Embedding digital information literacy into contact workshops: Authentic, case-based research tasks informing cross-discipline case discussion
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Date
2021
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Publisher
Flexible Learning Association of New Zealand
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Abstract
The Masters of Veterinary Medicine is a 120 credit, online programme, comprising four or five taught courses (15 credit), and a research report (45/60 credits). Each course incorporates a contact workshop (face-to-face and/or online) of ~3 days. Research shows support resources are crucial for enhancing information literacy in postgraduate students (Eldermire et al., 2019; Stagg & Kimmins, 2014). Initially, science librarians (SciLib) were integrated into the MVM through EndNote support forums (Laven et al., 2018), but real-time integration of SciLib has now been introduced at contact workshops. Prior to these workshops, each subject lecturer develops a case-based research task and relevant clinical research questions that are sent to the SciLib so they can prepare search strategies. Students complete a digital information literacy quiz, and collated responses are forwarded to the SciLib. This enables the subsequent tutorial to be customised to the needs of the individuals attending. During the workshop, the SciLib deliver a short tutorial on digital literacy before moving on to look at the research tasks set for the case. Students research the clinical questions, while librarians provide personalised support to students both in the room and online. Following these subject-specific library sessions, all classes combine for an interactive discussion session (also streamed) which showcases how library research can affect decision making in case management. This practice has resulted in students starting research report courses equipped with enhanced skills related to sourcing and reviewing literature.
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Keywords
information literacy, digital literacy, collaboration, research skills
Citation
https://flanz.org.nz/wp-content/uploads/2021/07/FLANZ-2021-Conference-proceedings-FINAL.pdf, 2021, pp. 97 - 100 (4)