Abstract:
This paper outlines a teaching and learning collaboration between information literacy professionals at the University of Auckland and a social work academic. The collaboration was developed for the purpose of introducing evidence-based practice (EBP) and associated academic and information literacy (AIL) skills to a third year social work cohort under preparation for their first practicum. Embedding the research–practice connection in the minds of students at this level of study is essential as using evidence in practice is considered to be a fundament professional objective. Despite this perspective, it is not uncommon for research to be viewed as an ancillary, if not discretionary skill in social work. Students in our programme do not receive traditional tuition in research until after their first practicum. The disjuncture between the first practicum and formal exposure to the research curriculum may unwittingly lead to perpetuating the social work view on research. EBP offers a clearly defined, systematic research framework imminently suited to the novice learner. However its application in the learning context is not without challenge. Thus, taking a solution focussed frame, theoretically underpinned by a constructivist teaching philosophy, we detail specific teaching challenges encountered in our teaching practice and the remedies applied. The paper concludes with key lessons learned and future directions for teaching EBP and information and academic literacy (AIL) skills to social work students at the University of Auckland.
