Nordic Journal of Information Literacy in Higher Education
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Fagreferentens rolle
No full text”Informasjonskompetanse – integrering i undervisning” I vår digitale verden er det overflod av informasjon, og det blir stadig viktigere med kompetanse for å håndtere informasjon. Informasjonskompetanse (IK) omfatter prosessen fra å erkjenne et informasjonsbehov til hvordan man finner informasjon, hvordan man vurderer informasjon og hvordan man bruker og kommuniserer informasjonen på en akademisk redelig måte. Mange universitetsbibliotek nasjonalt og internasjonalt har undervisningsopplegg på alle nivå i utdanningen for å fremme studenters IK. Program for universitetspedagogikk ved Universitetet i Bergen og Universitetsbiblioteket har inngått et samarbeid og tilbyr kurset Informasjonskompetanse – integrering i undervisning for nyansatte akademikere. Kurset ble gjennomført for første gang høsten 2008 og neste kurs blir avviklet våren 2010. I dette kurset setter vi fokus på at informasjonskompetanse er sentralt for læring på fagene. Etter kurset skal deltakerne ha følgende læringsubytte: Kjennskap til ulike perspektiver på IK Kunnskap om sammenhenger mellom IK og strategier for informasjonssøk og informasjonsvurdering Økt bevissthet om IK som en del av etisk refleksjon i faglig arbeid Økt bevissthet om sammenhenger mellom IK og ulike former for plagiering Kunne vurdere hvordan ulike læringsaktiviteter fremmer eller hemmer studenters utvikling av IK Kunne tilrettelegg for faglig forankret utvikling av studenters IKI dette innlegget vil vi forsøke å svare på følgende spørsmål: Hvordan etablere et samarbeid med utdanningsinstitusjonen for å utvikle kurs med formålet å fremme studenters informasjonskompetanse? Hvordan få integrert IK på alle studieprogram? Hva er fagreferentens rolle i et samarbeid med fagmiljøet
Transliteracy the latest stage of the literacy continuum
No full textThe term transliteracy describes “a unifying perspective on what it means to be literate in the 21st Century [including] the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks” (Thomas, 2009). This is an interactive session which has two aims. First, it examines transliteracy as the new literacy of the 21st Century by establishing the profile of users who are active and critical producers of content, rather than ‘passive’ consumers of information, and by presenting examples of participative learning promoted by Web 2.0 technologies. Secondly, it assesses the impact of transliteracy practices in terms of enhancing the status of the information professionals, while at the same time fostering the academic and professional development of the learners these professionals support. The topics discussed in this session are relevant to practitioners who are already promoting transliteracy within a Web 2.0 information environment as well as those practitioners who are interested in adopting transliteracy practices to foster participative and reflective learning in their users
Graduate Information Skills
No full textIt is one of six modules within the SIF (Strategic Innovative Fund) funded Generic Skills Project for PHDS. The Generic Skills Project itself was just one strand within others Supporting the development of 4th level education in Ireland. The Graduate Information Skills module is a collaborative project led by NUI Galway with partners Trinity College Dublin and University College Cork. It is aimed at PHDS but Masters Research and post-docs will find the module of benefit too. The module is developed to offer both an online and face-to-face environment and be customizable with eLearning environments. Project launched in 2007 and has a three year cycle. We agreed to outsource online development and after a tendering process a company called eMedia were awarded the contract. We have piloted full content to PHDS in the three institutions involved and have reviewed feed-back received from attendees. We have also met with module presenters and authors to review their feed-back. The initial content while generic to all PHDS has Science Technology Medicine specific examples. We have complete Online content and module is being offered locally for face-to-face credited teaching. The module has in all units Learning Outcomes and is intended to be fully credited and evaluated for module completion. Funds allowing we would hope to develop Humanities specific content, add units such as on Writing Skills etc. We feel the module has created very good blended learning opportunities and is offered to students in a very contemporary design format. In an Irish context we feel the module offers a national resource that could be used by other institutions
En liten høyskole som tenker stort: tiltak mot fusk og plagiat ved Høgskolen i Hedmark
No full textHøgskolen i Hedmark har satt i gang en del tiltak mot fusk og plagiat, og vi vil gjerne dele våre ressurser og erfaringer med andre undervisningsinstitusjoner. Dette er relevant til to av konferansens temaer: fagreferentens rolle og undervisning i biblioteket. HH\u27s tiltak mot fusk og plagiat inkluderer: Undervisning i informasjonskompetanse - Høgskolebiblioteket Kurs i kildebruk og plagiat, "Kilder og kildebruk" Søkekurs Synliggjøring av bibliotekressurser/-kurs Brosjyre til ansatte Bibliotekets websider om informasjonskompetanse Nettressurser Bibliotekets websider Eksempelsamlingen i APA-standard "Skriving av faglige tekster - En guide for studenter" Webside om plagiat og opphavsrett Fronter Videoforelesning - "Kilder og kildebruk" PowerPoint - "Kilder og kildebruk" Tekstgjenkjenningsprogrammet Ephorus Vurdering Elektronisk prøve Obligatorisk skriveoppgave Rutinebeskrivelse for tiltak mot fusk og plagiat på Høgskolen Oppfølging av ikke-møtte studenter på "Kilder og kildebruk" Vurdering i etterkant av kurset Bruk av Ephorus Konsekvenser for fusk Høgskolens tiltak skal forebygge fusk og plagiat ved å gi alle nye studenter tilstrekkelig informasjon om kravene for riktig kildebruk og om konsekvensene for fusk. Høgskolebiblioteket har en sentral rolle i dette arbeidet. Vår Informasjonskompetansegruppe har utarbeidet mange nyttige ressurser, blant annet to-timers kurset "Kilder og kildebruk". Målet med kurset er å lære nye studenter å kritisk vurdere forskjellige typer kilder og bruke dem på korrekt måte i skriftlig arbeid. Kurset blir holdt av bibliotekarer på høgskolens fire campus, og etterfølges av et søkekurs tilpasset det enkelte studium. Antall plagiatsaker på HH har økt de siste årene, men dette kan skyldes bruk av Ephorus. Etter hvert som våre tiltak blir tatt i bruk ved alle studier, håper vi at antall saker blir redusert
Uncertainty Dimensions of Information Behaviour in a Group Based Problem Solving Context
Get PDFThis paper presents a study of uncertainty dimensions of information behaviour in a group based problem solving context. After a presentation of the cognitive uncertainty dimension underlying Kuhlthau’s ISP-model, uncertainty factors associated with personality, the work task situation and social settings are introduced. These different dimensions of uncertainty are explored in a longitudinal case study of three groups of LIS students (two groups with tree females and one group with three females and one male) while they were preparing a project assignment. It is explored to what extent group members’ experiences of uncertainty differ from the individual information seeker in Kuhlthau’s ISP-model, and how this experience may be related to personal, work task and social factors. A number of methods have been employed to collect data on each group member during the assignment process: a demographic survey, a personality test, 3 process surveys, 3 diaries and 3 interviews. It was found that group members’ experiences of uncertainty did not correspond with the ISP-model in that other factors beyond the mere information searching process seemed to intermingle with the complex process of knowledge construction and meaning making. Personal factors and work task factors also caused manifestations of uncertainty, though under strong influence from social factors like familiarity with other group members and the group work process. It is concluded that the uncertainty concept is a multi-dimensional phenomenon, which should not be studied out of context. On the other hand, this complexity of the uncertainty concept also represents a methodological and practical challenge to the researcher as well as the practioner
A New Conception of Information Literacy for the Digital Environment in Higher Education
No full textThis paper outlines the author’s intellectual journey towards a deeper understanding of the nature of information literacy and how IL learning can be supported. This work was stimulated by a consultancy in one UK university to recommend an appropriate IL framework for use on their VLE. The journey described here considers relevant principles of learning, the place of student reflection in IL learning, what IL in HE should encompass, the importance of context in developing IL, and the influence of the digital environment, especially Web 2.0. The main features of existing IL frameworks in HE are critiqued. A new IL framework is then offered along with a rationale for its appearance and use. The conclusion looks forward to continuing development of the ideas covered here
Carol C. Kuhlthau - Interviewed at the Conference Learning, Innovation and the Use of Information in Aalborg, Denmark, April 2008
Get PDFGoogle Scholar compared to Web of Science. A Literature Review
Get PDFTeaching information literacy at higher educational institutions forms the background for the current review. In order to provide an appropriate educational service for research scholars, Google Scholar is considered for teaching. To obtain insight into Google Scholar, it is compared to Web of Science (WoS), the most recognized database for peer reviewed content, well known to librarians and the research community. Both databases are multidisciplinary, provide links to library holdings and offer opportunities for export of references. In addition they have the powerful feature of tracking cited and citing items. The study aims at constructing a deeper understanding of Google Scholar. It is based on a literature review comparing database content, coverage and research impact measures
