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 "Scholarship as Conversation" 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 "Scholarship as Conversation" frame. Note: These principles and standards may not exclusively apply to the scholarly conversation frame.
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 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
1.1a Students will use basic psychological terminology, concepts, and theories in psychology to explain behavior and mental processes
1.2 Develop a working knowledge of psychology’s content domains
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.
2.1 Use scientific reasoning to interpret psychological phenomena
2.1A describe the value and limitation of using theories to explain behavioral phenomena
2.1d Generate alternative explanations based on perceived flaws in behavioral claims
2.2 Demonstrate psychology information literacy
2.2A Read and summarize complex ideas accurately, including future directions, from psychological sources and research
2.2B describe the characteristics and relative value of different information sources (e.g., primary vs. secondary, peer reviewed vs. nonreviewed, empirical vs. nonempirical)
2.2c identify and navigate psychology databases and other legitimate sources of psychology information
2.2e Interpret simple graphs and statistical findings
2.3 Engage in innovative and integrative thinking and problem solving
2.3A describe problems operationally to study them empirically
2.4 Interpret, design, and conduct basic psychological research
2.5 Incorporate socio-cultural factors in scientific inquiry
Students completing foundation-level courses should become familiar with the formal regulations that govern professional ethics in psychology and begin to embrace the values that will contribute to positive outcomes in work settings and in building a society responsive to multicultural and global concerns
3.2 Build and enhance interpersonal relationships
3.3 Adopt values that build community at local, national, and global levels
Students completing foundation-level courses should be able to write a cogent scientific argument, present information using a scientific approach, engage in discussion of psychological concepts, explain the ideas of others, and express their own ideas with clarity.
4.1 Demonstrate effective writing for different purposes
4.2 Exhibit effective presentation skills for different purposes
4.3 Interact effectively with others
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.
Activity: Librarian selects a set of research articles that are connected to each other in some way. Using the jigsaw method, students work in small groups to read/skim one of the research articles. Students then move into new groups where each student has read a different article. In their group, students identify how the articles are connected to one another (e.g. same authors, cite one another, ask similar question, use same methodology, cite same source). Students can use a whiteboard, paper, online tool, or other means to create a graphic or paragraphs that shows/describes these connections. Students share their findings with one another and reflect on what they found.
2. Learning Objective: Students will be able to identify how the scholarly conversation changes over time.
Activity: Students read articles from three different time periods in order to conduct a historical analysis of how the majority view/stance on a psychological topic has changed over time. Students identify specific examples of shifts in language, terminology, and methodology during each time period. Students may reflect on how this informs their own research.
3. Learning Objective: Students will be able to describe the role of peer review in the scholarly publication process.
Activity: Students review the "Instructions for Authors" page for 2-3 different journals, each of which uses a different method of peer review (e.g. double blind, single blind) and may also reflect different modes of publication (e.g. open access). Librarian and students discuss the various methods as well as the larger scholarly publication process, and then students work individually or in small groups to determine what method of peer review they would choose if they were starting a new journal.
4. Learning Objective: Students will be able to follow the scholarly conversation through citations.
Activity: Students begin with an assigned or self-selected article. They identify an idea in the article that is attributed to another source through citation. Using the in-text citation, they find the source in the References List, and then attempt to locate the full-text of that source through the library or the open web. Students then go back to their original article and try to identify other articles that have cited it. Students reflect on the value of "listening in" on the larger conversation for identifying relevant research.
5. Learning Objective: Students will be able to articulate the context of a research question.
Activity: Students begin with an assigned or self-selected research article on a topic of interest and read through the literature review section. They then summarize the literature review and discuss how the research question fits within the context of the literature review. Students reflect: How does the author position their study within the larger body of research on this topic? What gaps in the existing research does the author feel their study addresses?
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Heffernan, K. (2020, Sep 3,). Loaded questions: The framework for information literacy through a DEI lens. College & Research Libraries News, 81, 382. https://doi.org/10.5860/crln.81.8.382 https://search.proquest.com/docview/2447930960
Hosier, A. (2017). Creating learning outcomes from threshold concepts for information literacy instruction. College & Undergraduate Libraries, 24(1), 1-13. https://doi.org/10.1080/10691316.2017.1246396
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
Scott, R. E. (2017a). Part 1. if we frame it, they will respond: Undergraduate student responses to the framework for information literacy for higher education. The Reference Librarian, 58(1), 1-18. https://doi.org/10.1080/02763877.2016.1196470
Scott, R. E. (2017b). Part 2. if we frame it, they will respond: Student responses to the framework for information literacy for higher education. The Reference Librarian, 58(1), 19-32. https://doi.org/10.1080/02763877.2016.1196471