Social work education for the digital age: insight from information science

ABSTRACT

This article presents an information science perspective on Social Work (SW) education based on the results of a comparative policy content evaluation (PCE) of accreditation documents in Canada and the U.S. It investigates to what extent information and technology education (ITE) is integral to the accreditation documents that guide the SW curriculum in both countries. Empirical results are presented in the context of current advances in information science, technology, and artificial intelligence affecting the practice of SW, social justice, and social change. With accreditation documents viewed as stage-setters for SW programs, it is proposed that technology- and information-driven change may not be reflected in the SW curriculum design in an adequate or timely fashion but is seen as a bonus, not essential knowledge. The article suggests some ways to revise the current accreditation documents and positions information science as a potential partner that can contribute to SW education.

KEYWORDS:

• Accreditation standards
• Canada
• curriculum
• library and information science
• policy content evaluation
• policy analysis
• social work education
• technology
• United States

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. Information poverty: a ‘situation in which individuals and communities, within a given context, do not have the requisite skills, abilities or material means to obtain efficient access to information, interpret it and apply it appropriately. It is further characterized by a lack of essential information and a poorly developed information infrastructure.’ (Britz, 2004, p. 192).

2. Digital divide: ‘The term ’digital divide’ refers to the gap between individuals, households, businesses and geographic areas at different socio-economic levels with regard to both their opportunities to access information and communication technologies (ICTs) and to their use of the Internet for a wide variety of activities.’ (OECD, 2001)

3. ‘The information society is one in which information is the defining feature, unlike the industrial society where steam power and fossil fuels were distinguishing elements.’ (Scott, 2015)

4. Information anxiety: ‘stress caused by the inability to access or understand the needed information. It is caused by information overload, lack of clear organization to information, insufficient information, excessively difficult presentation of information, and so forth.’ (IGI-Global, 2021).

5. Information avoidance is considered an extreme instance of information filtering, a willful engagement in the practice of selective information consumption, conveying, or processing, in order to reduce stress and anxiety, manage uncertainty, and/or find confirmation to one’s attitudes, decisions, and views, while ignoring conflicting information (e.g. Fischer et al., 2008; Kastenmüller et al., 2010; Sairanen & Savolainen, 2010).

6. Information literacy: ‘a set of abilities requiring individuals to ‘recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.’ To be information literate, then, one needs skills not only in research but in critical thinking’ (ALA, 2021b) Digital literacy: ‘Like information literacy, digital literacy requires skills in locating and using information and in critical thinking. Beyond that, however, digital literacy involves knowing digital tools and using them in communicative, collaborative ways through social engagement. ALA’s Digital Literacy Task Force defines digital literacy as ‘the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills.’’ (ALA, 2021a).

7. The situation with accreditation in information science is slightly more complex. Many information science programs are not accredited by the ALA. However, specifically, programs in Library & Information Science, a subset of information science programs, are accredited by the ALA in both Canada and the U.S. If there is no library education involved, ALA accreditation is not relevant and information science programs may be unaccredited or may pursue a different type of accreditation.

Additional information

Notes on contributors

Keren Dali

Dr. Keren Dali is a faculty member at the Research Methods & Information Science Dept., University of Denver, USA.

Nadia Caidi

Dr. Nadia Caidi is a faculty member at the Faculty of Information, University of Toronto, Canada.