Librarians using the information literacy framework in discipline-specific settings should consider how each frame relates to national standards for students and professionals. In each box below, connections are made between the "Scholarship as Conversation" frame and the discipline of psychology as it relates to education and professional practice.
The following statements broadly connect the "Scholarship as Conversation" frame to psychology education. Psychology students learn that scholarship is interactive and iterative over time and can include many voices including their own. Students recognize that conversations are ongoing and rarely finished. While many of the conversations take place in peer-reviewed literature, they may also occur in other venues such as conferences and social media. In order to follow the conversation, students learn to follow the trail of research. This includes:
Students demonstrate comprehension of the major concepts, theoretical perspectives, historical trends, and empirical or evidence-based findings to discuss how psychological principles apply to behavior and mental processes.
1.1 Describe key concepts, principles, and theories in psychological science
1.1b Recognize that simple explanations rarely explain behavior adequately
1.1B Interpret behavioral phenomena at an appropriate level of complexity, recognizing interactions among psychological, biological, social, and cultural variables
1.1c Provide examples in which the sociocultural context has affected research findings
1.1C Explain how research conclusions may be affected by sociocultural context
1.1E Provide examples of psychology’s influence on other disciplines (e.g., education, law)
1.2 Develop a working knowledge of psychology’s major subfields
1.2a Describe psychology’s major subfields
1.2A Compare and contrast psychology’s major subfields
1.3 Portray significant aspects of the history of psychological science
1.3a Describe historically important perspectives (e.g., theoretical orientations) in psychological science
1.3A Justify preferences for different theoretical orientations in psychological science based on perceived advantages and limitations
1.3b Recognize major historical events and their link to trends in contemporary research
1.3B Evaluate important aspects of psychology’s history, including central concerns and theoretical conflicts
1.3c Identify influential contributions made by psychologists, including those from historically marginalized groups
1.3C Explain how historical context has affected which contributions made by psychologists were deemed influential
1.3d Identify historic examples of how psychologists have contributed to or challenged unethical outcomes or systemic discrimination
1.3D Analyze historic examples of how psychologists have contributed to or challenged unethical outcomes or systemic discrimination
1.4 Apply psychological content to solve practical problems
1.4d Identify how individual differences in beliefs, values, and interactions with others may give rise to conflicts, including prejudicial and discriminatory behavior
1.4D Use psychological knowledge to identify ways to prevent or resolve interpersonal and intercultural conflicts
1.5 Provide examples of psychology’s integrative themes
1.5a Describe integrative themes that appear throughout psychological science
1.5A Discuss the contributions that integrative themes make to the understanding and impact of psychological science
The skills in this domain involve the development of scientific reasoning and investigation, including developing proficiencies in research methods and statistics. Research skills reflect having knowledge and respect for diversity-related issues when targeting samples in study design and data analysis. Research practice also includes an evaluation of the extent to which research findings can be generalized as applicable to groups beyond the research sample.
2.2 Interpret, design, and evaluate psychological research
2.2a Compare and contrast specific research methods (e.g., archival, descriptive, correlational, experimental, qualitative)
2.2A Select and apply the appropriate research design for a given research question
2.2b Develop a testable hypothesis based on operational definitions
2.2B Design or replicate a research study to confirm or disconfirm a testable hypothesis
2.2c Describe research design strategies that facilitate ruling out alternative explanations
2.2C Evaluate the extent to which research strategies rule out alternative explanations and support cause-effect claims
2.2d Define research transparency and open science practices
2.2D Use replicable and open scientific practices
2.3 Incorporate sociocultural factors in scientific research practices
2.3a Recognize that research emerges from the researcher’s value system and worldview
2.3A Identify examples of how a researcher’s value system, sociocultural characteristics, and historical context influence the development of scientific inquiry into psychological questions
2.3d Recognize that the focus of psychological research may narrowly reflect western concerns and biases
2.3D Incorporate international sources, including nonwestern researchers and samples, in research processes, where appropriate
2.3e Describe how qualitative research captures varied human experiences, particularly those of members from historically marginalized groups
2.3E Evaluate how qualitative research strategies address equity, diversity, and inclusion considerations
This goal promotes the development of ethical and socially responsible values and behaviors in personal, professional, organizational, and institutional settings. The goal includes ethical reasoning and practices, interpersonal and intercultural responsiveness, as well as strategies that promote and sustain strong communities and equitable opportunities.
3.1 Employ ethical standards in research, practice, and academic contexts
3.1e Maintain high standards for academic integrity
3.1E Explain how upholding academic integrity strengthens relationships and communities
3.2 Develop and practice interpersonal and intercultural responsiveness
3.2a Interact respectfully with people of diverse abilities, backgrounds, nationalities, and cultural perspectives
3.2A Articulate the value of and seek opportunities to interact respectfully with people of diverse abilities, backgrounds, nationalities, and cultural perspectives
3.2d Recognize how heritage, power, and privilege may produce differential access to opportunity
3.2e Describe how racism and other discriminatory beliefs and practices harm individuals and weaken society
3.3 Apply psychological principles to strengthen community and improve quality of life
3.3B Participate in activities that promote civic, social, and/or global outcomes that benefit communities
SStudents develop psychological literacy, including applying knowledge of research skills necessary to be an informed consumer of research or a critic regarding unsupported claims about behavior. The skills in this category address the ability of students to build and maintain effective communication skills in processing and expressing information.
4.2 Write and present effectively for different purposes
4.2a Recognize communication content and form differ based on purpose
4.2A Craft clear and concise communications to fulfill a purpose and address specific audiences
4.2b Express ideas that accurately reflect basic psychological concepts and principles
4.2B Construct arguments clearly and concisely from evidence-based psychological concepts and theories
4.2c Organize ideas to fit a basic project’s purpose and length
4.2C Develop ideas in formats to fit a complex project’s purpose and length
4.2d Deliver basic communication projects that meet established conventions and professional guidelines
4.2D Deliver complex communication projects that meet established conventions and professional guidelines
4.2e Use inclusive language and examples in communication projects
4.2E Use inclusive language and examples in communication projects to optimize audience understanding and engagement
4.3 Provide evidence of psychological literacy
4.3a Accurately summarize general ideas and conclusions from psychological sources
4.3A Accurately summarize complex ideas and conclusions from psychological sources and research
4.3b Identify how information sources differ in credibility and objectivity, favoring expert, peer-reviewed scholarship
4.3B Describe the characteristics and relative value of different kinds of information
sources (e.g., primary vs. secondary, peer reviewed vs. non-reviewed, empirical vs. nonempirical)
4.3c Articulate criteria for identifying objective sources of psychological information
4.3C Evaluate psychological information based on the currency, reliability, validity, and generalizability of sources
4.3d Describe the types of biases or errors that appear in various media
4.3D Evaluate the biases and errors that appear in various media
4.4 Exhibit appropriate technological skills to improve communication
4.4b Describe how to use digital and social media effectively and responsibly
4.4B Use digital and social media effectively and responsibly
4.4c Identify and navigate psychology databases and other legitimate sources of information to address psychological questions
4.4C Develop comprehensive and efficient strategies for locating and using relevant scholarship to investigate psychological questions
The emphasis in this domain involves self-regulation, project management skills, professional judgment, collaboration skills, and proficiency in workplace technology and career planning.
5.1 Exhibit effective self-regulation
5.1B Incorporate suggestions from feedback from peers, educators, and mentors to improve task performance
In the professional practice of psychology, "Scholarship as Conversation" is exemplified in several ways such as:
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. Psychologists consult with, refer to, or cooperate with other professionals and institutions to the extent needed to serve the best interests of those with whom they work. They are concerned about the ethical compliance of their colleagues' scientific and professional conduct. Psychologists strive to contribute a portion of their professional time for little or no compensation or personal advantage.
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. In situations in which deception may be ethically justifiable to maximize benefits and minimize harm, psychologists have a serious obligation to consider the need for, the possible consequences of, and their responsibility to correct any resulting mistrust or other harmful effects that arise from the use of such techniques.
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. Psychologists are aware of and respect cultural, individual, and role differences, including those based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status, and consider these factors when working with members of such groups. Psychologists try to eliminate the effect on their work of biases based on those factors, and they do not knowingly participate in or condone activities of others based upon such prejudices.
Section 2: Competence
2.04 Bases for Scientific and Professional Judgments
Psychologists' work is based upon established scientific and professional knowledge of the discipline. (See also Standards 2.01e, Boundaries of Competence , and 10.01b, Informed Consent to Therapy .)
Section 6: Record Keeping and Fees
6.01 Documentation of Professional and Scientific Work and Maintenance of Records
Psychologists create, and to the extent the records are under their control, maintain, disseminate, store, retain, and dispose of records and data relating to their professional and scientific work in order to (1) facilitate provision of services later by them or by other professionals, (2) allow for replication of research design and analyses, (3) meet institutional requirements, (4) ensure accuracy of billing and payments, and (5) ensure compliance with law. (See also Standard 4.01, Maintaining Confidentiality .)
Section 8: Research and Publication
8.10 Reporting Research Results
(a) Psychologists do not fabricate data. (See also Standard 5.01a, Avoidance of False or Deceptive Statements .)
(b) If psychologists discover significant errors in their published data, they take reasonable steps to correct such errors in a correction, retraction, erratum, or other appropriate publication means.
8.12 Publication Credit
(a) Psychologists take responsibility and credit, including authorship credit, only for work they have actually performed or to which they have substantially contributed. (See also Standard 8.12b, Publication Credit .)
(b) Principal authorship and other publication credits accurately reflect the relative scientific or professional contributions of the individuals involved, regardless of their relative status. Mere possession of an institutional position, such as department chair, does not justify authorship credit. Minor contributions to the research or to the writing for publications are acknowledged appropriately, such as in footnotes or in an introductory statement.
(c) Except under exceptional circumstances, a student is listed as principal author on any multiple-authored article that is substantially based on the student's doctoral dissertation. Faculty advisors discuss publication credit with students as early as feasible and throughout the research and publication process as appropriate. (See also Standard 8.12b, Publication Credit .)
8.14 Sharing Research Data for Verification
(a) After research results are published, psychologists do not withhold the data on which their conclusions are based from other competent professionals who seek to verify the substantive claims through reanalysis and who intend to use such data only for that purpose, provided that the confidentiality of the participants can be protected and unless legal rights concerning proprietary data preclude their release. This does not preclude psychologists from requiring that such individuals or groups be responsible for costs associated with the provision of such information.
(b) Psychologists who request data from other psychologists to verify the substantive claims through reanalysis may use shared data only for the declared purpose. Requesting psychologists obtain prior written agreement for all other uses of the data.
8.15 Reviewers
Psychologists who review material submitted for presentation, publication, grant, or research proposal review respect the confidentiality of and the proprietary rights in such information of those who submitted it.
Principle I: Respect for the Dignity of Persons and Peoples
In adhering to the Principle of Respect for the Dignity of Persons and Peoples, psychologists would:
Principle II: Responsible Caring
In adhering to the Principle of Responsible Caring, psychologists would:
Principle III: Integrity in Relationships
In adhering to the Principle of Integrity in Relationships, psychologists would:
Principle IV: Responsibility to Society
In adhering to the Principle of Responsibility to Society, psychologists would:
1. Learning Objective: Students will be able to describe the various ways that scholars demonstrate they are part of the scholarly conversation.
2. Learning Objective: Students will be able to identify how the scholarly conversation changes over time.
3. Learning Objective: Students will be able to describe the role of peer review in the scholarly publication process.
4. Learning Objective: Students will be able to follow the scholarly conversation through citations.
5. Learning Objective: Students will be able to articulate the context of a research question.
Brady, L. L. C., & Malik, M. (2019). Science, story, and structure: Framing the conversation for psychology faculty and librarian information literacy collaboration. Teaching of Psychology, 46(1), 64–71. https://doi.org/10.1177/0098628318816155
Parks, E. L. (2020). Joining the conversation: Teaching students to think and communicate like scholars. Scholarship of Teaching and Learning in Psychology, 8(1), 70-78.https://doi.org/10.1037/stl0000193
