Information Literacy for Speech-Language Pathologists: A Key to Evidence-Based Practice Purpose In this tutorial, we review the tenets of information literacy (IL) that parallel and intersect with new American Speech-Language-Hearing Association (ASHA) certification standards requiring clinicians to engage in evidence-based practice (EBP). Method A review of the literature on EBP in medical and allied health areas was conducted ... Research Article
Research Article  |   July 01, 2006
Information Literacy for Speech-Language Pathologists: A Key to Evidence-Based Practice
 
Author Affiliations & Notes
  • Barbara J. Nail-Chiwetalu
    University of Maryland, College Park
  • Nan Bernstein Ratner
    University of Maryland, College Park
  • Contact author: Barbara J. Nail-Chiwetalu, PhD, MLS, 2105 McKeldin Library, University of Maryland, College Park, MD 20742-7011. E-mail: bnailchi@umd.edu
Article Information
Research Issues, Methods & Evidence-Based Practice / Normal Language Processing / Research Articles
Research Article   |   July 01, 2006
Information Literacy for Speech-Language Pathologists: A Key to Evidence-Based Practice
Language, Speech, and Hearing Services in Schools, July 2006, Vol. 37, 157-167. doi:10.1044/0161-1461(2006/018)
History: Received February 18, 2005 , Accepted June 28, 2005
 
Language, Speech, and Hearing Services in Schools, July 2006, Vol. 37, 157-167. doi:10.1044/0161-1461(2006/018)
History: Received February 18, 2005; Accepted June 28, 2005
Web of Science® Times Cited: 17

Purpose In this tutorial, we review the tenets of information literacy (IL) that parallel and intersect with new American Speech-Language-Hearing Association (ASHA) certification standards requiring clinicians to engage in evidence-based practice (EBP).

Method A review of the literature on EBP in medical and allied health areas was conducted through an online database search. The Information Literacy Competency Standards for Higher Education (American Library Association, 2004) are used as a framework for outlining IL practices that will aid in EBP.

Results Current strategies are contrasted with more desirable strategies. Potential barriers to the utilization of information-literate procedures in locating sources of reliable clinical evidence are discussed together with potential solutions.

Conclusion Suggestions for more efficient information searches by clinicians, as well as a proposed discipline-wide agenda for increasing clinicians' IL skills during and after entry-level graduate training, are provided.

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