Skip to Main Content

Information Literacy in the Disciplines

This guide contains links and citations to information literacy standards and curricula developed by accrediting agencies, professional associations, and institutions of higher education

Information Literacy in the Disciplines: Psychology

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

1. Standards and Guidelines from Accrediting Agencies and Professional Associations

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, 111-112.



2. Related Research

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.

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.

Gordon, Larissa & Eleonora Bartoli. 2012. “Using Discipline-Based Professional Association Standards for Information Literacy Integration: A Review and Case Study.” Behavioral & Social Sciences Librarian 31, no. 1: 23-38.

Harrington, Marni R. 2009. “Information Literacy and Research-Intensive Graduate Students: Enhancing the Role of Research Librarians.” Behavioral & Social Sciences Librarian 28, no. 4: 179-201.

Harris, Charles M., and S. Lynn Cameron. “Displacing Wikipedia: Information Literacy for First-Year Students.” In Best Practices for Teaching Beginnings and Endings in the Psychology Major: Research, Cases, and Recommendations, edited by Dunn, Dana S., Bernard C. Beins, Maureen A. McCarthy, and G. William Hill, 2010, 125-136. New York: Oxford University.

Lampert, Lynn. 2005. “‘Getting Psyched’ About Information Literacy: A Successful Faculty-Librarian Collaboration for Educational Psychology and Counseling.” Reference Librarian 43, no. 89/90: 5-23.

Larkin, Judith E., and Harvey A. Pines. 2005. “Developing Information Literacy and Research Skills in Introductory Psychology: A Case Study.” Journal Of Academic Librarianship 31, no. 1: 40-45.

McKinney, Pamela, Myles Jones, and Sandra Turkington. 2011. “Information Literacy Through Inquiry: A Level One Psychology Module at the University of Sheffield.” Aslib Proceedings 63, no. 2/3: 221-240.

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.

Paglia, Alison and Annie Donahue. 2003. “Collaboration Works: Integrating Information Competencies Into the Psychology Curricula.” Reference Services Review 31, no.4: 320-8.

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.

Pusateri, Thomas, Jane Halonen, Bill Hill, and Maureen McCarthy. 2009. Summary of the Assessment CyberGuide for Learning Goals & Outcomes in the Undergraduate Psychology Major. Second Edition ed. Washington, DC: American Psychological Association.

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.

Silver, Susan L., and Lisa T. Nickel. 2003. “Taking Library Instruction Online: Using the Campus Portal to Deliver a Web-Based Tutorial for Psychology Students.” Internet Reference Services Quarterly 8, no. 4: 1-9.

Stanger, Keith. 2012. “Whose Hands Ply the Strands? Survey of Eastern Michigan University Psychology Faculty Regarding Faculty and Librarian Roles in Nurturing Psychology Information Literacy.” Behavioral & Social Sciences Librarian 31, no. 2: 112-127.

Zalaquett, Carlos P. and Debra S. Osborn. 2007. “Fostering Counseling Students’ Career Information Literacy Through a Comprehensive Career Website.” Counselor Education & Supervision 46, no. 3: 162-171.

3. Adaptable Instructional Materials

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.