Vital Signs: Health Literacy and Library and Information Science Pedagogy in the United States

Autor/inn/en	Garwood, Deborah A.; Poole, Alex H.
Titel	Vital Signs: Health Literacy and Library and Information Science Pedagogy in the United States
Quelle	In: Journal of Education for Library and Information Science, 62 (2021) 1, S.34-60 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-5786
Schlagwörter	Library Science; Information Science Education; Health; Literacy; Teaching Methods; Information Literacy; Decision Making; Health Services; Medicine; Benchmarking; Guidelines; Competence; Course Evaluation; Users (Information); Information Sources; Program Evaluation; Information Dissemination; Databases; Librarians; Higher Education; United States; Puerto Rico + Suchen Sie Ihr Suchwort? Bibliothekswissenschaft; Informationstechnologische Bildung; Gesundheit; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Informationskompetenz; Decision-making; Entscheidungsfindung; Health service; Gesundheitsdienst; Gesundheitswesen; Medizin; Richtlinien; Kompetenz; Benutzerprofil; Nutzer; Information source; Informationsquelle; Programme evaluation; Programmevaluation; Informationsverbreitung; Datenbank; Librarian; Bibliothekar; Bibliothekarin; Hochschulbildung; Hochschulsystem; Hochschulwesen; USA
Abstract	Health literacy supports individuals', families', and communities' health-care decisions. As mediators between health information seekers and medical literature, librarians are essential purveyors of health literacy. Users' trust in libraries as sources of reliable and current health information presupposes the appropriate training of librarians; however, LIS programs lack benchmarks for educating generalist students in health information. On-the-job training remains the latter's sole recourse. This research employs content analysis to explore the current state of health literacy training in LIS programs. First, we define and contextualize health literacy. Next, we posit a health literacy framework comprising five attributes based on the American Library Association's (ALA's) core competencies and relevant scholarship. Third, we examine 118 health-related courses offered by 53 LIS programs in the United States and Puerto Rico. Only 38 courses in 25 LIS programs incorporate one or more of the five attributes. Ultimately, we recommend that LIS programs train generalist students in health literacy as part of the core curriculum, thereby preparing them to develop and support users' health literacy. (As Provided).
Anmerkungen	Association for Library and Information Science Education. 4 Lan Drive Suite 310, Westford, MA 01886. Tel: 978-674-6190; Fax: 978-250-1117; e-mail: office@alise.org; Web site: https://www.alise.org/jelis-2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01