Nordic Journal of Information Literacy in Higher Education
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Teaching and learning in higher education in regard to information literacy and diversity
No full textThis presentation introduces the concept of “backward planning” in course design based on a general model consisting of three major components: frames (or frame factors), processes and outcomes. The model is principally “open” in the sense that it can be utilized in a wide variety of social settings. In this model, students’ learning is understood in light of teaching in a broad sense incorporating a whole range of frame factors such as time, content, learning activities, assignments, assessments etc. This represents a holistic and action-driven approach to learning at the expense of transfer models of teaching based on positivist thinking. From an information literacy perspective, the aforementioned approach to course planning may call for students to discuss the use of sources, including literature in a traditional sense. Examples of frames could be a mandated discussion of the selection and use of sources, including their relative usefulness for the set task. Or, students may be asked to add and argue in favor of more comprehensive references in the event of an extension of their work. Generally, the use of sources is fundamental in academic work calling for the inclusion of information literacy issues in course design strategies rather than as add-ons of any kind
Between myth and reality: an exploratory study of secondary school pupils’ information behavior
No full textThis paper presents and discusses the results of an exploratory case study of secondary school pupils’ information behaviour. According to Rowlands et al. (2008) many myths exist about the Google Generation (those born after 1993) that tend to overestimate the positive impact of ICTs on the young. The ubiquitous presence of technology has not resulted in improved skills in information retrieval, information seeking and evaluation. However, information skills are needed more than ever if people should be able to navigate competently in the information society. At the national level there is an intensive need for educational research and inquiry into the information and digital literacy skills of young people. This will help guide the way library services and digital information systems are designed in addition to facilitate how information literacy programs are developed and implemented in an educational practice. The research on young people’s information behaviour by Rowlands et al. was carried out in 2007. To determine whether the picture of the Google generation is consistent with reality a number of the myths investigated in 2007 were explored among 43 Danish secondary school pupils in 2009. Four research questions guided the study: What characterises the information behaviour of Danish secondary school pupils? Does the information behaviour differ across school year? If so, in which way? How is information seeking conceptualized and experienced? How is the study centre and library conceptualized and experienced? The case study was carried out at a secondary school in Zealand called Frederiksborg Gymnasium (FG), and the results of the pilot study will provide the foundation of a larger study on Danish secondary school pupils. The participants were 20 pupils at their first year of studying (1g) and 23 pupils from their third and final year of studying (3g) – all representatives of the Google Generation. Two identical surveys were handed out in class to all the 43 participants. The survey addressed demographic issues as well as myths about the pupils’ information behavior. The survey was followed by two focus groups; one with 6 participants from 1g and another with 7 participants from 3g. To compare each participant’s profile with his or her utterances in the interview, a more detailed demographic survey was filled out. The focus groups were finally followed by an interview with the librarian at FG to get background information and information on pupils’ behavior as experienced by her. The interview data were recorded on tape and transcribed. It was found that the information behaviour of secondary school pupils to a large extent confirm the negative myths of the Google Generation. However, pupils at their third year generally tend to be more critical and to demonstrate more critical information skills. The implications of the study are finally discussed, which regards the information practice of young people, the perceptions of the physical and digital library among young people as well as the underlying methodology of the study. References: Informationskompetencer – om lärende i informationspraktiker och informationssökning i lärendepraktiker (2009). Edited by Jenny Hedman og Anna Lundh. Stockholm: Carlssons. Exploring methods in information literacy research (2007). Edited by Suzanne Lipu, Kirsty Williamson and Annemaree Lloyd, Centre for Information Studies, Charles Sturt University, Wagga Wagga, N.S.W., XV. (Topics in Australasian Library and Information Studies; 28). Pors, Niels Ole (2007). Gymnasieelever og biblioteker – en undersøgelse af 998 elevers brug af biblioteker og informationsressourcer. Kbh.: Biblioteksstyrelsen (Rapporter fra Biblioteksstyrelsen; 5) Rowlands, I. et al. (2008). The Google generation: the information behaviour of the researcher of the future. Aslib Proceedings: New Information Perspectives, 60(4), 290-310. Sundin, O. & Francke, H. (2009). In search of credibility: Pupils’ information practices in learning environments. Information Research, 14(4). paper 418. [Available at http://InformationR.net/ir/14-4/paper418.html
Changing anatomies of Information Literacy at the postgraduate level: refinements of models and shifts in assessment
No full textIn this paper, the authors will identify the fundamental principles that might inform an approach to Information Literacy (IL) on the postgraduate level, which takes into account following premises: the aims of postgraduate/doctoral studies are different in comparison to earlier educational levels and face specific challenges due to the heterogeneity of student populations IL frameworks have to acknowledge and address this challenge by adjusting to specific needs of postgraduate students who operate in new information realms new modes of assessment are needed as a result of revolutionary changes in information landscapes and patterns of generation or use of scientific information Teaching students in the scientific method and culture has long been recognized as the major focus of postgraduate education. Postgraduate students are expected to develop inventories of scientific activities and abilities, such as the use of scientific inquiry processes to ask valid questions and to gather and analyze information, capacities to appraise and improve original ideas, to pursue ideas from genesis to proof and arguments, to defend and communicate ideas to peers and to the wider society. The basic precondition for the described practices is the adequate performance in the realm of information handling and information management, i.e., information literacy. IL on postgraduate levels has a strong focus on the universe of scientific information, which itself went through tremendous changes in the last decade, particularily as a result of the appearance of the Web 2.0 (e.g. Science 2.0, Research 2.0). Innovative configurations of scientific discourses have become visible, resulting in the breakdown of traditional assumptions about scientific expertise and the conversion of rigid scientific processes to more open-ended processes of communication. Scientific information and knowledge are socially produced and distributed and scientific activities can no longer be conceived of as a schematic, linear or rules-driven process. Such profound changes suggest renewed conceptions and focal points of IL at the postgraduate level which will take into account the fluid nature of current information environments. New IL frameworks should acknowledge that it is not always possible to a priori determine the best information and resources to use or apply one valid strategy for solving a particular problem. IL programs should therefore move ahead by abandoning the limited present approach according to which there is only one right answer or path to this answer and instead offer insight into the variety of complex layers our current information universe consists of. Assessment models in IL should mirror this renewed IL conceptions as well, which basically implies the negation of the rubrics and checklist approach commonly associated with IL assessment models. After discussing changes in information landscapes brought about the Web 2.0 and examining transformed premises of scientific work within such environments, the authors will plea for reconceptualizations of IL on the postgraduate level and propose new modes of assessment that will recognize this transformation
Fagreferentkonferansen 2010 i Stavanger
Get PDFFagreferentkonferansen 2010 ble i år avholdt i Stavanger 31. mai - 2. juni i regi av Universitetsbiblioteket i Stavanger. Konferansen hadde tematisk spredd seg over "Fagreferentens roller", "Undervisning i biblioteket" og "E-bøker". Det var fagreferenter fra de norske høyere utdanningsinstitusjonene som selv som stod for det meste av det faglige innholdet Det er sammendragene av disse antatte bidragene som publiseres i dette spesialnummeret av NORIL
Bibliometri og forskningsstatistikk ved Universitetsbiblioteket i Bergen
No full textFagmiljøene spør ofte etter en publiseringsoversikt innen egen enhet, enten i forbindelse med en evalueringsprosess, søknadsskriving, eller litteraturstudier. Det knytter seg ofte en del usikkerhet til datagrunnlaget, det vil si hvor opplysningene hentes fra og om de er komplette. Dette gjelder særlig siteringstall. Siteringstall brukes gjerne for å tallfeste forskningens gjennomslag og forskerens renommé. Hovedtema for denne presentasjonen er hvordan siteringstall brukes og hvilke indikatorer en anvender. Især settes søkelyset på h-indeksen som er blitt et populært mål i det siste. Hvorfor trenger vi h-indeksen i tillegg til siteringsgjennomsnitt og siteringsmedian? Resultatene som legges fram baserer seg på data fra ISI WoS og Google Scholar. I det norske evalueringssystemet beregner en publiseringspoeng i stedet for siteringstall som mål for forskningens betydning. Poengsummen baserer seg på kvalitetsnivå av publiseringskanal og deles på antall medforfattere. Fordeler og ulemper av vurderingssystemene drøftes. Presentasjonen bygger til dels på egen forskning, erfaringer fra bibliometrigruppen, og på forelesningsnotater fra PhD undervisning ved Universitetsbiblioteket i Bergen
Å lære å kommunisere vitenskap: et innblikk i et masterkurs ved kjemi ved universitetet i Oslo. Utfordringer og erfaringer
No full textHva er egentlig vitenskapelig kommunikasjon? Dette er et spørsmål som vi utforsker sammen med ferske masterstudenter i kjemi i gjennom et 20 timers kurs; KJM4020 Vitenskapelig kommunikasjon. Gjennom forelesning, diskusjon og praktiske øvelser ser vi på hvordan den vitenskapsteoretisk bakgrunn vekselvirker med den vitenskapelige dialog. Kurset tar for seg tema som den skriftlige dokumentasjonens plass i den vitenskapelige prosess, med særlig vekt på laboratoriejournalen, rapporten og den vitenskapelig artikkelen. Å skrive vitenskapelige publikasjoner er en prosess som må læres. Gjennom en praktisk litteraturstudie blir studentene kjent med søk i databaser, kildekritikk, sjangerforståelse, form og innhold og riktig bruk av referanser. Vi diskuterer vanlige problemstillinger rundt vitenskapelig kommunikasjon; publikasjonsprosessen, impact factor, publication bias, fusk i forskningen, og hvilket ansvar og etikk vi har som forskere når vi gir muntlige vitenskapelige presentasjoner og når vi presenterer og publiserer i populærvitenskapelige forum. Studenten skal gjennom dette kurset få en bred og relektert innføring i temaet vitenskapelig kommunikasjon. Gjennom et praktisk litteratursøksarbeid tilknyttet deres eget forskningsfelt skal studentene bli fortrolige med søk i vitenskapelige databaser og utredningsrapporten som sjanger. De skal lære å bruke bibliotekets ressurser og å søke etter, vurdere og sette sammen informasjon, og få trening i å presentere sine resultater på en muntlig og skriftlig form. Dette innlegget tar sikte på å gi et innblikk i arbeidet med KJM4020 Vitenskapelig kommunikasjon, rammebetingelsene for kurset, og utfordringer og erfaringer i arbeidet med masterstudentene
Teaching and learning in higher education in regard to information literacy and diversity
No full textThe paper will source evidence about the skills that contribute to retention and success in undergraduate higher education: and the capacity to assess and remediate skill sets when learners commence HE with reference to the strategies that apply to information literacy. The paper will outline the situated nature of professional capacities and the inter-dependence of adult competencies
The Web as Information Source: a Case Study on the Impact of Internet Search Lessons
No full textThe use of the Web by students has increased more and more and it has become the most recurring way to find quick information for educational purposes. Given the lack, in Italy, of thorough programs for the integration of Information Literacy and Internet searches in schools and universities, the adults who are now using it are almost always self-taught. Consequently, many different approaches to the medium have spread, and with them an objective difficulty in planning Internet-research courses, since everyone has his/her own way to search and a unique perception of his/her search skills. That’s why delivering a course where every participant is forced to follow the same learning path may originate feelings of frustration, unease, or boredom, thus reducing the learning potential offered by the course. This research focuses on the Internet Search side of Information Literacy and analyzes the impact of short lessons on first and second year university students in Education at the University of Bolzano, Italy. The students are either native German-speakers or native Italian-speakers, and the research focuses, in an European perspective, on the differences in their Internet-research approaches as well. The first phase consists in interviews and test (the logs of the internet sessions are recorded by a software) to find out the perception of reliability of the Internet information and the way to find it by the students. The second phase is the course in itself, which focuses on Boolean operators, information retrieval theories and exercises, and evaluation of web pages. After the course the students are interviewed and tested again, to check if their approach to internet research has changed and in which way. The results can be used to plan courses on Information Literacy and Internet Search with individualized programs, or to propose methods to assess the learning in this field
Samarbeids- og innovasjonskultur i fagbiblioteket
No full textPaper om samspelet mellom fagreferentar, it-gruppe, leiing, universitetstrykkerier, bibliotekarar og pedagogar. Tanken min er å presentere korleis fagreferenten må samarbeide med ei rekkje andre fagfolk for at biblioteket får ein mest mogleg optimal presentasjon av websidene, kursportefylgja, tenester og verkty. Det er viktig å utnytte synergieffektar, arbeidsdeling og samarbeid mest mogleg effektivt, samt at kommunikasjonsproblemer mellom ulike grupper bør minimerast. Marknadsføring og vinkling av våres tenester er også viktig for å lukkast med kursing, bruk av tenestene og samlingane våres. I kor stor grad påverkar eksterne tilhøve våres oppgåver og vegval? Bør fagbiblioteket spegle vitskapeleg aktivitet og metoder i presentasjonen og utføringa av tenestene våres? Kva for metoder skal me bruke for å avgjere strategiske vegval
Det nasjonale kvalifikasjonsrammeverket: muligheter og utfordringer for bibliotekets undervisning
No full textOppfølging av Bologna prosessen i Norge krystaliseres bl.a. i det nasjonale kvalifikasjonsrammeverket, som Kunnskapsdepartementet ferdigstilte i 2009. Kvalifikasjonsrammerverket formulerer kunnskaper, ferdigheter og generelle kompetanser alle studenter forventes å oppnå gjennom endt studieløp på ulike nivåer. Utdanningspolitisk legges det stadig mer vekt på at høyere utdanning skal kvalifisere studenter utover det fagspesifikke. Kvalifisering peker utover det å bli utøvere av et gitt yrke eller besittere av en gitt fagkunnskap. Kvalifikasjoner knyttes også eksplisitt til studenters framtidige deltagelse som samfunnsborgere, som arbeidstakere, og som deltagere i livslange læringsprosesser.Biblioteker i høyere utdanning bygger stadig ut sine undervisningstilbud. Dette kan ses som et viktig ledd i styrkingen av vår rolle som faglige og pedagogiske ressursmiljøer for moderinstitusjonene. Med rammeverket er kvalifikasjoner vi kan forstå gjennom begrepet informasjonskompetanse formulert som forventet læringsutbytte for studieprogrammene. Vi vil, med henvisning til konkrete eksempler fra vår undervisningsvirksomhet, diskutere våre muligheter og utfordringer i møte med studieprogrammene. Særlig vil vi se på hvordan implementeringen av kvalifikasjonsrammeverket utfordrer bibliotekets pedagogiske og faglige kompetanse