The ACRL IS Information Literacy in the Disciplines Committee has gathered links and citations to information literacy standards and curricula developed by accrediting agencies, professional associations, and institutions of higher education in Psychology.
Last updated April 2018
ACRL Education and Behavioral Sciences Section, Companion Document to the ACRL Framework for Information Literacy for Higher Education: Psychology (DRAFT only), 2022.
American Psychological Association. “APA Guidelines for the Undergraduate Psychology Major.” August 2013. (*see Goals 2 and 5)
American Psychological Association. “Assessment CyberGuide for Learning Goals & Outcomes.” November 2009, 1
Birkett, Melissa, and Amy Hughes. 2013. “A Collaborative Project to Integrate Information Literacy Skills Into an Undergraduate Psychology Course.” Psychology Learning & Teaching 12, no. 1: 96-100.
Bohan, Jason, Niamh Friel, and Larissa Szymanek. 2015. “Embedding Information Literacy Skills in the Psychology Curriculum: Supporting Students in their Transition to Independent Researchers.” Psychology Teaching Review 21, no. 2: 81-85.
Brady, Loretta L. C., and Melinda Malik. 2019. “Science, Story, and Structure: Framing the Conversation for Psychology Faculty and Librarian Information Literacy Collaboration.” Teaching of Psychology 46 (1): 64–71.
Buffalari, Deanne, and Eloise Stevens. 2021. “Building Information Literacy through Consideration of Claims in Psychology: Evaluating Credibility and Evidence in Sources.” In Psychological Myths, Mistruths and Misconceptions: Curriculum-Based Strategies for Knowledge Change, edited by Karla Lassonde and Melissa Birkett, 71–91, 176 Pages. Washington, DC: Society for the Teaching of Psychology.
Cranney, Jacquelyn, Sue Morris, Branka Spehar, and Michele Scoufis. 2008. “Helping First Year Students Think Like Psychologists: Supporting Information Literacy and Teamwork Skill Development.” Psychology Learning & Teaching 7, no. 1: 28-36.
Dold, Claudia J. 2014. “Critical Information Literacy: A Model for Transdisciplinary Research in Behavioral Sciences.” Journal Of Academic Librarianship 40, no. 2: 179-184.
Goomas, David, Linda Baker, and Melissa B. Weston. 2015.”Critical Information Literacy Within the El Centro College Psychology Curriculum.” Community College Journal Of Research & Practice 39, no. 1: 95-99.
Lawson, Timothy J., and Maria Brown. 2018. “Using Pseudoscience to Improve Introductory Psychology Students’ Information Literacy.” Teaching of Psychology 45 (3): 220–25.
Milczarski, Vivian, and Amanda Maynard. 2015. “Improving Information Literacy Skills for Psychology Majors: The Development of a Case Study Technique.” College & Undergraduate Libraries 22, no. 1: 35-44.
Mueller, Jon F., Helen K. Taylor, Karen Brakke, Mike Drysdale, Kiesa Kelly, Gary M. Levine, and Jaclyn Ronquillo-Adachi. 2020. “Assessment of Scientific Inquiry and Critical Thinking: Measuring APA Goal 2 Student Learning Outcomes.” Teaching of Psychology 47 (4): 274–84.
Pendell, Kimberly, and Annie Armstrong. 2014. “Psychology Guides and Information Literacy: The Current Landscape and a Proposed Framework for Standards-Based Development.”Reference Services Review 42, no. 2: 293-304.
Rosman, Tom, Anne-Kathrin Mayer, and Günter Krampen. 2016. “A Longitudinal Study on Information- Seeking Knowledge in Psychology Undergraduates: Exploring the Role of Information Literacy Instruction and Working Memory Capacity.” Computers & Education 96: 94-108.
Taylor, Jacqui, and Sarah Coady. 2020. “Developing Psychological Literacy in Students of Other Disciplines.” In Teaching Psychology around the World, edited by Grant J. Rich, Alfredo Padilla López, Liesel Ebersöhn, Jacqui Taylor, and Shirley Morrissey, 316–27, 462 Pages. Teaching Psychology around the World, Vol. 5. Newcastle upon Tyne: Cambridge Scholars Publishing.
ACRL Framework for Information Literacy Sandbox (Psychology search)
PRIMO (Peer-reviewed Instructional Materials Online Database)
DQP Assignment Library: Applying Psychological Concepts to a Real World Problem This is a written assignment intended to measure how well students can take concepts they have learned within the General Psychology course and apply them to a novel situation and a real world problem—related to an individual’s becoming homeless. The goal is for students to be able to locate and evaluate evidence and draw conclusions about this complex question from different perspectives.
DQP Assignment Library: What’s the Relationship? Are Those Behaviors Really Related? Correlational Research Assignment This assignment is used in a Psychology class at Middlesex Community College as the culminating activity for the unit on correlational research, which is covered in the middle of the semester. The assignment originally was developed in FY13 as part of an AAC&U Quality Collaboratives partnership between Middlesex and UMass Lowell that focuses on infusing quantitative literacy into social science programs. The assignment is designed to address the following DQP proficiencies: Quantitative Fluency and Analytics Inquiry.
SUNY Geneseo PSYC 251 Online Tutorial This tutorial is the result of collaboration between Psychology faculty and librarians at SUNY Geneseo. It has four parts: Keywords; using PsycInfo; Subject Headings; Accessing Full-Text. It utilizes videos, polling software, emailing the librarian and various types of exercises.
