by the Faculty and Staff of the Spencer S. Eccles Health Sciences Library, University of Utah The faculty and staff of the Spencer S. Eccles Health Sciences Library (EHSL) publicly assert and stand in support of the 2017 Medical Library Association (MLA) Statement affirming our core professional values. Quoting from the MLA Statement, “…access to information …Read More »
Search engines may be good places for people with adequate or better information literacy skills, but what of the majority of the population that has low health literacy?
Discussion of the SCONUL 7 Pillars of Information literacy as applied to research, and how the research process would benefit from librarian input at the beginning, prior to gathering information.
Using the teach-back method is an excellent way to make sure you’ve gotten your information across, whether to students in the library, or patients in a clinical setting.
Discussion of recently published article on information literacy instruction by medical libraries, and an example from our own library.
One UK newspaper is teaching digital literacy online and live, boosting a critical aspect of young students’ information literacy.
As reported on PBS’s News Hour, a four-year-old program known as the News Literacy Project is being taught “to middle and high school students in 21 inner-city and suburban schools in the Washington, D.C., area, New York City, and Chicago. With funding from “a combination of foundations, corporations and individuals,” it is designed to help …Read More »
Discusses a notable example of a journalist going beyond the claims of a recently published study by a for-profit company to sort out what is valid from what will sell.
An online health quiz may seem well-researched and informative, but it is important to look deeper and try and determine why it is there, and what purpose it serves. This is how information literacy skills interact with health literacy.
Thoughts on what students don’t know, and how higher education shares responsibility for this result.
