bluuebunny/crossref_metadata_2025 huggingface dataset:
Undervisning i informasjonskompetanse: Hva gjør vi og hva synes studentene?
Authors: Løkse Mariann
Published: May 2018

UBT (Universitetsbiblioteket i Tromsø) har de senere årene hatt økt fokus på undervisning. Våre kurs er fordelt på to områder: Det ene er tradisjonell brukeropplæring, med øvelser i bruk av Bibsys og databaser, samt annen praktisk bibliotekopplæring. Det andre er kurs i informasjonskompetanse. Dette er som oftest rene forelesninger med en mer teoretisk innfallsvinkel. Jeg ønsker å presentere sistnevnte kurskategori og våre erfaringer fra denne undervisningen, med utgangspunkt i kursene vi gir for førstesemesterstudentene innen humaniora. Min presentasjon vil ha to hovedfokus: a) Hvordan er kursene våre bygd opp og b) Hva forteller studentevalueringen av kursene oss?I løpet av to forelesninger søker vi å gi studentene en introduksjon til temaer som vi mener inngår i det å være informasjonskompetent. Dette inkluderer for eksempel informasjonssøking, studieteknikk, referanser og riktig kildebruk. Vi prøver å gjøre forelesningene så relevante som mulig ved å bruke eksempler fra humanistiske fag. Vi bruker også humor som et virkemiddel til å holde på studentenes oppmerksomhet. I tillegg til disse fire timene med teori, avsluttes kurset med to timer praktiske øvelser på et datarom.Vi benytter oss av studentevaluering på alle kurs. Responsen fra studentene er svært positiv, og oppmøteprosenten er god. En av hovedårsakene til at vi har lykkes med disse kursene er vårt nære samarbeid med faglærerne. Bibliotekets representant er med i arbeidsgruppa for ex.fac. (humanistiske fag), og er også involvert i avviklingen av studentenes arbeidskrav (en muntlig presentasjon av ett av ex.fac.emnene). Vi opplever dermed at vårt kurs er godt integrert i den øvrige undervisninga.
Det nasjonale kvalifikasjonsrammeverket: muligheter og utfordringer for bibliotekets undervisning
Authors: Gullbekk Eystein , Torras Maria-Carme
Published: May 2018

Oppfølging 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.
Modulbaserte kurs for PhD-studentar ved Matematisk-naturvitskapleg fakultet, UiB
Authors: Folkestad Hege
Published: May 2018

Universitetsbiblioteket i Bergen har utarbeidd eit modulbasert kurs for PhD-studentar ved Matematisk-naturvitskapleg fakultet. Biblioteket har samarbeidd med fakultetet om innhald, tidspunkt og annonsering, for i størst mogeleg grad å nå studentane og tilpasse til deira behov. Kurset er ikkje obligatorisk, men anbefalast sterkt av fakultetet, som vektlegg overførbare ferdigheiter hjå doktorandane. Evalueringane så langt er svært gode, og kurset vidareførast derfor i noverande form.Generell teori er skilt ut, og presentert i tre plenumssesjonar over til saman 5 timar: 1) Strukturelle trekk ved vitskapleg litteratur, generell søketeknikk, reiskapar for søk og gjenfinning, oppdateringstenester og evaluering av skriftleg materiale 2) Siteringsstatistikk 3) Publisering, inklusive opphavsrettslege problemstillingar, Open Access, sjølvarkivering og institusjonelle arkiv.Stoff som knyttast til praktiske ferdigheiter vert presentert i workshop-form for mindre grupper i kursrom med PC-tilgang. Vi tilbyr såleis valfrie, separate, 1-2 t workshops i databasesøking, inndelt etter plattform (i.e. alle Thomson-Reutersbasane samla, alle CSA-basane samla osb.). Vidare tilbyr vi 2 t workshops i referansehandtering (EndNote). For nye brukarar vektleggast innlegging av referansar, val av stil, generering av referanselister og bruk av EndNote med Word, for erfarne brukarar vektleggast fulltekstnedlasting, oppretting av bibliografi frå fleire dokument, samarbeid om EN-bibliotek og oppretting av nye stilar.Med modulbasert kurs står studentane fritt til å stå over kjent stoff, kombinere databasekurs eller EndNote-nivå, eller kome tilbake for modular som er meir relevante seinare i løpet.I denne presentasjonen leggast vekta på plenumssesjon 1 og workshop-modulane.
Fagreferenten – arbeidsoppgaver og forventninger
Authors: Rødland Ingunn
Published: May 2018

Hensikten med dette paperet er å se nærmere på fagreferentens oppgaver, både når det gjelder arbeidsoppgaver i biblioteket, og hvilke oppfatninger man har av fagreferentens oppgaver i fagmiljøene og blant studenter. Er det samsvar med det behovet vi mener at universitetet har for oss, og det behovet som faktisk eksisterer? Har det skjedd ting i den senere tid som gjør at vi kanskje må vurdere å endre vårt fokus og vår måte å jobbe på? Arbeidsoppgavene til fagreferenter varierer mye. Blant de viktigste regner man tradisjonelt ansvar for innkjøp av faglitteratur, biblioteksopplæring, og det å være et bindeledd mellom institutt og bibliotek. Selv om arbeidsoppgavene varierer noe, er variasjonene enda større med hensyn på i hvilken grad man prioriterer de ulike oppgavene. Jeg opplever også store sprik i forventningene til hva vi som fagreferenter skal gjøre, både fra kollegaer og vitenskapelige ansatte. Så godt som alle vitenskapelige ansatte i de fagmiljøene jeg er fagreferent for, mener at den viktigste oppgaven til en fagreferent er å skaffe biblioteket den litteraturen som er nødvendig for at de skal kunne følge med i den forskningen som foregår innen deres fagfelt. I mine fag er det da først og fremst snakk om tidsskifter. En kan spørre seg hvor mye ekstra en fagreferent kan tilføre et bibliotek på dette området, når biblioteket kjøper det meste av faglitteraturen i elektroniske standardpakker fra de store forlagene? I dette paperert spør jeg meg også hvilke syn ulike grupper har på fagreferenten. Ser de vitenskapelige ansatte på fagreferenter som kollegaer og samarbeidspartnere de kan spille på i utdannings - og forskningsprosessen, eller blir fagreferentene mer å betrakte som en underordnet gruppe som er der for å tjene det vitenskapelige miljøet? Når det gjelder studenter er min erfaring er at disse generelt sett ser på hele bibliotekpersonalert unner ett. Kanskje er det også riktig. På flere biblioteket har bibliotekarutdannede og fagreferenter mye av de samme oppgavene. På bakgrunn av det kan en kanskje spørre seg hvor viktig det egentlig er med bibliotekansatte som har universitetsfaglig bakgrunn.
Teaching and learning in higher education in regard to information literacy and diversity
Authors: Catts Ralph
Published: May 2018

The 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.
Challenges posed by diversity: looking at language and assessment
Authors: Smith Kari
Published: May 2018

It is common in many institutions of higher education to have a diverse student population with respect to language and culture in addition to diversity in ability and talent. For many students the language of instruction is not their first language, a situation which offers numerous challenges for the students as well as for the hosting universities. Students have different reasons to undertake an education in a foreign language, a fact which requires higher education institutions to be flexible in addressing the needs of these students. Thus assessment becomes a major challenge. This presentation discusses gains and losses related to studying in an additional language with a special focus on assessment issues. A small study carried out in Israel among Arab and Jewish students of English as a foreign language is presented to illustrate issues discussed. The presentation concludes with a few recommendations.
Writing learning cases for an information literacy tutorial
Authors: Austrheim Gunhild
Published: May 2018

The research and writing processes are often hidden mysteries to our students. A key point in the online tutorial Search and Write (Søk and Skriv) has been to supply our students with tools to handle these processes. Learning cases embedded in the tutorial allow us to demonstrate a variety of working techniques and to better cater for a diverse student population. The tutorial can be used as an independent resource for students and as a teaching aid for both library sessions on information literacy and for faculty-led sessions on academic writing. Our tutorial is available in Norwegian and in English and thereby the tutorial can be used with both local and international students. An online tutorial is aimed at all students and therefore the information literacy content is of a general kind. The pedagogical foundation for the Search and Write tutorial is in contextual learning. Adding context to our general content has been important to us and we decided to develop learning cases for this purpose. In our online tutorial we have developed three sample student blogs, Kuhlthau’s information search process functions as a template in structuring the students’ stories. The blogs are learning cases, developed with the intent of illustrating various aspects of academic writing tasks. The blog stories are idealized and touch upon many of the known stumbling stones for student writers. Contextualising the search and write process like this let us explore the diversity of student assignments and from various fields of study. When our real-life students use Search and Write they may use their own research question as a point of departure. They can read the blog stories and relate these stories to their own experiences. They can use the How to brainstorm-tips provided in Sofie’s blog. Christian’s use of tutors, library staff and his writing group can provide guidance on who to ask for help. For students writing literature reviews Oda’s systematic approach to searching can be helpful. Good writers have the tacit knowledge that feedback and re-writes are necessities of text productions. The tutorial help make some of the tacit knowledge in writing visible to the students. Our sample blogs are pedagogical text, written with the intention of providing information and understanding of the research and writing processes for the students. The blog stories can be used as interventions in the interaction between student and library staff. As the blogs are structured along the stages of Kuhlthau’s information search process it aids the library staff in choosing an appropriate interventions strategy from her Zones of intervention. A further possibility is to consider our sample blogs as templates for creating learning cases related to the student population and learning needs at one’s own library. Writing learning cases are one way in which teaching librarians can explore the new learning landscape.
Student perspective on plagiarism
Authors: Boger Torunn Skofsrud , Eng Anne-Lise
Published: May 2018

Autumn 2008, four employees at Østfold University College (HiØ), one with a Master's Degree in Sosiology, one with a Master's Degree in Nursing and two librarians, interviewed 33 Norwegian College students about the subjects cheating and plagiarism. This is the first such survey conducted in Norway. There are plenty of comparable reseach from countries such as the US, Great Britain, Canada and even Sweden, but the Norwegian focus on these issues has been missing until a few years ago. We started working with this subject about two years ago, about the same time as some incidents of cheating at a private College and a University Faculty got national interest, and HiØ started to review some of the effects of the reform Kvalitetsreformen. Our survey is part of this project named "Kvalitetsreformens vurderingsformer i høgskolen" (http://www.hiof.no/index.php?ID=14004=nor). Some of the topics treated in our survey are collaboration and collusion, consequenses of cheating, information given to students about plagiarism and the role of the libraries. We find that students, staff and teachers care about these subjects, but perhaps in slightly different ways and with different perspectives. Our aim is to let the students speak, and try to listen and understand, and hopefully find some ideas or starting points to start work with. Many colleges and universities are starting working with plans to deal with these issues, and we believe it is important to include the student perspective in this work. We are planning to release our research in a report in the HiØ's Report Series spring 2010.
Development Of Information-Related Competencies In European ODL Institutions
Authors: Virkus Sirje
Published: May 2018

This paper reports the findings of the research project that was carried out within open and distance learning universities in Europe. The research problem for this study focused on the need to know how information-related competencies were developed in European higher open and distance learning institutions. The general research strategy in this study was a mixed method research strategy, using both qualitative and quantitative methodologies, built into a two-stage research design. A survey provided a broad picture of a phenomenon, and case studies covered a more limited area of the same ground but in more depth. Thus, the first stage was a small-scale questionnaire survey, with a structured questionnaire using a purposive sample, which was analysed using statistical techniques. The objectives of the questionnaire were to determine the extent and the ways to which information-related competencies were developed within European higher open and distance learning institutions, to investigate the role of libraries within the development of information-related competencies and to identify examples of ‘good practice’ in the field of information-related competencies in European higher open and distance learning institutions. The second stage of the study involved a multiple case study in 6 European open and distance learning institutions, where in-depth, semi-structured, tape-recorded interviews with 72 people were conducted which were supported by an unstructured non-participant observation and fieldwork and document analysis. In this part of the study the researcher was trying to discover what people actually did in practice to develop information-related competencies, how they experienced those processes and made sense of it. The research results will contribute to the development of open and distance learning courses with library and information literacy support, that would improve students’ information-related competencies, and also to the Bologna aims of competence development and professional development in a context of lifelong learning.
Scope of information literacy support provided by university libraries in the Czech Republic: state of the art report
Authors: Dohnalkova Eva
Published: May 2018

The diversity of university libraries in the Czech Republic is currently not represented by number of foreign students with different social or cultural background, as these numbers are relatively low in the meantime. The real diversity is introduced by variety of approaches to information literacy education and amount of professional services provided to students and teachers as well as to the academic staff in general. In the paper the system of university libraries in the Czech Republic will be shortly presented as well as the main conceptual and legislative documents whose influence on the shape of information literacy education may be recognized as critical. The level of information literacy among students will be presented based on data acquired in surveys from 2004 and 2005. Baseline facts and information on key players in the field of information literacy at university libraries in Czech Republic will be given (e.g. Information Education and Information Literacy Working Group, IVIG). On the basis of information literacy surveys from 2000, 2003, 2006 and 2008 the diversity, scope and progress of information literacy support provided by university libraries will be presented in detail together with the main educational tools (face-to-face and eLearning courses) and approaches used in Czech university libraries. Paper focus as well on the information literacy projects which affects the environment of information literacy education at Czech universities (e.g. portal on information literacy INFOGRAM, conference of the Czech information literacy working group IVIG). In conclusion current projects and their assumed impact will be mentioned (e.g. National Cluster of Information Education in the Czech Republic). Even though there is number of successful ongoing projects in the field of information literacy in the Czech republic, we are still facing a considerable number of problems which may need to be carried out by a reasonably targeted information literacy initiative. The main problems, aims and possible solutions will be foreshadowed in the paper.
Graduate Information Skills
Authors: McSweeney Niall , Conrick Margot , Bradfield Richard , Macnaughton David Edward
Published: May 2018

It 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.
Erfaringer med Patron Driven Acquisition ved NTNU Universitetsbiblioteket
Authors: Gastinger Almuth , Løkken Berit
Published: May 2018

I tider med store prisstigninger, lave budsjetter og nye prosesser for produksjon, anskaffelse og tilgang til faglitteratur må bibliotekene spørre seg om deres samlingspolitikk og akkvisisjonsmetoder er tilpasset de endrede rammebetingelsene i dag og hvilke kriterier som skal ligge til grunn for utvalg og akkvisisjon av informasjonsressursene. Statistiske undersøkelser ved NTNU Universitetsbiblioteket ( NTNU UB) viser at ca 60-80 % av bibliotekets innkjøpte bøker blir lånt ut. Spørsmålet er om dette er godt nok. Uansett må bibliotekets mål være at litteraturen som kjøpes inn blir brukt. NTNU UB initierte derfor et prosjekt som ble kalt «Just in time» og som blant annet innebærer å prøve ut én av de nye akkvisisjonsmetodene, nemlig Patron Driven Acquisition (PDA). Prosjektet startet i februar 2012 og skal avsluttes i desember 2012. Budsjettet for dette prosjektet er på 200.000 kr. og prosjektgruppen består både av fagansvarlige/fagreferenter og bibliotekarer for å dekke den nødvendige kompetansen. PDA kalles også brukerstyrt utvelgelse. UH-nett Vest (2011) definerer PDA på følgende måte: «Biblioteket abonnerer på en samling, og betaling utløses først når en bruker etterspør en tittel i samlingen og denne lastes ned. Dermed betaler biblioteket kun for det som brukes.» Prosjektgruppen ved NTNU UB bestemte seg for å teste Ebrary's PDA-modell først. Det ble valgt to fagområder, Medisin og Samfunnsfag, med til sammen ca 33.000 e-bøker som etter hvert ble gjort tilgjengelige i Bibsys. Siden samlingene ble brukt mye så snart testen startet, ble det bestemt at en bok først blir lånt to eller tre ganger før det blir generert et kjøp. En av grunnene er at et lån (på én eller syv dager) bare koster 10-20% av kjøpsprisen. Resultatene hittil viser at det i gjennomsnitt er kjøpt 9 bøker og lånt 12 bøker per uke. Prosjektgruppen mener det er mye positivt med PDA, men det er samtidig noen utfordringer. Håndtering av dubletter har ennå ikke blitt løst på en tilfredsstillende måte. Budsjettplanlegging er en stor utfordring når man selv ikke bestemmer hva som blir lånt eller kjøpt. Det samme gjelder import av e-bøkene i Bibsys når innholdet i samlingene endres stadig vekk. I tillegg må det undersøkes nøye hva PDA betyr for akkvisisjonsrutinene. Konklusjonen er at PDA er et godt supplement til andre metoder for utvelgelse og innkjøp av informasjonsressurser. Men før det tas en beslutning på om PDA skal brukes som én akkvisisjonsmetode ved NTNU UB skal det prøves ut flere aggregatorer/utgivere som tilbyr PDA. UH-nett Vest: E-bøker i norske universiteter og høgskoler : status og utfordringer. UH-nett Vest. April 2011
Prosjektbibliotekar
Authors: Olsen Heidi Kristin
Published: May 2018

Et forsøk med prosjektbibliotekar har pågått ved HiVe siden 2009. I begrepet prosjektbibliotekar legger vi en bibliotekarrolle som er nærmere forskerne enn den vanlige bibliotektjenesten, ved at en bibliotekar er med som deltaker i et forskningsprosjekt. Denne typen bibliotekartjeneste har vi særlig prøvd ut gjennom deltakelse prosjektet "Barnehagens rom - materialitet, læring og meningsskaping". En bibliotekar har deltatt i prosjektet sammen med 8 forskere, der bibliotekarens rolle er både å prøve ut nye måter å tilby bibliotekets tjenester på, og å vurdere nye tjenester fra biblioteket overfor forskergruppen. Utprøving av prosjektbibliotekarrollen er et selvstendig forskningsprosjekt i "Barnehagens rom". Empirien består hovedsakelig av bibliotekarens notater og intervjuer med deltakerne. Arbeidet med å analysere empiri fra prosjektet er allerede i gang, og mye av det vil bli ferdig i løpet av våren.  Jeg vil gjerne presentere noen av funnene.  Aktuelle overskrifter er: Effekten for forskernes prosjekter - i særlig grad deres bruk av bibliotekets ressurser Påvirkning av kommunikasjon og informasjon i og fra forskningsprosjektet - også i forhold til et nasjonalt forskningsnettverk Erfaring fra arbeid med og publisering av reviewartikkel i et samarbeid mellom bibliotekar og forskningsleder Effekter for biblioteket - både internt og for biblioteket i institusjonen I tillegg til funnene vil jeg gjerne presentere hvordan forsøket med prosjektbibliotekar har vært organisert og gjennomført rent praktisk. Prosjektet har gitt positive resultater, og allerede ført til at vi har satt i gang et tilsvarende forsøk i et nytt forskningsprosjekt, denne gangen innen lærebokhistorie. Dette har igjen bidratt til å bevisstgjøre oss på at prosjektbibliotekarrollen vil fungere svært forskjellig i ulike prosjekter og fagmiljøer.   Prosjektet ved HiVe er en del av mitt arbeid for å kvalifisere meg til førstekompetanse. I dette arbeidet er professorene Hans Siggaard Jensen (DPU) og Thomas Moser (HiVe) veiledere.   Aktuelle lenker: Barnehagens rom: materialitet, læring og meningsskaping: http://www.hive.no/forskningsprosjekter/prosjektet-barnehagens-rom-materialitet-laering-og-meningsskaping-article12613-1811.html   Blogg med utgangspunkt i prosjektet: http://barnehagerom.wordpress.com/
Prosjektpresentasjon – “Information Management for Knowledge Creation”
Authors: Austrheim Gunhild , Beck Mia , Gullbekk Eystein , Haraldsen Kirsten Borse
Published: May 2018

Gjennom prosjektet "Information Management for Knowledge Creation" utvikler vi nettbaserte veiledninger rettet mot ph.d.-kandidater. Men hvilke temaer bør vi prioritere? Og hva skal til for å gjøre dem relevante for kandidatenes forskning? En ph.d.-avhandling forventes å være resultat av et selvstendig forskningsarbeid. Kandidatene opplever at forvaltning av tidsbruk er en viktig side ved det å ta selvstendig ansvar for eget prosjekt. Gjennom en studie av ph.d-kandidaters informasjonsatferd har vi blant annet identifisert områder kandidatene opplever som unødvendige hindringer for god tidsbruk. Vi har valgt tre slike områder som utgangspunkt for veiledningene vi utvikler: Søking for oversikt over kilder og litteratur innenfor et forskningsfelt Effektiv referansehåndtering gjennom forskningsforløpet Publiseringsstrategier for ph.d.-kandidatenes egen forskning Studien vi har gjennomført tar et utgangspunkt i Case (2007) sin definisjon av informasjonsatferd. Da forstår vi informasjonsatferd både som aktiv bevisst informasjonssøking (som når en planmessig forfølger et søk ved hjelp av gitte søkekriterier, eller aktivt og bevisst unngår informasjon), og som passiv og ubevisst atferd (som når en tar valg der en tilfeldig støter på informasjon). I vår studie ser vi at kandidatenes informasjonsatferd henger sammen med kunnskap, forståelse og vaner innenfor forskningstradisjonene deres. Dersom veiledningene vi utvikler skal gi relevant støtte til kandidatenes forvaltning av tid, må de løsningene vi presenterer være gjenkjennelige og anvendelig for kandidatene i deres forskning. I vår presentasjon vil vi gi eksempler på innhold vi utvikler for de nettbaserte veiledningene, og problematisere innholdet i lys av funn fra studien vår. Prosjektet er et samarbeid mellom Universitetsbibliotekene i Bergen, Oslo og Aalborg, Norges Handelshøyskoles bibliotek og biblioteket ved Høgskolen i Bergen. Prosjektet mottar utviklingsmidler fra Nasjonalbiblioteket.
Foretrekker studentene trykte eller elektroniske ressurser?
Authors: Kleivset Birgitte
Published: May 2018

A project at the University of Agder has studied the use of e-readers as a tool for academic study. E-readers (Kindle DX and iPad) were loaded with texts from required reading lists in five courses with 94 participating students. Initially 87 students responded to the invitation to participate in a survey, but eventually 13 of these submissions had to be removed, as the degree of completion was not sufficient. The final response rate achieved was 79%. Students were in general positive to the use of e-readers but still show a preference for print on paper as the best medium for serious academic study. When reading books 54% preferred print, 28% a combination of print and e-reader and lastly only 11% were satisfied solely using an e-reader. The iPad scored significantly better than the Kindle DX on tasks that required active interaction with the texts such as highlighting and note-taking.Pre-print in AURA.
Google Scholar på godt og vondt
Authors: Flood Even Hartmann
Published: May 2018

Google scholar (GS) er Googles program for å skaffe oversikt over og adgang til primærmateriale - originalarbeidene for forskningsresultater. Søking i GS finner stadig oftere arbeider som er fagfellevurdert, høyt sitert, langt oppe på svarlisten og som ikke er i eller kommer ut på søking i andre databaser. To hovedgrunner til det: GS har materiale de andre ikke har, i tillegg til artiklene fra kommersielle forlag:Institusjonsarkiv og åpne arkiv hvor forskere har lagt ut artikler som er publisert i faglige tidsskrift.OA tidsskrifter. Her er det mange redigerte tidsskrifter som finnes gratis full tekst, men som ikke er vurdert som viktige nok for Scopus og ISI.Nasjonale kilder, også redigerte tidsskrifter fra den «tredje» verden. ISI og Scopus er begge mer vestlig orientert,GS dekker bøker og kapitler i bøker.  Ikke alltid full tekst, men med siteringer til arbeidene og bøkene kommer ut med siteringstall.Andre grunn: GS søker full tekst i artiklene de dekker. Det er mye kraftigere søk enn tradisjonelle databaser hvor emnesøk bare er i tittel, sammendrag og emneord.  Dette gjør det mulig å søke mye mer spesifikt. GS finner på den måten artikler som også er i de andre basene, men som ikke kommer ut i søket. I tillegg til dette: GS har ofte lenker til gratis utgaver av artikler som er publisert i vitenskapelige tidsskrifter, og som kan være lagt ut på åpne arkiv. Brukere får dermed artikler gratis som andre baser gjemmer innenfor betalingsmur. Advarsel: De lenkene kan være dårlige. De dårlige sidene: GS har problemer med artikler som er svært like, de bibliografiske detaljene holdes ikke adskilt. Et av de store ankepunktene mot GS er metadataene og GS manglende bruk av disse, som er et hovedpunkt i Peter Jacsos artikkel fra 2010: Péter Jacsó, (2010) "Metadata mega mess in Google Scholar", Online Information Review, Vol. 34 Iss: 1, pp.175 - 191 Forfatterinformasjon var spesielt sårbart. Alt mulig av overskrifter endte som forfattere: Tables, results var meget populære navn. Disse «ghost authors» er et viktig punkt i artikkelen hans. Jacso hadde mange gode eksempler i 2010. Siden er mye blitt bedre, men det er fremdeles problemer. Jacso nevner nesten en million treff på forfatteren «f Password».  Nå er det ingen.  Det er heller ingen arbeider av «Please login», det var mange.  Nå er det 893 arbeider av «background», det var 13 200. GS tar også mange felt som ser ut som årstall og putter inn i feltet for det.  GS har pr. mai 2012 1580 arbeider publisert senere enn 2015(!). Konklusjon: GS er til tross for en del svakheter et meget godt, og i mange tilfelle unikt hjelpemiddel for å finne den beste informasjonen, og må brukes i tillegg til de mer tradisjonelle databasene.
Fagreferentkonferansen 2012 i Kristiansand
Authors: Skagen Therese S. , Tonning Anne Sissel Vedvik , Gullbekk Eystein , Torras Calvo Maria-Carme
Published: May 2018

Universitetet i Agder arrangerte Fagreferentkonferansen 2012 som hadde et innholdsrikt og interessant program. Ulike aspekter ved bibliotekets tjenester ble belyst, fra undervisning av studenter og styrking av informasjonskompetanse, til tjeneste for forskere og forskningsmiljøer og samlingsutvikling med brukerstyrte innkjøp av e-bøker.
Communicating the relevance of the library in the age of Google: Improving undergraduate research skills and information literacy though new models of library instruction
Authors: Rempel Jennifer , Cossarini Danielle M.
Published: May 2018

Most academic librarians have long been aware that the ascent of the Internet has posed a challenge to the primacy of the library as information hub. Recent studies have shown that the majority of undergraduate students do not begin their research in the library, but with Google and Wikipedia - and many students end their research here as well (Connaway, Dickey, & Radford, 2011). This trend would seem to bode ill for the quality of the research skills and the level of information literacy among current undergraduates, as many students privilege convenient access to information over quality of content (Colón-Aguirre & Fleming-May, 2012; Connaway, et al., 2011). But how do we prepare undergraduate students for the rigours of academic research given this circumstance? The library instruction session has been the path to information literacy traditionally taken by colleges and universities, but increasingly, librarians have begun questioning the value of these sessions. Many undergraduates do not find library instruction sessions relevant to their practical information needs and to changing modes of information access, and many students do not come away from library information sessions feeling fully prepared - or even fully willing - to move beyond Google and into the library in order to carry out quality information searches (Colón-Aguirre & Fleming-May, 2012). Indeed, many librarians also now feel that the classic model of library instruction no longer fully meets the information needs of undergraduates nor anticipates their Internet-focused research habits, and that library instruction needs to change dramatically in order to do so (Colón-Aguirre & Fleming-May, 2012; Farkas, 2012). Such means of improving library instruction include: breaking away from the single-session model and moving toward a multiple-session model (Farkas, 2012); incorporating discussion of Internet-based and electronic resources more fully into instruction sessions (Colón-Aguirre & Fleming-May, 2012); tailoring library instruction to course curricula and assignments (Smith, et al., 2012); and incorporating active, student-centred learning into library instruction sessions (Abate, Gomes, & Linton, 2011). The successful implementation of these measures is ultimately dependent upon communication and collaboration among library staff, faculty, and students. Implementing major changes to library instruction can be challenging for all stakeholders; such challenges will be explored in a discussion of the implementation of a prototype library instruction model developed at Selkirk College, a small undergraduate-focused institution in British Columbia, Canada.
Information literacy progression within the Environmental science program at Linköping University
Authors: Gustafsson Åman Kajsa
Published: May 2018

Since 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.
Generic skills in higher education
Authors: Karst Nicolette
Published: May 2018

Background 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.
Teaching information literacy- for the benefit of the future profession and lifelong learning?
Authors: Du Toit Madeleine , Rydberg Helena , Dorthé Lotti
Published: May 2018

What 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's 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
Authors: Voog Hanna , Zettergren Ann-Sofie
Published: May 2018

This 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's need of information as a PhD student, and an introduction to the process of managing the publication of one's 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's 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' 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.
Making information literacy online come alive
Authors: Kågedal Anna
Published: May 2018

Experiences from creating an online course for Public Health students This paper aims to present the development of an online course in which teachers and librarians cooperated closely to create a syllabus that aims to allow students to fulfill the following goals: learn how to find, search and critically examine information about Public Health Arenas, acquire referencing and citing skills, practice in giving and receiving constructive feedback. Setup The librarians created a lesson for the course with the following content: short film clip to enhance focus on the importance of being able to find and evaluate proper information in the work life, lecture on ways to think in order to enhance information searching skills, tutorial for a major database, collection of links to sites on reference management and reference management programs. In the course there were Information literacy (IL) tasks especially aimed at finding scientific articles and managing references for writing a paper. The IL tasks were written by the teacher and librarian together. Grading and feedback were done by librarians. Results The first time the setup did not work very well. When students handed assignments to the librarian, few seemed to have followed the instructions. Few students referred to searching in databases, and few had actually found and chosen relevant scientific articles for their assignments. The students were not able to examine the reference management of their peers in an acceptable manner. A plausible explanation is that since they couldn't manage their own references well, they couldn't examine their peers performance either. In preparation for the next round (fall 2012), the teacher and librarian got together to come up with a way to help the students perform better. Together they evaluated the IL task setup, and came up with the idea that the IL part, where the students were to describe how they found relevant material to work with, had to precede the actual writing of the paper, and could be assessed as a separate task by the librarian. This would ensure that students would not write papers based on substandard sources, but on articles approved by the teachers. The information search became a separate task that was to be handed in and approved by the librarian before the students could start writing their papers. The lectures, film and tutorial were left untouched. The reference management was still peer examined and evaluated by the librarian. The difference in results was remarkable. Information searching skills, reference management skills and the overall subject skills were improved compared to the previous course. Allthough the teaching librarian and teacher noticed a remarkable difference from one semester to another, and the teacher saw remarkable change throughout the course in managing sources, the number of students in the fall 2012 were too few to actually draw any firm conclusions. In spring 2013 there are more students taking the course and it will be interesting to see how they perform.
Subject and generic skills in unity - Information literacy in collaboration for enhanced learning
Authors: Grandsjö Linda , Zettergren Ann-Sofie
Published: May 2018

Our 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' 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 process