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Näverå, Elisabeth, BibliotekarieORCID iD iconorcid.org/0000-0003-3604-1210
Publications (9 of 9) Show all publications
Areskoug Josefsson, K., Näverå, E., Wilner, A. & Masterson, D. (2024). A bibliographic review of work-integrated learning research. International Journal of Work-Integrated Learning, 25(4), 517-535
Open this publication in new window or tab >>A bibliographic review of work-integrated learning research
2024 (English)In: International Journal of Work-Integrated Learning, ISSN 2538-1032, Vol. 25, no 4, p. 517-535Article in journal (Refereed) Published
Abstract [en]

The need to uncover the bibliographic field of work-integrated learning (WIL) stems from the increased interest to include WIL in higher education and present positive outcomes of WIL. This bibliographic review of WIL aims to understand the connectedness and trajectory of WIL in scientific publications and to explore the most influential actors. The amount of WIL research is increasing rapidly and there is global interest in the research field, even if there are dominating countries, such as Australia. From both citations, co-citations, and bibliographic coupling it is evident that there are highly influential countries, sources, publications, and authors in WIL research, which shape the bibliographic landscape of WIL. As WIL is an emerging research field, additional bibliographic reviews in coming years can show future trends in WIL research and potential differences between countries and disciplines.

Place, publisher, year, edition, pages
Work.Integrated Learning New Zealand, 2024
Keywords
Bibliographic visualization, bibliographic network, VOSviewer, work-integrated learning
National Category
Learning Information Studies
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-22701 (URN)
Note

CC By 4.0

Available from: 2024-12-05 Created: 2024-12-05 Last updated: 2024-12-05
Areskoug Josefsson, K., Näverå, E., Wilner, A. & Masterson, D. (2024). Work-integrated learning at University West: Bibliographic review of the first 20 years with work-integrated learning. In: Karsten E. Zegwaard & Jenny Fleming (Ed.), Refereed Proceedings of the 5th WACE International Research Symposium on Cooperative and Work-Integrated Education, 2024, University West, Sweden: Work-integrated learning and the sustainable knowledge society. Paper presented at 5th WACE International Research Symposium on Cooperative and Work-Integrated Education,2024, University West, Trollhättan, Sweden (pp. 8-16). Waterloo, Canada: Wace Inc.
Open this publication in new window or tab >>Work-integrated learning at University West: Bibliographic review of the first 20 years with work-integrated learning
2024 (English)In: Refereed Proceedings of the 5th WACE International Research Symposium on Cooperative and Work-Integrated Education, 2024, University West, Sweden: Work-integrated learning and the sustainable knowledge society / [ed] Karsten E. Zegwaard & Jenny Fleming, Waterloo, Canada: Wace Inc. , 2024, p. 8-16Conference paper, Published paper (Refereed)
Abstract [en]

In 2002 University West received a specific mission from the Swedish government to develop Work-integrated learning (WIL), but already in 1990 the University Board of Directors branded the university “as the first and only WIL educational and research institution of higher education in Sweden” (Piperet al., 2023). Since 2020 University West also offers a PhD program in WIL with the aim to enhance learning in the workplace (University West, 2023). However, WIL was a track within previous PhD programs at University West. These actions are likely to impact the research outcomes of the university, but it is unknown to what extent this has happened especially in comparison to other universities in Sweden. Governmental funding can have a powerful impact on institutional behavior (Organization for Economic Cooperation and Development, 2020), which likely also influences individual researchers’ actions. In addition, organizational strategies of universities can also influence academic research collaboration (Kienast, 2023). Therefore, it is likely that the specific national mission and University West’s strategy concerning WIL has had traceable effects in research publications, however the bibliometric level of impact is unexplored.

Place, publisher, year, edition, pages
Waterloo, Canada: Wace Inc., 2024
Keywords
work-integrated learning, WIL, Sweden, bibliographic review
National Category
Learning Work Sciences
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-22427 (URN)978-1-7386618-2-4 (ISBN)
Conference
5th WACE International Research Symposium on Cooperative and Work-Integrated Education,2024, University West, Trollhättan, Sweden
Available from: 2024-09-16 Created: 2024-09-16 Last updated: 2024-12-16Bibliographically approved
Näverå, E. & Olsson, A. K. (2022). Library-faculty collaboration in the light of a business administration bachelor’s program: ‘The Scientific Wave’. Nordic Journal of Information Literacy in Higher Education, 13(1), 39-55
Open this publication in new window or tab >>Library-faculty collaboration in the light of a business administration bachelor’s program: ‘The Scientific Wave’
2022 (English)In: Nordic Journal of Information Literacy in Higher Education, E-ISSN 1890-5900, Vol. 13, no 1, p. 39-55Article in journal (Refereed) Published
Abstract [en]

In contemporary digital society, information literacy is increasingly important and viewed as a necessary life skill for all ages, social groups, and professional sectors, hence also affecting higher education. Universities need to develop strategies and approaches to integrate these skills into course syllabi, assignments and assessments based on close library-faculty collaboration. However, librarians and faculty members in higher education traditionally often have separate agendas and limited collaboration. This paper illustrates the background and process of constructing a successful librarian-faculty partnership, as a shared framework entitled the ‘Scientific Wave’ throughout a bachelor’s program in business administration to enhance students’ critical thinking, research skills and information literacy in particular. A case study approach was applied, and data collection was conducted during 2014–2019. The outcomes of a shared framework and library-faculty collaboration are discussed from the perspectives of students, library, and faculty. Findings show that a shared framework based on close collaboration between librarians and faculty, strategic anchoring and visualization in curricula, syllabi, course objectives and assessments developed in line with the mission of the university have an impact on students’ information literacy skills during their education and after graduation. The Scientific Wave is a co-designed continuous framework based on the separate but complementary skills of librarians and faculty to provide students with tools for critical and creative thinking, research skills and lifelong learning in today’s digital society.

Place, publisher, year, edition, pages
Tromsö: , 2022
Keywords
information literacy, lifelong learning, library-faculty collaboration, higher education, curriculum, business administration, work-integrated learning
National Category
Information Studies Business Administration
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-19283 (URN)10.15845/noril.v13i1.3781 (DOI)
Available from: 2022-10-18 Created: 2022-10-18 Last updated: 2023-09-29
Näverå, E. & Olsson, A. K. (2020). The Active Learning Classroom Experience: A Passion for Collaboration in Higher Education. In: L. Gómez Chova, A. López Martínez, I. Candel Torres (Ed.), INTED2020 Proceedings: 14th International Technology, Education and Development Conference. Valencia, Spain. 2-4 March, 2020. Paper presented at INTED2020 14th International Technology, Education and Development Conference March 2nd-4th, 2020 — Valencia, Spain (pp. 3512-3521). Valencia: The International Academy of Technology, Education and Development
Open this publication in new window or tab >>The Active Learning Classroom Experience: A Passion for Collaboration in Higher Education
2020 (English)In: INTED2020 Proceedings: 14th International Technology, Education and Development Conference. Valencia, Spain. 2-4 March, 2020 / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, Valencia: The International Academy of Technology, Education and Development, 2020, p. 3512-3521Conference paper, Published paper (Refereed)
Abstract [en]

Large class sizes in lecture halls or traditional amphitheaters with fixed seating in rows is the everyday life of many students and teachers in higher education. The physical learning environments, learning landscape, thus includes several dimensions besides classrooms, such as buildings, campus, and the surrounding society (Nordquist & Laing, 2015). Furthermore, students often have access to digital learning platforms/ virtual classrooms, where students and teachers for a specific course can communicate with each other and exchange information, documents and media. Many courses combine physical and virtual classrooms and adjust learning strategies to cope with large class sizes and traditional lecture halls.

However, there are emerging new classroom designs and learning strategies to support classroom interaction, active learning or collaborative learning often combined with elements of blended learning or flipped classroom. Active learning strategies are based on the idea that students are involved in more than listening (Prince 2004) supporting inclusion and group discussions, sharing thoughts and analyzing rather than memorizing. The design of active learning classrooms (ALCs) often includes tables with moveable seating, whiteboards, sufficient power outlets and screens to promote sharing and collaborative problem solving (Baepler et al., 2014; Hyun et al., 2017; Rands & Gansmer-Topf, 2017).

The aim of this paper is to explore the implementation and use of ALCs in higher education to identify the experiences of students, faculty, library and university. A case study methodology approach is applied and focused on library-faculty co-designed media and information literacy sessions in ALCs in a bachelor’s programme in business administration at University West, Sweden. Qualitative methods will be applied. Skills in collaborative learning and media and information literacy are of importance in professional life and affect students’ lifelong learning, hence in this paper viewed as applications of the work-integrated learning, WIL, approach of University West where teachers and librarians interact in the new generation classroom.

Place, publisher, year, edition, pages
Valencia: The International Academy of Technology, Education and Development, 2020
Keywords
active learning, alc, higher education, information literacy, library-faculty collaboration, business administration, wil.
National Category
Learning Business Administration
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Business administration
Identifiers
urn:nbn:se:hv:diva-15132 (URN)10.21125/inted.2020.0992 (DOI)978-84-09-17939-8 (ISBN)
Conference
INTED2020 14th International Technology, Education and Development Conference March 2nd-4th, 2020 — Valencia, Spain
Available from: 2020-04-20 Created: 2020-04-20 Last updated: 2020-04-29Bibliographically approved
Olsson, A. K. & Näverå, E. (2019). The Way to the Wave: To Integrate Media and Information Literacy in the "Scientific Wave" Throughout a Bachelor Program in Business Administration. In: L. Gómez Chova, A. López Martínez, I. Candel Torres (Ed.), INTED2019 Proceedings: . Paper presented at INTED2019, 13th annual International Technology, Education and Development Conference, Valencia, 11th, 12th and 13th of March, 2019 (pp. 3536-3546).
Open this publication in new window or tab >>The Way to the Wave: To Integrate Media and Information Literacy in the "Scientific Wave" Throughout a Bachelor Program in Business Administration
2019 (English)In: INTED2019 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, 2019, p. 3536-3546Conference paper, Published paper (Refereed)
Abstract [en]

Media and information literacy is of increasing importance and viewed as a necessary life skill for all ages, social groups and professional sectors of contemporary digital society, hence also affecting the approaches and strategies for higher education. This paper illustrates the background and process of building a successful library-faculty partnership initiated as a quality improvement measure for a bachelor's program in business administration at University West, Sweden. According to the Higher Education Act, Swedish higher education should rest on scientific or artistic basis and on proven experience, research and development. The process started in 2012 as a response to criticism from the Swedish Authority for Higher Education regarding learning outcomes focused on students' skills and abilities to seek, collect, evaluate and critically interpret relevant information within the field of business administration. The quality improvement process entitled "A Scientific Wave" aims at supporting student development during the study period to develop and strengthen skills in critical and analytical approaches, written and oral presentation, and media and information literacy skills to provide the prerequisites for achieving the learning outcomes for a bachelor's degree in business administration. The Scientific Wave includes several different quality aspects and applies a holistic approach to improve the quality and progression of knowledge throughout all courses of the program. In addition, work integrated learning (WIL) is applied as an educational and pedagogic model throughout the program to enhance the link between work life and learning, theory and practice. This paper will focus on how to build a successful library-faculty collaboration to improve students' media and information literacy skills. Earlier research states that successful integration of media and information literacy in higher education should be based on close collaboration between librarians and discipline faculty, strategic anchoring and visualization in curricula, syllabi, learning outcomes and examinations, and developed in line with the mission of the university. The Scientific Wave is here viewed as a co-creative, continuous framework based on the separate but complementary skills of librarians and faculty to provide students with tools for critical and creative thinking, research skills as well as lifelong learning in today's digital society.

Keywords
Media and information literacy, lifelong learning, library-faculty collaboration, curriculum, business administration, bachelor’s thesis, work-integrated learning
National Category
Information Studies Business Administration Pedagogical Work
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Business administration
Identifiers
urn:nbn:se:hv:diva-13817 (URN)978-84-09-08619-1 (ISBN)
Conference
INTED2019, 13th annual International Technology, Education and Development Conference, Valencia, 11th, 12th and 13th of March, 2019
Available from: 2019-04-30 Created: 2019-04-30 Last updated: 2019-04-30Bibliographically approved
Spante, M. & Näverå, E. (2018). Interprofessional learning as work integrated learning: when conversations regarding databases and information literacy create a common base for professional learning. In: Kristina Johansson (Ed.), VILÄR Abstraktbok: . Paper presented at VILÄR, 6-7 december 2018, Mölndal, Sverige (pp. 7-7). Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Interprofessional learning as work integrated learning: when conversations regarding databases and information literacy create a common base for professional learning
2018 (English)In: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, p. 7-7Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

How librarians and teachers in higher education collaborate in their workplace and how inter-professional learning is arranged for and experienced are understudied. This study will present a case where a librarian and a teacher held continuous meetings. The purpose of the case study is to demonstrate and emphasize the value of interprofessional learning as work integrated learning and suggest models for competence development and educational development for students regarding information seeking in higher education. The case includes three three-hour meetings between a librarian and a teacher where conversations and hands-on activities initially focused on databases, search tools and techniques for improved search quality. Individual experiences were documented as separate texts of reflections from a unique professional point of view. Every reflection brought on new questions and ideas that were discussed during the following meeting. The comprehensive documentation were analyzed and used for modelling courses for students' progression in information literacy. The courses were then implemented and evaluated on basic and advanced levels. Furthermore, experiences were used for modelling competence development in a University setting. Interprofessional learning arose while combining role specific practice and knowledge between a librarian and a teacher during their conversations. The emergent learning drove model creation that benefitted students, teachers, researchers and librarians. This study recommends the university management to support interprofessional encounters at work. Continuous meetings at Universities between librarians and teachers are rare and, thus, not often reflected upon or systematically documented and analyzed. Value is found in course development for students and professional development for librarians, teachers and researchers.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2018
Keywords
Interprofessional learning, work integrated learning, competence development
National Category
Learning
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-13445 (URN)978-91-87531-46-0 (ISBN)978-91-87531-47-7 (ISBN)
Conference
VILÄR, 6-7 december 2018, Mölndal, Sverige
Available from: 2019-01-22 Created: 2019-01-22 Last updated: 2019-10-24Bibliographically approved
Näverå, E. (2015). Det utökade uppdraget: att ge underlag till värderingar av prioriterade forskningsmiljöer. Borås: Högskolan i Borås (2)
Open this publication in new window or tab >>Det utökade uppdraget: att ge underlag till värderingar av prioriterade forskningsmiljöer
2015 (Swedish)Other (Other academic)
Abstract [sv]

Högskolan Västs bibliotek har av högskolans ledning fått ett utökat uppdrag som innebär att en av bibliotekets grupperingar, Team forskarstöd, ska förse ledningen med bibliometriskt underlag inför de kontinuerliga utvärderingarna av de vitala forskningsmiljöerna vid lärosätet. Detta arbete är fortfarande i inledningsskedet och tanken är att genom denna studie undersöka hur Team Forskarstöd och delar av ledningsgruppen på Högskolan Västs bibliotek ser på detta nya uppdrag.

Place, publisher, year, pages
Borås: Högskolan i Borås, 2015. p. 16
Keywords
Högskolebibliotekens roll, forskarstöd, vitala forskningsmiljöer, utvärderingar, bibliometri
National Category
Information Studies
Research subject
SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-9360 (URN)
Funder
Swedish Research Council, 35R22
Available from: 2016-06-02 Created: 2016-06-02 Last updated: 2019-12-03
Spante, M. & Näverå, E. (2015). Interprofessionellt lärande som arbetsintegrerat lärande: när samtal om databaser och informationssökning skapar grund för lärande. In: : . Paper presented at VILÄR-konferensen 2015, Högskolan Kristianstad 8 - 9 december.
Open this publication in new window or tab >>Interprofessionellt lärande som arbetsintegrerat lärande: när samtal om databaser och informationssökning skapar grund för lärande
2015 (Swedish)Conference paper, Oral presentation only (Other academic)
Abstract [sv]

Biblioteket på Högskolan Väst har en särskilt stödfunktion som kallas Forskarstöd. Det handlar om en grupp bibliotekarier som bland annat bistår forskarna i fråga om publiceringsstrategier, bibliometri, informationssökning och tillgängliggörande av forskningspublikationer i DiVA (Digitalt Vetenskapligt Arkiv). Tjänsten används frekvent och på olika sätt av olika forskare utifrån deras behov. Vårt case bygger på tre möten mellan bibliotekarie och forskare samt efterföljande individuella reflektionstexter. I denna presentation vill vi berätta om vinsterna med att betrakta samtalen mellan forskare och bibliotekarie genom perspektiven interprofessionellt lärande och arbetsintegrerat lärande. Vi belyser dessa vinster genom våra erfarenheter att ha kontinuerliga träffar på tu man hand med fokus på informationssökning och databaser.

Mötet mellan bibliotekarie och forskare präglas av att var och en bär med sig sin specifika professionella praktik in i mötet. I mötet och i det samtal som då sker kan båda bli varandras lärare likväl som varandras studenter. Den dubbla situationen av att vara bärare av båda roller samtidigt behöver hanteras av de aktörer som interagerar med varandra i situationen. Hur det mötet går till, drivs och fylls med ett innehåll samskapas av de som ingår i mötet. I vårt fall belyser vi och problematiserar denna situation utifrån våra egna erfarenheter i vårt eget arbete på vår arbetsplats. Avslutningsvis rekommenderar vi att skapa fortsatta villkor för dessa typer av interprofessionella möten på arbetsplatsen för att stödja arbetsintegrerat lärande i verksamheten för verksamheten.

Keywords
Interprofessionalitet, bibliotekarie, forskare, forskarstöd, samverkan, möten
National Category
Learning Information Studies Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-8806 (URN)
Conference
VILÄR-konferensen 2015, Högskolan Kristianstad 8 - 9 december
Available from: 2015-12-15 Created: 2015-12-15 Last updated: 2016-05-02Bibliographically approved
Andreasson, K. & Näverå, E. (2009). Arbete för ökad samverkan mellan lärare och bibliotek. In: Sigrén, Peter (Ed.), PUH: Pedagogiska utvecklingsprojekt i högskolan 2009. Paper presented at PUH, (Pedagogisk utveckling i högskolan),16-17 april 2009 (pp. 13-17). Borås: Högskolan i Borås, Centrum för lärande och undervisning
Open this publication in new window or tab >>Arbete för ökad samverkan mellan lärare och bibliotek
2009 (Swedish)In: PUH: Pedagogiska utvecklingsprojekt i högskolan 2009 / [ed] Sigrén, Peter, Borås: Högskolan i Borås, Centrum för lärande och undervisning , 2009, p. 13-17Conference paper, Published paper (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Borås: Högskolan i Borås, Centrum för lärande och undervisning, 2009
Series
Rapport från Västra Götalands Högskolor, ISSN 1653-1396 ; 7
Keywords
Informationskompetens, samverkan, bibliotekarie, lärare
National Category
Information Studies
Research subject
SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-6152 (URN)
Conference
PUH, (Pedagogisk utveckling i högskolan),16-17 april 2009
Available from: 2014-04-16 Created: 2014-04-16 Last updated: 2019-11-21Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3604-1210

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