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Institutions:
Forum
for Library
User Education
NordINFOLIT
rhus
Address:
Danmarks Forskningsbiblioteksforening (Forum
for Library User Education)
c/o Statsbiblioteket Universitetsparken
8000 rhus
Contacts:
For
further information on the contents of the conference, paper presentations:
Forum
for brugeruddannelse
/ Forum for User Education
For practical questions:
Hanne
Dahl
Secretariat
Danish Association of Research Libraries
c/o Statsbiblioteket
Universitetsparken
DK - 8000 rhus C
Paper
presentations: coordinators
Lotte Rienecker
Writing Center Director, MA
Academic Writing Center
Humanities Department; University of Copenhagen
Denmark
Tel.: 35 32 91 27
Bill
Johnston
Centre
for Academic Practice,
University of Strathclyde
Graham Hills Bdg,
50, George Street,
Glasgow G1 1QE
Scotland
Tel.:
+44 (0)141 548 4063
Annette Skov
Department of
Information Studies
Royal School
of Library and Information Science
Birketinget 6
DK-2300 Copenhagen S
Tel.: + 45 32 34 14 70
Thomas Harboe
Pdagogisk Center Samfundsvidenskab
ster Farimagsgade 5, opgang B
1353 Kbenhavn K
Tel.: +45 35 32 35 87
Marianne Grtzmeier
Head of Department Infotek
DTV - The
Technical Knowledge Center of Denmark
P.O. Box 777
Anker Engelunds Vej 1
DK-2800 Kgs. Lyngby
Denmark
Phone:
(+45) 4525 7305
Henriette Jacobsen
EVU - Efter- og videreuddannelse for sundhedsprofessionelle
Flledvej 12
2200 Kbenhavn N
Tel.: 35224 5319
Peter Stray Jrgensen
Academic Writing Center
Humanities Department; University of Copenhagen
Denmark
Tel.: 35
32 91 28
Thomas Vibjerg Hansen
Eli Greve
Syddansk
Universitet
Syddansk Universitetsbibliotek Odense
Tel. 2699
Fax: 66158162
Anne Cathrine Trumpy
The
Danish Veterinary and Agricultural Library (DVJB)
The
Royal Veterinary and Agricultural University, Denmark (KVL)
Dyrlgevej
10
1870 Frederiksberg C
Tel: 3528
2147
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Creating
Knowledge IV - Empowering the student through cross-institutional
collaboration
International conference at The Royal Library and University of Copenhagen
Copenhagen,
16-18 August 2006
Papers
for the Conference sessions
Thursday,
17 August 2006
Paper session I Paper
presentation 1, Coordinator Lotte Rienecker
-
Skagen,
Therese - Torras, Maria-Carme (University of Bergen Library, Norway)
- Blaabjerg, Niels Jrgen - Hansen, Thomas Viberg (Aalborg
University Library, Denmark), Empowering
students through information literacy in the physical and virtual classrooms:
cross-institutional collaboration between library and faculty and between
two Scandinavian university libraries.
The aim of this paper is to show how
the library can contribute to student empowerment, with a focus on collaboration
and partnership in the whole process of designing and implementing an
information literacy (IL) user education programme. It is argued that
information literacy is only one component in the overall learning process
and the library is just one partner in empowering the students. True
collaboration is thus essential to ensure student empowerment.
-
Mkinen,
Olli (Tritonia
Academic Library,
Vaasa, Finland) -
Mntymki, Tiina (University
of Vaasa, Finland),
Living
interaction and flexible solutions in the changing world of academic studies.
This paper consists of two cases
dealing with support for students in virtual environment.
Case 1 describes an information
literacy project at Tritonia
Academic Library, Vaasa, Finland.
Case 2 deals with
a
pedagogical development project at the
University of Vaasa in which
a Moodle-based virtual environment was used as a complementary element in
the Masters thesis process.
The cases exemplify two of the many possibilities for collaboration
in the field of academic studies between the
University, the
Library and the
Learning Centre in Vaasa.
Paper
presentation 2, Coordinator Bill Johnston
Paper
presentation 3, Coordinator Annette Skov
-
-
Eriksen,
Randi Tyse (Faculty of Teacher and
Interpreter Education, Sr-Trndelag
University College, Trondheim, Norway) - Kilvik, Astrid (Faculty of
Faculty of Health Education and Social Work, Sr-Trndelag University
College, Trondheim, Norway), The
long and winding road.
Is
information literacy confused with information skills in the
technology-based learning environments of today? Does mastering of basic
information skills lead to higher order understanding and improved
competence? Two examples of how librarians and academic staff strive to
collaborate on what librarians usually call information literacy
are presented.
Paper
presentation 4, Coordinator Thomas Harboe
-
Herb,
Silvia - Haacke, Stefanie (Bielefeld
University Library, Bielefeld, Germany), Curricular
anchoring of key competencies: how the University of Bielefeld (Germany)
intends to get there.
Main
contents:
Consequences of the Bologna
Process in Germany
Teaching Key Competencies as an Explicit Goal of Universities
Academic Key Competencies
the Bielefeld Approach
Anchoring Key
Competencies Cooperation and Collaboration
Key Competencies in
Libraries
Shifting Focus in Teaching
Cooperation with Faculties
Analogous Aims
Cooperation with Faculties
Some Difficulties in Common
Cooperation with Faculties the Teaching Services
Approach
How the Library and the Teaching Service Cooperate
A First Example for a Joint Project
Paper
session II Paper
presentation 5, Coordinator Marianne
Grtzmeier
-
Hindersson-Sderholm,
Tua - Lindroos, Kicka - Suokannas, Maria (The Information Literacy Team at
the Swedish School of Economics and Business Administration, Helsinki, Finland),
Together
we are stronger: from a vision to an integrated information literacy program.
In 2002, the joint Board for the Library
and the Computer
Center at the Swedish
School of Economics and Business Administration (Hanken) found it
necessary to renew the ICT Strategy.
An important starting point for the strategy work was that it was a joint
ICT and information strategy, the main purpose being to help both
faculty and staff to use efficient tools and work in a modern way. The final
result was threefold an improved study milieu, the Easy-All-in-one
service concept and, as the main goal, improved information literacy
for students, faculty and staff.
The rest of the paper focuses on the process of creating an
information literacy program, the content
and on its implementation.
-
Helminen,
Pivi (Viikki
Science Library, University of Helsinki, Finland), ICT
driving license at University of Helsinki: synergy from corporation.
The
goal of the ICT Driving Licence is to make sure that each one of the new
students of the University of Helsinki has the necessary information and
communication technology (ICT) knowledge and skills. The 3 ECTS course is
compulsory for all new students of all faculties.
This
best practise case describes the rewards and challenges of the
ICT Driving Licence implementation at the University of Helsinki.
The paper focuses on the case of the Faculty of Agriculture and Forestry,
where the information seeking module of the university-wide mass
course is tailored to meet the specific learning goals of the
introductory courses of the departments.
Paper
presentation 6, Coordinator Henriette Jacobsen
-
Rienecker,
Lotte (Academic
Writing Center,
Humanities Department; University of Copenhagen, Denmark)
- Pipa, Tina (The
Royal Library,
The National Library and Copenhagen University Library, Denmark),
Scribo
- a tool for proactive collaborative teaching.
The
design of the software Scribo
A Research Question and Literature Search Guide, 2004,
written by authors, is intended to support and enhance the development of
research questioning, information and literature search and the general
process of research paper writing for student in university and college
settings. In this paper the program is presented, how it
functions through an interactive process of posing questions and tasks for
the student by supplying information on and examples of formulation of the
basic choices steering a student research design. The underlying concept of
the genre the research paper is presented and exemplified by one of
the softwares examples. Notions of genre and of teaching genre as well as
views on teaching information literacy are discussed and seen in the
light of writing development and student motivation.
Finally thoughts on collaborative e-learning and teaching are posed.
-
Kavli, Solveig - Mikki, Susanne (The University of
Bergen Library, Norway), Enabling
the student to write a good thesis - Combining information retrieval with
the writing process.
Through the project "Digital literacy
through flexible learning: Information searching and use of information
sources in thesis writing" a web based learning system called Sk
& Skriv (Search and Write) has been developed, specifically
designed for distance learning students at postgraduate level. There are
several courses on the web dealing with library use and how to collect and
retrieve information. There is also a fair amount of literature about the
students writing process and how to improve their writing skills.
In this paper the focus is on the students writing process in
combination with the search process, looking also at online writing
tools, for example blogs, and discussing their purposes in the writing
process. Presenting own ideas and getting feedback in a confident
environment is a main issue. Finally the librarians role in a
holistic learning community is discussed and some examples of
teaching information literacy in integrated faculty courses are given.
Paper
presentation 7, Coordinator Peter Stray Jrgensen
-
Gullbekk,
Eystein (Psychology Library, University of Bergen, Norway), Coping
with risk in the library.
The study programs of Health Promotion at
the University of Bergen have introduced mandatory information
literacy modules for students at BA and MA levels. As the major element
of risk in literature search, students recognise the possibility of choosing
literature that lack sufficient validation. Students cope by applying
strategies for information search that refer to perceived expectations from
different authoritative voices within the learning environment, the academic
librarians representing one among different voices. The paper shows how
teaching academic librarians may include or exclude voices of relevance to
students learning and empowerment.
-
Newton,
Angela (University of Leeds, UK), Reaching
out to research students: transferable skills training in context.
Research postgraduates need to develop a range of transferable
skills both for successful study, and life beyond University. Developing information
literacy in research students requires knowledge of their skills and
abilities, and the creation of flexible self-directed training.
Paper
presentation 8, Coordinator Thomas Vibjerg Hansen
-
Heino,
Kirsi - Palmgren, Virpi (TKK, Helsinki University of Technology, Finland),
Embedding
library in study structure.
In Finland, the twocycle degree structure to be
adopted in the Bologna process will introduce the Bachelors degree to
supplement the Masters degree in university engineering education. At TKK,
Helsinki University of Technology, the planning for the new twocycle
degree structure started in 2003 and the first students to study according
to the new model were enrolled in autumn 2005.
This paper will discuss the recent initiatives of the TKK
Library in conjunction with the degree structure reform at the
university. The paper will highlight the experiences concerning the
integration of an information literacy program into the seminar of the
Bachelors thesis. The paper will also describe in more detail the
cooperation and collaboration of different actors participating in the
realisation of the Bachelors thesis and seminar. The scalability of the
program has been important because some 1500 engineering students
annually will be taking the degree. In this respect, pilot courses have been
carried out and the scalability has been evaluated. Plans for further
development of the program will be included in the presentation.
- Landgren,
Lena (Library at the Centre for Languages and Literature, and the Faculty of
Humanities at Lund University, Sweden), Information
literacy at the Faculty of Humanities, Lund University: a project of
collaboration.
Six
projects, representing the
majority of the faculties and their libraries at Lund University, were
granted in the area of information literacy and course curricula, charing a
little more than 600.000 Swedish crowns. They are all dealing with various
aspects of formulating learning outcomes for information literacy in
course curricula. All of the projects were initiated and, to most
extent, formulated by the libraries.
The project Information
literacy at the Faculty of Humanities, Lund University
has two aims;
firstly, to strengthen the implementation of information literacy in the
curricula of the disciplines at the Faculty of Humanities at Lund,
secondly, to form a model of inspiration to other faculties at Lund
concerning the undertaking of similar tasks within the Bologna process.
The
project sets out to formulate progressive learning outcomes for information
literacy at bachelor, master and doctorate levels regarding two disciplines,
Italian and Art History respectively. It also includes the design of an
instructive programme for those disciplines within the area of information
literacy.
In order to achieve as much as possible in the area of information literacy,
the libraries need to co-operate with the faculties. And for the
moment, they must take the initiatives for these collaborative activities.
Friday,
18 August 2006
Paper session III
Paper
presentation 9, Coordinator Eli Greve
-
Luff,
Paulette - Papatheodorou, Theodora (Early childhood lecturers, Anglia
Ruskin University, UK) - Bradwell, Alan (specialist subject librarian for education,
Anglia Ruskin University, UK), Considering
academic literacies as conflicting literacy practices.
This
paper describes a small scale collaborative research project designed
to promote undergraduate students academic literacy through proactive
methods of support embedded within the content of an early childhood
education module. Two of the professionals involved in the project offer
perspectives which relate some findings from the project to their growing
understandings of conflicting literacy practices. An early childhood
lecturer considers the disequilibrium arising from conflict as a necessary
condition for creating knowledge. A specialist subject librarian then uses
the concept of knowledge communities as the basis for a discussion of ways
in which students and university staff may negotiate conflicting literacies.
The paper concludes by drawing parallels between literacy as social
practice in early childhood and related understandings of the challenges of
learning and teaching academic literacies in higher education.
-
Perselli,
Ann-Katrin - man, Kajsa Gustafsson (Linkping University Library, Sweden),
How
do teachers experience students' information literacy?
This
paper is based upon a study recently presented in a report Universitetslrares
syn p studenters informationskompetens vid Linkpings Universitet.
Within
the University different disciplines and different pedagogical angles are
taught. Diverse methods of teaching pose diverse demands upon the
information literacy of students. The students information seeking is often
governed by the lecturers attitudes to information seeking and library
use.
The library gives a number of different information seeking courses.
Most of the courses are scheduled but dont result in any academic
credits. Therefore, students who ought to develop their knowledge of
information seeking often give priority to other courses due to a tight
schedule. This paper will show the need of enhanced collaboration between
faculty and librarians in order to develop the students information
literacy.
University faculty and librarians need a venue, an opportunity to discuss
and develop students
information literacy.
Ten lecturers within Linkping
Institute of Technology the Faculty of Arts and Sciences and Educational
Science have been interviewed. The aim of the project is to study
university lecturers views on students need of information literacy, in
order to get a basis for developing models for collaboration between
faculties and librarians.
Another aim of the project is to find ways for Linkping University Library
and Centre for Education and Teaching to cooperate in order to meet the
pedagogical needs of the faculty.
The results show that the interviewed faculty consider information
seeking important for the students, but the lecturers do not consider
information literacy as a part of graduate thesis work. Thus the
information seeking is viewed upon as a tool, and not as a part of the
learning process. The interviews also show a scattered view on the
responsibility for the students information literacy. The faculty tend to
shift the responsibility to someone else.
The faculty and the librarians are in need of an arena for communication on
information literacy as a part of the learning process. CUL could be
that arena as it already is the University centre for the faculty
pedagogical courses.
Paper
presentation 10, Coordinator Henriette Jacobsen
-
Pilerot,
Ola - Hiort af Orns, Viktor (University of Skvde, Sweden), Design
for information literacy: towards embedded information literacy education
for product design engineering students.
This
paper describes improvements in how information literacy is taught on a
design methodology course. The change is presented in the light of four
approaches to information literacy education suggested by Bundy (2004).
The guiding principle has been that
information literacy should be contextualized
and embedded in the curricular activities of design. There are parallels
in the design process and the information seeking process, and using these
is one way to help students relate to the subject. Statements indicate that
the students found the assignments worthwhile and became familiar with
resources that they will use in the future.
It is described how the course has developed
over years and which potential future improvements may lead to a design of
the course where information literacy can be seen as truly embedded.
-
Nawn,
Kevin (The American University in Dubai, United Arab Emirates),
A
suggested blueprint for developing literacies.
Paper
presentation 11, Coordinator Anne Cathrine Trumpy
-
Juntunen,
Arja (Kuopio
University Library, Finland) - Lehto, Anne (University of
Helsinki, Library Coordination Office, Finland) - Saarti, Jarmo (Kuopio
University Library, Finland) - Tevaniemi, Johanna (Tampere
University Library, Finland), Supporting
information literacy learning in Finnish universities: standards, projects,
educating online.
Finnish
universities have implemented several projects
in order to create standards and teaching aids promoting information
literacy education and learning. This paper focuses on the Curriculum
Plan for Information Literacy: a Joint Virtual University Project of the
Finnish University Libraries 20042006,
the primary aim of which is to enhance integration of information
literacy into the academic curriculum. Examples of other efforts to
market and to evaluate information literacy in universities are also given.
-
Rangnes,
Kristin - Haraldsen, Kirsten Borse (University of Oslo, Faculty of Mathematics and Natural
Sciences Library, Norway), Reform
of the quality of higher education in Norway: implications for the library
teaching.
Students
from the Universities and University Colleges are supposed to finish their
education as people with good information skills, a good basis for lifelong
learning. At the University of Oslo, the University Library has been given
the responsibility to carry out this part of education. After two years with
Quality Reform, the problems are clearly connected to the fact that teachers
feel that there is too little time for the subject related teaching. But
also to the teachers attitude; the students will manage as long as they get
the curriculum. At the same time, in those study programs where we have good
cooperation with the teachers, we are able to give well integrated lessons,
library use and information skills are improved. Collaboration with the
scientific staff is a prerequisite for reaching our learning aims.
Keywords:
information literacy - user education - higher
education - research libraries - academic libraries - students' empowerment -
plagiarism - university pedagogy - information literate university - learning process - active learning - cross-institutional collaboration -
collaboration between library and university - information searching -
information seeking - IL integration into curriculum - information literacy
skills - information literacy learning - information literacy teahcing -
information literacy programs - information literacy projects - information
literacy modules - virtual learning environments - e-learning - digital literacy
- academic literacies - academic key competencies - research skills - academic
writing - academic writing process - academic writing skillsBologna process -
ICT strategy - information strategy - joint strategy |
