Health Literate Care Model

As my peers know, and anyone who has taken any graduate level courses, the weekly reading lists for classes can be quite cumbersome at times.  I am blaming it on this fact, for having overlooked an interesting tool that was included on one such reading list.  Below I have provided a link to the Health Literate Care Model, accessible on the website.  This model is an interactive and straightforward tool dealing with all stages of patient care.  It includes training videos, tips, and definitions for all aspects.

Check it out at


Codes of Ethics

As I work through related readings for the assigned ethics paper in LS 534, I have found a handful of relevant codes, which can be placed at the intersection of healthcare and information dissemination.  Below are links to the various codes, which I have found helpful in my research.

Ultimately, a common theme throughout each, is that these codes are merely guides establishing a framework, through which professionals should complete their work.  None of these codes claim to be absolute or without gray areas.  At the end of the day, professionals in information and/or health fields need to have sufficient understanding of existing standards and policies, to determine the best response to daily interactions with patients, clients, or patrons.

MLA Code of Ethics for Health Sciences Librarianship

ALA Code of Ethics

AMIA Code of Ethics

AHIMA Code of Ethics

Health Care Literacy

As a patient, outside of the medical field, it can be overwhelming trying to understand terms within diagnoses and treatments – so the ultimate trust is placed in the hands of medical professionals.  Too many times people have assumed that what their doctors prescribe must be the best option, otherwise they wouldn’t prescribe it, right?  Unfortunately there have been many cases where this is not the reality, and patients are not receiving the treatment they need and deserve.  Health care and health literacy are crucial for everyone, education is key.

Check out this video of real patients beings asked questions about their health care, including prescriptions and treatments: 

Leisure Reading in Academic Libraries

Article Summary #2 – LS 534

AKA Reading Summary #2

Erin M. Watson completed a study through interviews of staff from seven different academic libraries, locations ranging from Canada to the US to the UK.  Watson specifically sought out health science or science libraries, which provided their students a “leisure reading” area, in order to understand what the motivations were for investing in these resources, as well as how they functioned compared to the rest of the collection.  The seven libraries selected were: the Ehrman Medical Library (New York University) in New York City, the Galter Health Sciences Library (Northwestern University) in Chicago, Bibliotheque Rockefeller (Universite Claude Bernard Lyon 1) located in France, the Helsinki University Library in Finland, the Walton Library (Newcastle University) in England, Bibliotheque de la Doua (also at the Universite Claude Bernard Lyon 1), and the Scott Memorial Library (Thomas Jefferson University) in Philadelphia.

Watson’s article outlines the basics for the various collections, essentially providing the “who, what, when, where and how” of each.  In general, these collections were shelved separately from the library’s general collections, and for six of the seven libraries there was comfortable seating provided for student use in the areas where the readings were shelved.  The funding for the collections frequently were obtained through donations from stakeholders, each finding significant amounts of support among faculty on campus. A major factor, which Watson explains was a motive for her selection of the specific genres of academic libraries, is that students within these two fields are infamous for being overwhelmed and bogged down by labs, classes and coursework.  Typically, these students are much busier than students studying other areas, or so it often seems.  So, the leisure reading areas provide students the opportunity to read items for pleasure, offering fiction books, magazines, newspapers, and other interesting non fiction resources.

The role, which library staff members identified, the reading areas play support Watson’s theory that students in these fields needing a place to relax and unwind.  Within her interviews, she identifies the reasoning each library decided to create a special collection, specifically for leisure reading.  The three main reasons given by the seven libraries were, to “inspire empathy/cultural sensitivity”, “to provide access to extracurricular reading materials”, and finally to “give students a break from their studies”.  A fourth reason, offered by the staff interviewed at the Bibliotheque de la Doua, was to “help students to keep abreast of current events”.   No mention of supporting the curriculum, or to meet accreditation standards, varying greatly from the basics we are learning in our collection development lectures for LS 534, currently.  Although, most of these reasons are very similar to those which motivate leisure reading areas within other varieties of libraries, outside of the health sciences and/or sciences realms.  Watson did identify a major difference, though – the ideal of providing readings in order for students to inspire change within their personal or professional behavior.

Watson’s article offered a unique perspective on collection development, supporting the idea that an academic library can (and should) be more than just a place to study and research, but also a safe haven to disconnect and relax.




Watson, E. M. (2014). Leisure reading collections in academic health sciences and science libraries: results of visits to seven libraries. Health Information & Libraries Journal, 31(1), 20-31. doi:10.1111/hir.12042