Addressing information & Technology Competencies at Schools of Social Work

Addressing information & Technology Competencies at Schools of Social WorkAbbie K. Frost, PhD., FacultyGianna Gifford, Social Work LibrarianSimmons College School of Social Work

Council on Social Work EducationPortland, OregonOctober 14, 2010

Areas for Discussion• Student Competencies

In what ways do information and technology fluencies address student competencies?

• Vehicles of DeliveryWhat are the most effective ways of delivering content?

• Link with SW Curriculum What’s needed…

• at entry of MSW program?• during the foundation curriculum?• during the advanced curriculum?

Discussion Points• Presentation of “Tech Comps”

at Simmons School of Social Work o Purpose, Design, Vehicles of Deliveryo Links to courses in foundation &

advanced curriculum

• Link to CSWE Competencies

• Future Directions

What we’re doing at Simmons• Systematic Approach

o Efforts are organized across the curriculum so that delivery is not dependent upon faculty interest

o Requires faculty/SW librarian collaboration• “Tech Comps” – students

complete before end of 1st semester

• Foundation courseso Human Behavioro Policyo Research• Advanced Courseso Evaluation

Tech Comps at SSW• Required of all incoming

studentso Failure to complete by 1st semester

jeopardizes their ability to register for 2nd semester courses

o Requirement for graduation

• Content is grouped into two areas (workshops)o Attendance is required unless students

complete assignments before specific workshop is held

o Assignments designed to measure basic student competencies

Workshop #1• Held during orientation – one large

group• Areas of focus

o Simmons specific technologies• E-mail, e-learning• Technology-related policies; ways to get

assistanceo Brief presentation about the role that information

(evidence) plays in making practice decisionso Thinking about the validity of information from the

web – the “CRAAP” testo Social work related web sites

• Information for Practice (NYU blog)• Medline Plus• PubMed• SAMHSA, National registry of Evidence-based

programs & practices• National Center on Substance Abuse & Child

Welfare• NIDA, NIAA• Government sites in Michigan (DCS, DHS,

Michigan Legislature)

Workshop #1 Assignments• Complete an assessment that

includes questions about:o Michigan reporting requirements for

abuse/neglecto State resources for domestic violenceo Legislative alert for NASW-Michigan

chaptero Age requirements to receive Early

Intervention Serviceso Crisis stabilization serviceso Suicide prevention

• Complete an online course offered through NASW National Chapter (WebEd)Understanding Aging: The Social Worker’s Role

Workshop #2• Held during 2nd week of semester

(smaller groups – 25 max.)

• Areas of Focus• Simmons Library Resources

o Introduction to the library systemo How to access reserveso Who to contacto How to reach social work librarian

• Electronic Databases• Searching techniques• RefWorks

Workshop #2 Assignments• Complete an assessment that

includes questions about:o Library catalog o Searching the catalogo Use of electronic databases

• Selecting a database to complete a search

• Using features found in databases (e.g. thesaurus)

• Create a bibliography on child abuse using RefWorks(This assignment is the first step in an HBSE assignment for class 7.)

Challenges to Consider• Timing of workshops

• A review of assignments: What’s appropriate, what’s “busy work

• Have we adequately considered what “basic” is with regard to information & technology fluency in terms of field education?

• What content should be omitted or added?

• Vehicles to deliver content

Beyond the Basics…• Links to Foundation Courses

• HBSE – students are asked to search for an evidence-based article that addresses adverse childhood experiences & critique the contribution of that article to informing their practice decisions• A closer look at what “evidence” is• Searching for a specific topic & type of article

• Policy – students are asked to search for statistical information that can provide a foundation for a policy analysis• Familiar with different state, national, &

international sites• Have opportunity to apply the “CRAAP” test

• Research – students complete a search proposal• Advanced searching techniques• A more specific focus on electronic databases

relevant for their individual work in the class

Beyond the Basics…• Links to Advanced Courses

• Evaluation• Resources for Tests & Measures used to meaure

client outcomes• Resources to use once they have graduated and

do not have access to the electronic databases from the library system

Challenges to Consider• “Best fit” vehicle of delivery & timing

• What’s the faculty member’s responsibility regarding familiarity with content presented

• Training for adjunct (and fulltime) faculty

• What are the needs in field education?

Link to Student Competencies #1• 2.1.1 Identify as a professional social

worker and conduct oneself accordingly• Be familiar with training/continuing

education offered online• Complete NASW WebEd course on

Understanding Aging: The Social Worker’s Role

Link to Student Competencies #2• 2.1.2 Apply social work ethical

principles to guide professional practice• Be familiar with what plagiarism is• Know how to use RefWorks

(bibliographic database)

Link to Student Competencies #3• 2.1.3 Apply critical thinking to inform

& communicate professional judgement• Be familiar with information sources• Know how to evaluate reliability &

validity of information taken from the web (CRAAP test)

Link to Student Competencies #4• 2.1.4 Engage diversity and diffference

in practice• Be familiar with “go to” sources

regarding “best practices” for diverse populations

Link to Student Competencies #5• 2.1.5 Advance human rights and

social and economic justice• Be familiar with informational

resources that can be used to analyze current policies

Link to Student Competencies #6• 2.1.6 Engage in research-informed

practice and practice-informed research• Be familiar with what “evidence” can

mean• Be familiar with web-based sources on

EBP and “best practices”• Be familiar with a range of electronic

databases & advanced searching techniques

• Be familiar with free access sources for professional literature

Link to Student Competencies #7• 2.1.7 Apply knowledge of human

behavior and the social environment• While a student – be familiar with a

range of electronic databases & advances searching techniques

• As a graduate – be familiar with free access sources for the professional literature

Link to Student Competencies #8• 2.1.8 Engage in policy practice to

advance social and economic well-being and deliver effective social work• Be familiar with informational

resources that can be used to analyze current policies

Link to Student Competencies #9• 2.1.9 Respond to contexts that shape

practice

Link to Student Competencies #10• 2.1.10 Engage, assess, intervene and

evaluate with individuals, families, groups, organizations, and communities

Future Directions – Link to Student (Graduate) Competencies• Areas of Focus

• Vehicles of Deliveryo Linked to courses?o Face-to-face, online?