The Steps of Evidence-Based Practice\n# Curriculum Map Design\n## Research Assignments and Library Instruction","[{\"question\":\"Why were the ACRL Information Literacy Competency Standards called into question in 2016?\",\"answer\":\"The Standards were questioned as a foundational information literacy document after the ACRL adopted the Framework. In June 2016, the debate intensified when the ACRL Board decided to rescind the Standards.\"},{\"question\":\"How does evidence-based practice define the competencies involved in patient care decisions?\",\"answer\":\"Evidence-based practice emphasizes finding, evaluating, and using information to improve patient care by combining the best scientific evidence with patients’ needs and preferences, along with the decision-maker’s expertise.\"},{\"question\":\"What does the article propose for librarians and faculty during pedagogical transition?\",\"answer\":\"It proposes partnering to create a curriculum map that links the Framework, the retained Standards, and evidence-based practice. The result is a sequence of research assignments paired with library instruction delivered semester-by-semester over a two-year program.\"}]","Merging Information Literacy and Evidence-Based Practice in an Undergraduate Health Sciences Curriculum Map | PDF",1792087729,48]