Nordic Journal of Information Literacy in Higher Education
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Six frames for informed learning
No full textThe Six Frames for Informed Learning are designed to allow us to reflect on and analyze how we teach students to use information within our discipline-focused classroom. This workshop enables exploration of the different frames by working in groups to design example learning modules using the informed learning model. In this workshop you will explore the different ways in which educators (academics, librarians, learning counsellors, IT staff and others) ‘frame’ information literacy education based on their experience. You will discuss key differences between the frames, design hypothetical curriculum based on two of the frames, and consider the contributions of the different frames to a wider curriculum
The highway to student´s hearts: An improvement of the online tutorial Søk & Skriv based on a collaboration between academic writing experts and librarians
No full textThe online tutorial Søk & Skriv (Search and Write) was launched March 2007. The site has been under continuous development, from being an online tutorial in mainly information literacy connected with academic writing, to covering broader aspects such as intellectual property rights and thorough views on ethics and academic guidelines related to student work. The original Søk & Skriv is the result from a joined project between the academic libraries of Bergen University College, the Norwegian School of Economics and Bergen University Library. To improve the product we have extended the project group with the academic writing unit at the University of Bergen. The University of Oslo library has also joined the project group, in this way the online tutorial reaches further out nationally. The point of departure for launching the new version of Søk & Skriv is based in the findings from our online survey; Søk & Skriv i et brukerperspektiv: Rapport fra spørreundersøkelsen høsten 2010; a Danish evaluation done on three different online tutorials in information literacy in Norway called Studerende, læring og webtutorials, and readings on the so called Google generation. Our findings indicate that the generation n, persons born after 1980 tend to use a small amount of time to search for information (Feiertag and Berge, 2008). Information search as sense-making Information search is understood as an action. As you go along doing your searches you must decide and evaluate whether and how the information at hand will be useful for your research (Dervin, 1999, p.745). Like Dervin we understand information search as sense-making. The source alone is not the authoritative voice, but is dependent on the student who must define the value of the text, and take a stand. This also coincides with the use of Stephen Toulmins model on argumentation (Toulmin, 2003; Rienecker 2012, pp.299-319), both in the text the students are reading, and in the text they are to write themselves. By using Toulmins model in Søk & Skriv we demonstrate a tool on how to read and evaluate the sources by questioning the sources at hand. The purpose is to enable the students to decide whether the information will be useful for their research. Students must demonstrate how (and why) the sources they find are relevant for their thesis. The aim of this article is to present the work we have done in our new version of Søk & Skriv where the goal is to get students from generation n to invest time in searching, reading, evaluating and writing; and to connect their writing with ethical use of sources. The new version of the product www.sokogskriv.no is the result of a thorough collaboration between academic writing experts and librarians. ReferenceDervin, B.B. (1999). On Studying Information Seeking Methodologically: The Implications of Connecting Metatheory to Method. Information Processing and Management 35(6), 727-750. Feiertag, J. & Berge, Z. L. (2008). Training Generation N: how educators should approach the Net Generation. Education + Training 50(6), 457-464. Retrieved from http://www.emeraldinsight.com/journals.htm?articleid=1740424 Forras, P., Kavli, S., Mikki, S., Austrheim, G. & Elvebakk, E. (2011). Søk & Skriv i et brukerperspektiv: Rapport fra spørreundersøkelsen høsten 2010. Retrieved from http://hdl.handle.net/1956/4781 Hyldegård, J., Lund, H., Moring, C., Pors, N.P., & Schreiber, T. (2011). Studerende, læring og webtutorials: En analyse af 3 norske læringssystemer. København: Det informationsvidenskabelige akademi
The development of a model for teaching information literacy to nursing students through cross-professional collaboration
Get PDFThis paper describes experiences from a collaborative project between the nursing educators at the Institute of Nursing Science and the health sciences librarians at Vestfold University College in Norway. The aim of the project was to develop a teaching model to improve the nursing students\u27 information searching and critical appraisal skills
Lecturers, librarians and students in collaboration – A way of achieving complex educational goals in information literacy in three programmes at Lund University
No full textA key factor in achieving educational goals is collaboration between lecturers at faculty and departmental level, and librarians. Experience has shown that generic skills should be integrated into courses. For example, exercises in information searching, criticism of sources of information and group work will only be meaningful if they are clearly related to the students\u27 subject of study. This is a challenging logistical problem in large groups of students. In the spring of 2009, we started working on the introduction and integration of generic skills using two variations of a model. The experience gained from these initial attempts has been applied in the introduction of first-year university students. To date (autumn term 2012), almost 900 students starting programmes in Engineering Physics, Environmental Engineering, and Industrial Management and Engineering, have taken part in a compulsory introductory course
Study on information literacy education mode of university students in the era of digital library
No full textThis is an ongoing project sponsored by China Scholarship Council for one year from November 2012. The objective of this project is to draw on the successful experience of curricula system, teaching models, pedagogy, and the most effective way of librarian-faculty collaboration concerning information literacy at Lund University, Sweden, to explore the feasible path and improve the quality and efficiency of information literacy education on practical level at Xinjiang Agricultural University. Based on the literature background and field survey, the method of focus groups interview will be employed with teaching-librarians or academic teachers from the Faculty of Medicine and the Faculty of Social Sciences
To make a kick start together – A PhD course co-developed by librarians and professors
No full textThis paper presents a PhD-course called "Kick start to academic life - Information Management and Publication Process for Social Scientists", a collaboration between the Social Sciences Faculty Library at Lund University and professors at the Faculty. The objective of the course is to provide PhD candidates with generic knowledge about how to effectively conduct their PhD studies when it comes to information management and the publication processes. The course combines an introduction to the process of managing one\u27s need of information as a PhD student, and an introduction to the process of managing the publication of one\u27s results. The librarians have been involved in the development of this PhD course, from the first idea of a course in generic competences and on to the actual implementation. The Faculty of Social Science came up with the idea of a course like this in 2009, and asked two teachers/professors and two librarians to make an outline. We choose to focus on students in the beginning of their PhD studies, who would benefit most from it. We have now run it for 3 years (2010-2012), developed the course as for content and size, from demands from students and faculty as well as from our own experiences. Designing the course together, librarians and professors gained an insight into each other\u27s competences and area of expertise. We used previous experiences from working with PhD students, like the providing of shorter courses, seminars and workshops. We choose a course design mixing lectures and workshops, in order to make the course both theoretical and practical. The course design also helped emphasizing aspects of the subject being discussed. One example is by adding a practical workshop in reference management program given by the librarians just after a lecture given by a professor about how and why academics cite. Another example is when we invite an editor of a high ranked peer-reviewed journal to talk about article submission from the journals/editors point of view and then follow up with a more practical session on where, how and what kind of information you search in order to find relevant information about possible journals to send manuscripts to. This course design creates dynamic connections between the more classic way of academic lectures/discussions and tools that improve the PhD students\u27 generic skills. As a result, valuable connections are being made and it is also a way of visualizing how academia works and how the culture is communicated in different ways. This includes everything from demystifying the "back-stage processes" of academia as well as finding relevant tools to navigate in a rapidly changing publication process. Both workshops and home assignments are built upon the idea of constructive alignment. The students are to focus on their respective subject field when working with the assignments, to make them matter to the individual
Generic skills in higher education
No full textBackground At the Faculty of forestry sciences, Swedish University of Agricultural Sciences, Umeå, we have actively worked to outline a strategy for implementing generic skills in our programmes. It started out as a project in March 2010, but was made permanent in July 2011. The work is a cooperation between the Learning resource centre/Forestry library and the faculty. My position as LRC-pedagogue is a combined position (financed 50% by the library and 50% by the faculty). My work comprises of educational development of teaching staff and researchers, and also includes teaching students at basic, advanced, and doctoral level. Workshop In the workshop, we take some basic questions as a starting point in order to get a clear picture of what generic skills are, and why and how we can work with them: What? Short introduction on what generic skills are. Why? The importance of working actively with generic skills. How? Presentation of how the work is done at the Faculty of forestry sciences, SLU, Umeå. Who? Discussion of how generic skills can be implemented at your own faculty/programme/course, in cooperation between different institutions. We work with practical examples, adapted to your experience and needs
What is education based on scholarship?
No full textAccording to the Swedish higher education act, higher education should provide courses and programmes based on scholarship - but what does this mean in practice? In this project the library and the Centre for higher education at Malmö University collaborate in order to explore how teachers, librarians and students interact in an education based on scholarship. The purpose of the project is to investigate how education can be designed in order to be "based on scholarship", and thus to improve quality in education, but also to develop the relations between the Centre for higher education and the library at Malmö University. In previous studies we have seen that one of the most common questions students ask in the library concern scholarly texts (Lundgren, 2011), and also how the idea of academisation differ between different departments within the university (Ek, Ideland, Jönsson & Malmberg, 2011). From courses in higher education for teachers at Malmö University we see that the idea of "based on scholarship" can be expressed in many different ways, e.g. by using scholarly literature or through teachers that are also researchers. Thus, students, teachers and librarians are interlinked through this complex question of "based on scholarship". In the project we ask the following questions: How is an education "based on scholarship" perceived? How is an education "based on scholarship" expressed in different educational activities? How (If) do teachers, librarians and students work together with these questions? Does an interdisciplinary environment influence the understanding of scholarship and the activities related to this? We have interviewed teachers (programme responsibles), students and librarians from five different programmes within Malmö University. Respondents were chosen to represent different types of programmes (new professional, semi-professional and traditional social sciences programme). When we have analyzed our interviews we see the following themes: how to integrate education and research, progression, the relationship between research and students\u27 future careers, interdisciplinarity and the role of the library. Our results show that an education based on scholarship is managed differently within the librarian practice, the research practice and the education practice. Members of the different practices identify and participate in research in different ways. We also see that education based on scholarship is often described as reading and using research literature. Both students and teachers think that students develop their critical thinking skills. The students\u27 degree projects are described as important when it comes to integrating research and education. How research can be used in students\u27 future careers is quite unclear. From our results it is obvious that the research within the university departments is invisible for the students. Also students do not participate in research. Some of the most central questions that we see in our study relate to: How the research within the departments can become more visible for students How students, but also teachers and librarians, can be participants in a research community How the research can be fully integrated in education, not only in theory and methodology courses How research can be used and also be visible in students\u27 future careers If the role and competence of the librarian need to change in order to be fully integrated in an education based on scholarship ReferencesEk, A-C., Ideland, M., Jönsson, S. & Malmberg, C. (2011). The tension between marketisation and academisation in higher education. Studies in Higher Education. doi:10.1080/03075079.2011.619656.Lundgren, I. (2011). The student and the information search process: library development using student voices. [PowerPoint-presentation]. Retrieved from http://www.mah.se/Om-Malmo-hogskola/Bibliotek-och-IT/Projekt/Hogskolebibliotekets-roll-i-en-inkluderande-larandemiljo
Securing transferable skills training in geology education
No full textSince 2001, a curriculum for the training of transferable skills within the basic education programme in geology has existed at the Department of Geology at Lund. The curriculum covers written and oral communication skills, image handling, work organisation and so forth; different aspects of these subjects are trained within the different courses of the geology programme. Currently, the curriculum is being updated to conform to recent changes in programme content and structure. As part of this work, we have compiled an inventory that focuses on the method by which training of writing skills is carried out at the department. The inventory includes studies of relevant documentation at department, university and national level and questionnaires sent out to students and teaching staff. The most common type of texts that the geology students write within the context of formal course curricula are project reports and other text types such as reviews and excursion guides. According to the questionnaire response, the students find it most difficult to conform to the style and structure of scientific writing and this is something that the teachers also recognize as a problem. The teachers generally express considerable interest in helping the students to develop their writing. However, the relatively large number of students per course means that teachers have very limited possibilities of giving feedback to individual students although this is what the students actively request. To continue to develop the quality of the geology education, and, in this case, the training of written communication skills in particular, we must find alternative solutions for ways to give feedback to students. One option that is being considered is student peer review groups. Further, to promote the awareness of both students and teachers of the importance of transferable skills and of the planned progression according to the curriculum, we propose using the existing curriculum document more actively in the education program.
Integrating Information Literacy Education into the Curriculum at the University of Tampere, Finland
Get PDFOur paper presents the collaborative process of integrating information literacy (IL) education into the curricula of the University of Tampere, Finland. This process occurred in the context of the latest University-wide education reform of 2010-2012. The paper discusses key factors for the success of this cooperative project and introduces the reader to the overall information literacy framework at Tampere University Library. In the reform, the objectives of the library were to offer IL education equally to all university students, to increase the use of electronic resources, and to integrate the study of information literacy as part of the competency-based curricula. IL should support students at different stages of their studies as a lifelong, academic skill