Explaining the method behind our madness: 3-part series on comprehensive searches for knowledge syntheses

Nekolaichuk, Erica; Fuller, Kaitlin

doi:10.29173/jchla29391

Cited by 6 publications

(14 citation statements)

References 9 publications

(9 reference statements)

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“…The stand-alone workshops, which were of shorter duration than the credit courses, included fewer steps of the KS process. The three workshops taught exclusively by librarians (Campbell et al, 2016;Conte et al, 2015;Lenton & Fuller, 2019) taught the fewest steps. This Table 2 Steps of the Knowledge Synthesis Process that were Taught in the Content of Each Course or Workshop could be due to the fact that these workshops were shortest in length, and also because the steps covered (problem definition, searching, and citation management) are those that align most closely with librarian expertise (Spencer & Eldredge, 2018).…”

Section: Description Of Included Articlesmentioning

confidence: 99%

“…Librarians were the sole instructors in three of the workshops (Campbell et al, 2016;Conte et al, 2015;Lenton & Fuller, 2019). The workshops targeted a more diverse group of learners than the credit courses, usually including a mix of levels (undergraduates, graduate students, postdocs, researchers, librarians, professional staff).…”

Section: Stand Alone Workhopsmentioning

confidence: 99%

“…Two of the workshops (Campbell et al, 2016;Flores-Mir et al, 2015) do not mention assessment of student learning at all. Two of the articles mention conducting pretests and posttests (Conte et al, 2015;Jack et al, 2020), and two articles describe assigning participants an assessment activity at the end of the workshop (Jack et al, 2020;Lenton & Fuller, 2019). All of the workshops offered some form of post-course evaluation survey.…”

Section: Stand Alone Workhopsmentioning

confidence: 99%

“…Student feedback suggests that they recognized the importance, difficulty, or time-consuming nature of searching for evidence (Baldassarre et al, 2008;Briner & Walshe, 2014;Groller et al, 2020). They suggested that more time be allocated for learning how to search, and that additional guidance or handouts to aid with searching be included as part of the content (Campbell et al, 2016;Gorczynski et al, 2017;Lenton & Fuller, 2019). Groller et al (2020) report that the librarian provided additional, unplanned sessions with each group in order to meet the criteria set out in the pre-established search protocol.…”

Section: Searching For Studies (Data Collection)mentioning

confidence: 99%

“…Some professional development workshops on KS methods are available at conferences. Additionally, academic libraries offer workshops on some steps of the systematic review methodology (Campbell et al, 2016;Lenton & Fuller, 2019). All of these different programs vary in terms of learner audience, breadth and depth of content covered, and delivery methods, while having the shared goal of educating researchers in the steps and processes necessary to conduct KS reviews.…”

Section: Introductionmentioning

confidence: 99%

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Teaching Knowledge Synthesis Methodologies in a Higher Education Setting: A Scoping Review of Face-to-Face Instructional Programs

Premji

Hayden

Rutherford

2021

EBLIP

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Background – Knowledge synthesis (KS) reviews are increasingly being conducted and published. Librarians are frequently taking a role in training colleagues, faculty, graduate students, and others on aspects of knowledge syntheses methods. Objective – In order to inform the design of a workshop series, the authors undertook a scoping review to identify what and how knowledge synthesis methods are being taught in higher education settings, and to identify particularly challenging concepts or aspects of KS methods. Methods – The following databases were searched: MEDLINE, EMBASE & APA PsycInfo (via Ovid); LISA (via ProQuest); ERIC, Education Research Complete, Business Source Complete, Academic Search Complete, CINAHL, Library & Information Science Source, and SocIndex (via EBSCO); and Web of Science core collection. Comprehensive searches in each database were conducted on May 31, 2019 and updated on September 13, 2020. Relevant conferences and journals were hand searched, and forward and backward searching of the included articles was also done. Study selection was conducted by two independent reviews first by title/abstract and then using the full-text articles. Data extraction was completed by one individual and verified independently by a second individual. Discrepancies in study selection and data extraction were resolved by a third individual. Results – The authors identified 2,597 unique records, of which 48 full-text articles were evaluated for inclusion, leading to 17 included articles. 12 articles reported on credit courses and 5 articles focused on stand-alone workshops or workshop series. The courses/workshops were from a variety of disciplines, at institutions located in North America, Europe, New Zealand, and Africa. They were most often taught by faculty, followed by librarians, and sometimes involved teaching assistants. Conclusions – The instructional content and methods varied across the courses and workshops, as did the level of detail reported in the articles. Hands-on activities and active learning strategies were heavily encouraged by the authors. More research on the effectiveness of specific teaching strategies is needed in order to determine the optimal ways to teach KS methods.

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Section: Description Of Included Articlesmentioning

confidence: 99%

Section: Stand Alone Workhopsmentioning

confidence: 99%

Section: Stand Alone Workhopsmentioning

confidence: 99%

Section: Searching For Studies (Data Collection)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Teaching Knowledge Synthesis Methodologies in a Higher Education Setting: A Scoping Review of Face-to-Face Instructional Programs

Premji

Hayden

Rutherford

2021

EBLIP

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Programmatic instruction for systematic reviews: Developing an interdisciplinary framework for instruction and assessment

Riesen,

Simpson,

Boucher

2024

The Journal of Academic Librarianship

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Flipping it online: re-imagining teaching searching for knowledge syntheses

Fuller

Gray

Bradley-Ridout

et al. 2021

J Can Health Libr Assoc

Self Cite

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Introduction: This program description outlines our approach to re-developing our 3-part series for graduate students on comprehensive searching for knowledge syntheses from in-person to online delivery using a flipped classroom model. The re-development coincided with our library’s response to COVID-19. Description: This series followed a flipped classroom model where participants completed asynchronous modules built on Articulate Rise 360 before attending a synchronous session. Each week of content covered unique learning objectives. Pre- and post-survey evaluations were used to examine students’ understanding of the materials. Outcomes: 152 unique participants registered for the series across two offerings in summer 2020. We observed high engagement with pre-work modules and active participation during synchronous sessions. Discussion: We found the flipped classroom approach to work well for our users in an online environment. Moving forward, we intend to continue with our re-developed online workshop series with minor modifications, in addition to in-person instruction.

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Explaining the method behind our madness: 3-part series on comprehensive searches for knowledge syntheses

Abstract: n/a

Cited by 6 publications

References 9 publications

Teaching Knowledge Synthesis Methodologies in a Higher Education Setting: A Scoping Review of Face-to-Face Instructional Programs

Teaching Knowledge Synthesis Methodologies in a Higher Education Setting: A Scoping Review of Face-to-Face Instructional Programs

Programmatic instruction for systematic reviews: Developing an interdisciplinary framework for instruction and assessment

Flipping it online: re-imagining teaching searching for knowledge syntheses

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