Constructing librarians' information literacy expertise in the domain of nursing

Abstract

This article investigates negotiations of librarians' expertise in relation to information literacy at the micro-level, specifically in the domain of nursing education. A qualitative empirical framework is employed. The study draws on 18 semi-structured interviews, 16 with Swedish nursing students, one with a librarian and one with a nursing professor. Three themes on librarians' expertise emerge in the findings: technical-administrative, information searching, and source evaluation expertise. The themes have different foci which are shown to be relatively independent, or dependent on the domain of nursing. The results indicate that it is important for librarians to navigate between two different strands of perceiving information literacy practices, either as generic or as embedded.

Credibility and authority of information in learning environments

“…This presentation will take its point of departure in previous research on web‐based mediation of information literacy (Sundin, 2008) as well as nursing students' learning of information literacy (Sundin, Limberg & Lundh, 2008). Information literacy is in these studies understood in the sociocultural settings in which information artefacts are employed and in which the credibility and cognitive authority is created.…”

A Discourse Analysis of the Representation of Librarians and Formal Educators in the Professional Literature for Public, Academic, and School Librarians

“…Issues of control over instructional objectives also featured in their representations. Similar findings are also borne out in interviews with librarians themselves (e.g., Julien & Pecoskie, 2009;Sundin et al, 2008). (2010) found that instructional librarians' posts about the social web on ILI-L were informed by competing impulses.…”

“…This paper builds on the previous studies by analyzing the ways librarians and teachers/professors are represented across the educational spectrum in the professional LIS literature. Whereas Julien and Given (2003) and Hoffman and Polkinghorne (2010) selected listserv postings for their status as "unscripted" comments, this article will analyze published texts because these represent views that have been vetted and accepted by other members of the profession -or "community of justification" (Sundin et al, 2008) --through the publication process.…”

Use of research in undergraduate nursing students' theses: A mixed methods study

“…Duncan & Holtslander, 2012;Jacobsen & Andenaes, 2011;Ragneskog & Gerdner, 2006), and collaboration between faculty and library staff is essential to succeed (Bønløkke et al, 2015;Cader et al, 2006;Gannon-Leary et al, 2003;Nayda & Rankin, 2008). The library staff has to engage in the domain of nursing to fully understand and accommodate the specific information needs of nursing students (Sundin et al, 2008). The teaching content and the learning goals should be consistent.…”