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

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

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

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)

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

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