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Companion Document to the ACRL Framework for Information Literacy for Higher Education: Psychology

Created by the ACRL/EBSS Psychology Committee, 2022

Overview

Librarians using the information literacy framework in discipline-specific settings should keep in mind how each frame relates to national standards for students and professionals. In each box below, connections are made between the "Research As Inquiry" frame and the discipline of psychology as it relates to education and professional practice.

Also included are selected principles and standards from documents of the American Psychological Association (APA) and Canadian Psychological Association (CPA) that have close connections to the "Research As Inquiry" frame. Note: These principles and standards may not exclusively apply to this frame.

Psychology Education

In the study of psychology, students may have a variety of opportunities to participate in original research, whether in the classroom, labs, or field experience. To support students in these varying experiences, psychology librarians teach the following skills and dispositions:

  • Understand the iterative nature of research and how knowledge gaps inform inquiry
  • Develop research questions using an appropriate scope, balancing sensitivity and precision
  • Being open to what is in the literature, as opposed to seeking confirmation for pre-determined arguments
  • The utilization of various research methods and how those research methods may inform conclusions or evidence
  • Refine research questions according to disciplinary language and database controlled vocabulary
  • The use of research tools such as citation management systems, data management tools, or survey development
  • The importance of ethical integrity in human subjects research

Connections to APA Guidelines for the Undergraduate Psychology Major

 

 

Students should demonstrate fundamental knowledge and comprehension of the major concepts, theoretical perspectives, historical trends, and empirical findings to discuss how psychological principles apply to behavioral problems.

1.1 Describe key concepts, principles, and overarching themes in psychology
1.1e Identify fields other than psychology that address behavioral concerns
1.2 Develop a working knowledge of psychology’s content domains

 

The skills in this domain involve the development of scientific reasoning and problem solving, including effective research methods. Students completing foundation-level courses should learn basic skills and concepts in interpreting behavior, studying research, and applying research design principles to drawing conclusions about psychological phenomena; students completing a baccalaureate degree should focus on theory use as well as designing and executing research plans.

2.1d. Ask relevant questions to gather more information about behavioral claims
2.2 Demonstrate psychology Information literacy
2.3 Engage in innovative and integrative thinking and problem solving
2.4 Interpret, design, and conduct basic psychological research
2.5 Incorporate sociocultural factors in scientific inquiry

 

The skills in this domain involve the development of ethically and socially responsible behaviors for professional and personal settings in a landscape that involves increasing diversity.

3.1 Apply ethical standards to evaluate psychological science and practice
3.2c Explain how individual differences, social identity, and worldview may influence beliefs, values, and interaction with others and vice versa

 

Students should demonstrate competence in writing in oral and interpersonal communication skills.

4.1A Construct arguments clearly and concisely using evidence-based psychological concepts and theories

 

The emphasis in this goal is on application of psychology-specific content and skills, effective self-reflection, project-management skills, teamwork skills, and career preparation.

5.1a Recognize the value and application of research and problem-solving skills in providing evidence beyond personal opinions to support proposed solutions
5.1E Adapt information literacy skills obtained in the psychology major to investigating solutions to a variety of problem solutions.

Psychology Profession

Psychology Practice

As not all psychology students go into a practitioner field, how psychology information literacy is used in practice varies widely. Those in clinical, therapeutic, or counseling fields may use evidence in their creation and evaluation of services, while those in research settings utilize existing information to inform new modes of inquiry. To support students in these varying experiences, psychology librarians teach the following skills and dispositions:

  • The identification and translation of research for a given need
  • Collecting and managing data ethically (especially if working with clients)
  • Identifying one's exigency, purpose, and audience to determine the direction of one's inquiry (i.e. is this being written for researchers or practitioners? Where may it be published to reach those communities?)
  • Staying current with emerging knowledge and trends in their field

 

Connection to Professional Standards and Guidelines

 

Ethical Principles of Psychologists and Code of Conduct

Principle A: Beneficence and Nonmaleficence

  • "Psychologists strive to benefit those with whom they work and take care to do no harm. In their professional actions, psychologists seek to safeguard the welfare and rights of those with whom they interact professionally and other affected persons, and the welfare of animal subjects of research..."

Principle B: Fidelity and Responsibility

  • "Psychologists establish relationships of trust with those with whom they work. They are aware of their professional and scientific responsibilities to society and to the specific communities in which they work. Psychologists uphold professional standards of conduct, clarify their professional roles and obligations, accept appropriate responsibility for their behavior, and seek to manage conflicts of interest that could lead to exploitation or harm...."

Principle C: Integrity

  • "Psychologists seek to promote accuracy, honesty, and truthfulness in the science, teaching, and practice of psychology. In these activities psychologists do not steal, cheat or engage in fraud, subterfuge, or intentional misrepresentation of fact. Psychologists strive to keep their promises and to avoid unwise or unclear commitments...."

Principle D: Justice

  • "Psychologists recognize that fairness and justice entitle all persons to access to and benefit from the contributions of psychology and to equal quality in the processes, procedures, and services being conducted by psychologists. Psychologists exercise reasonable judgment and take precautions to ensure that their potential biases, the boundaries of their competence, and the limitations of their expertise do not lead to or condone unjust practices."

Principle E: Respect for People's Rights and Dignity

  • "Psychologists respect the dignity and worth of all people, and the rights of individuals to privacy, confidentiality, and self-determination. Psychologists are aware that special safeguards may be necessary to protect the rights and welfare of persons or communities whose vulnerabilities impair autonomous decision making...."

 

Canadian Code of Ethics for Psychologists

Responsibility of the Individual Psychologist

Principle II: Responsible Caring

  • "...psychologists demonstrate an active concern for the well-being and best interests of the individuals and groups (e.g., couples, families, groups, communities, peoples) with whom they relate in their role as psychologists. This concern includes both those directly involved and those indirectly involved in their activities...."

Principle III: Integrity in Relationships

  • "The relationships formed by psychologists in the course of their work, regardless of the communication modality used, and regardless of whether they are with identifiable individuals or groups or with the public at large, embody explicit and implicit mutual expectations of integrity that are vital to the advancement of scientific knowledge and to the maintenance of public confidence in the discipline of psychology. These expectations involve a commitment to truthfulness, and include: accuracy and honesty; straightforwardness and openness; maximization of objectivity and minimization of bias; and avoidance of conflicts of interest...."

Principle IV: Responsibility to Society

  • "....Two of the legitimate expectations of psychology as a science and a profession are that it will increase knowledge and that it will conduct its affairs in such ways that it will promote the welfare of all human beings. Freedom of enquiry, innovation, and debate (including scientific and academic freedom) is a foundation of psychological education, science, and practice. In the context of society, the above expectations imply that psychologists will exercise this freedom through the use of activities and methods that are consistent with ethical requirements..."

Examples of Learning Objectives and Activities

1. Learning Objective: Students will consult encyclopedias and other background literature to inform their research question and keyword development.

  • Activity: Find an entry on their topic. If there isn't one, find an entry that is related. Identify four keywords.

2. Learning Objective: Students will be able to identify and describe an appropriate research methodology for their information need.

  • Activity: Search PsycINFO or PsycArticles, using the "methodology" filter, and identify an article to read. Report out on the methodology in groups, to the class, or in an assignment. Describe benefits and limitations of the method. Would you use this? Why or why not?

3. Learning Objective:  Students will be able to refine or broaden their research question.

  • Activity: Pair with another student and share your research topic with them. Ask each other 3 to 5 questions about your respective topics. The aim is to tease out more questions related to your central research question to see if you need to narrow or broaden your topic. Based on the 3 to 5 questions you asked each other, were you able to refine or broaden your initial research question?

4. Learning Objective: Students will be able to use the literature to inform their inquiry.

  • Activity: Research is an iterative process, meaning it doesn't end when you've found one article on your topic. Brainstorm some keywords based on your topic, locate at least one article, and answer the following questions: What does this article tell you? Based on what you've learned reading the article, does your research question need to be adjusted? What additional keywords can you add to your search?  How do your findings impact your research question?

5. Learning Objective: Students will demonstrate familiarity with controlled vocabulary.

  • Activity: Have the students start with one keyword and have them find the appropriate subject heading in PsycINFO, Medline, or PubMed. Then ask the students to map out a subject heading tree, with broader terms, narrower terms, and related terms. Ask the students to select which subject headings would be most relevant to their topic.