Health Information & Community Outreach
Bibliographic record
Abstract
While it is widely agreed that information literacy skills should be fostered in institutions of higher education, little is known about attempts to teach about information literacy outside of academia. Health information literacy, as defined by the Medical Library Association (http://www.mlanet.org/resources/healthlit/define.html) is “the set of abilities needed to: recognize a health information need; identify likely information sources and use them to retrieve relevant information; assess the quality of the information and its applicability to a specific situation; and analyze, understand, and the use information to make good health decisions.” Within the context of health information literacy, this presentation will focus on three different cases of community outreach: 1. Collaboration with researchers to train volunteers to deliver health information to oncology patients; 2. Collaboration with researchers to design an electronic repository of evidence-based stroke interventions and accompanying health information for the public; and 3. Collaboration with the University’s Mini-Med School to reach members of the community and to provide health information literacy support. \nThrough partnerships with researchers and staff from McGill University’s Faculty of Medicine (including the Schools of Nursing and Physical & Occupational Therapy), this librarian was able to reach three distinct groups in the community: patients diagnosed with cancer, stroke survivors and their families, and members of the general public interested in medicine and health. Strategies for outreach include: train-the-trainer workshops, assistance with critical appraisal of online health information, and selection and management of reliable and readable electronic health information resources. Issues important for consideration include administrative issues in partnering with faculty and staff, project management, literacy levels of community groups, and readability of health information.\nDuring this presentation, I will provide an introduction to the topic of health information literacy and its potential for community outreach. I will also describe the three separate projects, providing details of their planning, execution, reflections, and future directions. \nAcademic librarians play an important role in the transmission of information literacy theory and skills to students and faculty within the institution. Transferring this experience for the benefit of the wider community seems a logical progression and a worthwhile effort. By collaborating with faculty and staff to deliver health information literacy initiatives to the greater community, librarians have the opportunity to not only reach a broader group of users, but to foster partnerships with researchers in their own institution. The promotion of health information literacy through existing research and outreach programs is a potential source of increased visibility within and without the university.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".