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

Abstract

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.

Web Destekli Bilgi Okuryazarlığı Eğitiminin Etkinliğinin Belirlenmesi: Hemşirelik Öğrencileri Üzerinde Randomize Olmayan Kontrollü Çalışma

“…Mesleki ve sosyal ilişkiler başta olmak üzere yaşam boyu öğrenme deneyimi içinde gereksinim duyulan bilgi okuryazarlığı ile bilgi edinmeye yönelik becerilerin kazandırılması hedeflenmekte (Kumar ve Surendran, 2015;Kurbanoğlu vd., 2006;Özel, 2016), her türlü öğretim programı ile (çevrim içi olarak sürdürülse bile) başarılı sonuçlar elde edilebileceği, ancak kapsamlı ve tekrarlanan uygulamalarla bilgi okuryazarlığı becerilerinin kazanılmasına daha fazla katkı sağlanabileceği rapor edilmektedir (Brettle ve Raynor, 2013;Farrell vd., 2013;Özbıçakçı vd., 2015). Kütüphaneciler, akademisyenler ve uzman derneklerle iş birliği (Barnard vd., 2005;Cantwell vd., 2021;Chen vd., 2022;Jacobs vd., 2003;Julien vd., 2018;Lau, 2006;Nayda ve Cheri, 2008;Wadson ve Phillips, 2018) ve alana göre özelleştirilmiş bir öğretim programı ile verilmek istenen becerilerin aşamalı olarak geliştirilmesinin eğitimin etkinliği ve uzun vadeli olarak etkisini arttıracağına vurgu yapılmaktadır Nayda ve Rankin, 2008;Smith, 2019). Bilgilerin çok hızlı değişebildiği ve geçersiz hale gelebildiği sağlık sektöründe ihtiyaç duyulan bilgi okuryazarlığı becerilerinin geliştirilmesine yönelik eğitimler büyük önem teşkil etmektedir (Sonya, 2014, s. 14).…”

Scaffolded, embedded required: information literacy education in undergraduate health sciences

“…This approach to IL education can be of mutual benefit to health sciences librarians and faculty. It creates space for a more holistic approach to IL education that, in addition to teaching applied skills such as database searching, also encourages undergraduate students to engage with higher level theoretical concepts such as information or knowledge equity [11]. There is limited evidence of multi-year IL curricula in undergraduate health sciences education.…”