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Quick library fix or basic educational skills? Information literacy in Higher education

Presentation Master thesis

Karen Marie Øvern

+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?

+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

+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?”

+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?

+How do we teach and learn?

Cartesian view of learning vs Social learning

Master/apprentice and Communities of practice

The digital natives

+Information literacy: the term

A set of transferrable skills?

Contextual knowledge?

+Discussion

Three essays:

Role expansion for librarians?

Process vs. Technical approach

The Internet and librarians

+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”