EAHIL 2004, Parallel session 5C – Information and people24 September 2004

¡Buenas tardes!

EAHIL 2004, Parallel session 5C – Information and people24 September 2004

¡Estimados compañeros!

EAHIL 2004, Parallel session 5C – Information and people24 September 2004

A driving licencefor information literacy

Wietze de Vrieswietze.de.vries@kib.ki.se

A driving licence for information literacy

Outline• About the driving licence• Scope of the driving licence• Early findings• What’s next

A driving licence for information literacy

BackgroundAt the Department of Nursing• Students are becoming increasingly

aware of information literacy, but information literacy ≠ ICT

• The Department sees information literacy as an integral part of the learning process

A driving licence for information literacy

Why are we doing it?• Information literacy is a key factor to

being successful in the current century• Information literacy is compulsory for

nursing students:– WebQuest as a first step– Driving licence the next step

A driving licence for information literacy

WebQuest• A constructivist lesson format • As defined by Bernie Dodge at San

Diego State University: "an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet"

A driving licence for information literacy

Target group• Nursing students at KaroIinska

Institutet:– Problem-Based Learing– Distance learning

• Close cooperation with The Department of Nursing at Karolinska Institutet

A driving licence for information literacy

Target group• Compulsory course of 40 hours at the

start of the first term• Autumn term 2003: Gotland

Spring term 2004: Gotland and NorrtäljeAutumn term 2004: GotlandSpring term 2005: Gotland and Norrtälje

A driving licence for information literacy

The aim is• to thoroughly teach the way information is

organized within the areas of health care and medicine

• to give an overview of resources available on the Internet

• to develop students understanding and application of information literacy as part of their lifelong learning

A driving licence for information literacy

Development of the driving licence

Practice• Together with students• Many ideas and opinions and a lot of

inspiration regarding material and framework were available

• The perspective of the students is important

A driving licence for information literacy

Development of the driving licence

Experience• Use as little text as possible (abundance is

bad)• Start from the student’s own field of study• Use practical training methods• Home work is not popular

A driving licence for information literacy

The result• Webpages (free for all users):

http://kib.ki.se/edu/ped_resurs/webbquest/korkort/

• Learning Management System (password):http://pingpong.ki.se/

http://kib.ki.se/edu/ped_resurs/webbquest/korkort/

A driving licence for information literacy

Pre- and posttest (some questions)• Vad innebär begreppet informationssökning för dig? • Vilket av dessa ord är mindre bra att söka på i en databas? • Var letar du om du vill ha tag på en vetenskaplig artikel? • Jag måste söka med engelska sökord i en engelskspråkig

databas även om jag bara vill ha referenser som svenska forskare har skrivit

• Jag har gjort en sökning i databasen Cinahl. Måste jag ändå söka i andra databaser för att hitta alla referenser inom ämnet omvårdnad

• Internet är en stor dator som står någonstans och innehåller stora mängder information

A driving licence for information literacy

Explanation of the test results

• Taken as a group• Getting the picture• Reluctant to map people individually• Comparative with other studies

A driving licence for information literacy

Autumn term 2003• First course• 17 students (Gotland)• The results of the inventories:

A driving licence for information literacy

• Pre- and posttest• 748: maximum

score

• Before 52%• After 76%

A driving licence for information literacy

Spring term 2004• Second course• 53 students (36 Norrtälje, 17 Gotland)• The results of the inventories:

A driving licence for information literacy

• Pre- and posttest• 2332: maximum

score

• Before 34%• After 70%

A driving licence for information literacy

Unique?• No, see:

– http://www.deflink.dk/upload/doc_filer/doc_alle/876_Godin_Slutrapport.pdf (page 91)

A driving licence for information literacy

Inventory of the information needs of professional nurses

• Karolinska University Hospital (formerly known as Huddinge University Hospital)

• Norrtälje Hospital• Stortorps Nursing Home

A driving licence for information literacy

InventoryThe aim was• to identify the information needs of

professional nurses • to identify how the information needs

are met

A driving licence for information literacy

InventoryConclusions• Use the intranet of the hospital• Teach the Internet first (databases second)• Make journals available online at the hospital• Make searching for research part of the

education

A driving licence for information literacy

Conclusions• Pedagogical design• Mapping against Anziil standards:

http://www.anziil.org/resources/Info%20lit%202nd%20edition.pdf

• Developing pre- and posttest• Starting a project with teachers to implement a

course on pedagogy and information literacy• Implementing the inventory of the information needs

of professional nurses