Nordic Journal of Information Literacy in Higher Education
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Developing informational literacy among doctoral students and researchers - Case Åbo Akademi University Library and Turku University Library
No full textIn recent years, there has been a demand to include doctoral students and researchers in the curriculum for information literacy. Not only information search, but also the expertise of the librarians in scientific publishing, bibliometric analysis is demanded. As a result of the demand the two universities in Turku/Åbo have developed their research services. The libraries have also met for benchmarking and further cooperation is being discussed. 1.The implementation of three focus group interviews with 18 researchers at Åbo Akademi University The Focus Group survey methodology has its roots in social science qualitative research. It is widely used in the library world and is considered to be suitable particularly well for the evaluation and development of library services. The overall purpose with our interviews was to obtain feedback on how library users (in this case, researchers and graduate students) wish ÅAUL to develop its services to better meet their needs. Three group interviews were conducted, with 6-8 participators. The following questions were, among others, discussed in every session: How do the researchers perceive the library\u27s role in their daily work? What is the starting point for retrieving information (e.g. The MetaLib portal, Google Scholar or other)? Is there a need for courses/more supervision in information search and reference management? Is there a need for tailored and integrated library services? As a result of the sessions and analysis of the group discussions a number of measures were proposed: Targeted teaching of subject-specific databases, more topic-specific sessions in the library portal and RefWorks. Compulsory information retrieval course for first year doctoral students. Information Weeks or "hands on" sessions on campus libraries. The library should participate more in workshops and seminars to increase their visibility and their services. The library should actively consider how to measure the impact and influence of such as the teaching of information retrieval and databases to better develop and monitor the results. More individual supervision and focus on the personal touch. The presentation will also discuss the pros and cons of the focus group method. 2.Transferable skills for researchers in Turku University Library (TUL) In Turku University Library the need for IL among doctoral students and researchers had also been recognized and when the University of Turku Graduate School (UTUGS) was established in 2011, the library immediately contacted the coordinator of UTUGS. Already in the first meeting both parties agreed that the first training of which the library would be responsible would take place in Spring 2012. The course blended well into the other transferable skills training of UTUGS. The IL course contents were then planned with the UTUGS Coordinator who had the best knowledge of what the PhD students would need from the library. E-resources, reference management, affiliation, plagiarism etc. were discussed and the first course description was written. One of the key elements was that other experts in the university were asked to lecture also. They covered subjects like ethics and plagiarism. For all three courses the library has asked for feedback and adjusted the content respectively. For the most part the feedback has been encouraging but there are still things to be done. Which are the interfaces with the other UTUGS courses? How can the course participants benefit more of the interdisciplinary groups they are studying in? Does the training have effect on the research the participants are doing? 3.Cooperation and benchmarking Since 2004, The Information Literacy Network of the Finnish Universities has coordinated further education and exchanges of experiences. Some of the members were appointed in 2012 to develop the recommendations of information literacy in universities and universities of applied sciences in Finland. The recommendations are now under consideration by the libraries and will be used in negotiations with the university administration to implement compulsory studies of information skills among doctoral students. On a local level, ÅAUL and TUL, as neighbouring libraries, have strengthen the exchange of ideas and experiences during the last years. As ÅAUL started with focus group surveys and abstracts before implementing information literacy courses, TUL started with customized courses for doctoral students last year. There have been fruitful, professional discussions and more elaborative benchmarking sessions between the libraries. Together the both libraries have also hosted the University Library of Gothenburg and arranged a two-day-long benchmarking seminar about research services
Subject and generic skills in unity - Information literacy in collaboration for enhanced learning
No full textOur aim is to highlight and exemplify the value of collaboration across professional borders concerning information literacy and academic writing. We believe that by supporting our students in their development of information literacy, we also contribute to a deeper subject learning. There is no conflict between the two, an integration of IL benefits both areas and above all, the students\u27 learning. Collaboration between faculty teachers and liaison librarians enable a learning environment that can take advantage of the interaction between the use of generic skills and subject skills. There is also the importance of constructive alignment within in the syllabus, which the Social Science Faculty at Lund University has been working on since the Bologna Process. When learning outcomes on information literacy where added to the syllabi at courses at the faculty in autumn 2007, a platform for collaboration between teachers and librarians was staged. In this presentation we would like to highlight two examples of information literacy sessions for students, both developed in cooperation with teachers and both designed to meet a special need in the course at present. Example 1 On a second term course in political science the teacher noticed problems with the quality of the assignments handed in concerning the use of scholarly articles. Through collaboration and dialogue the IL class was integrated as a natural part within the subject course. A cross-fertilization came to be in working integrated with the assignment in IL class, through searching and critically evaluating sources subject learning was also boosted and the other way around. The assignments improved and motivation was raised. Example 2 First term students at a course in sociology were to write a paper as a part of their examination. The main problem for several students was addressed as plagiarism including several variables: lack of knowledge, progression and information. The aim was to demystify academic writing and make it as transparent as possible. The solution was to take off in the texts and the writing process together with the students, and to use the different competences from teacher and librarian. Through cross professional collaboration, multiple aspects of academic writing originating from the diverse competences were clarified and addressed the topic from different angles. Results of collaboration The quality of the assignments increased The questions asked by the students where more focused and better addressed Increased motivation to attend IL class with subject relevant context and clear connection to the examination (constructive alignment) Deepened subject learning within the active search process The information literacy sessions as an integrated part of the ordinary schedule Decoding of the academic thought-search-writing proces
Not just a pretty face: putting the learning into the Learning Commons
No full textThe newly opened Alan Gilbert Learning Commons (AGLC) provides a flexible learning space catering to students from across the University of Manchester With over 1000 study spaces, ranging from informal to formal, enclosed to open, complimented by state of the art innovative technology, the AGLC is an attractive central hub for students to visit anytime of the day and night. However, the Library\u27s vision for the AGLC travels far beyond the physical space and seeks to engage with students at a much deeper level enhancing and developing their learning. To this end, the AGLC was a driver for the library to deliver its own unique training programme and open learning materials in support of the learning and development needs of all students, irrespective of academic discipline. This is achieved through collaboration and partnership between the current providers across campus, with the Learning Commons providing a central focus for a wide range of activity, to exemplify the best of what the University of Manchester can offer to enhance the student learning experience. This paper describes the development of the Learning Commons, from planning to launch, in particular highlighting how ‘the learning\u27 was put into the learning commons. It will illustrate some of the ways in which the Learning Commons joins up existing and newly developed activity from across the campus to proactively encourage and support engagement with learning as well as providing a physical space that students really want to learn in. It will describe the current open training programme and this is now being developed further from a pedagogic perspective and through partnerships with other skills providers across the University to enhance the AGLC offer and to ensure effective integration of student skills provision. The Alan Gilbert Learning Commons (AGLC) is the newest library service at the University of Manchester and opened in October 2012. The £24 million investment in the space is part of a wider strategy at the University to invest in the student experience. The facility provides flexible learning space and caters for students from all parts of the university. There are over 1000 study spaces, ranging from informal to formal, enclosed to open, complimented by state of the art innovative technology. Learning has always been in mind when building the AGLC and the design encourages this through materials and technology in the space and flexible and formative furniture and learning opportunities. The infrastructure also supports learning, it is a 24/7 building 244 days of the year with excellent wifi coverage both indoors and in the outside garden space. There are power points wherever possible and room to put in more, 30 group rooms which encourage learning across distance with as well as in a specific PC cluster that encourages students to use that software as a collaboration tool. The furniture is flexible and reconfigurable, with whiteboards and digital screens integrated throughout the building. No spaces are labelled instead students have the flexibility to make them their own. Even the quiet areas are not labelled, but depend on the students to decide where and exactly how quiet an area might need to be. This allows the building to flexibly support the students with whatever their needs are at the time, serving them best as they shape the space around them. The building aims to inspire students; there are creative concepts commissioned throughout the building to inspire those studying and working in the space. Student\u27s artwork adorns the walls and glass in the building, and there are distinguished alumni tiles in the entrance area which all show students they don\u27t just learn in this space but stand on the shoulders of giants. There are quotes from the great and the good of Manchester engraved into the solid oak panels that adorn the stairwells. There are 25 bespoke Nobel Laureate chairs associated with the University of Manchester intended to enthuse and inspire students to aspire to equal greatness. There is also a dedicated flexible training room in the building with laptops, clickers, a touch screen TV, stackable chairs and tables and a coffee machine and biscuits to encourage our students to want to be in this environment. The AGLC is an attractive central hub for students to visit anytime of the day and night. It is at the heart of the campus, opposite the main library, students union and University visitors centre. However the learning part of the building goes beyond the physical. Students and staff from across the University acted as consultants to ensure that the University tapped into the needs of its students and it became clear that a key area was supporting academics and schools to help them with developing student skills. Academic support provision at the University was not consistent. This clear need led to the creation of a learning development team dedicated to developing an open training programme that would support these areas of learning. This team delivers its own unique training programme of open learning materials in support of the learning and development needs of all students, irrespective of academic discipline. In fact the idea of these not being subject aligned is extremely important to the programme, none of the training is school aligned and any student is able to come to any session, interdisciplinarity is encouraged and exploration into the thoughts of someone from a different mindset expected. The training offer is achieved through collaboration and partnership between the current providers across campus, with the AGLC providing a central focus for a wide range of activity, to exemplify the best of what the University of Manchester can offer to enhance the student learning experience. The programme develops and delivers training and workshops that are new ,innovative, and following a facilitative model, covering topics from Academic Writing to Presentation Skills to Interview and Job Searching. It brings together the expertise and best practices already available on campus with the library acting as a bridge between the students\u27 needs and the wider university resources. The goal is not to duplicate already existing resources, or create a parallel programme, but to create training that links students to the resources they need, wherever they happen to be provided. Going forward, what is really exciting is that this is part of a wider context, a Manchester vision. At the University of Manchester there is clearly a skills agenda. The University of Manchester has recently announced its "vision" for 2020, a vision that includes the sort of skills development currently being created by the library. Students at the university will be expected and encouraged to investigate beyond the strict content of their degree programmes and invest time in developing a broader and more varied set of skills than is traditionally expected. To achieve this goal, the partnerships across the university become key, an opportunity to demonstrate both the resources available and the multitude of ways the skills and knowledge acquired at university can impact a student after they have left. The open training programme (My Learning Essentials) allows students to self-select workshops and resources they use. There are online learning resources, formal workshops and informal face-to-face components. The workshops are designed to give students the tools they need to be more successful learners, not answers. With this goal in mind, we can invite students from all degree programmes to attend the workshops and learn from each other, as the process is often broadly transferable no matter the specific content. It may be that our students don\u27t suffer from a skills gap, where they don\u27t know "how" to do something, but that they are not sure "what" to do. Given examples and guidance (but not answers), they will be able to use the skills they have to acquired during their time at University to attack problems far beyond their time in their degree programmes. This also changes the conversation around the skills agenda. It is not about identifying what is wrong; instead, it is about students\u27 ability to self-evaluate and improve-whatever their starting point. Feedback is used from students and staff (and data gathered from registers) to understand which workshops should be offered and how the resources are being used. This helps develop the most appropriate resources and also works to target groups that appear to be under-served. One of the key components of student success with feedback (and, in fact, with the student experience) is understanding how to move forward and improve. These workshops, because they focus on process, allow students to answer the question of "what next?" that makes feedback (and other support resources) most useful. The offer during the Spring of 2013 was deliberately kept minimal in order to assess both student demand and the optimal timing and design of the programme. The workshops that were developed covered areas from academic writing to presentation skills and also included an employability emphasis led by a partnership with the careers division at the university, focusing on CVs, interview skills and job search techniques. In all, twenty one workshops were delivered to nearly 300 students in a twelve week period. This was a soft pilot, so minimal marketing was done, but attendance rates were generally very high, with, on average, over 60% of students signing up then attending a session. September 2013 saw a fuller launch, there are now 17 different titles delivered and take up has been considerable. In October 2013 My Learning Essentials saw 429 students, a significant increase and 97% of attendants found the sessions useful. The programme does not intend to replace skills support in schools (there is not enough resource in the library to help every student that needs this support), but will work to improve it across the University. In this sense, the workshops, online provision, work with faculties and work with other partners will add up to more than the sum of its parts. Expertise of the entire university will be drawn upon to deepen the student experience and create a unique and innovative programme that goes beyond skills support and actively impacts learning. Much of the work has involved seeking partnerships with other service providers across the university and inviting them to create workshops and become an active part of the open training programme. The courses delivered on this programme are open to all students at the university, regardless of year, degree programme or postgraduate or undergraduate designation. These workshops and training sessions allow the students to evaluate and self-select areas where they feel they need support or have an interest in improving or learning. This structure moves the focus from a top-down remedial model to one where students are encouraged to explore the options and resources available to them at university, providing pathways for success that go beyond the traditional content studied during a degree.  
Get the Digital Edge: linking students’ attitudes towards digital literacy and employability at the University of Westminster
No full textThe University of Westminster is located in London and is celebrating 175 years as an educational institution this year. A key part of the University\u27s vision is in "building the next generation of highly employable global citizens to shape the future" (University of Westminster, 2013). This vision inspired us to look at the digital literacy skills our students need in order to be highly employable. In Spring 2012, the Information Services department at the University of Westminster secured Jisc funding to run a one year project exploring students\u27 attitudes towards digital literacy and its relationship to employability for our students. The work is being carried out by a project board and a delivery group, which include members of staff from across the University who have an active interest in this area. We named the Project "DigitISE" (Digital Information Skills for Employability) and colleagues involved with the project take turns in writing for its blog http://blog.westminster.ac.uk/jisc-employability/blog/ A questionnaire was circulated to find out about students\u27 attitudes towards digital literacy and this was followed up by some focus groups. The headline findings from the survey are that 87.6% of students love digital technology and 81.5% believe themselves to be digitally literate. Attitudes vary significantly between subject areas. For example, with regard to the statement that the digital literacy skills needed in the courses get more complex as students progress through the course, students from the Business School agreed significantly more with this than did students from the School of Law, Social Sciences, Humanities and Languages or Architecture. The focus groups have supported the questionnaire findings and highlighted that students are largely unaware of the training that is already available to them. Ideas of how to market future training more effectively will therefore be an important outcome of this work. A further focus group is planned to ask students what they think a digitally literate graduate should be / will look like. A one day conference, "Get the Digital Edge", is being held in March for students to discover more about the links between their digital literacy skills and their employment prospects. Workshops on offer include "Using Facebook & LinkedIn for job seeking", "Learning from the media", "Researching companies for a job interview" and "Managing your e-reputation", and will be run by experts in these areas. We also have invited a leading corporate communications company to speak at this event. Although the project will come to an end in Spring 2013, the findings will inform other University initiatives, including a proposal looking at embedding information skills into the curriculum and Learning Futures @ Westminster, which is considering the future of teaching and learning at the University. In summary, this presentation will include: ● an introduction to the project ● key findings of the questionnaire and focus groups ● a report on the "Get the Digital Edge" one day student conference ● plans for the future, including how the legacy of the project will be managed through other University initiatives References University of Westminster, (2013). Vision, mission and values. Retrived from: http://www.westminster.ac.uk/about-us/our-university/vision-mission-and-value
Lecturers and librarians in collaboration The common pursuit of scholarly thinking in the Special Education Programme
No full textDuring 2012 the Special Education Teacher Training Programme at Malmö University ran the education development project "From experience-based practice to scholarly thinking". The background of the project was the fact that the students\u27 practical teaching experience had not been sufficiently utilized and scientifically processed, while at the same time the courses in Philosophy of Science and Research Methodology were perceived to be distancing and difficult to absorb. The aim of the project was to allow theory and practice to mutually enrich one another in a clear manner in the progression towards scholarly thinking. All lecturers of all the courses within the Special Education Programme, met together with two librarians to discuss perceptions of what scholarship is and why a research based approach is important in Special education and in the profession Special education teacher. Together we brainstormed ideas and suggestions of learning activities which together could form a progression to develop a research based approach among students. One idea that has already been launched is Spanarverkstad (a version of Journal Clubs) where articles chosen by students ranged from practical education journals to scholarly journals, are discussed. Another form has been Idea Seminars where representatives from the special education field offer to come up with thesis ideas. Another activity is when lecturers from the Philosophy of Science and Research Methodology courses talks about the research methods that they have personal experience of and perspectives on scholarly thinking. They meet the students in a panel debate where the students have the chance to put forward questions. One developing idea is to encourage students to record their experiences and thoughts in writing. Namely a genre-based pedagogy which could be called something along the lines of "From blog to academic article and vice versa". The aim with the round table discussion is to have the opportunity to exchange experiences, thoughts and ideas of how the collaboration between lecturers and librarians can become a strategic partnership in the pursuit of developing students\u27 scholarly thinking. The round table discussion begins with a presentation of the project "From experience-based practice to scholarly thinking". Afterwards we would like to give the participants the chance to pose questions and discuss how librarians and lecturers can jointly contribute to achieve this goal. How can librarians and lecturers work together to prepare students for a profession where a research-based approach is an important factor in school development? Another point we want to bring into the discussion is what librarians can contribute to a teaching team when it is focusing on planning tutorials for students in higher education? What do lecturers see the librarians\u27 roles as within the team? These are a few examples of questions which could be asked or could be worth developing
Teaching information literacy- for the benefit of the future profession and lifelong learning?
No full textWhat opportunities do dental hygienists have to search for information in his or her daily professional life? Do dental technicians continue to update their skills after graduation? Do private dental practitioners have access to databases? Are graduating students experiencing that training in information literacy is relevant in their professional life?These questions gave birth to the idea to study if and in what ways dental hygienists, dental technicians and dentists are searching for information in their professional life, and which information resources they have access to. Through a study of this kind we were hoping to evaluate our work with teaching information literacy. We sent a survey to 164 students that had graduated from the Faculty of Odontology during the years 2005-2009, and got 97 responses. From the responses we have seen that the most frequently used resources were Google, books, colleagues and journals. A far larger percentage of those who work within the public sector and universities have access to a library than those within the private sector. We have observed differences between the three professional groups in terms of search patterns and choice of sources. 79 % of the respondents answered that they benefit from what they learned through the library\u27s instruction and guidance in their work. Thus, the lack of time often determines how often, and where, the information searching is done. Many expressed that they have forgotten what they learned during their studies and comment that refreshing these skills would be beneficial. The results made us think about how we could adjust our teaching in order to prepare the students for their professional life, without cutting down on the regular teaching which the students need in order to manage their studies. How do we highlight the future usefulness of information literacy? The students who graduate from Malmo University will be a part of the surrounding society with which the library should interact. Do we inform students of the services the library can offer them as professionals? Disposition Round table discussion A 10 minute presentation of our study, then a 25 minute discussion in smaller groups based on the questions below and finally 5 minutes to summarize. Learning for school or learning for life? What is important to you - the education or the future professional life or both? In what way can we better prepare students for professional life? What services have we to offer professionals today? Should we offer them other services in addition to the ones we currently offer? Should we evaluate the education based on the perspective of "lifelong learning"? Is it relevant?  
Shifting focus to create knowledge collaboratively
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
The e-book as a pedagogical resource
No full textThis roundtable proposes to present and discuss a project about the e-book as a pedagogical resource. The project will run from Spring 2013 until December 2013 and is a collaboration project between Center for Educational Development (CED), Lund University, and Lund University Libraries (LUB). It will be part of a larger collaboration project involving the universities in Southern Sweden. New possibilities in the digital learning environments The importance of digital texts is growing. A rapidly increasing number of e-books are made available by publishers and the large majority of scientific journals are published in fulltext. There are many advantages with digital texts: They are immediately available independently of time and space, in computers and mobile devices They are searchable Created in a correct format they are available also for people with reading difficulties An e-book can be integrated with othjer meda, such as sound clips, video clips etc They are relatively easy to revise and update Many teachers at Lund University produce study material for their courses, such as course packs, tutorials, instructions and other types of texts. This material is distributed to the students in either print or digital format. The digital formats are mainly pdf-files and word-files. It is important to give the teachers access also to more advanced tools for producing course literature in digital form. Most interesting are tools making it possible to integrate other media (i.e. video and sound clips) with text. A toolbox for production of course material in digital form The project will explore the possibilities to facilitate the production of e-books at Lund University. It will consist of an inventory of the teachers\u27 requirements and expectations, an inventory of the production process including pilot studies of e-book production and an inventory of the need for support and training for teachers producing e-books. It will result in a toolbox for production of e-materials and for the use of Creative Commons licenses. Roundtable In August the first part, the inventory of Lund University teachers\u27 requirements and expectations will be finished. A survey study at Blekinge Technical University and a focus group study at Kristianstad University on the same issues will also be finished. The roundtable will discuss and problematize the findings. After a short presentation the participants will discuss in smaller groups, and in the end the group discussions will be summed up in plenum. The focus will be on university teachers\u27 view and willingness to produce e-materials and the participants will be invited to share their experiences and reflections. The summing up will be documented and distributed to all participants
Information literacy progression within the Environmental science program at Linköping University
Get PDFSince the Environmental Science program at Linköping University started 1998 the author has been liaison librarian. The program is a three-year candidate program with approximately 60 students enrolled per year. Information literacy is of vital importance for the teachers and the students. Collaboration between the liaison librarian, the teachers and the administrator is the fundament. During the years a curriculum for Information literacy has evolved. The initiative for the evolvement comes from both librarian and teachers. The program consists today of fifteen different parts with education in information literacy with a progression during the three-year program. Special concern is given to progression, learning design, learning environments and quality development. An important part is appendixes in connection to the student essay. The appendixes consist of reflections on the search of information for the essay in order to make the students more conscious about their Information Literacy processes
PhD on Track – designing learning for PhD students
No full textThree years ago we started the project "Information Management for Knowledge Creation". The project was initiated to create online information literacy modules for PhD students. The result of our endeavours, PhD on Track, will be launched in May 2013. The initial stage of the project was mapping out the information behaviour of PhD students, as well as what services they require from the library through a literature review and a focus group study. The findings of these inquiries formed the knowledge base from which we developed our information literacy modules. Our paper will focus on the interaction between content production and user testing when creating PhD on Track. Methods:User testing has been employed throughout the production stage. We have tested navigation and organisation of the web site, content and usability. The project team have conducted expert testing. Analysis:The results from our user testing have played an important part in decisions concerning content production. Our working hypothesis was that the PhD students would want an encyclopaedic website, a place to quickly find answers. However, the user tests revealed that PhD students understood and expected the website to be learning modules. Conclusions:The PhD students in the tests agreed that a site such as this would be useful, especially to new PhD students. They also liked the design, but had some qualms with the level of information. They preferred shorter text, but with more depth. The students would likewise have preferred more practical examples, more illustrations and more discipline specific information. The current content of PhD on Track reflects the feedback from the user testing. We have retained initial ideas such as one section for reviewing and discovering research literature and one section for publishing PhD research work. In addition, we have included more practical examples to indicate efficient workflows or relevant actions in context. Illustrations proved a challenge for the production team. How do you illustrate copyright or the process of getting published? The project team sees user testing as an essential part of content development. Though PhD on Track certainly mirrors the research support efforts of the academic libraries behind it, by involving the users throughout the production we have tried to make sure it is a highly relevant and qualitatively sound resource for the PhD students. "Information Management for Knowledge Creation" is a collaborative project ran by the libraries at the Bergen University College, the Norwegian School of Economics, and at the Universities of Bergen, Oslo and Aalborg. The project is funded by the Norwegian National Library.