A large amount of empirical research and anecdotal evidence from various perspectives documents, stresses the need to improve informational literacy throughout the American educational system (Schutt & Hightower, 2009; Zabel 2004). Without such improvement, education and knowledge will simply stagnate, and perhaps even regress. These authors do not agree on all of the specifics of what is lacking or how to address this lack, but there is a general consensus that American students especially are lacking in information literacy aptitude in a multicultural setting.
The American nursing schools have recognized this unfortunately common lack of education in issues such as cultural diversity in today's society, and have started to integrate related courses into their curriculums. The goal is to familiarize nursing students with different cultures, understanding the impact in relation to patient's quality care. The nursing board committee introduced questions regarding cultures in the nursing licensure competency test. Teaching nurses about cultural diversity is an ongoing goal.
Conclusion
Information literacy is a vital element of the scholarship leadership-practice-model. It influences leadership by providing the necessary tools and resources to lead a successful institution or business. Information literacy empowers scholars and leaders with confidence as they share important information and guide others. Scholars and leaders need to be proactive by being information literate as they continue to execute their roles as facilitators, mentors, and advocates.
References
(Lauer SR Yodanis CL 2004 international social survey programme (ISSP): A tool for teaching with an international perspective) Lauer, S.R., & Yodanis, C.L. (2004). The international social survey programme (ISSP): A tool for teaching with an international perspective. Teaching sociology, 32(3), 304.
(Lipman M. Critical thinking: What can it be? comtemporary issues in curriculum) Lipman, M. (1995). Critical thinking: What can it be? Comtemporary issues in curriculum. Retrieved from EBSCOhost October 8, 2009
(Schutt MA Hightower B. 2009 Enhancing RN-to-BSN students' information literacy skills through the use of instructional technology)...
(2009). Enhancing RN-to-BSN students' information literacy skills through the use of instructional technology. Journal of Nursing Education, 48(2), 101- 105.
Thomson, G.S. (2007) a review of transformational leadership models and its linkage to the Scholarship/Practice/Leadership
Model . Retrieved October 10, 2009 from hhtp://works.bepress.com/grace_thomson/4ThosonT
(Winter R. Griffiths M. 2005 academic qualities of practice: What are the criteria for a practice-based PhD?)
(Zabel D. 2004 reaction information literacy and higher education) Zabel, D. (2004). A reaction information literacy and higher education. The Journal of Academic Librarianship, 30(1), 17-21.
Throughout, paragraphs should include a minimum of 3 sentences.
The first paragraph must inform the reader of the purpose of the paper. Keep in mind that the objective of this essay is to discuss information literacy and its relationship to the scholar/practitioner/leadership model within your specific discipline. This paragraph does not convey that objective.
All direct quotes require a page or paragraph number.
Throughout, paragraphs should be short -- 3 to 5 sentences. Effective doctoral writing requires "unity" -- a single thought per paragraph.
Any statement to which a reader might ask "According to whom?" is an assertion. All assertions require a citation.
All direct quotes require a page or paragraph number.
One of ther required sources is missing -- Presidential committee on information literacy: Final report
The discussion throughout the essay is rather unfocused and transitions through several topics.
The assignment required "An articulate comparison and contrast of the authors' perspectives, building a greater understanding of each in the process." Although you provided examples from the various articles, there was little comparison and contrast between them. For the final essay consider using only the three required sources plus one additional source to improve the focus of the paper while meeting the compare and contrast objective. Ensure that the final paper focuses on information literacy and the SPL model.
