Book review of Welsh, T.S., and Wright, M. 2010. Information Literacy in the Digital Age: an evidence based approach. Cambridge: Chandos.

This work aims to presents partial results on the research project conducted at the Observatory of the Labor Market in Information and Documentation, School of Communications and Arts of the University of São Paulo on Information Science and Digital Humanities. Discusses Digital Humanities and informational literacy. Highlights the evolution of the Web, the digital library and its connections with Digital Humanities. Reflects on the challenges of the Digital Humanities transdisciplinarity and its connections with the Information Science. This is an exploratory study, mainly due to the current and emergence of the theme and the incipient bibliography existing both in Brazil and abroad.Keywords: Digital Humanities; Information Science; Transcisciplinrity; Information Literacy; Web of Data; Digital Age.

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Book Review: Jolly, J.L., & Jarvis, J.M. (Eds). (2018). Exploring Gifted Education: Australian and New Zealand Perspectives. Melbourne, Australia: Routledge.

Australasian Journal of Gifted Education ◽

10.21505/ajge.2020.0016 ◽

2020 ◽

pp. 54-59

Keyword(s):

New Zealand ◽

Gifted Education ◽

Research Agenda ◽

Evidence Based ◽

Evidence Based Practices ◽

Central Thesis ◽

Research Findings ◽

Areas Of Concern

In this first edition book, editors Jolly and Jarvis have compiled a range of important, contemporary gifted education topics. Key areas of concern focus on evidence-based practices and research findings from Australia and New Zealand. Other contributors include 14 gifted education experts from leading Australian and New Zealand Universities and organisations. Exploring Gifted Education: Australian and New Zealand Perspectives, introduced by the editors, is well organised. Jolly and Jarvis’s central thesis in their introduction is to acknowledge the disparity between policy, funding and practice in Australia and New Zealand. Specifically, in relation to Australia, they note that a coordinated, national research agenda is absent, despite recommendations published by the Australian Senate Inquiry almost 20 years ago.

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Book Review: Teaching Information Literacy in Higher Education

Journal of Food Science Education ◽

10.1111/1541-4329.12225 ◽

2021 ◽

Vol 20 (3) ◽

pp. 97-98

Author(s):

Helen Joyner

Keyword(s):

Higher Education ◽

Information Literacy ◽

Teaching Information

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Improving nurses’ readiness for evidence-based practice in critical care units: results of an information literacy training program

BMC Nursing ◽

10.1186/s12912-021-00599-y ◽

2021 ◽

Vol 20 (1) ◽

Author(s):

Jamileh Farokhzadian ◽

Somayeh Jouparinejad ◽

Farhad Fatehi ◽

Fatemeh Falahati-Marvast

Keyword(s):

Critical Care ◽

Training Program ◽

Information Literacy ◽

Intervention Group ◽

Literacy Skills ◽

Evidence Based ◽

Control Groups ◽

Critical Care Units ◽

Literacy Training ◽

Information Literacy Skills

Abstract Background One of the most important prerequisites for nurses’ readiness to implement Evidence-Based Practice (EBP) is to improve their information literacy skills. This study aimed to evaluate the impact of a training program on nurses’ information literacy skills for EBP in critical care units. Methods In this interventional study, 60 nurses working in critical care units of hospitals affiliated to Kerman University of Medical Sciences were randomly assigned into the intervention or control groups. The intervention group was provided with information literacy training in three eight-hour sessions over 3 weeks. Data were collected using demographic and information literacy skills for EBP questionnaires before and 1 month after the intervention. Results At baseline, the intervention and control groups were similar in terms of demographic characteristics and information literacy skills for EBP. The training program significantly improved all dimensions of information literacy skills of the nurses in the intervention group, including the use of different information resources (3.43 ± 0.48, p < 0.001), information searching skills and the use of different search features (3.85 ± 0.67, p < 0.001), knowledge about search operators (3.74 ± 0.14, p < 0.001), and selection of more appropriate search statement (x2 = 50.63, p = 0.001) compared with the control group. Conclusions Nurses can learn EBP skills and apply research findings in their nursing practice in order to provide high-quality, safe nursing care in clinical settings. Practical workshops and regular training courses are effective interventional strategies to equip nurses with information literacy skills so that they can apply these skills to their future nursing practice.

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