DOI: 10.1111/hir.12071
Dissertations into practice
Abstract Until relatively recently, the concept of information literacy, and teaching the skills to enable it, was mainly a concern of academic libraries. Now, it is also seen to be of high importance within the context of health care libraries. Health care libraries and librarians can provide crucial support towards the implementation of evidence-based practice in patient care through both information literacy skills training and by conducting mediated searches on behalf of health care practitioners. This article reports the findings from an investigation conducted by Charlotte Kelham as part of her MA in Librarianship from the University of Sheffield. Her dissertation investigated how health care librarians understand the concept of information literacy, the implications of this for their role and their perceptions around how their role is valued. Charlotte graduated from Sheffield in 2013 and is currently job hunting. AM
ners, as it supports evidence-based practice and thus enables best patient care.2 Health care practitioners need to have quick access to information and the skills to use it appropriately. A lack of information literacy skills means that users can become quickly overwhelmed by irrelevant or unreliable information. Health care libraries and librarians can provide crucial roles in supporting the implementation of evidence-based practice in patient care through both information literacy skills training and by conducting mediated searches on behalf of health care practitioners. The aims of the original dissertation were threefold, namely to establish what the healthcare librarian’s understanding of information literacy was, to explore the role of the health care librarian and the services offered in the library to see how they facilitate the implementation of evidencebased practice, and finally to investigate how health care librarians feel their role is valued by their users.
Keywords: health care, information literacy; libraries, library and information professionals; qualitative research
Literature review
Health care librarians and information literacy: an investigation Charlotte Kelham University of Wales, Trinity St David, Carmarthen, UK [email protected] Background and context Until relatively recently, the concept of information literacy, and teaching the skills to enable it, was mainly a concern of academic libraries, but it is now seen to be of high importance within the context of health care libraries.1 Being information literate is an essential skill for health care practitio-
The literature review examined the concept of information literacy and looked at the SCONUL seven pillars model,3 as developed for academic libraries, as well as frameworks developed specifically within health care information.4,5 The literature review also identified a large amount of existing research examining the role of health care librarians, identifying them as facilitators and educators.6 It discussed methods used in libraries to support evidence-based practice, such as information skills training and offering mediated searches.7,8 Central to the literature review was the EMPIRIC project – Effective Methods of Providing Information for Patient Care – which was carried out in 2004–2005. This study explored the views of library staff and health professionals on the effectiveness of information
© 2014 The authors. Health Information and Libraries Journal © 2014 Health Libraries Journal Health Information & Libraries Journal, 31, pp. 235–238
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236
skills training and librarian-mediated searching, as methods of providing information for patient care.9,10 The results were significant: • Both mediated searches and information skills training are effective • Cost-effectiveness is dependent on whether costs are viewed from a library or NHS Trust point of view • Providing information skills training does not reduce the volume of mediated search requests • Both information skills training and mediated searches were perceived by both library staff and health professionals to be effective. • There is strong support both for mediated searches carried out on behalf of the health professional and for information skills training to enable them to carry out their own searches The literature review also identified existing research into perceptions of value and the effectiveness of the health care library service. The consensus was that health care libraries and their staff are valued by those who used the service.11,12 Methodology The data were collected solely through semi-structured interviews. There were ten participants in the interviews, and their roles and experience in health care librarianship varied: • Participants A and H were outreach librarians • Participant B was a medical librarian • Participants C and I were assistant clinical librarians • Participant E was a clinical librarian • Participant D was an assistant librarian involved in a clinical librarian project that entailed going on ward rounds in the intensive care unit • Participant F was a public health and commissioning librarian • Participant G was a library operations manager • Participant J was an evidence specialist The participants were each asked the same questions about their role, their understanding of the term information literacy, the information
services they offered in their library, and whether they felt they were valued. The interviews were subsequently transcribed, coded, and given a thematic analysis. Findings from the interviews were compared with those from previous research, particularly relating to the EMPIRIC project,10 which evaluated information skills training in health care libraries. Findings
Understandings of information literacy: ‘getting people to the information’ The participants’ responses to the question ‘what do you understand by the term information literacy’ tended not to be expansive. One noted that information literacy is ‘not something we [do]’. This could possibly indicate a relative unfamiliarity with the term and may explain why a number of participants were initially hesitant and did not give elaborate responses. Later in the interviews, however, the participants gave responses to questions that indicated that they did all have an understanding of information literacy and alluded to skills that occur in formal models. Most of the participants understood information literacy to be a set of abilities and defined it in terms of how it could be used by health care practitioners, with the ability to find and then use information being prominent. Some viewed it from the perspective of the librarian and one understood the term information literacy to be supporting the patient in finding information about their health. There appeared to be five main categories relating to the understanding of information literacy, namely supporting patient health literacy, supporting decision-making in evidence-based practice, delivering information to the user, the ability to find information to meet a need and acquiring the ability to gather and implement information effectively. Role: ‘our remit[. . .]is actually putting users in touch with the information they need to function in their role’ In their replies to the question about their role in the library, the participants tended to give their job title
© 2014 The authors. Health Information and Libraries Journal © 2014 Health Libraries Journal Health Information & Libraries Journal, 31, pp. 235–238
237
and a brief outline of their main responsibilities. These included providing information skills training, conducting literature searches on behalf of health care practitioners and procuring resources. All those offering training provided group sessions, and they all offered training in conducting literature searches. The second most common training session was an introduction to online resources. This differs from the findings of the EMPIRIC project,9,10 which found that the most commonly taught topic was using databases – although it is possible that using databases is an alternative term for learning how to conduct a literature search. However, all the participants used the terms ‘literature searching’ or ‘literature searches’ and did not themselves connect it with teaching proficient database searching. It also found that the most common format used by library staff to conduct training was a one-to-one session, as opposed to a larger group.10 Other elements of their roles included marketing and publicity, creating current awareness bulletins, accompanying health care practitioners on ward rounds and managing the institutional repository. In addition to providing information skills support, or directly providing the evidence needed, the majority of the participants took an active role in trying to increase the perceived value of the library and library services. Participant D felt that they should break down the stereotypes that surrounded the library – people who ‘think it is just books and does not have any relevance to them’ – and ‘try to market ourselves better’. Perceptions of value: ‘the hurdle is to try and get the value to the service to the wider people of the trust who are the non-users’ There was a consensus amongst the participants that by and large they were valued, at least amongst their users. The participants did vary in their assertion of how they felt they, and their library services, were valued. This supports findings from previous research12 that noted that the clinical librarian service is ‘well used and liked’ by health care practitioners. There were a number of reasons given by participants as to why they felt they were valued, namely the ability to save users time, it being more cost-effective for the librarian to search for
evidence, the participants’ involvement in outreach, the services provided being tailored to the users’ wants, direct support for evidence-based practice, the librarians’ specific skills, the usage of the service and receiving positive feedback from the library users. Some of the participants, most notably B and I, did not specify reasons at all as to why they felt they were valued. Instead, they tended to draw attention to the issue of non-users not deeming the library to be of any relevance. Other participants also paid attention to non-users and touched upon how the problem might be combatted. Implications for practice When examined in relation to the SCONUL3 model of the seven pillars of information literacy, the participants appeared to have had a limited understanding of the term ‘information literacy’. They chiefly associated the concept of information literacy with the ability to find information. One implication for practice therefore is the need to extend health care librarians’ understanding of information literacy itself, so that it is not associated solely with effective information retrieval. A second implication for practice is that many of the information skills training sessions were conducted in groups. However, users appear to prefer one-to-one sessions. The study participants felt that it was important to tailor the services they provided to their users. However, the largest implication for practice surrounds the perception of the value of the library service to health care. The participants noted that the biggest challenge they faced was attracting users. They felt that those who were unaware of what the library and information service could offer health care practitioners were unaware of its worth and that this therefore jeopardises their position within the organisation. The lack of awareness can be combated with outreach and publicity, and, indeed, a number of the participants were already engaging in these activities. Some provided current awareness bulletins, and some were also involved in providing outreach services, taking the library directly into the
© 2014 The authors. Health Information and Libraries Journal © 2014 Health Libraries Journal Health Information & Libraries Journal, 31, pp. 235–238
238
organisation and answering questions at the point of need. Conclusion The study demonstrated that the main roles of the health care librarians are conducting literature searches on behalf of health care practitioners and providing information skills training, particularly in how to conduct a literature search. The participants felt that they were valued by the members of their organisations who used them. The reasons for this were that they could save their users time and that it was more cost-effective. Furthermore, they had highly specific skills, which tied into their perceived roles as information facilitators. A recurring observation was that they were regarded as irrelevant by non-users and were therefore not valued by the organisation as a whole. A number of participants were working to combat this, by publicising what the library had to offer in the way of supporting evidencebased practice. The most commonly held the understanding of the term ‘information literacy’ was that it was acquiring the abilities to find, appraise and implement information to meet a need. It may be helpful to increase health care librarians’ understanding of information literacy itself, so that it is not associated solely with effective information retrieval. This will ultimately help support evidence-based practice. References 1 Wahoush, O. & Banfield, L. Information literacy during entry to practice: information-seeking behaviours in student nurses and recent nurse graduates. Nurse Education Today, 2013, 34, 208–213. 2 Marriott, R. The only way is up: an enhanced role for library and information services within the NHS beckons. Library Review 1998, 47, 66–70.
3 SCONUL. The SCONUL Seven Pillars of Information Literacy: Core Model for Higher Education. London: SCONUL, 2011. Accessible at: http://www.sconul.ac.uk/sites/default/ files/documents/coremodel.pdf (accessed 27th May 2014) 4 Royal College of Nursing. Finding, Using and Managing Information: Nursing, Midwifery, Health and Social Care Information Literacy Competencies. London: RCN, 2011. 5 NHS Education for Scotland: Information Literacy. NHS Education for Scotland, n.d., Accessible at: http://www. infoliteracy.scot.nhs.uk/home.aspx (accessed 27th May 2014) 6 Steyn, C. & de Wee, J. A. The naked librarian: health librarians in the modern era. Library Review 2007, 56, 737–208. 7 Robinson, L., Hilger-Ellis, J., Rowlands, J., Smith, J. M., Weist, A., Whetherly, J. & Philips, R. Healthcare librarians and learner support: a review of competences and methods. Health Information and Libraries Journal 2005, 22(Suppl. 2), 42–50. 8 Addison, J., Glover, S. W. & Thornton, T. The impact of information skills training on independent literature searching activity and requests for mediated literature searches. Health Information and Libraries Journal 2010, 27, 191–197. 9 Brettle, A., Hulme, C. & Ormandy, P. The costs and effectiveness of information skills training and mediated searching: quantitative results from the EMPIRIC project. Health Information and Libraries Journal 2006, 23, 239–247. 10 Brettle, A., Hulme, C. & Ormandy, P. Effectiveness of information skills training and mediated searching: qualitative results from the EMPIRIC project. Health Information and Libraries Journal 2007, 24, 24–33. 11 O’Dell, F. & Preston, H. Exploring factors in non-use of hospital library resources by healthcare personnel. Library Management 2013, 34, 105–127. 12 Brettle, A., Maden-Jenkins, M., Anderson, L., McNallys, R., Pratchett, T., Tancock, J., Thornton, J. & Webb, A. Evaluating clinical librarian services: a systematic review. Health Information and Libraries Journal 2011, 28, 3–22.
For details on how to contribute to this feature please contact: Audrey Marshall Watts Building, Lewes Road Brighton BN2 4GJ, UK Tel: 01273 642420 E-Mail: [email protected]
© 2014 The authors. Health Information and Libraries Journal © 2014 Health Libraries Journal Health Information & Libraries Journal, 31, pp. 235–238
Dissertations into practice
Abstract Until relatively recently, the concept of information literacy, and teaching the skills to enable it, was mainly a concern of academic libraries. Now, it is also seen to be of high importance within the context of health care libraries. Health care libraries and librarians can provide crucial support towards the implementation of evidence-based practice in patient care through both information literacy skills training and by conducting mediated searches on behalf of health care practitioners. This article reports the findings from an investigation conducted by Charlotte Kelham as part of her MA in Librarianship from the University of Sheffield. Her dissertation investigated how health care librarians understand the concept of information literacy, the implications of this for their role and their perceptions around how their role is valued. Charlotte graduated from Sheffield in 2013 and is currently job hunting. AM
ners, as it supports evidence-based practice and thus enables best patient care.2 Health care practitioners need to have quick access to information and the skills to use it appropriately. A lack of information literacy skills means that users can become quickly overwhelmed by irrelevant or unreliable information. Health care libraries and librarians can provide crucial roles in supporting the implementation of evidence-based practice in patient care through both information literacy skills training and by conducting mediated searches on behalf of health care practitioners. The aims of the original dissertation were threefold, namely to establish what the healthcare librarian’s understanding of information literacy was, to explore the role of the health care librarian and the services offered in the library to see how they facilitate the implementation of evidencebased practice, and finally to investigate how health care librarians feel their role is valued by their users.
Keywords: health care, information literacy; libraries, library and information professionals; qualitative research
Literature review
Health care librarians and information literacy: an investigation Charlotte Kelham University of Wales, Trinity St David, Carmarthen, UK [email protected] Background and context Until relatively recently, the concept of information literacy, and teaching the skills to enable it, was mainly a concern of academic libraries, but it is now seen to be of high importance within the context of health care libraries.1 Being information literate is an essential skill for health care practitio-
The literature review examined the concept of information literacy and looked at the SCONUL seven pillars model,3 as developed for academic libraries, as well as frameworks developed specifically within health care information.4,5 The literature review also identified a large amount of existing research examining the role of health care librarians, identifying them as facilitators and educators.6 It discussed methods used in libraries to support evidence-based practice, such as information skills training and offering mediated searches.7,8 Central to the literature review was the EMPIRIC project – Effective Methods of Providing Information for Patient Care – which was carried out in 2004–2005. This study explored the views of library staff and health professionals on the effectiveness of information
© 2014 The authors. Health Information and Libraries Journal © 2014 Health Libraries Journal Health Information & Libraries Journal, 31, pp. 235–238
235
236
skills training and librarian-mediated searching, as methods of providing information for patient care.9,10 The results were significant: • Both mediated searches and information skills training are effective • Cost-effectiveness is dependent on whether costs are viewed from a library or NHS Trust point of view • Providing information skills training does not reduce the volume of mediated search requests • Both information skills training and mediated searches were perceived by both library staff and health professionals to be effective. • There is strong support both for mediated searches carried out on behalf of the health professional and for information skills training to enable them to carry out their own searches The literature review also identified existing research into perceptions of value and the effectiveness of the health care library service. The consensus was that health care libraries and their staff are valued by those who used the service.11,12 Methodology The data were collected solely through semi-structured interviews. There were ten participants in the interviews, and their roles and experience in health care librarianship varied: • Participants A and H were outreach librarians • Participant B was a medical librarian • Participants C and I were assistant clinical librarians • Participant E was a clinical librarian • Participant D was an assistant librarian involved in a clinical librarian project that entailed going on ward rounds in the intensive care unit • Participant F was a public health and commissioning librarian • Participant G was a library operations manager • Participant J was an evidence specialist The participants were each asked the same questions about their role, their understanding of the term information literacy, the information
services they offered in their library, and whether they felt they were valued. The interviews were subsequently transcribed, coded, and given a thematic analysis. Findings from the interviews were compared with those from previous research, particularly relating to the EMPIRIC project,10 which evaluated information skills training in health care libraries. Findings
Understandings of information literacy: ‘getting people to the information’ The participants’ responses to the question ‘what do you understand by the term information literacy’ tended not to be expansive. One noted that information literacy is ‘not something we [do]’. This could possibly indicate a relative unfamiliarity with the term and may explain why a number of participants were initially hesitant and did not give elaborate responses. Later in the interviews, however, the participants gave responses to questions that indicated that they did all have an understanding of information literacy and alluded to skills that occur in formal models. Most of the participants understood information literacy to be a set of abilities and defined it in terms of how it could be used by health care practitioners, with the ability to find and then use information being prominent. Some viewed it from the perspective of the librarian and one understood the term information literacy to be supporting the patient in finding information about their health. There appeared to be five main categories relating to the understanding of information literacy, namely supporting patient health literacy, supporting decision-making in evidence-based practice, delivering information to the user, the ability to find information to meet a need and acquiring the ability to gather and implement information effectively. Role: ‘our remit[. . .]is actually putting users in touch with the information they need to function in their role’ In their replies to the question about their role in the library, the participants tended to give their job title
© 2014 The authors. Health Information and Libraries Journal © 2014 Health Libraries Journal Health Information & Libraries Journal, 31, pp. 235–238
237
and a brief outline of their main responsibilities. These included providing information skills training, conducting literature searches on behalf of health care practitioners and procuring resources. All those offering training provided group sessions, and they all offered training in conducting literature searches. The second most common training session was an introduction to online resources. This differs from the findings of the EMPIRIC project,9,10 which found that the most commonly taught topic was using databases – although it is possible that using databases is an alternative term for learning how to conduct a literature search. However, all the participants used the terms ‘literature searching’ or ‘literature searches’ and did not themselves connect it with teaching proficient database searching. It also found that the most common format used by library staff to conduct training was a one-to-one session, as opposed to a larger group.10 Other elements of their roles included marketing and publicity, creating current awareness bulletins, accompanying health care practitioners on ward rounds and managing the institutional repository. In addition to providing information skills support, or directly providing the evidence needed, the majority of the participants took an active role in trying to increase the perceived value of the library and library services. Participant D felt that they should break down the stereotypes that surrounded the library – people who ‘think it is just books and does not have any relevance to them’ – and ‘try to market ourselves better’. Perceptions of value: ‘the hurdle is to try and get the value to the service to the wider people of the trust who are the non-users’ There was a consensus amongst the participants that by and large they were valued, at least amongst their users. The participants did vary in their assertion of how they felt they, and their library services, were valued. This supports findings from previous research12 that noted that the clinical librarian service is ‘well used and liked’ by health care practitioners. There were a number of reasons given by participants as to why they felt they were valued, namely the ability to save users time, it being more cost-effective for the librarian to search for
evidence, the participants’ involvement in outreach, the services provided being tailored to the users’ wants, direct support for evidence-based practice, the librarians’ specific skills, the usage of the service and receiving positive feedback from the library users. Some of the participants, most notably B and I, did not specify reasons at all as to why they felt they were valued. Instead, they tended to draw attention to the issue of non-users not deeming the library to be of any relevance. Other participants also paid attention to non-users and touched upon how the problem might be combatted. Implications for practice When examined in relation to the SCONUL3 model of the seven pillars of information literacy, the participants appeared to have had a limited understanding of the term ‘information literacy’. They chiefly associated the concept of information literacy with the ability to find information. One implication for practice therefore is the need to extend health care librarians’ understanding of information literacy itself, so that it is not associated solely with effective information retrieval. A second implication for practice is that many of the information skills training sessions were conducted in groups. However, users appear to prefer one-to-one sessions. The study participants felt that it was important to tailor the services they provided to their users. However, the largest implication for practice surrounds the perception of the value of the library service to health care. The participants noted that the biggest challenge they faced was attracting users. They felt that those who were unaware of what the library and information service could offer health care practitioners were unaware of its worth and that this therefore jeopardises their position within the organisation. The lack of awareness can be combated with outreach and publicity, and, indeed, a number of the participants were already engaging in these activities. Some provided current awareness bulletins, and some were also involved in providing outreach services, taking the library directly into the
© 2014 The authors. Health Information and Libraries Journal © 2014 Health Libraries Journal Health Information & Libraries Journal, 31, pp. 235–238
238
organisation and answering questions at the point of need. Conclusion The study demonstrated that the main roles of the health care librarians are conducting literature searches on behalf of health care practitioners and providing information skills training, particularly in how to conduct a literature search. The participants felt that they were valued by the members of their organisations who used them. The reasons for this were that they could save their users time and that it was more cost-effective. Furthermore, they had highly specific skills, which tied into their perceived roles as information facilitators. A recurring observation was that they were regarded as irrelevant by non-users and were therefore not valued by the organisation as a whole. A number of participants were working to combat this, by publicising what the library had to offer in the way of supporting evidencebased practice. The most commonly held the understanding of the term ‘information literacy’ was that it was acquiring the abilities to find, appraise and implement information to meet a need. It may be helpful to increase health care librarians’ understanding of information literacy itself, so that it is not associated solely with effective information retrieval. This will ultimately help support evidence-based practice. References 1 Wahoush, O. & Banfield, L. Information literacy during entry to practice: information-seeking behaviours in student nurses and recent nurse graduates. Nurse Education Today, 2013, 34, 208–213. 2 Marriott, R. The only way is up: an enhanced role for library and information services within the NHS beckons. Library Review 1998, 47, 66–70.
3 SCONUL. The SCONUL Seven Pillars of Information Literacy: Core Model for Higher Education. London: SCONUL, 2011. Accessible at: http://www.sconul.ac.uk/sites/default/ files/documents/coremodel.pdf (accessed 27th May 2014) 4 Royal College of Nursing. Finding, Using and Managing Information: Nursing, Midwifery, Health and Social Care Information Literacy Competencies. London: RCN, 2011. 5 NHS Education for Scotland: Information Literacy. NHS Education for Scotland, n.d., Accessible at: http://www. infoliteracy.scot.nhs.uk/home.aspx (accessed 27th May 2014) 6 Steyn, C. & de Wee, J. A. The naked librarian: health librarians in the modern era. Library Review 2007, 56, 737–208. 7 Robinson, L., Hilger-Ellis, J., Rowlands, J., Smith, J. M., Weist, A., Whetherly, J. & Philips, R. Healthcare librarians and learner support: a review of competences and methods. Health Information and Libraries Journal 2005, 22(Suppl. 2), 42–50. 8 Addison, J., Glover, S. W. & Thornton, T. The impact of information skills training on independent literature searching activity and requests for mediated literature searches. Health Information and Libraries Journal 2010, 27, 191–197. 9 Brettle, A., Hulme, C. & Ormandy, P. The costs and effectiveness of information skills training and mediated searching: quantitative results from the EMPIRIC project. Health Information and Libraries Journal 2006, 23, 239–247. 10 Brettle, A., Hulme, C. & Ormandy, P. Effectiveness of information skills training and mediated searching: qualitative results from the EMPIRIC project. Health Information and Libraries Journal 2007, 24, 24–33. 11 O’Dell, F. & Preston, H. Exploring factors in non-use of hospital library resources by healthcare personnel. Library Management 2013, 34, 105–127. 12 Brettle, A., Maden-Jenkins, M., Anderson, L., McNallys, R., Pratchett, T., Tancock, J., Thornton, J. & Webb, A. Evaluating clinical librarian services: a systematic review. Health Information and Libraries Journal 2011, 28, 3–22.
For details on how to contribute to this feature please contact: Audrey Marshall Watts Building, Lewes Road Brighton BN2 4GJ, UK Tel: 01273 642420 E-Mail: [email protected]
© 2014 The authors. Health Information and Libraries Journal © 2014 Health Libraries Journal Health Information & Libraries Journal, 31, pp. 235–238
