Drop-in sessions as an effective format for teaching information literacy:

Funnell, Paula

doi:10.11645/9.2.1982

Cited by 2 publications

(2 citation statements)

References 26 publications

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“…For example, at the University of Montreal, the health library is integrated in the core curriculum for biomedical sciences and participation in its workshops is 'generally mandatory… most assignments are graded and represent 5 or 10% of the course's final mark' (Clairoux et al, 2013, p.203). Although many collaborative partnerships result in multi-year or multi-phase collaborations over the span of an entire degree programme (Craig & Corrall, 2007;Eldredge et al, 2012;Haines & Horrocks, 2006;Leasure et al, 2009;Spring, 2018;Tagge, 2018), the literature trends toward partnerships between librarian and faculty for building IL into a specific assignment (Diaz & Walsh, 2018;Franzen & Bannon, 2016;Innes, 2008;Janke & Rush, 2014;Sin & Bliquez, 2017) or course (Funnell, 2015;Hamilton, 2013;McCulley & Jones, 2014;Muellenbach et al, 2018;Munn & Small, 2017;Xiao, 2010).…”

Section: Theme 1: Librarian-faculty Collaborationmentioning

confidence: 99%

Re-visioning library support for undergraduate educational programmes in an academic health sciences library

Smith

2019

JIL

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McMaster University’s Health Sciences Library (HSL) began to transition to a new liaison service model in early 2018. One of its librarians sought to understand how an academic health sciences library can optimise its support for academic undergraduate programmes. This scoping review of the literature was pursued with the aim to submit an informed recommendation to HSL’s new Education and Lifelong Learning team, so the library could shift its approach to information literacy instruction in a manner that would optimise its outcomes for students and improve relationships with faculty staff. The author searched seven databases: Library, Information Science & Technology Abstracts (LISTA), ProQuest ERIC, OVID Embase, EBSCO CINAHL, OVID Medline, Web of Science and PapersFirst. She developed a robust and comprehensive search strategy that used a combination of subject headings and keywords to describe information literacy, metaliteracy, libraries and health sciences education. The author also hand-searched bibliographies of seminal publications to broaden her search for relevant literature. The findings in this review indicate that metaliteracy as a concept has not been intentionally implemented into information literacy training at academic health sciences libraries. The review finds that it is preferable to integrate information literacy skills directly into course or programme curricula and align those skills with the evidence-based practice skills undergraduates are already learning. Further, establishing a programme that builds on these skills gradually throughout the duration of the academic programme, rather than one-shot library instruction, is also preferred. To achieve success, libraries must build strong collaborative relationships with faculty staff. The author provides recommendations for practice that reflect the findings of this review. Other academic health libraries may benefit from this review by taking into consideration its findings and subsequent recommendations.

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Section: Theme 1: Librarian-faculty Collaborationmentioning

confidence: 99%

Re-visioning library support for undergraduate educational programmes in an academic health sciences library

Smith

2019

JIL

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“…Such "one-shot sessions" may include a graded assignment to improve student attention, as described at Université de Montréal [15]. Other modes of information literacy instruction reported in dental libraries include regular drop-in sessions set in an informal environment and tailored to the participant's needs [16]. A range of hybrid models may also be used, such as the flipped instruction techniques reported by Clifton and Jo, where periodontics residents reviewed online content prior to a series of six 1-hour face-to-face sessions [17].…”

Section: Liaison Vignette #2mentioning

confidence: 99%

Academic Dental Librarianship in Canada: Taking Stock, Planning the Future

Clairoux

Morris

Brown

2017

J Can Health Libr Assoc

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Abstract:The Oral Health Interest Group/Groupe d'intérêt en santé buccale of CHLA/ABSC, established in 2016, aims to act as a source of networking for dental librarians in Canada, conduct research, and advocate for the specialty. In the present article, the first produced by OHIG, the authors describe the current landscape of academic dental librarianship in Canada using data resulting from an informal consultation of all OHIG members. Examples of distinctive practice are highlighted through a series of vignettes, and the overview is set in context through a literature review of dental librarianship, focussing on Canadian contributions to the speciality. The article concludes with the authors' reflections into possible directions the specialty may take over the next few years, noting the importance of increased embedded collaboration with faculty and the need to develop new skills, for example, to support research data management and new trends in scholarly communications.

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Drop-in sessions as an effective format for teaching information literacy:

Cited by 2 publications

References 26 publications

Re-visioning library support for undergraduate educational programmes in an academic health sciences library

Re-visioning library support for undergraduate educational programmes in an academic health sciences library

Academic Dental Librarianship in Canada: Taking Stock, Planning the Future

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