Reimagining the research assignment: Faculty-librarian collaborations that increase student learning

Saines, Sherri; Harrington, Sara; Boeninger, Chad; Campbell, Paul; Canter, John; McGeary, Bryan

doi:10.5860/crln.80.1.14

Cited by 4 publications

(3 citation statements)

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“…To respond to these factors, educators should prepare nurses for this information environment and teach student nurses to leverage what sources are available. Faculty and librarians should collaborate to ensure that librarian instruction is authentic and effective at building information literacy skills: subject faculty may not feel comfortable teaching skills and resources alone, while librarians may lack the critical subject context that nursing faculty provide (Brasley, 2008;Saines et al, 2019). Collaborative partnerships tend to ensure the best information literacy education for students (Booth, Lowe, Tagge, & Stone, 2015;Varlejs & Stec, 2014).…”

Section: Nurses' Information Use Patternsmentioning

confidence: 99%

Using Information Practices of Nurses to Reform Information Literacy Instruction in Baccalaureate Nursing Programs

Diekema¹,

Hopkins²,

Patterson³

et al. 2019

EBLIP

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Abstract Objective - Seeking information is a key element of evidence based practice and successful healthcare delivery. Significant literature exists on both the information seeking behaviour of professional nurses and information literacy teaching methods, but scarce evidence connects nurses’ information behaviour and environments with their education. This study sought to use data from nursing alumni to answer the following research questions: What are the current information practices of professional bachelor’s-prepared nurses? How do recently-graduated nurses suggest that their education could have better prepared them to find and evaluate information in the workplace? Methods - The researchers conducted a descriptive study using a 59-item survey instrument with a variety of question formats including short-answer, multiple choice, Likert, and open response. The researchers distributed the survey to baccalaureate nursing alumni who graduated in 2012-2017 from four universities in the state of Utah in the United States. Results - Nurses seek practical information primarily to provide informed patient care, while also clarifying medical situations and expanding their health care knowledge. They frequently consult nursing colleagues and physicians when seeking information. The majority of nurses consult electronic health records daily. Respondents described time as the biggest barrier to accessing information. They requested authentic, clinically-focused scenarios, training on freely-accessible resources, and more explicit teaching of lifelong learning skills, such as critical thinking. Conclusion - Information literacy education should prepare student nurses for the fast-paced information environment they will face in the workplace. This means incorporating more patient-focused scenarios, freely available quality resources, and time-based activities in their education. The researchers suggest areas to prepare nurses for information seeking, including problem-based clinical scenarios, building guides with databases accessible for free or little cost, and added emphasis on critical thinking and self-motivated learning.

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Section: Nurses' Information Use Patternsmentioning

confidence: 99%

Using Information Practices of Nurses to Reform Information Literacy Instruction in Baccalaureate Nursing Programs

Diekema¹,

Hopkins²,

Patterson³

et al. 2019

EBLIP

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“…The project evolved in part from conversations between the instructor leading the project and the subject librarian during the Alt-Textbook II series and the Reimagining the Research Assignment workshop (Saines et al, 2019).…”

Section: La Lingüística Hispánica: Una Introducciónmentioning

confidence: 99%

Opening up Educational Practices through Faculty, Librarian, and Student Collaboration in OER Creation: Moving from Labor-intensive to Supervisory Involvement

2021

Self Cite

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This article presents a case study for transitioning library-led open-educational resources (OER) initiatives away from labor-intensive activities to a model where library personnel focus on project management responsibilities. This shift from labour-intensive activities, such as workshops and training sessions, led to more collaborative partnerships with faculty and students to produce OER projects. In particular, we focus on labour implications for the various stakeholders involved and the sustainability of these initiatives. We describe several initiatives undertaken by the Ohio University Libraries to encourage open educational resource adoptions and projects, including a grant-funded initiative to provide support services for faculty creating OER. That funding, which was awarded to enhance undergraduate education, has been used to support the development of five OER projects that have directly involved students in the creation of those materials. We provide an overview of the various ways in which students have become involved in OER creation in partnership with faculty and librarians and discuss the impact these partnerships have had on student-faculty-librarian relationships and student engagement. Among these projects are an Hispanic linguistics open textbook created using only student-authored texts, student-generated test banks to accompany existing OER materials for a large-enrollment art history course, and several other projects in which hired student assistants are helping faculty to develop content for open textbooks. This article helps to address a gap in the literature by providing transparency regarding the personnel, costs, and workflow for Ohio University Libraries’ OER initiatives and addressing potential areas of concern surrounding student labour.

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“…Collaborating within a library can increase communications by breaking down silos, building trust among staff, leveraging skill sets that complement each other, and allowing all involved to contribute to projects and learn from colleagues (Bello et al, 2017;Calvert, 2018;Cole, 2017). Collaboration between libraries and other like-minded institutions can improve the visibility of library services by increasing the use of library resources and attendance at programs (Laddusaw & Wilhelm, 2018), raising public awareness of libraries (Marcum, 2014), and increasing patron learning of information literacy skills (Laddusaw & Wilhelm, 2018;Saines et al, 2019). Based on the importance and benefits of collaboration for libraries, LIS schools have a responsibility to prepare graduates with the skills and experiences to be successful working collaboratively in the field.…”

Section: Introductionmentioning

confidence: 99%

Teaming up to Teach Teamwork in an LIS Master’s Degree Program

Mandel¹,

Moen²,

Karno³

2020

EBLIP

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Abstract Objective – Collaboration and working in teams are key aspects of all types of librarianship, but library and information studies (LIS) students often perceive teamwork and group work negatively. LIS schools have a responsibility to prepare graduates with the skills and experiences to be successful working in teams in the field. Through a grant from the university office of assessment, the assessment committee at the University of Rhode Island Graduate School of Library and Information Studies explored their department’s programmatic approach to teaching teamwork in the MLIS curriculum. Methods – This research followed a multi-method design including content analysis of syllabi, secondary analysis of student evaluation of teaching (SET) data, and interviews with alumni. Syllabi were analyzed for all semesters from fall 2010 to spring 2016 (n = 210), with 81 syllabi further analyzed for details about their team assignments. Some data was missing from the dataset of SETs purchased from the vendor, resulting in a dataset of 39 courses with SET data available. Interviews were conducted with a convenience sample of alumni about their experiences with teamwork in the LIS program and their view of how well the LIS curriculum prepared them for teamwork in their careers (n = 22). Results – Findings indicate that, although alumni remembered teamwork happening too often, it was required in just over one-third of courses in the sample period (fall 2010 to spring 2016), and teamwork accounted for about one-fifth of assignments in each of these courses. Alumni reported mostly positive experiences with teamwork, reflecting that teamwork assignments are necessary for the MLIS program because teamwork is a critical skill for librarianship. Three themes emerged from the findings: alumni perceived teamwork to be important for librarians and therefore for the MLIS program, despite this perception there is also a perception that the program has teamwork in too many courses, and questions remain about whether faculty perceive teaching teamwork as important and how to teach teamwork skills in the MLIS curriculum. Conclusions – Librarians need to be able to collaborate internally and externally, but assigning team projects does not guarantee students will develop the teamwork skills they need. An LIS program should be proactive in teaching skills in scheduling, time management, personal accountability, and peer evaluation to prepare students to be effective collaborators in their careers.

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Reimagining the research assignment: Faculty-librarian collaborations that increase student learning

Cited by 4 publications

References 0 publications

Using Information Practices of Nurses to Reform Information Literacy Instruction in Baccalaureate Nursing Programs

Using Information Practices of Nurses to Reform Information Literacy Instruction in Baccalaureate Nursing Programs

Opening up Educational Practices through Faculty, Librarian, and Student Collaboration in OER Creation: Moving from Labor-intensive to Supervisory Involvement

Teaming up to Teach Teamwork in an LIS Master’s Degree Program

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