Connections between research and practice in the information literacy narrative: A mapping of the literature and some propositions

Pilerot, Ola

doi:10.1177/0961000614559140

Cited by 21 publications

(11 citation statements)

References 24 publications

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“…Another exploratory study investigating the visibility of librarians as authors in scholarly journals within higher education, teaching, and learning between 2000 and 2012, found that less than 2% of articles published in these journals were written by librarians; while IL was the most common topic for librarians, most articles were theoretical and not based on empirical research (Folk, 2014). Pilerot (2014) notes in another small-scale investigation how the established assumption is that there is a disconnect between research and practice, and that the prevailing gap-metaphor should be abandoned to allow for a more nuanced discussion between librarians as a professional group and LIS faculty. Is there a gap in the evidence base concerning the IL of PhD students in the health sciences?…”

Section: Charting the Evidence Basementioning

confidence: 99%

Information Literacies of PhD Students in the Health Sciences: A Review of Scholarly Articles (2009 - 2018)

Nylander¹,

Hjort²

2020

EBLIP

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Abstract Objective – Doctoral studies offer a unique phase in the development and legitimization of researchers, in which PhD students shift from the consumption to the production of knowledge. If librarians are to support this process in an evidence based manner, it is essential to understand the distinct practices of this user population. While recent reviews exist concerning the information behaviours of graduate students and researchers, there is little knowledge synthesis focused on the information literacies of PhD students in specific disciplines. The aim of this article is to explore the depth and breadth of recent evidence which describes the information literacies of students pursuing a doctoral degree in the health sciences. Methods – Strategic searches were performed in databases, hand-searched key journals, and reference lists. Records were screened independently by both authors based on pre-determined criteria. General trends within the literature were mapped based on the extraction of the following data: geographic location, population, study aims, and method of investigation. Further analysis of the articles included charting the academic disciplines represented, summarizing major findings related to PhD students in health sciences, and which databases indexed the relevant articles. Results – Many studies fail to treat doctoral studies as a unique process. PhD students are often grouped together with other graduate students or researchers. Studies tend to be based on small populations, and the number of PhD students involved is either unclear or only equals a few individuals within the entire group of study. In addition, of the limited number of studies which focus exclusively on PhD students, few conduct explicit examination of information practices in the health sciences. The result is that this user group is underrepresented within recent journal publications. Conclusion – This review highlights the need for more primary, in-depth research on the information literacies of PhD students in the health sciences. In addition, librarians are encouraged to share their knowledge in scholarly publications which can reach beyond their own professional circles.

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Section: Charting the Evidence Basementioning

confidence: 99%

Information Literacies of PhD Students in the Health Sciences: A Review of Scholarly Articles (2009 - 2018)

Nylander¹,

Hjort²

2020

EBLIP

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“…There is a similarity between the sociocultural and the discourse analytic perspectives because they both regard learning as a social activity that uses tools, practices, and conditions for meaning-making (Pilerot, 2016). The discourse analytic perspective focuses on identifying broad historical literacy discourses that lead to research outcomes for understanding variation in interpretive repertoires.…”

Section: The Discourse Analytic Perspectivementioning

confidence: 99%

Data literacy in academia: Basics and pedagogical views

Koltay¹

2019

OpE

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This paper, based on a non-exhaustive review of the literature addresses selected issues of a relative new complex of abilities and skills, i.e. data literacy by providing insight into its nature and the approaches to teaching in higher education.We live in a data-intensive era, because the capacity to store massive amounts of data and forward them on high bandwidth networks generated interest in research data in the natural sciences, social sciences as well as the arts and humanities, never seen before (boyd and Crawford, 2012). The recognition of this fact motivated varied researchers, universities and different funding bodies to make efforts to encourage the openness of research data. The stakeholders of Open Data are – among others governments, multilateral organisations, journalists and the media. They come from the civil society and the private sector. Last, but not least teaching staff members, and researchers, i.e. the academic community constitute a crucial group of its stakeholders (Corrall, 2019a).On the one hand, there remain several technological, social, organizational, economical, and legal barriers to data sharing (Sayogo & Pardo, 2013). On the other hand, despite obstacles, we can see a shift away from a research culture, where data is viewed as a private preserve (Pryor, Jones, & Whyte, 2013). This drive toward openness is guided among others by the principle that scholarly research does not need more data, but requires having the right data (Borgman 2015). In other words, researchers require high quality, actively curated data to work with, because data is both the raw material and the output of research (Pryor, 2012).Research data is the output from any systematic investigation that involves observation, experiment or the testing of a hypothesis (Pryor, 2012) and it consists of “heterogeneous objects and items used and contextualized, depending on the academic discipline of origin” (Semeler, Pinto, & Rozados 2017, p. 3). To serve as research data, little data can be just as valuable as big data, and – in many cases – there is no data, because relevant data cannot be found, is not available, or does not exist at all (Borgman, 2015).

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“…In particular, academic librarians with faculty status and those pursuing tenure or promotion are required to conduct research and publish the results (Hosburgh, 2011; Opoku, 2013). However, few of the same journals are cited in both research- and practice-oriented information literacy-related publications (Pilerot, 2014). Researchers and practitioners also differ in how they rank journals (Kohl and Davis, 1985), which further widens the research–practice gap.…”

Section: Literature Reviewmentioning

confidence: 99%

A comparison of researcher–practitioner collaborations in library and information science, education, and sociology

Chang

2017

Journal of Librarianship and Information Science

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This study used coauthorship analysis to investigate trends in researcher–practitioner collaborations by examining articles published between 2005 and 2014 in the disciplines of library and information science, education, and sociology. The results revealed that articles coauthored by researchers were the main type of research collaboration in these three disciplines. Articles coauthored by researchers and practitioners were the third largest type of research collaboration in all three disciplines; the percentage of such articles in library and information science (14.2%) was considerably higher than that in education (6.1%) and sociology (2.7%). A slightly decreasing trend was observed in these articles in library and information science, but a slightly increasing trend was identified in education and sociology. Regarding authorship, library and information science practitioners were more active than were education and sociology practitioners. Librarians, governmental staff, and administrators were the dominant practitioner authors of this type of article in library and information science, sociology, and education, respectively.

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Connections between research and practice in the information literacy narrative: A mapping of the literature and some propositions

Cited by 21 publications

References 24 publications

Information Literacies of PhD Students in the Health Sciences: A Review of Scholarly Articles (2009 - 2018)

Information Literacies of PhD Students in the Health Sciences: A Review of Scholarly Articles (2009 - 2018)

Data literacy in academia: Basics and pedagogical views

A comparison of researcher–practitioner collaborations in library and information science, education, and sociology

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