This presentation introduces a potential solution to widespread and longstanding concerns about undergraduates’ research, writing, and critical thinking skills: a new activity-based, discipline-specific research methods course. The presenters explore course design, course-embedded information literacy learning, course effectiveness evaluation, faculty-librarian collaboration, and the role of reflection in teaching and learning.Cette communication présente une solution potentielle aux préoccupations répandues et de longue date concernant les habiletés de recherche, de rédaction et d'analyse critique des étudiants universitaire de premier cycle : un nouveau cours de méthodologie de recherche basé sur des activités et adaptée à la discipline. La présentation portera sur la conception de cours, des activités pédagogiques favorisant la maîtrise de l'information, l'évaluation de l'efficacité du cours, la collaboration entre professeurs et bibliothécaires et le rôle de la réflexion dans l'enseignement et l'apprentissage.***Full paper in the Canadian Journal of Information and Library Science***

Many researchers in library and information science have claimed that studies that are holistic are critical to understanding various phenomena. On closer examination, however, the term “holistic” is used mainly as a rhetorical device in the literature, rather than as one that embraces the epistemological tenets of a holistic paradigm, and applies these to research design. This paper examines this rhetorical use, and explores what it would mean, and why it would matter, to adopt substantively holistic approaches to research. We review relevant literature in library and information science to position past uses of holistic and compare these to the conceptual intentions of holism. We also outline the concept of holism, itself, with a focus on methodological and ontological holism, which can most deeply inform research design in our discipline. Greater methodological diversity, including much wider adoption of interpretivist and critical approaches, can address the concerns underlying the use of holistic rhetoric. We illustrate this central conceptual argument with a roadmap illustrating holistic considerations throughout the research process. The paper demonstrates that it is possible to shift away from predominantly rhetorical use of holistic, toward paradigmatically holistic research, which will provide for richer analyses of critical phenomena in the discipline.

Wearable technology has been a news‐friendly trend in the past decade, particularly given the popularity of, and attendant concerns with, digital fitness trackers. One type of wearable technology, the GoPro camera, has become widely known for enabling first‐person views of athletic feats such as skiing and surfing. Recently, such cameras have begun to be applied within social science research. This visual presentation offers a unique report on the sustainable integration of a GoPro into data collection for a qualitative study of everyday‐life information practices. The presentation details the walking tour method into which the camera has been integrated, as well as the technical and ethical considerations involved in implementation.

Interviews that attend to emplacement: the "walk-through" method (Paper) AbstractWithin library and information studies (LIS), there is growing awareness of the role of the body and its surroundings in people's information and knowledge experiences. Predominant data collection methods, such as the sit-down interview, should be reexamined in light of this awareness. This paper examines interview methods theoretically and empirically. First, this paper introduces the concept of emplacement, the interrelationship of body, mind, and place, as a useful lens for challenging conventional interviewing practices. Second, this paper delineates the "walk-through" interview, which in a study of undergraduates' information behaviours prompted richer detail from participants than did "sit-down" interviews. Résumé