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    Enhancing the information literacy conversation by engaging the voice of New Zealand small businesses : a thesis presented in partial fulfilment of the requirements for the degree of Master of Business Studies in Communication Management at Massey University, Distance Learning - Manawatu, New Zealand
    (Massey University, 2017) Ninces, Mke
    This research contributes to a small but expanding body of research about information literacy in the workplace. Through the development of a conceptual framework and through a survey of New Zealand small businesses (NZSBs), the goal of this research was to explore the links among the concepts of information literacy, information culture, knowledge management and organisational learning. The survey of NZSBs also identifies NZSBs’ current information practices, the value of information-related skills to NZSBs and how familiar NZSBs are with the terms of information literacy, information culture, knowledge management and organisational learning. This research is significant, being the first of its kind when it comes to attempting to add the voice of NZSBs to information literacy. Amongst other things, the research findings raise questions about source acknowledgement in the workplace, and reinforces the idea of social interaction being a vital aspect of information literacy in the workplace.
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    Conversation and change : integrating information literacy to support learning in the New Zealand tertiary context : a thesis presented for partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Manawatu
    (Massey University, 2013) Feekery, Angela Joy
    This thesis outlines a participatory action research (PAR) PhD project aimed at embedding information literacy development into a four-year Bachelor of Environmental Planning (BEP) at a New Zealand university. The research suggests enhancing information literacy is an effective strategy to support students’ development of essential academic competencies over the full undergraduate programme. The research took an ‘informed learning’ (Bruce, 2008a) approach (using information to learn), shifting the focus of information literacy development from the library into the academic classroom. PAR allowed a dual focus on both action (to support staff to change pedagogy) and research (to understand the process of change). The key purpose of this research was to support BEP instructors to identify ways they could embed IL development into their curriculum and assessment to support students’ learning during the transition into and through tertiary study. This involved reconceptualising students’ apparent lack of effective research and writing skills as a developmental concern. Prior to this research, existing information literacy support in the Bachelor of Environmental Planning had an information search and retrieval focus. Furthermore, product-focused assessment did not explicitly engage students in key aspects of the research and writing process. Therefore, this research took a learner-focused, process-oriented view of learning, and developed a thread of reflective learning throughout the programme. To support quality source selection and use, library workshops were refocused and new formative assessments were created requiring students to justify source selection and reflect on learning. While the interventions proved successful in supporting learning, the research revealed that more in-depth conversation with academics, librarians and students on how information impacts on learning is needed to encourage students to make considered information choices and become informed learners.
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    Issues in equivalence: Information literacy and the distance student
    (Distance Education Association of New Zealand, 2008) Lamond, Heather; White, Bruce
    Information Literacy is a recognised lifelong learning skill, and an expected graduate attribute. With the growth in distance provision of tertiary education it is important to acknowledge the barriers faced by distance students and the difficulties libraries face in delivering equivalent learning opportunities to students who are physically isolated from their institution. This paper outlines the importance of information literacy, the major barriers faced by distance students and makes suggestions as to how institutions and their libraries can better meet their learning needs.
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    Evaluating and developing an information literacy programme for MBA students
    (Library and Information Association of New Zealand Aotearoa, 2016) Baxter KG; Johnson B; Chisholm K
    Massey University has the longest continually-running Executive MBA programme in New Zealand which is specifically designed for managers who have substantial professional and managerial work experience (Massey University, 2016). Studying part time over 25 months, students learn how to be successful in senior leadership roles in the public or private sector. Business librarians at Massey University have been involved for more than 15 years in delivering information literacy sessions for this programme during their orientation weekend. This research provides a case study focusing on evaluating the “one-shot” library instruction approach used for 2015 and 2016 cohorts. Survey data supports findings of other studies that as students transition to postgraduate study, embedded and discipline specific library support is needed.
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    Sampling Searching for Science – how we shifted from face-to-face to online workshops for postgraduate students during Covid-19 lockdown
    Baxter K; Clarke U; Mu C; Cook S; Smith E; McKeagg S
    This session is for librarians with an interest in team teaching, flipped classroom methods, and active learning in online workshops. Science Librarians at Massey University New Zealand have run monthly Searching for Science workshops to support PhD and Masters students working on literature reviews since 2015. When Covid-19 lockdowns commenced in March 2020 our team rapidly transitioned into working from home and commenced delivering these monthly workshops online using Zoom and Adobe Connect. In keeping with the student-centred/active learning pedagogy of the face to face workshops, we decided to continue with and adapt these activities in the online environment. We will share our experiences in working with postgraduate students to achieve learning outcomes: • Networking & engaging activities to support a research community • Analysing a topic • Creating an advanced search strategy • Selecting and using tools Attendees will experience and evaluate active learning techniques for online workshops.