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.
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:
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.
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:
Principle A: Beneficence and Nonmaleficence
Principle B: Fidelity and Responsibility
Principle C: Integrity
Principle D: Justice
Principle E: Respect for People's Rights and Dignity
Responsibility of the Individual Psychologist
Principle II: Responsible Caring
Principle III: Integrity in Relationships
Principle IV: Responsibility to Society
1. Learning Objective: Students will consult encyclopedias and other background literature to inform their research question and keyword development.
2. Learning Objective: Students will be able to identify and describe an appropriate research methodology for their information need.
3. Learning Objective: Students will be able to refine or broaden their research question.
4. Learning Objective: Students will be able to use the literature to inform their inquiry.
5. Learning Objective: Students will demonstrate familiarity with controlled vocabulary.