The Stories We Tell: Engaging with Authority in Critical Health Pedagogy

This Innovative Practices piece details the design of a scaffolded project in a public health course that paired a narrative inquiry assignment with an empirical health literature review assignment to highlight both the positivist and constructivist epistemologies of critical health research in publ...

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Bibliographic Details
Published in:Communications in information literacy 2022-01, Vol.16 (2), p.151-166
Main Authors: Hernandez Linares-Gray, Rosalinda, Newman Carroll, Sara, Smith, Emily
Format: Article
Language:English
Subjects:
Behavior
College students
Core curriculum
critical health pedagogy
Education
Evidence-based nursing
Health disparities
Health sciences
Information literacy
Knowledge
knowledge production
Learning
Librarians
Libraries
Literature reviews
Medical research
Pedagogy
Public health
Research methodology
science information literacy
Socioeconomic factors
Teaching
User training
Citations: Items that cite this one
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Description
Summary:This Innovative Practices piece details the design of a scaffolded project in a public health course that paired a narrative inquiry assignment with an empirical health literature review assignment to highlight both the positivist and constructivist epistemologies of critical health research in public health. The authors discuss and reflect on the five parts that constitute the project, student learning outcomes, and the benefits of engaging with critical information literacy in an undergraduate public health course. The goal of this article is to provide practical applications of critical information literacy to librarians in the health sciences who work with undergraduate students.
ISSN:1933-5954
1933-5954
DOI:10.15760/comminfolit.2022.16.2.4