This document discusses applying an evidence-based healthcare lens to the SCONUL Seven Pillars model of information literacy. It notes that lenses can increase relevance for specific user groups like healthcare professionals. It then examines challenges healthcare professionals face in finding and evaluating evidence quickly amid time pressures. These include disparate information sources, affective barriers, and concerns about using the right information. The document argues that a healthcare-focused lens on the Seven Pillars can help address these challenges by promoting greater efficiency and consistency in information literacy support for healthcare workers.

1. Diagnosing Information Literacy
A Healthcare Lens for the SCONUL Seven Pillars Model
Michelle Dalton, University Hospital Limerick @mishdalton

2. The Seven Pillars
Lenses increase context and
relevance for specific user groups

3. EVIDENCE BASED
PRACTICE
ACTIVE INGREDIENTS:
External Evidence
Clinical Expertise
Patient Preferences

4. Weighing
up the
evidence
Source: Wikimedia Commons Public Library of
Science

5. Ely, J.W. (2002)
Obstacles to answering doctors’ questions about patient care with evidence: qualitative study. BMJ 324, 710–710.
Image: Wikimedia Commons, Justus Blümer: http://commons.wikimedia.org/wiki/File:Brown_chicken_eggs_(1).jpg
Two minutes per patient

6. Sackett, D. L., & Straus, S. E. (1998)
Finding and applying evidence during clinical rounds. JAMA,1336-1338.
25.4 seconds
at the bedside

7. McKnight, M. (2006)
The information seeking of on-duty critical care nurses: evidence from participant observation and in-context
interviews. J Med Libr Assoc 94, 145–151.
Image: www.flickr.com/photos/lilita/3964650768/

8. Semi-structured interviews
Source: http://pixabay.com/en/black-outline-office-sketch-man-37707/

9. Need specific information

10. Time pressures
Source: usafamilymedicine.wordpress.com

11. Disparate sources

12. Affective aspects
Source: www.nytimes.com

13. “It feels like you are always
chasing information”
Image credit: http://www.flickr.com/photos/zebrapares/4529836138/

14. “I am worried that I am not finding the right
information or that I am using the wrong
information”
Image Credit: http://fabulous-shannen.deviantart.com/art/I-never-make-stupid-mistakes-283576253

15. Evaluate
Understands:
• The information and data landscape of their discipline
• Issues of quality, accuracy, relevance, bias, reputation and credibility relating to
• information and data sources
• How clinical trials and study design can influence the quality of evidence
• How cross-checking and gathering data from multiple sources can improve robustness
• The importance of appraising and evaluating search results to identify the best quality
evidence
Is able to:
• Distinguish between different information resources
• Choose suitable material that addresses the clinical question
• Identify when information matches the patient’s clinical condition and evaluate
whether it should be applied
• Assess the quality, accuracy, relevance, bias, reputation and credibility of the
information
• resources found
• Read critically, identifying key points and arguments
• Relate the findings directly to the specific clinical query
• Identify and evaluate where and how new information can enhance their practice
• Scrutinise internal and local evidence and information systems
Sample Pillar:
Evaluate

16. Evaluate
Understands:
• The information and data landscape of their discipline
• Issues of quality, accuracy, relevance, bias, reputation and credibility relating to
• information and data sources
• How clinical trials and study design can influence the quality of evidence
• How cross-checking and gathering data from multiple sources can improve robustness
• The importance of appraising and evaluating search results to identify the best quality
evidence
Is able to:
• Distinguish between different information resources
• Choose suitable material that addresses the clinical question
• Identify when information matches the patient’s clinical condition and evaluate
whether it should be applied
• Assess the quality, accuracy, relevance, bias, reputation and credibility of the
information
• resources found
• Read critically, identifying key points and arguments
• Relate the findings directly to the specific clinical query
• Identify and evaluate where and how new information can enhance their practice
• Scrutinise internal and local evidence and information systems
Sample Pillar:
Evaluate

17. Image: http://commons.wikimedia.org/wiki/File:Tortoise_(PSF).png
Greater efficiency of IL support

18. Greater consistency of IL support
Image: Forever Photo http://www.flickr.com/photos/forever_lover/57612567/lightbox/

19. Glasziou, P.P. (2008)
Information overload: what’s behind it, what’s beyond it? Med. J. Aust. 189, 84–85.
"Keeping up with the flood of
information doesn’t mean working
twice as hard. It can at least
become manageable if we
develop information skills”
Dr Paul Glasziou

20. Read the Paper:
Developing an Evidence Based Practice
Healthcare Lens for the SCONUL Seven
Pillars of Information Literacy Model
Journal of Information Literacy, June 2013
http://dx.doi.org/10.11645/7.1.1813
michelle.dalton@ul.ie @mishdalton