Keywords
information literacy, nursing
Abstract
There is a certain duality to the role of librarians in higher education as the job requires preparing students for their current academic work, such as doing research for writing papers, while at the same time preparing students for their future professional information work. Librarians seeking guidance on teaching information literacy more comprehensively are left to study the professional standards of the targeted professional group, and find or carry out research on these practitioners. Synthesizing and translating these findings into instructional approaches while staying true to existing information literacy standards, however, can be challenging. In this chapter we demonstrate how the ACRL Framework for Information Literacy for Higher Education, the guiding document for information literacy curriculum in academia, has enough flexibility to prepare nursing students for both academic and professional information practices.
Original Publication Citation
Diekema, A. R., Hopkins, E. S., Fagerheim, B. A., Patterson, B., & Schvaneveldt, N. (In press). Hearing from working nurses: Incorporating real-world knowledge practices into the ACRL Framework to better instruct tomorrow's healthcare professionals. In: S. P. Libson & M. Wiley (Eds.), Teaching information literacy by discipline: Using and creating adaptations of the Framework. Association of College and Research Libraries.
BYU ScholarsArchive Citation
Diekema, Anne R.; Hopkins, Elizabeth (Betsy) S.; Fagerheim, Britt; Patterson, Brandon; and Schvaneveldt, Nena, "Hearing from Working Nurses: Incorporating Real-World Knowledge Practices into the Framework to Better Instruct Tomorrow's Healthcare Professionals" (2025). Faculty Publications. 7722.
https://scholarsarchive.byu.edu/facpub/7722
Document Type
Peer-Reviewed Article
Publication Date
2025-8
Publisher
Association of College and Research Libraries
Language
English
College
Harold B. Lee Library
Copyright Use Information
https://lib.byu.edu/about/copyright/