presentasjon mastersamling 10. juni 2011
TRANSCRIPT
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Quick library fix or basic educational skills? Information literacy in Higher education
Presentation Master thesis
Karen Marie Øvern
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+Introduction
About my thesis: the background
Guide for readers
My research questions:
How can my students at Gjøvik University College benefit from an embedded information literacy course?
What set of tools can provide me with information on the effect of information literacy courses?
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+My experiment
14 Radiography students, 7 in the test group and 7 in the control group
Standardised pre-test for all 14 students
Test group: 7 weeks of training during ”Oncology” module
CIQ forms during the experiment
Control group: 3 hour lecture
Post test: all 14 students
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+Some results from the experiment
Students know how to search (the technique), but they struggle to find the right keywords.
They feel more comfortable searching Google than the databases
They do not know how to ”read” bibliographies
They struggle to find the fulltext of articles
They do not use encyclopaedias
Timing is everything. ”Why haven`t we learned this before?”
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+Role extension: are we teachers?
Paradigm shift in the library world E-books and electronic journals Physical library disappears (?)
Collaborating with the faculty staff Integration of IL courses Subject specialists/liaison librarians
To boldly go where no librarian has ever gone before?
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+How do we teach and learn?
Cartesian view of learning vs Social learning
Master/apprentice and Communities of practice
The digital natives
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+Information literacy: the term
A set of transferrable skills?
Contextual knowledge?
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+Discussion
Three essays:
Role expansion for librarians?
Process vs. Technical approach
The Internet and librarians
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+Conclusions
Better collaboration with facutly staff is vital: timing is essensial
Embedded courses are seen as more relevant and effective: ”context is king”. Standardised assessment tools do not work
Librarians must go further into students` texts and be real mentors
Students struggle to get started and to know when they are done
We should teach process more than ”where to click”