Contributors to BIO2010 Transforming undergraduate Education for Future Research Biologists (2003) outline a new path for biology education and stress the importance of interdisciplinary for undergraduates obtaining a biology degree. The report notes that students should be able to find information (41), work with a variety of information sources and evaluate sources (47).
Scientific Foundations for Future Physicians (2009), a report of the Association of American Medical Colleges (AAMC) – Howard Hughes Medical Institute (HHMI) Committee, focuses on competencies (rather than courses) needed in preparation for medical school. The four overarching principles include references to curiosity, skepticism, objectivity, evaluation, synthesis and attribution (4-6). Some learning objectives refer to information literacy competencies.
The American Historical Association (AHA) Tuning Project (2016) document “describe[s] the skills, knowledge, and habits of mind that students develop in history courses and degree programs”. It provides six core competencies and associated learning outcomes and is intended to stimulate conversations within history departments.
The Public Health Foundation (PHF) adopted an updated version of the Core Competencies for Public Health Professionals PDF (2014). The document “reflect[s] foundational skills desirable for professional engaging in the practice, education, and research of public health.” Tier 1 skills are identified for entry level and/or front-line public health professionals. Though the document does not use the phrase “information literacy”, many of the outcomes relate to information literacy concepts. The document is authored by The Council on Linkages Between Academic and Public Health Practice.