bluuebunny/crossref_metadata_2025 huggingface dataset:
The Impact of (KRG) on the Relations between Turkey and Iraq Since 2010
Authors: Tairo Halgr N. , İREM Prof. Dr. Celal Nazım
Published: May 2018

The impact of KRG (Kurdish Regional Government) of Iraq on the relationships between Turkey and Iraq has been analyzed in this study. This study has examined the political relationship between Turkey, Iraq and KRG and the impact of economic relations on the political relations between Turkey, Iraq and KRG as well. The researcher has implemented the most applicable literature for collecting all the data which are belong to this research. This study used quantitative and qualitative methods in order to gather and examine information. Furthermore, this project has applied Neoliberal theory for analyzing data. A representative from Iraqi Kurdish representative in Erbil has been interviewed by the researcher in order to get benefit from his experience and knowledge concerning Turkish and Iraqi Kurdish relations. After finishing this project and analyzing the existing data with results the investigator determined that there is a strong bound between established literature and results. This study concludes that there is a strong relationship between Turkey and KRG in last decade. In contrast, the relationships of Turkey and Iraq have gotten worse due to KRG and Turkey relations since 2010.  One of the most efficacious factors which influence positively on the relationship between Turkish and KRG are the business interchanging including trade and Foreign Direct Investment (FDI).
Practical Tips for Successful Implementation of Educational Innovations: Project Management Tools for Health Professional Educators
Authors: Schlegel Elisabeth Frieda M. , McLeod Kevin Brian D. , Selfridge Nancy J.
Published: May 2018

This article was migrated. The article was marked as recommended. Background: Growing demands from health professional educators lead to expectations for smooth implementation of high-stake endeavors such as developing and successfully launching educational innovations ranging from curricular sessions to new programs under time constraints. Usually, multiple requirements, resources, and processes need to be identified, evaluated, and effectively utilized, making the process difficult and confusing. Personnel and operations must be aligned to create momentum for a successful workflow, which requires planning and negotiation with stakeholders. Increasingly, project management strategies and skills have been recommended to medical educators for accomplishing these goals; however, to-date no practical tools or templates have been provided to support and guide educational implementation processes in a practical fashion. Aim: Adjusted to the needs of medical educators across all healthcare professions, we provide interactive templates and tools in the appendix, which walk readers through the implementation of a complete educational project from start to finish. Methods: Using project management guidelines established by the Project Management Institute (PMI), the global credentialing body for the project management profession, the tools and templates follow best practices that were aligned with standards of curriculum development (six-step approach) as published by Kern and colleagues (Thomas, Kern, Hughes & Chen (Eds.), 2016). Results: We identified a practical workflow for implementing educational innovations and developed interactive tools and templates as guides for tracking and presenting progress for the launch of educational projects of any scale, large or small. Conclusions/summary statement: Developing and implementing complex, multistep endeavors such as collaborative educational sessions or programs can be mastered successfully using project management tools and templates. Based on international project management guidelines and best practices, the authors outline how project management tools and templates allow medical educators to streamline successful systematic planning, engage in creative-problem solving and establish consensus under time constraints.
Readiness for self-directed learning among basic science and premedical students at a Caribbean medical school
Authors: Shankar Pathiyil Ravi , Dakubo Gabriel , Patra Satyajit , Balasubramanium Ramanan
Published: May 2018

This article was migrated. The article was not marked as recommended. Introduction: Self-directed learning (SDL) skills are becoming increasingly important in modern medical education. Readiness for SDL among medical students can be measured using the scale of Hendry and Ginns. The present study was conducted at an offshore Caribbean medical school to measure SDL readiness among premedical and basic science students. Methods: The study was conducted during March 2018 using the instrument mentioned previously. The survey was administered online. Gender and semester of study were noted. The total score and four subscale scores were calculated. The normality of the scores was determined and the scores compared among male and female students and among different semesters using appropriate statistical tests (p<0.05) with SPSS version 20.0 statistical software for windows. Results: Fifty-seven of the total 75 students (76%) participated; 31 respondents (52.5%) were male. The mean ± SD total score was 140.95 ± 14.43 (maximum possible score being 175). The mean ± SD critical self-evaluation (CSE), learning self-efficacy (LSE), self-determination (SD) and effective organization for learning (EOL) scores were 20.77 ± 2.43, 75.37 ± 8.61, 17.17 ± 2.09 and 27.63 ± 3.52. The maximum possible scores were 25, 90, 20 and 40. The scores were not significantly different among different subgroups of respondents. Conclusion: The SDL readiness of the students was good. The SDL readiness score should be studied again in the future as the curriculum progresses toward greater degree of SDL. Studies can be conducted to examine the relationship between SDL readiness and academic performance of students.
ER SØKING I GOOGLE NOK? PH.D.-KURS VED NTNU UNIVERSITETSBIBLIOTEKET – EN UTVIKLINGSHISTORIE
Authors: Faber Hege Charlotte , Taylor Solveig Isabel
Published: May 2018

This paper presents an overview of how the university library at the Norwegian University of Science and Technology (NTNU) participates in the education and support of Ph.D. candidates.  NTNU has a broad academic scope, the range of subjects are from engineering and technology to humanities, psychology, medicine and fine arts.  The courses given by the NTNU university library reflects the different cultures, traditions, contents and developments. This paper also discusses various aspects in connection with the need for information literacy at doctoral level, integration of the courses as well as the need for further development in this field which is both connected to technological developments (such as Google) as well as implementation of the Norwegian Qualification Framework.
Fagreferentens rolle
Authors: Rullestad Tove , Vedvik Tonning Anne Sissel
Published: May 2018

”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?
En liten høyskole som tenker stort: tiltak mot fusk og plagiat ved Høgskolen i Hedmark
Authors: Nierenberg Ellen
Published: May 2018

Høgskolen 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's 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.
Bibliometri og forskningsstatistikk ved Universitetsbiblioteket i Bergen
Authors: Mikki Susanne
Published: May 2018

Fagmiljøene 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.
Fagreferentenes rolle under nye rammebetingelser
Authors: Brandshaug Rune , Faber Hege , Gastinger Almuth , Knutsen Tove
Published: May 2018

Et universitetsbibliotek skal være en vesentlig støtte for og bidragsyter til universitetets aktiviteter innen forskning, publisering, undervisning, læring og formidling. I dag står vi overfor en rekke utfordringer som ikke minst berører fagreferentenes arbeid: Hvordan påvirkes fagreferentenes oppgaver og rolle av en stadig økende mengde av fritt tilgjengelig informasjon, søkemotorenes dominans, lave budsjetter, endret brukeratferd og nye brukerforventninger, flere tverrfaglige forskningsområder, krav til kvalitet (NOKUT), globalisering av digital informasjon, endrete samarbeidsmåter for forskere og i biblioteket, økt betydning av nasjonalt og internasjonalt samarbeid (resource sharing), Open Access publisering, e-Science o.l.?Ved Universitetsbiblioteket i Trondheim har en gruppe arbeidet med innspill til bibliotekdirektøren vedrørende fagreferentenes rolle og oppgaver under endrete rammebetingelser. Gruppen har bestått av Rune Brandshaug, Hege Charlotte Faber, Almuth Gastinger og Tove Knutsen. Gruppen har vurdert satsningsområder for fagreferentenes arbeid, kompetansebehov for framtidig rekruttering og intern opplæring samt organisatoriske og ledelsesmessige krav som må på plass for å få satsningene til å lykkes.Foredraget beskriver resultatet av gruppens arbeid, dvs. prioriterte satsningsområder og fremtidig kompetansebehov. Dessuten skisseres fordeler og ulemper ved ulike modeller for organisering av fagreferentoppgaver samt organisering av fagreferentene i biblioteket.
Fagreferentkonferansen 2010 i Stavanger
Authors: Tonning Anne Sissel Vedvik , Gullbekk Eystein , Skagen Therese , Torras Maria Carme
Published: May 2018

Fagreferentkonferansen 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.
Teaching and learning in higher education in regard to information literacy and diversity
Authors: Johnston Bill
Published: May 2018

Bill Johnston will review selected current thinking on the nature of learning environments in higher education and identify how this work can be applied to course (re)design and curriculum renewal in universities. He will outline his thinking on curriculum renewal as a means of developing the Information Literate University (ILU) as a key node of lifelong learning in complex and diverse societies.
Transliteracy the latest stage of the literacy continuum
Authors: Andretta Susie
Published: May 2018

The 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.
Mapping Staff Competencies for Information Literacy Interventions
Authors: Corrall Sheila
Published: May 2018

Information literacy (IL) is a key strategic objective for academic libraries. Many academic librarians are involved in designing, developing and delivering IL programmes, using both classroom teaching and e-learning methods. IL has also become a priority at institutional level and some universities and colleges have formal policies and strategies to integrate and embed IL in the curriculum. IL interventions also happen informally at enquiry points and reference desks, when queries offer ‘teachable moments’ for library staff to help students develop information skills and understanding while solving their information problems. Research shows that such instruction features strongly in both face-to-face and virtual reference transactions, but few IL policies and strategies cover this frontline personalised IL support. Similarly, most discussion of staff training and development for IL education has centred on the teaching roles and pedagogical knowledge of professional librarians, with limited discussion of the competencies needed for frontline interventions by paraprofessionals or assistants. This workshop promotes an inclusive holistic model of IL education and library workforce development. It will investigate the skills and knowledge needed by frontline staff to contribute effectively to the IL mission of academic libraries. It will focus on the learning support needed by students from different educational, social, ethnic and cultural backgrounds, with particular reference to postgraduate students, as a group typifying this diversity. The facilitator will review IL interventions and library staff competencies discussed in the literature. Participants will discuss typical queries or problems presented by different categories of postgraduate students and then identify the skills, knowledge and understanding required by frontline staff to provide an appropriate service response. The skillsets identified will be compared with those of teaching librarians to determine similarities and differences in the types and levels of abilities needed. Participants will gain insights to inform IL strategies, service planning and workforce development.
Teacher-librarian collaboration (TLC) in a highly diverse branch: supporting information literacy of geography students
Authors: Kakkonen Anne , Virrankoski Antti
Published: May 2018

The purpose of this paper is to present an example of teacher-librarian collaboration (TLC) in a highly diverse branch of geography as a part of bachelor's seminar teaching. One can say that everything is geography if the phenomenon in question is delimited in a certain region, place or space. Thus every other discipline provides its methods, paradigms and information sources into the use of geography. This obviously presents a challenge to the librarian as he tries to support the geography students' information seeking. The topics can vary between cellular biology applications to sociological perception which also means a large variety in information needs. In our paper we aim to describe different approaches of collaboration this kind of variety requires based on the experiences and feedback gathered in a project, the aim of which was to integrate information literacy (IL) into the academic curriculum. Collaborating with teachers with different backgrounds and from different scientific traditions can be challenging for the librarian. Not only the information sources, databases and methods are different but it is the whole approach to the science that is different. Thus it is fairly obvious that the competence of a single librarian or a teacher is not sufficient for an effective IL instruction. The key here is the collaboration when librarian's information literacy and teacher's academic subject competence complete each other. A successful TLC gives opportunity for both marketing the idea of information literacy and the competence of a library professional. It may also increase the efficiency of teaching and studies and even shorten the time for a student to graduate. Especially in the case of seminar teaching TLC seems to give a valuable opportunity to instruct the students' seminar thesis along the way. In 2008, Kumpula Campus Library launched a project to integrate the IL teaching into the academic curriculum and to enhance the collaboration between the campus library and academic staff. The aim of our case project was to support the bachelor level students in their work of their bachelor's thesis. The librarian participated in the bachelor's seminar by giving a lecture about information literacy and a personal guidance in the students' information seeking process. The main idea was to make a timely intervention in order to give the best possible support to the academic writing across the curriculum. The importance of a timely intervention is well described in the classical text of Carol C. Kuhlthau (1993). The students came from the department of geography in the faculty of science of the University of Helsinki. The personal guidance session was conducted together with the seminar teacher to support both academic writing and information seeking process. After the seminar, the effect of the IL teaching was evaluated by a feedback questionnaire.
Distributed artificial intelligence, diversity and information literacy
Authors: Kåhre Peter
Published: May 2018

My proposal is based on my doctoral dissertation On the Shoulders of AI-technology : Sociology of Knowledge and Strong Artificial Intelligence which I succesfully defended on May 29th 2009. E-published http://www.lu.se/o.o.i.s?id=12588&postid=1389611 The dissertation is concerned with Sociology’s stance in the debate on Strong Artificial Intelligence,.i.e. AI-systems that is able to shape knowledge on their own. There is a need for sociologists to realize the difference between two approaches to constructing AI systems: Symbolic AI (or Classic AI) and Connectionistic AI in a distributed model – DAI. Sociological literature shows a largely critical attitude towards Symbolic AI, an attitude that is justified. The main theme of the dissertation is that DAI is not only compatible with Sociology’s approach to what is social, but also constitutes an apt model of how a social system functions. This is consolidated with help from german sociologist Niklas Luhmann’s social systems theory. A lot of sociologists criticize AI because they think that diversity is important and can only be comprehended in informal circumstances that only humans interacting together can handle. They mean that social intelligence is needed to make something out of diversity and informalism. Luhmann´s systems theory gives the opposite perspective. It tells us that it is social systems that communicate and produce new knowledge structures out of contincency. Psychological systems, i.e. humans, can only think within the circumstances the social system offer. In that way human thoughts are bound by formalism. Diversity is constructed when the social systems interact with complexity in their environments. They reduce the complexity and try to present it as meaningful diversity. Today when most of academic literature is electronically stored and is accessible through the Internet from al over the world, DAI can help social systems to observe and reduce complexity in this global dimension. It is pointed out that human consciousness is limited in handling this global dimension. Therefore is it reasonable to argue that DAI in at least this dimension has a stronger intelligence than humans have. I will argue that Luhmann´s social theory and DAI give a god model to analyze the conditions for diversity in the Internet society. Further, the discussion about strong AI gives a lot of opportunities to discuss what sort of information literacy is needed and it also gives some perspective to discuss the concept of IL I have observed that the concept has evolved from something that coined some formal capacities, to something that has to do with a capacity to observe informal relations. That discussion can easily be compared to a parallel discussion within the debate about strong AI.
“Tools for master’s thesis”: making the most of a diverse learning environment
Authors: Palmgren Virpi , Heino Kirsi
Published: May 2018

The paper presents a practical approach to use a diverse learning environment to train students in the final stage of their studies. The students are extremely motivated when they are preparing their master’s thesis and their information literacy skills are really tested. The aim has been to achieve master’s theses of good quality. Therefore a course for handling the master’s thesis process was required. The planning of the course started from knowing that professors and supervisors should not use their valuable time for teaching such basic skills as writing, citing and information searching to their students. There was a demand for a course to work on a master’s thesis because there have not been any master’s thesis seminars so far. The students writing their master’s thesis do not have so many opportunities to meet with others in the same phase. The students are often quite alone with their final project. The course “Tools for master’s thesis” has been in the study programme since spring 2008. The course has been planned in co-operation with the Teaching and Learning Development Unit which has created an excellent chance to share pedagogical ideas. The methods that have been used at the course in addition to the lectures given by respective experts are group work, reflection, learning diary, fellow support, concept mapping and individual guiding in information searching. The course is organised every half semester, four times a year because there are students all year long and there have been more students coming than could have been taken into the course. This course is a continuation to the bachelor’s seminars and it is developed continuously according to the needs of the students and the supervisors. The course will be widened into a master’s thesis seminar during spring 2010. In the discussion new ideas to develop the information literacy part of the course “Tools for master’s thesis” would be greatly appreciated. The authors describe the work conducted at Helsinki University of Technology during 2008-2009. On 1st January the university was merged into the new Aalto University.
Sustainable collaboration: a method to integrate discipline-sensitive information literacy modules at program levels
Authors: Süld Karin , Bytoft-Nyaas Eli
Published: May 2018

The Borås Model, a model on how the library and the university departments can collaborate to facilitate development of information literacy (IL) among students, is the outcome of a project run by the Library and Learning Resources and the School of Library and Information Science at the University of Borås. The model is a top-down-model and the Rector of the University of Borås in early 2009 made a decision that it should be implemented in all programs at the university. Thereby the senior administrators were given the responsibility to promote and facilitate sustainable collaboration between the university departments and the library to develop embedded IL modules through the curriculum. The overall analysis and planning to identify where IL modules should be integrated in a program is a responsibility shared by the director of studies and the teaching librarian. Course coordinators, teachers and the teaching librarian collaborate on writing learning outcomes for the actual IL module, decide the content, assignments and the overall design of the IL module. The implementation of the model is still in it’s cradle. There will surely be obstacles to overcome along the road as the model unfolds and it will surely take some time for everything to fall into place. But the goal is clear: to design embedded discipline sensitive IL modules to support the students’ development of information literacy, both for their needs as students but equally important to prepare them for their professional career. As a starting point for the implementation of the model the teaching librarians discussed what should be classified as basic knowledge and what should be classified as advanced knowledge in terms of information literacy. The discussions resulted in guidelines for the creation of IL modules with an emphasis of progression throughout the whole programs, but the guidelines are general enough to allow for adaptation to the specific needs of individual programs and the students’ various future professions. What was achieved during this first year reveals that the IL modules must indeed be allowed to differ in number and size as well as in content for the different programs. The presentation will give a few examples that will illustrate how learning outcomes can vary between different programs, and how the university’s learning management systems (LMS) is used for assignments and assessment. Finally it will present some lessons learned.
Services and library space designed for various learner groups: Case Kaisa House at the University of Helsinki
Authors: Weimer Kristina , Helminen Päivi
Published: May 2018

In our paper we describe examples of how our new university library supports learning by providing new services in a new building. The examples can be applied in other contexts and in existing libraries.
The development of a model for teaching information literacy to nursing students through cross-professional collaboration
Authors: Nordsteien Anita , Horntvedt May-Elin Thengs , Holmen Nina Therese
Published: May 2018

This paper describes experiences from a collaborative project between the nursing educators at the Institute of Nursing Science and the health sciences librarians at Vestfold University College in Norway. The aim of the project was to develop a teaching model to improve the nursing students' information searching and critical appraisal skills.
Discover collaboration: Collaborative learning from the implementation of a discovery system
Authors: Forsberg Åsa , Nolin Emma
Published: May 2018

Background Lund University Library purchased and implemented a new discovery system in the end of 2011 and the beginning of 2012. Historically there has been no collaboration between the digital library unit and the pedagogical unit at the University Library. The conditions for the implementation were quite difficult; an extremely tight time frame, changes of the member of staff, high demands from the library network, a bad relation with current system supplier, a dependency of the current system and its functionalities. What to do? In order to reach trustworthiness and to make sure that we have a learning perspective in all the processes we initiated a close collaboration between the digital unit and the pedagogical unit and formed an implementation group. We also initiated a close and active collaboration between the implementation group and an expert group formed by members from the faculty libraries i.e. the super user group. Activities We had four workshops about pedagogical issues regarding discovery systems. The workshops turned out to be a forum for a dialogue between the digital library, the pedagogical unit and the teacher librarians. They resulted in an action plan which was integrated in the implementation process. We also invited colleagues to informal discussions about the pedagogical use of the discovery system. We encouraged all teaching librarians to share their educational materials on our intranet. Conclusion We found the collaborative strategy fruitful and not only did it result in a closer collaboration between the digital library and the pedagogical unit but also with the library network. Due to several reasons we conducted a new tender of a discovery system during 2012. The tender resulted in a new system with a different supplier. In the implementation started in the autumn 2012, we implemented the experiences and learnings gained by our previous implementation.
Minding the gap
Authors: Carlberg Mia
Published: May 2018

The plan for the Round table session was to focus on organizational and social/cultural differences between librarians and faculty with the aim to increase our awareness of the differences when we try to find ways to cooperate within the academy or school. This may help us to sort things out, experience acceptance and take adequate actions, saving energy and perhaps be less frustrated.  The questions that the workshop addressed were: What is in the gap between librarians and faculty when dealing with information literacy? How can we fill the gap? Participants discussed this in detail with the aim of together finding ways to understand it better and make it possible to find ways to fill this gap. By defining it and thereby making it easier to work out a strategy for future action to improve the teaching of information literacy, including listing possible, impossible or nearly impossible ways. The springboard to the discussion was extracted from some projects that the workshop leader has been engaged in since 2009. The first example is a research circle where Uppsala University Library used action research to observe and understand the process when we had the opportunity to implement information literacy classes with progression in an undergraduate program. What worked well? What did not? Why? This work was described together with other examples from Uppsala University to an international panel working with quality issues. What did they think of our work? May this change the ways we are working? How? Another example is an ongoing joint project where librarians and faculty members are trying to define ways to increase the cooperation between the library and faculty and make this cooperation sustainable. Recent experience from this was brought to the discussion.   There are an overwhelming number of papers written in this field. A few papers have inspired these ideas. One article in particular: Christiansen, L., Stombler, M. & Thaxton, L. (2004). A report on librarian-faculty relations from a sociological perspective. The journal of academic librarianship, 30(2), 116-121.   The method that was used was to: 1. Present these broad areas/challenges for the group to agree on or add another area 2. Discuss these challenges one at a time, and for each one identify specific aspects to pursue farther, using post-it notes 3. Make a summary of the different aspects to help and inspire further action.
Lecturers and librarians in collaboration The common pursuit of scholarly thinking in the Special Education Programme
Authors: Bruce Barbro , Rasmussen Helen , Zaar Jessica , Andersson Lotta
Published: May 2018

During 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' 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' 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' roles as within the team? These are a few examples of questions which could be asked or could be worth developing.
Study on information literacy education mode of university students in the era of digital library
Authors: Xu Changlin
Published: May 2018

This is an ongoing project sponsored by China Scholarship Council for one year from November 2012. The objective of this project is to draw on the successful experience of curricula system, teaching models, pedagogy, and the most effective way of librarian-faculty collaboration concerning information literacy at Lund University, Sweden, to explore the feasible path and improve the quality and efficiency of information literacy education on practical level at Xinjiang Agricultural University. Based on the literature background and field survey, the method of focus groups interview will be employed with teaching-librarians or academic teachers from the Faculty of Medicine and the Faculty of Social Sciences.
Using peers in a three folded support : student needs and achieving the learning outcomes!
Authors: Wiberg Anna , Hellbring Annika
Published: May 2018

This poster describes how librarians, teachers and students collaborate at the Faculty of Law at Lund University in order to support the law students to achieve the learning outcomes.The purpose is to highlight the use of peers as a part of the learning support. When The Bologna process took place in 2007, the library introduced a plan on how to achieve the learning outcomes concerning information literacy. Information literacy is an important competence for law students and professionals and is therefore stressed in the learning outcomes. A central feature is that the outcomes should be closely related to the contents of each course so that the students practice information literacy as part of the subject law. To make best use of different competencies the library suggested a three folded support structure. Student teachers give database instructions for solving course assignments; subject teachers and librarians work together in lectures concerning document cultures and law practices; librarians are responsible for lectures concerning problem solving and information seeking. The faculty has a long tradition of hiring students to assist in teaching on a basic level. One reason to use peers in teaching is that students are close to the learning process and are familiar with difficulties. The students also have other perspectives on the topics being taught, which can be useful in their teaching (Biggs & Tang, 2011, p. 147). The information lectures have very often a high amount of participants, which sort of confirm the teaching organization. The library is responsible for coordinating the information literacy and work in close relation with the student teachers and the subject teachers. The librarians repeatedly discuss with the subject teachers and the student teachers about the learning outcomes and the assignments on the course. Exercises and questions for the students are jointly developed. The librarians also write manuals for the lectures given by librarians and student teachers.We believe this way of organizing support is one way to enhance student learning both in information literacy and in subject learning. References Biggs, J. B. & Tang, C. S-K. (2011). Teaching for quality learning at university: what the student does. 4th, [rev.] Ed.. Maidenhead: Open University Press.
Critical friends and collaborative partnership
Authors: Jandér Katarina , Edgren Gudrun , Özek Yvonne Hultman
Published: May 2018

Critical friends: a method for peer feedbackThe Critical Friend-method has been used in various educational settings to facilitate the process of continuous improvement in teaching. The aim of this study was to implement Critical Friends, and to find out if this method could be used for feedback on teaching as part of a librarians' professional development. The project was carried out within the Library Unit of the Faculty of Medicine at Lund University, Sweden, in collaboration with the faculty's Centre for Teaching and Learning. Seven librarians and an educational consultant from the Centre for Teaching and Learning participated; the educational consultant played an essential role in supervising and structuring the project and the evaluation process, preparing readings as well as being an active participant. The participants worked in pairs; the performance of one teacher and the associated classroom activities were observed by the critical friend, and then evaluated and discussed. Evaluation and resultsAfter two preparatory group meetings, a final meeting was held where all pairs reported what they had done and how they perceived the critical friend process. The experiences of the participating librarians were explored using a questionnaire. The questionnaire was analyzed using content analysis by one librarian and the educational consultant independently. The results suggested that use of the critical friend method could have a positive impact by achieving the following: strengthening shared values concerning teaching issues; promoting self-reflection on teaching; facilitating communication with colleagues; and reducing the sense of 'loneliness‘ in teaching. The difficulties in the implementation were lack of time and competing duties. It was perceived as an advantage to work in close partnership with the faculty's educational consultants, who were familiar with the organization.
To make a kick start together – A PhD course co-developed by librarians and professors
Authors: Zettergren Ann-Sofie , Voog Hanna , Corvellec Hervé
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.
Securing transferable skills training in geology education
Authors: Smångs Britta , Alexanderson Helena , Filipsson Helena
Published: May 2018

Since 2001, a curriculum for the training of transferable skills within the basic education programme in geology has existed at the Department of Geology at Lund. The curriculum covers written and oral communication skills, image handling, work organisation and so forth; different aspects of these subjects are trained within the different courses of the geology programme. Currently, the curriculum is being updated to conform to recent changes in programme content and structure. As part of this work, we have compiled an inventory that focuses on the method by which training of writing skills is carried out at the department. The inventory includes studies of relevant documentation at department, university and national level and questionnaires sent out to students and teaching staff. The most common type of texts that the geology students write within the context of formal course curricula are project reports and other text types such as reviews and excursion guides. According to the questionnaire response, the students find it most difficult to conform to the style and structure of scientific writing and this is something that the teachers also recognize as a problem. The teachers generally express considerable interest in helping the students to develop their writing. However, the relatively large number of students per course means that teachers have very limited possibilities of giving feedback to individual students although this is what the students actively request. To continue to develop the quality of the geology education, and, in this case, the training of written communication skills in particular, we must find alternative solutions for ways to give feedback to students. One option that is being considered is student peer review groups. Further, to promote the awareness of both students and teachers of the importance of transferable skills and of the planned progression according to the curriculum, we propose using the existing curriculum document more actively in the education program. .