Toxicological Information Literacy Protects Human Health

Figures & data

Table 1. A list of 14 types of important regulated chemicals in societies. Their use in the national and global market is regulated according to the appropriate legislation at the national or worldwide level.

Type of chemical	Main use of the chemical
Industrial chemicals	Raw material to prepare other substances and all kinds of utensils.
Drugs Illicit drugs	Cure or prevent illnesses and other health-related issues. Recreational use.
Biocides, pesticides	Increase crop production or prevent spoilage of products.
Food additives	Preserve flavor or enhance taste, appearance, or other sensory qualities.
Alcoholic beverages	Recreational use.
Cosmetics	Decoration, skin and hair care, perfumes.
Tobacco, e-cigarettes, snuff	Recreational use.
Special substance groups: Persistent Organic Pollutants (POP) Microplastics Substances of Prior Informed Consent (PIC)	Recognized hazardous chemicals.
Radioactive substances	Tools with many kinds of use. Problematic due to potential carcinogenicity.
Substances in drinking water or air	Monitored by assessing allowable limit values, if potentially risk for health.
Detergents	Global use for cleaning purposes.
Occupational chemicals	Work specific chemicals may cause health problems.
Hazardous waste	May cause health problems.

Figure 1. Safety information life cycle of chemicals for regulatory purposes.

Table 2. Standards of toxicological information literacy. Six standards were modified according to the several discipline standards of ALA 2000 (ALA ACRL 2000).

(1) The needs for toxicological information vary based on the person, organization, and the task at hand. For example, researchers mainly need published research results about chemicals, whereas in monitoring, surveillance, and controlling of chemicals, there is a need for facts such as toxicity data and maximum allowable dose or concentrations of chemicals. On the other hand, consumers need down-to-earth yet correct information about the chemicals they encounter in everyday life.

(2) The information seeker knows the most important sources of toxicological information, has access to them, and can use them.

(3) The information seeker knows the limitations of toxicological information sources available and modifies the search process accordingly. He/she recognizes if the information originates from human or model studies.

(4) The information seeker uses the best available toxicological information to accomplish the task at hand.

(5) The information seeker acknowledges that there is either up-to-date toxicological information or disinformation, not “alternative information.” He/she uses only evidence based toxicological information that is scientifically and professionally valid and does not endorse deceptive opinions and rumors. He/she indicates the limitations of information. Nonetheless, he/she understands that toxicological information will evolve as new research tools are available and new studies are conducted.

(6) The information seeker realizes that there is also policy, cultural, and other similar aspects affecting the use of toxicological information but sticks to evidence-based information in decision-making.

ALA ACRL. 2000. Information literacy competency standards for higher education. Accessed May 26, 2021. http://hdl.handle.net/11213/7668.

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