When the Medical Library Association identified questions critical for the future of the profession, it assigned groups to use systematic reviews to find the answers to these questions. Group 6, whose question was on emerging technologies, recognized early on that the systematic review process would not work well for this question, which looks forward to predict future trends, whereas the systematic review process looks back in time. We searched for new methodologies that were more appropriate to our question, developing a process that combined systematic review, text mining, and visualization techniques. We then discovered tech mining, which is very similar to the process we had created. In this paper, we describe our research design and compare tech mining and systematic review methodologies. There are similarities and differences in each process: Both use a defined research question, deliberate database selection, careful and iterative search strategy development, broad data collection, and thoughtful data analysis. However, the focus of the research differs significantly, with systematic reviews looking to the past and tech mining mainly to the future. Our comparison demonstrates that each process can be enhanced from a purposeful consideration of the procedures of the other. Tech mining would benefit from the inclusion of a librarian on their research team and a greater attention to standards and collaboration in the research project. Systematic reviews would gain from the use of tech mining tools to enrich their data analysis and corporate management communication techniques to promote the adoption of their findings.
Purpose-With academic institutions' adoption of Course/Learning Management Systems (CMS), librarians are increasingly providing content through this delivery method. This study aims to identify practical information for librarians considering CMS content development or re-evaluation of online offerings. Design/methodology/approach-Academic libraries with health sciences information literacy programs within CMS were examined through a literature review and then queried through an online survey. Trends and issues identified within the literature were utilized to develop the survey. Collected data was analyzed to determine how librarians incorporate CMS into information literacy. Analysis focused on strategies used in development and delivery, benefits and challenges of CMS and pairing its content with traditional instruction methods. Findings-An overarching theme is the ease and accessibility of CMS, especially for distance learners and those with time restrictions. However, although online tools and learning spaces are readily available and beneficial, librarians maintain in-person instruction. A shift from primarily positive published reports by early adopters to more constructive feedback that stems from longer-term CMS experience is identified. Assessment practices of online library instruction need additional attention to provide a more robust approach. Originality/value-This unique examination of the last ten years of publications focusing on information literacy librarians' CMS activity is paired with a broad, updated examination of current trends. It identifies best practices related to time commitment, faculty relationships, and assessment for implementation in CMS environments and the importance of utilizing blended learning strategies.
Teaching an undergraduate nursing research course in an accelerated, seven-week format challenges instructors to engage students and impart research skills in a narrow timeframe. Student engagement is essential to the learning process; however, educators must foster nursing students' reflective thinking abilities. Digital storytelling is used to increase student engagement and reflective thinking, but nursing literature shows little research in this area. In this study, the instructors facilitated discussion board activities and digital storytelling and then evaluated the participation in these active learning strategies. The data showed a perceptive increase in student satisfaction and reflective thinking.
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