Friday, July 13, 2007: 8:00 AM-9:30 AM
A Transdisciplinary Framework: Information Fluency Through the Lens of Evidence Based Practice
Learning Objective #1: Define information fluency in relationship to evidence based practice.
Learning Objective #2: Describe one example of an IF-EBP project that has been integrated into a College of Nursing course.
This symposium includes three papers that address information fluency and evidence based practice. The University of Central Florida’s (UCF) Quality Enhancement Plan provides a focused foundation for an emerging culture of Information Fluency (IF) at the university and globally. UCF defines IF as the ability to use technology, communication tools, and networks to solve problems that are relevant in an information society. This includes the ability to use technology as a tool to assess, organize, evaluate, and communicate information, as well as a fundamental understanding of the ethical and legal issues surrounding the access and use of information. Thus, graduates from UCF’s academic programs are expected to analyze, synthesize and apply that information to support the work of their professions—this includes the ability to clearly communicate problems and solutions orally and in writing. The UCF IF model includes three areas: Information Literacy, Technology Literacy, and Critical Thinking on a continuum of Information Fluency Communication. The key to successful implementation of this plan requires changing the culture to educate and empower faculty so that they embrace and deliver IF content in courses across all disciplines.
Organizer:Judith P. Ruland, PhD
 UCF College of Nursing IF-EBP Project
Judith P. Ruland, PhD, Jean D. Leuner, PhD
 Year One: IF-EBP Findings
Pamela Ark, PhD, Diane Wink, PhD
 IF-EBP Projects Across Nursing Curricula
Jean C. Kijek, PhD, Lorrie Powel, PhD