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

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.

2.3 Incorporate sociocultural factors in scientific research practices

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

Students 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.

4.3 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 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

4.4 Exhibit appropriate technological skills to improve communication

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

Ethical Principles of Psychologists and Code of Conduct

Principle A: Beneficence and Nonmaleficence

• "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...."
  • To do no harm, psychologists must know how to find, access, and interpret the appropriate literature.

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...."
  • Psychologists must be aware of the psychological literature by being able to find it to avoid the possibility of stealing others' work.

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."
  • Psychologists must be aware of the psychological literature by being able to find it to avoid the possibility of stealing others' work.