Nordic Journal of Information Literacy in Higher Education
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What if becoming information literate were an adventure?
Get PDFWhat if becoming information literate were an adventure? This question was posed in a keynote for the Creating Knowledge Conference 2021. It was answered in a thought piece by examining adventure-based ways to prepare students to be information literate adults through the principles and mechanisms that people find arousing and pleasurable and that are not classically a part of university pedagogy. How might these mechanisms be used to engage students more in the IL learning process and to encourage them to pursue being an information literate person as a lifelong endeavor? Adventure is presented as an experience that is situated, soft or hard, emotionally charged, challenging and rewarding. The risk aspect of adventure, often linked to danger, is also examined. Some of the dangers that exist in the management of information are explored (e.g., traps in sharing practices, seductive novelty and bypassing reason) as well as the personal costs of not managing information literacy well. How we nevertheless find danger alluring is explained in terms of arousal, as well as how we navigate zones of danger and delight with the help of protective frames. In order to arouse and sustain student engagement in becoming information literate adults, the value of interest is also introduced with the four-phase model of interest development. Suggestions for where to get started in translating the mechanisms of adventure, danger and interest into theoretically motivated and enjoyable teaching in order to support student growth as lifelong information literate adults are woven into the text for reflection
Teaching information literacy in the humanities: Engaging students with primary sources and cultural heritage material
Get PDFMany university libraries hold large cultural heritage collections that are unknown to most students. The digitisation of these collections offers new ways of working with primary sources, and with it, an increased interest in archives and older collections, both in digital and physical form. This article discusses how archival material and other primary sources can be used in our information literacy classes, thus broadening the understanding of information literacy to include primary source literacy. I share two examples of how my colleagues and I have engaged students with primary sources and discuss the pedagogical challenges and opportunities. The article also addresses the disciplinary aspect of information literacy and what a humanities approach to teaching information literacy could incorporate. Drawing on own experiences and previous research, the article concludes that using primary sources in information literacy classes can enrich learning, engage students, and develop our teaching practices
How librarian involvement enhances students’ information literacy
Get PDFIn 2017, 120 University West nursing students wrote a scientific report as an examination. Merely 30 students passed on their first attempt and one of the identified shortcomings concerned information literacy. In collaboration with the course coordinators, the liaison librarian modified the course design adding new contents as well as new assignments to create a kickstart for the students who lack the information literacy required in higher education. The module in information literacy training was extended to provide the students with the skills needed for successful results and thus making them better equipped for the rest of their studies, as well as for lifelong learning. This best practice article accounts for the course development, focusing on library instruction. Furthermore, it posits that the principles of andragogy, student activating methods and the united effort to meet the students where they are, have enhanced their learning process and consequently their information literacy. In 2020 and 2021, the students who passed the scientific report examination on their first attempt more than doubled. Due to librarian involvement, new pedagogical approaches, and a fruitful collaboration with course coordinators, these students’ information literacy skills seem to have improved
Innovative teaching in a new normal: creating new ways to deliver virtual information literacy and research support training
Get PDFWith the pandemic bringing unprecedented circumstances for us all, at the University of Essex we moved our in-person information literacy (IL) and research support (RS) training online. We wanted to see the unexpected situation as an opportunity for improvement, which required innovation and creativity. In this paper, we will share the lessons we have learnt in our shift to online teaching. We begin by giving a brief background of the training we offered prior to the pandemic, highlighting how this training was rarely online, with a greater emphasis on in-person support. We then give an overview of the technologies we used to develop our virtual offer of IL and RS training in a range of different formats, including online tutorials using LibWizard, mixed-media webpages using LibGuides, YouTube videos, and running virtual workshop sessions using Zoom. We then discuss what has and hasn’t worked in our aim to increase the scope and interactivity of our IL and RS training, before considering the feedback we received from participants. Finally, we explore how we intend to broaden our offer further in the future based on the lessons learned and reflect on how this will influence future decision making. Ultimately, we aim to make the most of the positives we’ve seen and offer a mix of online and in-person IL and RS training, with consideration toward how we do this sustainably amongst the continued uncertainties around the ‘new normal’. Overall, we hope that our paper demonstrates how challenging situations can lead us to innovate in new and interesting ways
Om forskningsstödjande tjänster för forskningsdata i UH-bibliotek
Get PDFThis article presents data collected from a survey among the library directors of the 32 members of the UHR Library. The survey found that most academic libraries are currently offering or are planning to offer various consultative RDS, rather than technical or hands-on RDS. The majority of academic libraries provide support for training in skills related to RDS for their library staff. Almost all libraries collaborate with other units inside their institutions, or with outside institutions. The libraries reported they had or are planning to reassign existing staff to provide RDS. The library directors mainly agree on the importance of RDS among the academic libraries. This indicates that academic libraries want to continue to expand their responsibility within RDS through collaboration, and existing library staff
Det hybride bibliotek: netværk, læringsmiljø og mødested
Get PDFBiblioteker, uddannelse, læring og forskning har altid været tæt sammenfiltrede. Biblioteket bliver flittigt anvendt som studiekammer, cafe, læseplads, informationshub, mødested, kursusudbyder, skriverefugium, læringsmiljø og meget andet af bibliotekarer, forskere, undervisere, studerende og borgere i al almindelighed. Dette gør sig i særdeleshed gældende for universitetsbibliotekerne der er en afgørende faktor i forhold til at forbinde den mangfoldighed af roller, rum og praksisser der udspiller sig på de videregående uddannelsesinstitutioner. På den måde er biblioteket i sig selv en hybrid samtidig med det hybridiserer institution og samfund gennem faciliteringen af hybride netværksformer, læringsmiljøer og mødesteder
Debatt om røvertidsskrift
Get PDFDebatt om røvertidsskrifter
Introduksjon: Aftenposten avslørte i en artikkel fra august 2018 hvordan røvertidsskrifter utnyttet vitenskapelig publisering. Mange så på med bekymring på hvordan økt open access publisering førte til flere forlag med dårlig fagfellevurdering. De uroet seg for om dette ville føre til minsket tillit i befolkningen til forskning. Noen uker etter avsløringen kunngjorde regjeringen at de sluttet seg til Coalition S, som hadde som krav at all forskning som mottok støtte fra forskningsrådet måtte publisere gull open access.
Metode: Kvalitativ innholdsanalyse
Resultater: Forskere bekymrer seg for offentlighetens tillit til forskningen. Debatten viste klare fronter for eller imot OA publisering. Mange mente det var sammenheng mellom OA og røvertidsskrifter. Andre mente publiseringspresset førte til flere røvertidsskrifter. Flere mente hele publiserings- og fagfelleprosessen måtte fornyes, mens andre motsatte seg endringer.
Diskusjon: Vi diskuterer hvordan røvertidsskrifter og Coalition S kan påvirke forskningsstøtte for UH-bibliotek. Coalition S ble stort sett ansett som negativt blant forskere, men bibliotekarene som deltok i debatten var positive.
Konklusjon: Debatten avslørte at dette er behov for «hvite lister» over kvalitetssikrede, fagfelle vurderte publiseringskanaler, og at NPI kan være en slik liste. Bibliotekarer har kunnskap om metadata formater og informasjonskompetanse, og de kan bistå forskere i kvalitetsvurderingen.Predatory journals –a debate
Introduction: The Norwegian newspaper Aftenposten revealed extensive problems with predatory publishing in an article that led to headlines in Norwegian news media in August 2018. Many were concerned about how the rise of open access journals had led to the growth of publishers with uncertain peer review processes, and worried about the consequences this may have for the public trust in science. A few weeks later, the Norwegian government joined the European Coalition S, which aims to mandate researchers who receive grants from the Research Council to publish in gold open access journals.
Method: Qualitative content analysis
Results: Researchers are deeply concerned about public trust in science. The debate displayed a clearly either pro and con opinions towards open access publishing, and researchers are especially concerned about the peer review process. Some actors believe there is a strong connection between open access and predatory journals. Other actors blame the international competition and pressure to publish as a cause for the rise of predatory publishing. Some actors applaud the radical transformation of scientific publishing and of the peer review process, while others fear this development.
Discussion: We discuss how this may affect research support at university libraries. Coalition S faced great opposition among the majority of Norwegian researchers, while the librarians who participated in the debate were in unison positive. The challenges of predatory publishers may intensify in the years to come with the introduction of Coalition S and a radical reorganization of scientific publishing.
Conclusion: The debate shows that there is a clear need for a "white list" of peer-reviewed and quality-assured publishing channels, where the Nordic list is a good start. Librarians have special expertise on metadata formats and knowledge about information literacy that can help researchers with quality assessment
Nätverk - en förutsättning för pedagogisk utveckling?
No full textThe importance of networking is often emphasized in higher education teaching and learning. In this article we discuss significant networks and their impact on pedagogical development. We also share our experience of working in different kinds of networks. We focus on a Nordic project with the aim to develop digital learning objects in co-creation between librarians, students and teachers
Positioning the Writing Centre: Liminality, Identity, and the Future Library
No full textImplicit in the discussion about the “open” future of the library are questions about the library’s identity in an increasingly digital context and anticipations of change (Anderson et al., 2017). But the “open” future of the library does not need to be a passive future. Much like the traditional library, whose books and reading rooms were positioned between students and faculties, the future library can still occupy a similar liminal space, even as digital access supplants books and librarians do less shushing.
But the future library must actively seek to occupy that space. As a future library service, a writing centre can be positioned to help do so.
This paper draws on the experience of the Academic Writing Centre at the University of Oslo (UiO). As part of the University Library, the Writing Centre is already actively helping to mediate the space between students and instructors. Empowered by its liminal position, the Writing Centre offers tailored, non-hegemonic writing support based on student and faculty needs.
As a best practices presentation, this paper identifies key aspects of the Writing Centre’s operational model to demonstrate how the Writing Centre at UiO has already begun to actively (re)position the University Library in the space between students and faculties. Drawing from Academic Literacy theory (Lillis, 2001; Lea & Street, 1998), this paper characterizes the space between students and instructors in the context of academic writing, emphasizing the aspects of identity formulation germane to the writing process (Ivanič, 1998; Lillis, 2010), as well as the faculties’ mandates to develop discourse literacy. From its liminal position between the faculties and the students, and with an awareness of the nature of the gap between the two, the Writing Centre (as part of the University Library) aims to actively support students and instructors toward each other and spark broader collaboration with the University Library, now and in the future.
On a practical level, this paper discusses successes and challenges for the Academic Writing Centre so far and offers insight into the Writing Centre’s important role in the future library