EBP : what do we expect of 1st years in HE
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EBP : what do we expect of 1st years in HE

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Presentation on evidence-based practice and the information literacy skills of new students, delivered by Hannah Spring at CILIP UCR Yorkshire & Humberside's School to HE Transitions event, 20th July ...

Presentation on evidence-based practice and the information literacy skills of new students, delivered by Hannah Spring at CILIP UCR Yorkshire & Humberside's School to HE Transitions event, 20th July 2011

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  • Attendees to come up with a defining statement.
  • A researcher is able to identify a need for information to address the research question A researcher can scope what information is available to support the information need and know how to access it. Plan the search strategies (specific to different information sources). Gather information – apply search strategies (and continue to stay up to day by using current awareness, online communities, email lists, RSS feeds, etc). A researcher can review the research process and compare and evaluate information and data. A researcher can manage - organise information professionally and ethically (referencing, plagiarism, copyright, etc) Present results of research (synthesis, presentation, dissemination)
  • Digital natives / digital immigrants
  • Digital natives / digital immigrants
  • University of Alberta
  • A lot of what is written on such resources are more opinion based than based on authoritative, research based evidence. Anecdotal
  • British Library research study – Information Behaviour of the Research of the Future (2008).
  • Students used to speed and immediacy of information. Power browsing – short stints online.
  • Students only want full-text now – won’t wait for interloans – only read abstracts Google facilitaties bad behaviour and poor scholarship / academic practice. Google does not encourage the discipline which is needed for academic practice.
  • Audience to consider this.
  • Example = student teachers ‘ Patient experience’ – ‘pupils / students’ ‘ Local data’ – areas where schools are situated – would the same thing work in an inner city area as would a rural area?

EBP : what do we expect of 1st years in HE EBP : what do we expect of 1st years in HE Presentation Transcript

  • York St John University | www.yorksj.ac.uk Evidence-based practice: What do we expect of 1st years in HE? 20th July 2011 Hannah Spring Senior Lecturer: Research and Evidence Based Practice Support
  • York St John University | www.yorksj.ac.uk Evidence-based practice in HE What is evidence-based practice?
  • York St John University | www.yorksj.ac.uk Evidence-based practice in HE
    • In evidence based practice it is expected that practice based decisions will be based on sound and reliable information (evidence)
    • “ the conscientious, explicit, and judicious use of current best evidence in making decisions about the care of individual patients’ (Sackett et al, 1996)
    • 4 stages of EBP (medical model)
      • Formulate a question
      • Design and carry out a search for evidence
      • Evaluate/appraise the evidence
      • Apply evidence in practice
  • York St John University | www.yorksj.ac.uk SCONUL 7 Pillars of Information Literacy
  • York St John University | www.yorksj.ac.uk Evidence-based practice in HE So how can we ensure that HE students take a more evidence-based approach to their academic practice?
  • York St John University | www.yorksj.ac.uk Evidence-based practice in HE Who are our students? http://www.youtube.com/watch?v=dGCJ46vyR9o
  • York St John University | www.yorksj.ac.uk The Google Generation “ Those born after 1993… a cohort of young people with little or no recollection of life before the web” Rowlands et al (2007) Information behaviour of the researcher of the future: a ciber Briefing paper [Online] Available from: http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_1 1012008.pdf [Accessed 15th July 2011] What is the Google Generation?
  • York St John University | www.yorksj.ac.uk The Google Generation Digital Natives (Generation Y) & Digital Immigrants (Generation X) Prensky, M. Digital natives, digital immigrants. On the horizon 2001, 9, 1–6. Accessible at: http://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf
  • York St John University | www.yorksj.ac.uk Information seeking habits of the Google Generation
    • The use of reliable and high quality information (evidence) to inform practice is an essential ingredient of evidence based practice
    • This requires an understanding of different information sources, how to use them, and knowing when it is appropriate to use different information types
    • How does the Google Generation do it?
  • York St John University | www.yorksj.ac.uk Information seeking habits of the Google Generation “ Our students love the net, which is OK The problem is, they also trust it, which is not” Block, M (2002) Gullible’s travels [Online]. Library Journal . Available from: http://www.libraryjournal.com/article/CA210719.html [Accessed 3rd June 2010]
  • York St John University | www.yorksj.ac.uk What information does the Google Generation choose?
    • Information Authority V Infopreneurialism
    • The Web 2.0 influence
      • User generated content and open contribution
      • Blogs & microblogs (Twitter)
      • Social networking (Facebook)
      • Open contribution (Wikipedia, YouTube)
    • Implications for information quality
      • Creates a quantity V quality issue
  • York St John University | www.yorksj.ac.uk Information seeking habits of the Google Generation
    • Common misconception that the ‘Google Generation’ is better skilled at searching for and using information
    • The Google Generation thinks it is!
    • Poorly formed mental maps of web based information architecture
      • Inability to differentiate between a library catalogue and a generic search engine
  • York St John University | www.yorksj.ac.uk Information seeking habits of the Google Generation
    • Simple search interfaces (eg. Google) lead to poor formulation of search strategies.
    • Bibliographic databases – controlled vocabulary
    • Synonyms
  • York St John University | www.yorksj.ac.uk Information use habits of the Google Generation
    • Access to information less of a problem than using it
    • ‘ Bouncing/flicking’ behaviour is common leading to horizontal searching rather than vertical searching
    • Power browsing and viewing is the norm for all
  • York St John University | www.yorksj.ac.uk Information use habits of the Google Generation
    • ‘ Smash and grab’ approach to reading (Brabazon, 2007)
    • The Google Generation is used to speed and immediacy of information
    • Much digital activity involves navigating and not using
    • Google is not the problem – the way it is used is
  • York St John University | www.yorksj.ac.uk Information seeking & using behaviour
    • As a group of people involved with academic study we need to be aware of our tendency to use information this way
    • In an academic environment it is important to support our work with the most appropriate evidence, understand where to find it, and have enquiring minds in the use of this evidence
  • York St John University | www.yorksj.ac.uk Evidence-based practice in HE What is ‘evidence’?
  • York St John University | www.yorksj.ac.uk Definitions of Evidence
    • “ 1. The available facts, circumstances, etc, indicating whether or not a thing is true or valid, 2. information tending to prove a fact or proposition”. (Oxford compact English dictionary, 1996)
  • York St John University | www.yorksj.ac.uk What counts as evidence in EBP?
  • York St John University | www.yorksj.ac.uk Quality issues and the Internet
    • Wikipedia, Twitter – can it be evidence, and if so, when?
    • Original research articles – in some cases it may not be evidence?
    • Web 2.0 and information behaviour of the Google Generation present challenges to EBP and the traditional concepts of evidence
  • York St John University | www.yorksj.ac.uk Evidence-based practice in HE
    • Key expectation in HE is for students to have the ability to assess whether something is evidence or not
    • Critical thinking / Critical appraisal – Internet Detective? http://www.vtstutorials.ac.uk/detective/
    • Appropriateness, validity, reliability.
    • SCONUL 7 pillars
  • York St John University | www.yorksj.ac.uk References
    • Brabazon, T. The University of Google: Education in the (Post) Information Age. Hampshire: Ashgate, 2007.
    • Prensky, M. Digital natives, digital immigrants. On the horizon 2001, 9, 1–6. Accessible at: http://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf (accessed 15 July 2011)
    • Rowlands, I. & Nicholas, D. Information Behaviour of the Researcher of the Future: A Ciber Briefing Paper, 2008. Accessible at: http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf (accessed 15 July 2011)
    • Rowlands, I. & Nicholas, D. Information Behaviour of the Researcher of the Future: A British Library ⁄ JISC Study: The Literature on Young People and their Information Behaviour: Work Package II, 2007. Accessible at: http://www.jisc.ac.uk/media/documents/programmes/reppres/ggworkpackageii.pdf (accessed 15 July 2011).
  • York St John University | www.yorksj.ac.uk References
    • Rycroft-Malone J, Seers K, Titchen A, Harvey G, Kitson A. (2004) What counts as evidence in evidence-based practice? Journal of Advanced Nursing, 47 (1), 81-90
    • Sackett, D, L., Rosenberg, W. M. C., Muir Gray, J. A., Haynes, B. R. and Richardson, W. (1996) Evidence based medicine: what it is and what it isn’t. British Medical Journal, 312: 71-72
    • Spring, H. (2010) Health professionals of the future: Teaching information skills to the Google generation. Health Information and Libraries Journal, 27 (2), 158-162
    • Spring, H. (2011) If you cannot beat them, join them! Using Health 2.0 and popular internet applications to improve information literacy. Health Information and Libraries Journal, 28 (2), 148-151
    • Society of College, National and University Libraries. (2011). The seven pillars of information literacy. Accessible at: http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html (accessed 15 July 2011)