My presentation of my Information Literacy Experiment at Gjøvik University College, a part of my master thesis.

1. Quicklibraryfix or basiceducational skills? Information literacy in Highereducation Presentation Master thesis Karen Marie Øvern

2. Introduction About my thesis: thebackground Guide for readers My research questions: How can my students at Gjøvik University College benefit from an embedded information literacy course? What set of tools can provide me with information on the effect of information literacy courses?

3. My experiment 14 Radiography students, 7 in the test group and 7 in thecontrolgroup Standardised pre-test for all 14 students Test group: 7 weeksof training during ”Oncology” module CIQ forms during theexperiment Control group: 3 hourlecture Post test: all 14 students

4. Someresults from theexperiment Students knowhow to search (thetechnique), buttheystruggle to findthe right keywords. Theyfeel more comfortablesearching Google thanthe databases They do not knowhow to ”read” bibliographies Theystruggle to findthefulltextofarticles They do not useencyclopaedias Timing is everything. ”Whyhaven`twelearnedthisbefore?”

6. Roleextension: areweteachers? Paradigmshift in thelibraryworld E-booksand electronic journals Physicallibrarydisappears (?) Collaboratingwiththefaculty staff Integration of IL courses Subjectspecialists/liaison librarians To boldlygowherenolibrarian has ever gonebefore?

7. How do weteach and learn? CartesianviewoflearningvsSociallearning Master/apprentice and Communitiesofpractice The digital natives

9. Information literacy: the term A setoftransferrable skills? Contextualknowledge?

10. Discussion Three essays: Roleexpansion for librarians? Process vs. Technical approach The Internet and librarians

11. Conclusions Better collaborationwithfacutly staff is vital: timing is essensial Embedded coursesareseen as more relevant and effective: ”context is king”. Standardisedassessmenttools do not work Librarians must gofurtherinto students` texts and be real mentors Students struggle to getstarted and to knowwhentheyare done Weshouldteachprocess more than ”where to click”