Authors:Tove I. Dahl Pages: 4 - 19 Abstract: What if becoming information literate were an adventure' This question was posed in a keynote for the Creating Knowledge Conference 2021. It was answered in a thought piece by examining adventure-based ways to prepare students to be information literate adults through the principles and mechanisms that people find arousing and pleasurable and that are not classically a part of university pedagogy. How might these mechanisms be used to engage students more in the IL learning process and to encourage them to pursue being an information literate person as a lifelong endeavor' Adventure is presented as an experience that is situated, soft or hard, emotionally charged, challenging and rewarding. The risk aspect of adventure, often linked to danger, is also examined. Some of the dangers that exist in the management of information are explored (e.g., traps in sharing practices, seductive novelty and bypassing reason) as well as the personal costs of not managing information literacy well. How we nevertheless find danger alluring is explained in terms of arousal, as well as how we navigate zones of danger and delight with the help of protective frames. In order to arouse and sustain student engagement in becoming information literate adults, the value of interest is also introduced with the four-phase model of interest development. Suggestions for where to get started in translating the mechanisms of adventure, danger and interest into theoretically motivated and enjoyable teaching in order to support student growth as lifelong information literate adults are woven into the text for reflection. PubDate: 2022-10-17 DOI: 10.15845/noril.v13i1.3778 Issue No:Vol. 13, No. 1 (2022)
Authors:Keziah Gibbs, Hannah Crago Pages: 20 - 27 Abstract: With the pandemic bringing unprecedented circumstances for us all, at the University of Essex we moved our in-person information literacy (IL) and research support (RS) training online. We wanted to see the unexpected situation as an opportunity for improvement, which required innovation and creativity. In this paper, we will share the lessons we have learnt in our shift to online teaching. We begin by giving a brief background of the training we offered prior to the pandemic, highlighting how this training was rarely online, with a greater emphasis on in-person support. We then give an overview of the technologies we used to develop our virtual offer of IL and RS training in a range of different formats, including online tutorials using LibWizard, mixed-media webpages using LibGuides, YouTube videos, and running virtual workshop sessions using Zoom. We then discuss what has and hasn’t worked in our aim to increase the scope and interactivity of our IL and RS training, before considering the feedback we received from participants. Finally, we explore how we intend to broaden our offer further in the future based on the lessons learned and reflect on how this will influence future decision making. Ultimately, we aim to make the most of the positives we’ve seen and offer a mix of online and in-person IL and RS training, with consideration toward how we do this sustainably amongst the continued uncertainties around the ‘new normal’. Overall, we hope that our paper demonstrates how challenging situations can lead us to innovate in new and interesting ways. PubDate: 2022-10-17 DOI: 10.15845/noril.v13i1.3779 Issue No:Vol. 13, No. 1 (2022)
Authors:Kari Kalland, Lilja Marlen Johannessen Pages: 28 - 38 Abstract: The Faculty of Health Sciences, OsloMet (Oslo Metropolitan University), first launched the joint course ‘Introduction to Evidence-Based Practice in Health Care’ in the fall semester 2020, with University Librarians as collaborative partners. The aim of the course is to ensure that OsloMet undergraduate students in the health sciences will be given the same platform for building their ability for evidence-based work. This best practice article is based on our presentation at the conference ‘Creating Knowledge 2021’. Here we shared some of our experiences of the collaboration with the faculty in the planning and implementation of this course, and the course design featuring flipped classroom structure and digital, student active teaching sessions. We will present examples of student course assignments, evaluation from students and faculty staff, and some course adjustments based on the feedback. This course gives both the library, the faculty and all our different health care students a common platform for teaching and learning evidence-based practice. PubDate: 2022-10-17 DOI: 10.15845/noril.v13i1.3780 Issue No:Vol. 13, No. 1 (2022)
Authors:Elisabeth Näverå, Anna Karin Olsson Pages: 39 - 55 Abstract: In contemporary digital society, information literacy is increasingly important and viewed as a necessary life skill for all ages, social groups, and professional sectors, hence also affecting higher education. Universities need to develop strategies and approaches to integrate these skills into course syllabi, assignments and assessments based on close library-faculty collaboration. However, librarians and faculty members in higher education traditionally often have separate agendas and limited collaboration. This paper illustrates the background and process of constructing a successful librarian-faculty partnership, as a shared framework entitled the ‘Scientific Wave’ throughout a bachelor’s program in business administration to enhance students’ critical thinking, research skills and information literacy in particular. A case study approach was applied, and data collection was conducted during 2014–2019. The outcomes of a shared framework and library-faculty collaboration are discussed from the perspectives of students, library, and faculty. Findings show that a shared framework based on close collaboration between librarians and faculty, strategic anchoring and visualization in curricula, syllabi, course objectives and assessments developed in line with the mission of the university have an impact on students’ information literacy skills during their education and after graduation. The Scientific Wave is a co-designed continuous framework based on the separate but complementary skills of librarians and faculty to provide students with tools for critical and creative thinking, research skills and lifelong learning in today’s digital society. PubDate: 2022-10-17 DOI: 10.15845/noril.v13i1.3781 Issue No:Vol. 13, No. 1 (2022)
Authors:Karin Pettersson Pages: 56 - 62 Abstract: Many university libraries hold large cultural heritage collections that are unknown to most students. The digitisation of these collections offers new ways of working with primary sources, and with it, an increased interest in archives and older collections, both in digital and physical form. This article discusses how archival material and other primary sources can be used in our information literacy classes, thus broadening the understanding of information literacy to include primary source literacy. I share two examples of how my colleagues and I have engaged students with primary sources and discuss the pedagogical challenges and opportunities. The article also addresses the disciplinary aspect of information literacy and what a humanities approach to teaching information literacy could incorporate. Drawing on own experiences and previous research, the article concludes that using primary sources in information literacy classes can enrich learning, engage students, and develop our teaching practices. PubDate: 2022-10-17 DOI: 10.15845/noril.v13i1.3782 Issue No:Vol. 13, No. 1 (2022)
Authors:Jessica Thorn Pages: 63 - 70 Abstract: In 2017, 120 University West nursing students wrote a scientific report as an examination. Merely 30 students passed on their first attempt and one of the identified shortcomings concerned information literacy. In collaboration with the course coordinators, the liaison librarian modified the course design adding new contents as well as new assignments to create a kickstart for the students who lack the information literacy required in higher education. The module in information literacy training was extended to provide the students with the skills needed for successful results and thus making them better equipped for the rest of their studies, as well as for lifelong learning. This best practice article accounts for the course development, focusing on library instruction. Furthermore, it posits that the principles of andragogy, student activating methods and the united effort to meet the students where they are, have enhanced their learning process and consequently their information literacy. In 2020 and 2021, the students who passed the scientific report examination on their first attempt more than doubled. Due to librarian involvement, new pedagogical approaches, and a fruitful collaboration with course coordinators, these students’ information literacy skills seem to have improved. PubDate: 2022-10-17 DOI: 10.15845/noril.v13i1.3783 Issue No:Vol. 13, No. 1 (2022)
Authors:Helene N. Andreassen Pages: 71 - 76 Abstract: Creating Knowledge 2021 took place as an online conference on June 3-4, 2021, hosted by UiT The Arctic University of Norway. Shortly afterwards, all delegates were sent an evaluation form so that we could learn from our mistakes and further improve all the good elements. PubDate: 2022-10-17 DOI: 10.15845/noril.v13i1.3784 Issue No:Vol. 13, No. 1 (2022)
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