Evaluating nursing faculty’s approach to information literacy instruction: a multi-institutional study


  • Bethany S. McGowan Library of Engineering and Science, Purdue University in West Lafayette, IN https://orcid.org/0000-0002-4797-4836
  • Laureen P. Cantwell Tomlinson Library, Colorado Mesa University, Grand Junction, CO
  • Jamie L. Conklin Health Sciences Library, University of North Carolina at Chapel Hill, Chapel Hill, NC
  • Rebecca Raszewski Library of the Health Sciences, University of Illinois at Chicago, Chicago, IL
  • Julie Planchon Wolf Bothell Campus Library, University of Washington Bothell and Cascadia College, Bothell, WA
  • Maribeth Slebodnik Health Sciences Library, University of Arizona, Tucson, AZ
  • Sandra McCarthy Bailey Library, Washtenaw Community College, Ann Arbor, MI
  • Shannon Johnson Library, Purdue University Fort Wayne, Fort Wayne, IN




Information Literacy, Curriculum Development, Nursing Education, Outreach, Information Literacy Competency Standards for Nursing, Framework for Information Literacy in Higher Education


Objective: In 2018, the Association of College & Research Libraries (ACRL) Health Sciences Interest Group convened a working group to update the 2013 Information Literacy Competency Standards for Nursing to be a companion document to the 2016 Framework for Information Literacy in Higher Education. To create this companion document, the working group first needed to understand how nursing faculty approached information literacy (IL) instruction.

Methods: The working group designed a survey that assessed how nursing faculty utilized IL principles in coursework and instruction. The survey consisted of nineteen mixed methods questions and was distributed to nursing faculty at eight institutions across the United States.

Results: Most (79%) faculty indicated that they use a variety of methods to teach IL principles in their courses. While only 12% of faculty incorporated a version of the ACRL IL competencies in course design, they were much more likely to integrate nursing educational association standards. Faculty perceptions of the relevance of IL skills increased as the education level being taught increased.

Conclusion: The integration of IL instruction into nursing education has mostly been achieved through using standards from nursing educational associations. Understanding these standards and understanding how faculty perceptions of the relevance of IL skills change with educational levels will guide the development of a companion document that librarians can use to collaborate with nurse educators to integrate IL instruction throughout nursing curriculums at course and program levels.


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Original Investigation