Impact of an Embedded Librarian Model on Student Information Literacy Skills

PURPOSE: The purpose of this study was to explore the impact of an embedded librarian (EL) model on occupational therapy students’ information literacy skills. The Accreditation Council for Occupational Therapy Education (2016) standards require that students learn to find and apply current sources of evidence in the professional literature using information literacy skills. Information literacy skills are a component of evidence-based practice (EBP), which is central to best professional practices. Few studies have explored this type of intervention in occupational therapy education programs. The research questions were, Is there a relationship between an EL intervention and information literacy skills? and Is there a relationship between an EL intervention and grade point average (GPA)?

METHOD: Participants were 46 juniors in a 3/5 master of science in occupational therapy program in the Conceptual Foundations course, their first course to require in-depth information literacy and application of evidence. Our EL model included an interactive lecture in the computer lab on formulating, finding, and evaluating sources of information. The EL maintained an active online presence in the course and weekly office hours in the occupational therapy building for drop-in consultation. The EL also offered a variety of day and evening office hours in the library. Instructors reminded students of EL availability and replicated database searches throughout the course following instructions in handouts given by the EL at the beginning of the semester.

Students completed a modified version of the Student Assessment of Information Literacy Skills (SAILS) before and after the intervention. SAILS is a standardized assessment with good reliability and validity that our university uses with all students in their freshman and senior year. Pearson r correlations and regression analysis were completed to determine whether there was a relationship (and predictability) between SAILS scores and the EL intervention and between course GPA (using numerical identifiers only) and the EL intervention.

RESULTS: Our results showed that 44% of students did not access the EL at all, but for those who did, a combination of email and in-person interactions were most common. Students with this combination of interactions had GPAs that were 6% higher (not statistically significant) than those who did not access the EL and 3% higher than those who only emailed. A moderate positive correlation (R = .600, p <.05) was found between information literacy Standard 1 (determining information needed and potential sources to find it) and GPA, but no correlations with other information literacy standards were found. No predictability was found in the relationship. No significant relationship was found between the intervention and SAILS scores; however, there was an overall mean gain of 2.7% on the SAILS

CONCLUSION: The EL model had a positive impact on students’ development of information literacy skills based on GPA and a mildly positive impact based on SAILS scores. We did not collect qualitative information as to why students chose not to access the EL and believe such data would benefit future studies.

IMPACT STATEMENT: Information literacy is fundamental to EBP, an area in which the literature shows that practitioners lack engagement but that is critical to best client-centered practice. Bearing in mind the successes and limitations of our study, educators can apply these results to their own courses and future studies to enhance outcomes of student information literacy, and potentially EBP skills, in future practice. These skills are critical to occupational therapy’s identity as a powerful and effective health care profession

References

Accreditation Council for Occupational Therapy Education. (2012). 2011 Accreditation Council for Occupational Therapy Education (ACOTE®) standards. American Journal of Occupational Therapy, 66(6, Suppl.), S6–S74. https://doi.org/10.5014/ajot.2012.66S6

Boruff, J. T., & Thomas, A. (2011). Integrating evidence-based practice and information literacy skills in teaching physical and occupational therapy students. Health Information and Libraries Journal, 28, 264–272. https://doi.org/10.1111/j.1471-1841.201.00953.x

Kipnis, D. G., & Frisby, A. J. (2016). Information literacy and library attitude of occupational therapy students. Medical Reference Services Quarterly, 25. (4), 11–20. https://doi.org/10.1300/J115v25n04_02