Grey Information Literacy
Module Learning Outcomes Information and Evidence
- Identify key concepts, challenges and skills of Truth: absolute truth refers to a complete truth compared to relative truth
information literacy - No absolute truths in science
- Outline roles and features of information and - Our aim is to get close to the truth, called approximate truths
evidence sources - Approximate truth represents a truth that is not 100% but is accepted and acknowledged because it
- Formulate a PICO questions was well reasoned
- Reflect on reasons and examples of Information: knowledge communicated or received concerning a particular fact or circumstance
misinformation Evidence: everything that may be used to determine or demonstrate an assertion of truth
Misinformation: misinformation is misleading information
Information Literacy Sources of information and evidence
Information Literacy: Push Information:
- Information literacy skills include the ability to find, evaluate, store and - “background” information
manage information, to reuse it, create knowledge or solve problems and - Content that builds a body of knowledge
to understand that information exists within social, ethical, cultural and - Limited by information overload
legal contexts - Also called filter failure
- Information literacy skills are employed to reduce and acknowledge, the - May not be the most valid or relevant
overload, complexity and uncertainty of information
Pull Information:
Information literacy will need to manage: - “foreground” information
1. Information Overload - Extends body of knowledge
o Information overload is when a person takes in more details - Most valid and relevant
than they’re able to process at any given time - Is determined by first formulating a professional/clinical/evidence question
2. Information Complexity - Step 1 of evidence-based practice
o Individual pieces of information can be complex and
changing Information Sources:
o Multiple simultaneous online and offline inputs - News: media source – vary in accuracy and balance, may have suggestions
o Various groups influencing information and messaging where to find evidence
3. Information Uncertainty - Podcast/video: mixed source – vary in accuracy and balance, may have
o Information can be: suggestions where to find evidence
▪ Unclear, incomplete, imprecise, conflicting, - Commercial Website: Mixed source - .com means commercial, so bias is
influenced, unknown highly likely
Skills Toolkit: Formulating Questions Information/Evidence Sources:
Finding Evidence: - Textbooks: background information source, vary in how evidence based, out
- Acquisition of evidence requires knowledge and skills of date quickly, use the references to access primary source
- Understanding types of sources and where to find them - Organisation Website: mixed source, vary in how evidence based, for
- Equipoise: having balanced possibilities. When you should formulate a evidence used publish papers and not webpages
question and search for an answer you should be open to all possibilities.
To reduce bias, you must not assume what the answer will be Evidence Sources:
- Podcasts : regarded as evidence but quality varies or not determined,
Formulating a question: includes gov reports, also includes unpublished research that might be
- What is the purpose of your question? included ins systematic reviews
- Your question will determine the source - Peer Reviewed
- Your type of question will determine the type of answer. - journal articles: regarded as evidence, primary (a research study), secondary
(refers to combines research studies)
Skills Toolkit: Formulating Questions - PICO Academic Sources: Concept Check
PICO: - Literature is any written work but often suggests higher value work
- PICO is a specific search strategy to help you avoid aimless and time- - Paper and article and publication have the same meaning
consuming browsing
- The most efficient way to search for an answer to a question is to write Summary
the most specific question possible - The volume of information in the public domain is increasing and can be
P – Population/problem/patient harmful
I – Intervention - The volume of evidence is also too great to manage
C – Comparison - In addition to volume, information and evidence will be complex and
O – Outcome present uncertainty
- Information literacy skills are necessary for life long learning and
P: what group of people are you interested in knowing about? professional practice
I: What intervention/treatment/therapy/exposure are you interested in understanding - Information management allows for efficiency and truth seeking
C: What comparison could be used against the intervention? - The first set of skills for information literacy is formulating an effective
O: what outcome do you hope to find out about? question with PICO
PICO Question:
- Do children with rheumatoid arthritis experience pain reduction with
hand splinting?
- P – Children and rheumatoid arthritis
- I – hand splinting
- C – Sports tape
- O – Pain
Using PICO Terms:
- Focuses on search strategy
- Sources most relevant items
- Reduces time needed to find evidence
- Reduces reading time
, Evidence-based practise
Module Learning Outcomes Evidence
• Define and outline evidence-based practice Evidence: everything that may be used to determine or demonstrate an assertion of truth
• Outline the steps of evidence-based practice Evidence based practise:
• Identify the role of this unit in the EBP - Using evidence to work as a health professional
learning journey. - At a basic level the intent of using evidence in practise is to:
• Categorise evidence and search processes o Understand what is closest to the truth
• Find and use key databases with basic o Apply that evidence as part of the management of patients/clients/people/customers
searching techniques - Evidence based practise is the integration of:
o The best available research possible
• Plan preparation of the Evidence Selection o With professional or clinical expertise
assignment. o And our patient/client/populations unique values and circumstances
o Within the professional/practise context
Reasons for evidence-based practise:
- Hold mechanism and observation approaches to a higher standard
- Manager information overload
- Manage information uncertainty
- Reduce impact of cognitive bias
Other terms:
- Evidence-based medicine: may be used by those in clinical fields
- Evidence based health care: most commonly used and appropriate but by using ‘practice’ we can
include broader concept e.g. teaching
- Evidence informed practice or healthcare: increasingly used as this is really the most accurate way
of reflecting evidence as only one domain
The evidence based scholar and professional Evidence-based practice
5 steps of evidence-based practice: Evidence based practice is a method of professional reasoning and
person centred care. This includes shared decision making
Aim: overall aim is to improve health outcomes for clients and
communities
Professional reasoning: uses cognition skills of intellect, critical
thinking with information and evidence to create justifiable conclusions.
In a professional setting this involves analysing, decision making,
problem solving, planning and prediction
Patient centred care: is about treating a person receiving healthcare
with dignity and respect and involving them t=in all decisions about their
health
Shared decision making: is a process where the clinician and consumer
How does being an evidence-based scholar relate to the Graduate Capital model? (and their family, partner, or carer) make health decisions together)
Acquiring the evidence
Graduates with well-developed __ capital will be able to:
- Human capital: apply subject discipline knowledge and concepts
- Cultural Capital: demonstrate an awareness and sensitivity to different cultural
contexts and an increasingly internationalised labour market
- Social capital: examine what is new or changing in the graduate job market
- Psychological capital: manage workplace uncertainty and when necessary, generate
plans to take measured risks
- Identity capital: evaluate their self-concept, including values and motivations
, Metacognition
Module Learning Outcomes Metacognition
- Explain how metacognition, epistemology, What is metacognition?
types of thinking and bias affect thinking - “Metacognition refers to a set of processes an individual uses in monitoring cognition so as to
- Identify the reasons for misinformation and effectively control his or her own behaviour”
disinformation to society - Metacognition is thinking about thinking!!!
- Identify the role of critical thinking and
evidence-based practice to manage
information
- Perform an advanced PICO search
- Reflect on your metacognition as a learner at
university
Epistemology Types of thinking and bias
Your metacognition is framed by your personal epistemology System 1 thinking:
- Fast, intuitive, and emotional
- Easy and comfortable
- ‘Snap judgements and decisions’
- Needed for everyday coping
System 2 thinking:
- Slower to override snap judgement
- Think critically we might need to check facts
- Deliberate and logical
- Requires attention
- More intellectual effort
- Learning is an outcome of the processes by which students This is a model of cognition, but your brain needs both to work together
deal with information
- These form a framework of beliefs within which Cognitive Bias:
individuals interpret, accept, or reject information - Systematic error in thinking that occurs when a person processes and interprets
- This framework of beliefs about knowledge is termed information in the world around them and affects decisions and judgements they make
personal epistemology and provides a context through - System 1 is what you use most and is needed to function efficiently
which individual’s interpret their environment to generate o Allows cognitive bias
meaning and understanding - System 2 used for metacognition, critical thinking, and reasoning
o Reduces cognitive bias
Knowledge is based on assumptions about the fundamental nature of
reality and how we learn about reality
Positivism:
- Beliefs: a single truth/objective reality
- Research methods: experimentation, randomised control
trials, statistical analysis
- Aim: hypothesis testing, generalisability, understanding
casual relationships and prediction making, “reduce all
relationships to statistical level”
Constructivism:
- Beliefs: multiple truths, no objectivity, reality created
through interactions and always changing, interdependence
of investigator and subject
- Research methods: questionnaires, interviews,
observation
- Aim: to improve overall understanding, to answer ‘why’
questions and inform hypothesis generation
Module Learning Outcomes Information and Evidence
- Identify key concepts, challenges and skills of Truth: absolute truth refers to a complete truth compared to relative truth
information literacy - No absolute truths in science
- Outline roles and features of information and - Our aim is to get close to the truth, called approximate truths
evidence sources - Approximate truth represents a truth that is not 100% but is accepted and acknowledged because it
- Formulate a PICO questions was well reasoned
- Reflect on reasons and examples of Information: knowledge communicated or received concerning a particular fact or circumstance
misinformation Evidence: everything that may be used to determine or demonstrate an assertion of truth
Misinformation: misinformation is misleading information
Information Literacy Sources of information and evidence
Information Literacy: Push Information:
- Information literacy skills include the ability to find, evaluate, store and - “background” information
manage information, to reuse it, create knowledge or solve problems and - Content that builds a body of knowledge
to understand that information exists within social, ethical, cultural and - Limited by information overload
legal contexts - Also called filter failure
- Information literacy skills are employed to reduce and acknowledge, the - May not be the most valid or relevant
overload, complexity and uncertainty of information
Pull Information:
Information literacy will need to manage: - “foreground” information
1. Information Overload - Extends body of knowledge
o Information overload is when a person takes in more details - Most valid and relevant
than they’re able to process at any given time - Is determined by first formulating a professional/clinical/evidence question
2. Information Complexity - Step 1 of evidence-based practice
o Individual pieces of information can be complex and
changing Information Sources:
o Multiple simultaneous online and offline inputs - News: media source – vary in accuracy and balance, may have suggestions
o Various groups influencing information and messaging where to find evidence
3. Information Uncertainty - Podcast/video: mixed source – vary in accuracy and balance, may have
o Information can be: suggestions where to find evidence
▪ Unclear, incomplete, imprecise, conflicting, - Commercial Website: Mixed source - .com means commercial, so bias is
influenced, unknown highly likely
Skills Toolkit: Formulating Questions Information/Evidence Sources:
Finding Evidence: - Textbooks: background information source, vary in how evidence based, out
- Acquisition of evidence requires knowledge and skills of date quickly, use the references to access primary source
- Understanding types of sources and where to find them - Organisation Website: mixed source, vary in how evidence based, for
- Equipoise: having balanced possibilities. When you should formulate a evidence used publish papers and not webpages
question and search for an answer you should be open to all possibilities.
To reduce bias, you must not assume what the answer will be Evidence Sources:
- Podcasts : regarded as evidence but quality varies or not determined,
Formulating a question: includes gov reports, also includes unpublished research that might be
- What is the purpose of your question? included ins systematic reviews
- Your question will determine the source - Peer Reviewed
- Your type of question will determine the type of answer. - journal articles: regarded as evidence, primary (a research study), secondary
(refers to combines research studies)
Skills Toolkit: Formulating Questions - PICO Academic Sources: Concept Check
PICO: - Literature is any written work but often suggests higher value work
- PICO is a specific search strategy to help you avoid aimless and time- - Paper and article and publication have the same meaning
consuming browsing
- The most efficient way to search for an answer to a question is to write Summary
the most specific question possible - The volume of information in the public domain is increasing and can be
P – Population/problem/patient harmful
I – Intervention - The volume of evidence is also too great to manage
C – Comparison - In addition to volume, information and evidence will be complex and
O – Outcome present uncertainty
- Information literacy skills are necessary for life long learning and
P: what group of people are you interested in knowing about? professional practice
I: What intervention/treatment/therapy/exposure are you interested in understanding - Information management allows for efficiency and truth seeking
C: What comparison could be used against the intervention? - The first set of skills for information literacy is formulating an effective
O: what outcome do you hope to find out about? question with PICO
PICO Question:
- Do children with rheumatoid arthritis experience pain reduction with
hand splinting?
- P – Children and rheumatoid arthritis
- I – hand splinting
- C – Sports tape
- O – Pain
Using PICO Terms:
- Focuses on search strategy
- Sources most relevant items
- Reduces time needed to find evidence
- Reduces reading time
, Evidence-based practise
Module Learning Outcomes Evidence
• Define and outline evidence-based practice Evidence: everything that may be used to determine or demonstrate an assertion of truth
• Outline the steps of evidence-based practice Evidence based practise:
• Identify the role of this unit in the EBP - Using evidence to work as a health professional
learning journey. - At a basic level the intent of using evidence in practise is to:
• Categorise evidence and search processes o Understand what is closest to the truth
• Find and use key databases with basic o Apply that evidence as part of the management of patients/clients/people/customers
searching techniques - Evidence based practise is the integration of:
o The best available research possible
• Plan preparation of the Evidence Selection o With professional or clinical expertise
assignment. o And our patient/client/populations unique values and circumstances
o Within the professional/practise context
Reasons for evidence-based practise:
- Hold mechanism and observation approaches to a higher standard
- Manager information overload
- Manage information uncertainty
- Reduce impact of cognitive bias
Other terms:
- Evidence-based medicine: may be used by those in clinical fields
- Evidence based health care: most commonly used and appropriate but by using ‘practice’ we can
include broader concept e.g. teaching
- Evidence informed practice or healthcare: increasingly used as this is really the most accurate way
of reflecting evidence as only one domain
The evidence based scholar and professional Evidence-based practice
5 steps of evidence-based practice: Evidence based practice is a method of professional reasoning and
person centred care. This includes shared decision making
Aim: overall aim is to improve health outcomes for clients and
communities
Professional reasoning: uses cognition skills of intellect, critical
thinking with information and evidence to create justifiable conclusions.
In a professional setting this involves analysing, decision making,
problem solving, planning and prediction
Patient centred care: is about treating a person receiving healthcare
with dignity and respect and involving them t=in all decisions about their
health
Shared decision making: is a process where the clinician and consumer
How does being an evidence-based scholar relate to the Graduate Capital model? (and their family, partner, or carer) make health decisions together)
Acquiring the evidence
Graduates with well-developed __ capital will be able to:
- Human capital: apply subject discipline knowledge and concepts
- Cultural Capital: demonstrate an awareness and sensitivity to different cultural
contexts and an increasingly internationalised labour market
- Social capital: examine what is new or changing in the graduate job market
- Psychological capital: manage workplace uncertainty and when necessary, generate
plans to take measured risks
- Identity capital: evaluate their self-concept, including values and motivations
, Metacognition
Module Learning Outcomes Metacognition
- Explain how metacognition, epistemology, What is metacognition?
types of thinking and bias affect thinking - “Metacognition refers to a set of processes an individual uses in monitoring cognition so as to
- Identify the reasons for misinformation and effectively control his or her own behaviour”
disinformation to society - Metacognition is thinking about thinking!!!
- Identify the role of critical thinking and
evidence-based practice to manage
information
- Perform an advanced PICO search
- Reflect on your metacognition as a learner at
university
Epistemology Types of thinking and bias
Your metacognition is framed by your personal epistemology System 1 thinking:
- Fast, intuitive, and emotional
- Easy and comfortable
- ‘Snap judgements and decisions’
- Needed for everyday coping
System 2 thinking:
- Slower to override snap judgement
- Think critically we might need to check facts
- Deliberate and logical
- Requires attention
- More intellectual effort
- Learning is an outcome of the processes by which students This is a model of cognition, but your brain needs both to work together
deal with information
- These form a framework of beliefs within which Cognitive Bias:
individuals interpret, accept, or reject information - Systematic error in thinking that occurs when a person processes and interprets
- This framework of beliefs about knowledge is termed information in the world around them and affects decisions and judgements they make
personal epistemology and provides a context through - System 1 is what you use most and is needed to function efficiently
which individual’s interpret their environment to generate o Allows cognitive bias
meaning and understanding - System 2 used for metacognition, critical thinking, and reasoning
o Reduces cognitive bias
Knowledge is based on assumptions about the fundamental nature of
reality and how we learn about reality
Positivism:
- Beliefs: a single truth/objective reality
- Research methods: experimentation, randomised control
trials, statistical analysis
- Aim: hypothesis testing, generalisability, understanding
casual relationships and prediction making, “reduce all
relationships to statistical level”
Constructivism:
- Beliefs: multiple truths, no objectivity, reality created
through interactions and always changing, interdependence
of investigator and subject
- Research methods: questionnaires, interviews,
observation
- Aim: to improve overall understanding, to answer ‘why’
questions and inform hypothesis generation
