Doctoral research and scholarly communication : candidates, supervisors and information literacy

This study investigates information literacy and scholarly communication within the processes of doctoral research and supervision at a distance. Both doctoral candidates and supervisors acknowledge information literacy deficiencies and it is suggested that disintermediation and the proliferation of information may contribute to those deficiencies. Further to this, the influence of pedagogic continuity—particularly in relation to the information seeking behaviour of candidates—is investigated, as is the concomitant aspect of how doctoral researchers practise scholarly communication. The well-documented and enduring problem for candidates of isolation from the research cultures of their universities is also scrutinised. The contentious issue of more formally involving librarians in the doctoral process is also considered, from the perspective of candidates and supervisors. Superimposed upon these topical and timely issues is the theoretical framework of adult learning theory, in particular the tenets of andragogy. The pedagogical-andragogical orientation of candidates and supervisors is established, demonstrating both the differences and similarities between candidates and supervisors, as are a number of independent variables, including a comparison of on-campus and off-campus candidates. Other independent variables include age, gender, DETYA (Department of Education, Training & Youth Affairs) category, enrolment type, stage of candidature, employment and status, type of doctorate, and English/non-English speaking background. The research methodology uses qualitative and quantitative techniques encompassing both data and methodological triangulation. The study uses two sets of questionnaires and a series of in-depth interviews with a sample of on-campus and off-campus doctoral candidates and supervisors from four Australian universities. Major findings include NESB candidates being more pedagogical than their ESB counterparts, and candidates and supervisors from the Sciences are more pedagogical than those from Arts, Humanities and Social Sciences, or Education. Candidates make a transition from a more dependent and pedagogically oriented approach to learning towards more of an independent and andragogical orientation over the duration of their candidature. However, over tune both on-campus and off-campus candidates become more isolated from the research cultures of their universities, and less happy with support received from their supervisors in relation to their literature reviews. Ill The study found large discrepancies in perception between the support supervisors believed they gave to candidates in relation to the literature review, and the support candidates believed they received. Information seeking becomes easier over time, but candidates face a dilemma with the proliferation of information, suggesting that disintermediation has exacerbated the challenges of evaluation and organisation of information. The concept of pedagogic continuity was recognised by supervisors and especially candidates, both negative and positive influences. The findings are critically analysed and synthesised using the metaphor of a scholarly 'Club' of which obtaining a doctorate is a rite of passage. Recommendations are made for changes in professional practice, and topics that may warrant further research are suggested.

Can you teach all of the people some of the time? The development and evaluation of information literacy programs at the University of Queensland Library

Information skills and computer literacy are now seen by many within the academic community as essential. They are key graduate attributes required by students for lifelong learning and leadership roles in business and industry, government and society. Trends in the higher education sector bringing a renewed focus to teaching and preparing students for a global knowledge economy are outlined.

This paper focuses upon the power of a teaching and learning policy framework which supports the integration of information literacy into the curriculum. The increasing ease with which collaborative partnerships are formed between academic planners, course coordinators and librarians is highlighted by case studies of successful programs. Challenges are identified and change strategies described.

The e-health literacy framework: A conceptual framework for characterizing e-health users and their interaction with e-health systems

In current e-health research and development there is a need for a broader understanding of the capabilities and resources required for individuals to use and benefit from e-health services, i.e. their e-health literacy. The aim of
this study was to develop a new conceptualisation of e-health literacy with consideration of the experiences of a wide range of stakeholders and in alignment with current technologies. Concept mapping was used to generate a comprehensive and grounded model of e-health literacy. Concept mapping workshop participants included patients, health professionals and medical informatics experts. Eight workshops, carried out in Denmark and United Kingdom, generated 450 statements, separated into 128 clusters. Through an inductive structured analysis, seven domains were identified: 1. Ability to process information, 2. Engagement in own health, 3. Ability to engage actively with digital services, 4. Feeling safe and in control, 5. Motivation to engage with digital services, 6. Having access to systems that work, and 7. Digital services that suit individual needs. These empirically derived domains form an e-health literacy framework (eHLF) and provide new insights into the user’s ability to understand, access and use e-health technologies. The eHLF offers a framework for evaluating an individual’s or a population’s capacity to understand, use and benefit from technology to promote and maintain their health. Such a framework also provides a potential checklist for the development and improvement of e-health services.

Planning, delivery and evaluation of information literacy training for engineering and technology students

Information literacy has become an important skill for undergraduate students due to societal changes that have seen information become a valuable commodity, the need for graduates to become lifelong learners, and the recognition that information literacy is an underpinning generic skill for effective learning in higher education. This paper describes a sequence of activities and technologies designed to help students learn and practice information literacy skills. These activities have been purposefully designed and integrated into a first-year engineering and technology study unit as a core syllabus element. A formal evaluation of aspects of these activities was planned and undertaken in semester one 2003.

Information literacy for a sustainable career in engineering and technology

Information literacy has become an important skill for undergraduate students due to societal changes that have seen information become a valuable commodity, the need for graduates to become lifelong learners to remain effective across their working lives, and the recognition by many stakeholders that information literacy is an underpinning generic skill for effective learning in higher education. Important elements in the design and delivery of information literacy training include the collaborative process between library and academic staff, the need to link generic information literacy skills into the specific discipline context of the students, and catering for a wide diversity in the student body including off-campus students. This paper describes a sequence of activities designed to help students learn and practice information literacy skills that have been purposefully designed and integrated into a first-year engineering and technology study unit as a core element of the unit syllabus.

Integration of information literacy training into engineering and technology education

Information literacy has become an important skill for undergraduate students due to societal changes that have seen information become a valuable commodity, the need for graduates to become lifelong learners, and the recognition that information literacy is an underpinning generic skill for effective learning in higher education. This paper describes a sequence of purposefully designed activities to help students learn and practice information literacy skills that were integrated into a first-year engineering and technology study unit as a core element of the unit syllabus. A formal evaluation of these activities was planned and undertaken in semester 1 2003.

It takes more than breadcrumbs to learn generic skills : collaborating to improve information literacy

The effective teaching and learning of generic skills is becoming an important component of undergraduate education with the introduction of graduate attribute programmes in some Australian universities. Research shows that contextualised learning of these skills is important, but is a discipline-specific context sufficient to ensure student success in acquiring these skills? This paper studies the effectiveness of information skills
learning by a group of undergraduates using Brookfield’s concept of critical reflection and Critical Incident Questionnaire (CIQ). Most students reported positive experiences where the learning environment encouraged a deep approach to learning and negative experiences where that environment encouraged a surface approach. To ensure that students’ approach to
learning is appropriate for achieving the level of information literacy required of graduates, the study recommends the integration of information skills learning into course curricula through the close collaboration of academic and library staff.

The final piece of the puzzle : assessment of information literacy in graduate medical students

Deakin University graduate entry medical students come from a varied knowledge base with regard to information research.

Assessment for the learning outcomes of information literacy modules will help to determine effective development of information searching skills for future clinical practice, teaching effectiveness, and identification of skills requiring additional support.

Assessment aims to provide encouragement to engage with the content being taught.

Challenging librarians : the relevance of the doctorate in professional practice

We, as librarians, are adept at challenging academics, students and administrators about the crucial role of information literacy in higher education and lifelong learning. Consequently, the push for strategic partnerships with academics is frequently in the foreground of our thinking. Concomitantly, the push for academic status for librarians is raised occasionally, particularly as a pay and equity issue. Yet, our purposes may appear somewhat misguided or rhetorical when contrasted to the nominal prerequisites required for professional practice, especially when compared with those of academics. The issues of information literacy and knowledge production within a knowledge economy compound such debate. This paper argues that ‘credential creep’ is catching up with librarians in the university sector. In order to be regarded as integral to academic endeavour, those of us who ‘teach’ information literacy may need to match the qualifications normally required by academics. Consonant with this proposal is the Australian and New Zealand Information Literacy Framework: Principles, Standards and Practice (Bundy, 2004) of the Australian and New Zealand Institute for Information Literacy (ANZIIL) and the Council of Australian University Librarians (CAUL). The Framework mirrors many of the desired outcomes of a doctoral degree, a degree possessed by approximately one per cent of Australian librarians but, in comparison, by more than fi fty-four per cent of Australian academics. This paper challenges—not academics—but librarians, to embrace the notion of undertaking doctoral study to enhance our professional (or amateur) practice and our information literacy. The recommendation is derived in essence from my study on doctoral research and information literacy (Macauley, 2001). It also incorporates the current discourse on these issues and uses personal narrative to articulate the findings. It seeks also to explore those tensions and contradictions commensurate with practising what we preach.

Riding the wave of open access : providing library research support for scholarly publishing literacy

Researchers are experiencing intense pressures to publish and increase research outputs. Recently many research funders have introduced policies and mandates related to open access, which have contributed to the increasing popularity of open access journals. Dubbed gold open access, open access journals offer researchers another publishing option. However, some publishers with questionable practices and journals of dubious quality have emerged exploiting the ‘author pays’ open access model and researchers' need to publish. Hence an ability to publish research outputs through the most appropriate outlet for a particular field is crucial for researchers in order to maximise the impact of their research. Notwithstanding the proliferation of open access journals, the literature indicates that some researchers may not have a full understanding of the operations, implications and issues around open access and other publishing issues. This understanding is known as scholarly publishing literacy. With knowledge of scholarly publishing and access to resources and tools, academic libraries and librarians are well-positioned to play an active role in providing support to researchers. This paper argues that scholarly publishing literacy should be treated as an extension of information literacy delivered through a broader research support framework. This paper presents a research librarian's perspective, and draws on literature and the author's practice to illustrate key points. Issues for further investigation are identified.