Students’ learning outcomes from cross-collaborative supervision in information seeking processes during work placements

Kolstad, Anett Kristin

doi:10.15845/noril.v9i1.231

Cited by 4 publications

(4 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They also considered their ILI as an opportunity to help students understand the significance that IL can play in their professional and personal lives. Workplace IL studies support these findings (Kolstad, 2017;Lloyd & Williamson, 2008), and it was encouraging to see librarians working at a university that focuses on the professions, conscious of the part their ILI plays in students' futures. It could be useful for the profession to understand how and why the participants were aware of this role of ILI.…”

Section: Librarians' Role In Ilimentioning

confidence: 89%

Giving voice to regional Australian academic librarians

Goodwin,

Afzal

2023

JIL

View full text Add to dashboard Cite

Academic librarians deliver information literacy instruction (ILI) to students, engage with a range of stakeholders, and work in a range of learning environments that are continually changing. While past research has focused on the perceptions of librarians regarding their role in ILI, this has not been a significant focus of research in the Australian higher education context. This study set out to explore the perceptions of six practising academic librarians at a regional Australian university, seeking to understand their perceptions of information literacy (IL), their role in ILI and the challenges they face in this role. The participants did not have a consensus on the nature of IL, despite having a clear definition from the institution. Librarians felt they had both an educative and supportive role and that they brought expertise and authority to ILI. Librarians noted that their ILI supported the broader function of the university to meet internal policies and external regulatory requirements. Librarians suggested that an integrated approach to ILI at the institution would improve librarians’ agency in supporting students. The analysis of the findings led to the development of a model for the delivery of effective ILI for this institution. The findings of this study contribute to the existing body of IL research by (a) giving voice to the views of academic librarians working in a regional Australian university, and (b) highlighting the challenges that academic librarians face when delivering ILI at their institution.

show abstract

Section: Librarians' Role In Ilimentioning

confidence: 89%

Giving voice to regional Australian academic librarians

Goodwin,

Afzal

2023

JIL

View full text Add to dashboard Cite

show abstract

“…A 2015 study examined LIS student responses as to whether IL content should be expanded in the program (Inskip, 2015). A study from 2017 assessed the development of evidence-based practice in nursing students applying text analysis techniques (Kolstad, 2017). In "A text mining analysis of academic libraries' tweets" by Al-Daihani and Abrahams (2016), a text mining approach was applied to a dataset of tweets by ten academic libraries.…”

Section: Text Analysis and Assessing Il Via Acrlmentioning

confidence: 99%

A Text Analysis of Four Levels of Librarian Involvement and Impact on Students in an Inquiry-Based Learning Course

Stoeckle

Murphy²,

Lenart³

2022

Partnership

View full text Add to dashboard Cite

Librarians at the University of Calgary collaborated with instructors on an inquiry-based learning course with varying involvement across four course sections. This study uses text analysis of student assignments to assess information literacy (IL) skill development across four levels of course participation: librarian as instructor-of-record, two levels of embeddedness, and a single ‘one-shot’ session. The methodology included the tracking of keywords generated using the ACRL Framework for Information Literacy and text analysis of student reflection assignments in an inquiry-based, research-focused first-year undergraduate course. The results suggest that the benefit to student IL skills is not related to amount of librarian instruction, but rather to the level of instructor buy-in with regard to library services and the importance of IL skills. We argue that the most impactful librarian involvement is as an IL course consultant rather than a full-time embedded librarian (which is surprising given the literature on the efficacy of embeddedness). Although further research is needed, the study results have significant implications for academic librarian instructional practices and collaborations on course content with faculty members.

show abstract

“…The librarian's input included guidance on literacy skills, database searching and literature retrieval. The importance of building firm partnerships with librarians who can help build literacy skills, which are essential for EBP, has previously been recognized (Horntvedt et al, 2018; Kolstad, 2017). Additional classroom activities included using rapid critical appraisal tools to review evidence and student presentations of completed synthesis tables, both designed to foster skills in appraising and evaluating evidence for practice.…”

Section: Description Of the Interventionmentioning

confidence: 99%

“…Educational efforts to date have failed to achieve consistent EBP utilization (Albarqouni et al, 2018;Ubbink, Guyatt, & Vermeulen, 2013). Key barriers include a lack of EBP knowledge and skills (Levin & Feldman, 2013;Melnyk & Fineout-Overholt, 2019), insufficient awareness of EBP principles (Horntvedt, Nordsteien, Fermann, & Severinsson, 2018) and poor information literacy skills (Kolstad, 2017). How best to ensure nursing students emerge from programmes with the necessary knowledge, skills and competencies to operationalize EBP going forward is a key challenge.…”

Section: Introductionmentioning

confidence: 99%