The article discusses the pedagogical background on which the design of the online tutorial Søk & Skriv ('Search and Write') is based. The tutorial Søk & Skriv is specially designed for distance learning students, but can also be used by students on campus. Søk & Skriv aims at increasing students' information and digital literacy with the ultimate goal of empowering them to gradually become legitimate members of the academic community, as well as lifelong learners. Further, the tutorial sets out to make a contribution to the pedagogical development of user education at the academic library. The article shows how a general didactical model, namely the didactical relationship model (Hiim & Hippe, 1998), has been applied to enrich information literacy education practice, and in this case specifically, to enrich the design of online education.
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.
Across Europe there is a push for strengthening research-based higher education (Fung et.al, 2017). As a pedagogical driven approach, research-based education aims at making students across all levels learn through enquiry and discovery (eg. Cleaver et al., 2017). Core competencies addressed are scientific and critical thinking skills, and skills in scholarly and interdisciplinary communication. At the University of Oslo, the reinforcement of research-based education is manifest in a recent large-scale initiative. The initiative implies that we must build quality in teaching and learning through partnership across and beyond the communities of our university. How can a library in higher education contribute to research-basededucation? This presentation illuminates three interrelated cases from The University of Oslo Library. They exemplify how libraries can involve students, librarians and their patrons when the aim is to develop innovative education. Together the cases prompt discussions about the methods used to include different actors’ perspectives in current development of learning and teaching design. The three cases highlight the current state of a long-term movement of our libraries away from librarycentered approaches and towards user and co-creation centered approaches. The methods described respond to the current call for partnership in building enquiry-based learning experiences. The first case is our staff-development program. Established a decade ago the program focuses on developing a shared understanding of information literacy and pedagogical theories. The program is one element in our effort to change focus from education as a private concern to corporate responsibility. The aim is to make pedagogical competencies a matter of shared knowledge and culture. The second case presents course design and the methods used to include the perspectives of students, fellow librarians and faculty. Project methodology from informatics has contributed to teambuilding and collaboration among library staff. It has also facilitated feedback from students, faculty and fellow librarians. The result is a revision of courses to students from BA to PHD levels, now with an emphasis on research-based education and active learning. The last case describes the development of physical and digital learning spaces at the university libraries. Technology has opened for a change in the way students collaborate, learn and study. A project based approach that apply user centered design and user experience have contributed to the collection of information from students and employees aimed at enhancing and developing library space to enhance learning experiences. Together our three cases tell a story about cultural change within our libraries, about implementation by involvement of different people and perspectives, and about the balancing of specialized expertise with shared vocabularies. ReferencesFung, D., Besters-Dilger, J., & Van der Vaart, R. (2017). Excellent education in research-rich universities. [Position Paper] League of European Universities (LERU). https://www.leru.org/files/ExcellentEducation-in-Research-Rich-Universities-Full-paper.pdf Cleaver, E., Wills, D., Gormally, S., Grey, D., Johnson, C., & Rippingale, J. (2017). Connecting research and teaching through curricular and pedagogic design: from theory to practice in disciplinary approaches to connecting the higher education curriculum. In: Carnell, B & Fung, D, (eds.) Developing the Higher Education Curriculum: Research-based Education in Practice. London, UCL Press, pp. 145-159
This issue of Noril contains articles in the best practice section, and has been in the review process for some time now. The authors have been patient and for that the editors are grateful. We have received papers relevant to information literacy from worldwide. The first paper is authored by Mette Bønløkke, Else Kobow and Anne-Kirstine Kristensen. They give a Danish perspective on the importance of collaboration between library and faculty for the development of information literacy programs which are integrated into the students' curriculums. Engere and Gudiksen are proposing information literacy in a critical psychology framework, conceptualizing individual learning primarily as an activity-based concept. The next article is an example from Morocco where Aziz el Hassani describes the start of a journey of implementing the information literacy thinking at a university. The Finnish contribution by Kristiina Hintikka and Ann-Louise Paasio is about how they developed and completed an information literacy course for doctoral students in cooperation with faculties, and the challenges they met. In the paper from Nigeria the author Luke O. Obasuyi writes about how first year students cope with information and communication technology, and information literacy skills. The Swedish paper, authored by Peter Kåhre, takes the reader into the ongoing debate of the librarians' role in the educational processes. At last, but not least, you can read the English article by Andrew Walsh that encourages play as a strategy for students' to develop information literacy.
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