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  • 1.
    Andreasson, Karin
    et al.
    University West, University West, the Library.
    Näverå, Elisabeth
    University West, University West, the Library.
    Arbete för ökad samverkan mellan lärare och bibliotek2009In: PUH: Pedagogiska utvecklingsprojekt i högskolan 2009 / [ed] Sigrén, Peter, Borås: Högskolan i Borås, Centrum för lärande och undervisning , 2009, p. 13-17Conference paper (Other (popular science, discussion, etc.))
  • 2.
    Axelsson, Ann-Sofie
    et al.
    Chalmers tekniska högskola, Institutionen för teknikens ekonomi och organisation, Teknik och samhälle,.
    Sonnenwald, Diane
    Spante, Maria
    Chalmers tekniska högskola, Institutionen för teknikens ekonomi och organisation, Teknik och samhälle.
    Att etablera ett kollaboratorium inom biblioteks- och informationsvetenskap: behov och utmaningar från ett praktikerperspektiv2007In: Svensk biblioteksforskning, ISSN 0284-4354, E-ISSN 1653-5235, Vol. 16, no 1Article in journal (Refereed)
  • 3.
    Carstensen, Peter H.
    et al.
    Technical University of Denmark, Center for Tele-Information, Denmark.
    Lundh Snis, Ulrika
    University West, Department of Informatics and Mathematics.
    "Here is the knowledge-where should I put it?": Findings from a study of how knowledge spaces are used within a support group1999In: Proceedings. IEEE 8th International Workshops on Enabling Technologies:: Infrastructure for Collaborative Enterprises (WET ICE'99), IEEE, 1999, p. 223-231Conference paper (Refereed)
    Abstract [en]

    In order to design useful knowledge media spaces to knowledge workers it is essential that we understand the nature of the work conducted and the knowledge applied in real settings. This paper reports from a study of how a group of quality assurance specialists gather, structure and distribute information and knowledge. Based on the findings a number of overall requirements for knowledge mediaspaces are identified and discussed. The essential findingswere that information and knowledge are created and  handled in many different ways and have many differentforms. The core issues of our lessons learned so far are that we carefully need to consider knowledge media spaces both in terms of communication channels and knowledge archives. Knowledge media spaces should be seen as spaces in which knowledge and information is exchanged, filed,retrieved, presented and refined by actors having different vocabulary and perspectives on the knowledge. These characteristics must be taken into account when designing IT and multimedia based knowledge media spaces.

  • 4.
    Karlsson, Margareta
    et al.
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Hillström, Lisbeth
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Johnsson, Anette
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Pennbrant, Sandra
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Experiences of work-integrated learning in nursing education2022In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326, Vol. 0, no 0, p. 1-14Article in journal (Refereed)
    Abstract [en]

    Nursing education and the nursing profession have an artisanal character, which has dominated the profession for a long time. Work-integrated learning in nursing education means that theoretical studies are integrated with a clinical placement. The aim of the study was to describe how nursing students experience work-integrated learning in nursing education. The study has a qualitative descriptive design. Qualitaitive content analysis was used and the analysis focused on both the manifest and latent content of the material. The analysis resulted in the theme Sustainable learning during education and for the future profession as a nurse, revealing students' experiences of work-integrated learning during their education. The categories Different methods, Collaboration and Bringing the parts together as a whole constitute the integrated learning process during the education and depend on each other for increased understanding. When the students practice their theoretical knowledge in the clinical placement, work-integrated learning can facilitate them to bring the parts together as a whole, thus giving them an opportunity to enhance their learning process and develop professional skills.

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    T&F
  • 5.
    Näverå, Elisabeth
    University West, University West, the Library.
    Det utökade uppdraget: att ge underlag till värderingar av prioriterade forskningsmiljöer2015Other (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.

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  • 6.
    Näverå, Elisabeth
    et al.
    University West, Study and Academic Support, Library and Educational Development, Division of Library and Academic Language Advice.
    Olsson, Anna Karin
    University West, School of Business, Economics and IT, Division of Business Administration.
    Library-faculty collaboration in the light of a business administration bachelor’s program: ‘The Scientific Wave’2022In: Nordic Journal of Information Literacy in Higher Education, E-ISSN 1890-5900, Vol. 13, no 1, p. 39-55Article in journal (Refereed)
    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.

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    fulltext
  • 7.
    Olsson, Anna Karin
    et al.
    University West, School of Business, Economics and IT, Division of Business Administration.
    Näverå, Elisabeth
    University West, University West, the Library.
    The Way to the Wave: To Integrate Media and Information Literacy in the "Scientific Wave" Throughout a Bachelor Program in Business Administration2019In: INTED2019 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, 2019, p. 3536-3546Conference 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.

  • 8.
    Spante, Maria
    et al.
    University West, Department of Economics and Informatics.
    Karlsen, Asgjerd
    Vestfold University College.
    Nortvig, Anne-Mette
    University of Aalborg.
    Christiansen, Rene
    University College Zealand.
    Cross-border collaboration in history among Nordic students: a case study about creating innovative ICT-didactic models2014In: IAFOR Journal of Education, ISSN 2187-0594, Vol. 2, no 2, p. 55-86Article in journal (Refereed)
    Abstract [en]

    Gränsöverskridande Nordisk Undervisning/Utdanelse (GNU, meaning Cross-Border Nordic Education), the larger Nordic project, under which this case study was carried out, aims at developing innovative, cross-border teaching models in different subject domains in elementary school, including mathematics, language, science, social studies and history. This paper provides an in-depth description and analysis of how four social science and history elementary school teachers and their 70 students (5th–7th grades) worked together between November 2011 and December 2012. Previous research regarding the use of information and communication technology (ICT) in history education in elementary schools is limited, thus calling for contemporary investigations in this particular subject domain.The Technological Pedagogical Content Knowledge (TPACK) model, enhancing the combination of teachers’ pedagogical, content and technical competence, was used as the analytical framework, together with nation-specific curricula and the European Union’s recommendations regarding students’ skills for lifelong learning. A range of empirical materials was analyzed, such as classroom observations, students’ video productions, texts and photos distributed and shared on a mutual blog, real-time interaction and teachers’ communication. The teachers tried out two ICT didactic models. In the asynchronous model, the major focus was on the form and content of the video productions being shared, whereas work with the synchronous model concentrated on the content and quality of the communication. Notwithstanding obstacles, cross-border collaboration provided added value. The nation-specific differences triggered curiosity and motivation to produce digital presentations of history content to be understood by the students in the three nations, facilitating goal fulfillment in communication skills and digital competence. However, achieving subject-specific goals in history remained challenging. 

  • 9.
    Spante, Maria
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Näverå, Elisabeth
    University West, University West, the Library.
    Interprofessionellt lärande som arbetsintegrerat lärande: när samtal om databaser och informationssökning skapar grund för lärande2015Conference paper (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.

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    fulltext
  • 10.
    Thorn, Jessica
    University West, Study and Academic Support, Library and Educational Development, Division of Library and Academic Language Advice.
    Att erbjuda verktygslådan: akademisk informationskompetens på sjuksköterskeprogrammets första kurs2020Student paper other, 10 credits / 15 HE creditsStudent thesis
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    fulltext
  • 11.
    Thorn, Jessica
    University West, Study and Academic Support, Library and Educational Development, Division of Library and Academic Language Advice.
    How librarian involvement enhances students’ information literacy2022In: Nordic Journal of Information Literacy in Higher Education, E-ISSN 1890-5900, Vol. 13, no 1, p. 63-70Article in journal (Refereed)
    Abstract [en]

    In 2017, 120 University West nursing students wrote a scientific report as an examination. Merely 30 students passed on their first attempt and one of the identified shortcomings concerned information literacy. In collaboration with the course coordinators, the liaison librarian modified the course design adding new contents as well as new assignments to create a kickstart for the students who lack the information literacy required in higher education. The module in information literacy training was extended to provide the students with the skills needed for successful results and thus making them better equipped for the rest of their studies, as well as for lifelong learning. This best practice article accounts for the course development, focusing on library instruction. Furthermore, it posits that the principles of andragogy, student activating methods and the united effort to meet the students where they are, have enhanced their learning process and consequently their information literacy. In 2020 and 2021, the students who passed the scientific report examination on their first attempt more than doubled. Due to librarian involvement, new pedagogical approaches, and a fruitful collaboration with course coordinators, these students’ information literacy skills seem to have improved.

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    fulltext
  • 12.
    Thorn, Jessica
    et al.
    University West, University West, the Library.
    Wilner, Anna
    NU-biblioteket.
    Från akademi till arbetsliv: samverkan mellan högskolebibliotek och sjukhusbibliotek2018In: : VILÄR abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, p. 2-2Conference paper (Other academic)
    Abstract [sv]

    Våren 2016 startade Anna Wilner på NU-biblioteket, NU-sjukvården (innefattar Näloch Uddevalla sjukhus), och jag, Jessica Thorn, biblioteket Högskolan Väst, upp ett projekt där vi ville undersöka om pedagogisk samverkan mellan våra verksamheter underlättar för nyexaminerade sjuksköterskor att fortsätta söka evidensbaserad kunskap i sin kliniska vardag. I högskolelagen står att studenter ska lära sig söka och värdera kunskap på vetenskaplig nivå. När sjuksköterskorna kommer ut i arbetslivet har de en arbetsbeskrivning som säger att de ska arbeta utifrån en evidensbaserad vård, dvs en vård baserad på vetenskap och beprövad erfarenhet. Detta samt en önskan att utveckla våra pedagogiska metoder ledde till frågorna:Har den samverkan mellan högskolebibliotek och sjukhusbibliotek vi genomfört underlättat sjuksköterskornas sökning efter evidens när de kommer ut i arbetslivet? Vi har följt en kull sjuksköterskestudenter under utbildningen samt ett halvår efter avslutad utbildning. Studenterna har under sin utbildning, på ett mer uttalat sätt än tidigare, getts information kring NU-biblioteket och de resurser som erbjuds där under studietidens gång. I fokus har frågor kring evidensbaserad informationssökning stått. Vi har genomfört fokusgrupper, intervjuer och enkäter med studenterna vid olika tillfällen under och efter utbildningen. Som kontrollgrupp har kullen terminen före undersökningsgruppen använts. Vårt samarbete har inte på ett tydligt sätt påverkat de nyexaminerade sjuksköterskornas informationssökning. De inser vikten av att hålla sig uppdaterade med ny forskning, men organisatoriska utmaningar påverkar. Tidsbrist och att individen är ny på jobbet är de stora hindren. De nyexaminerade sjuksköterskorna faller snabbt in i den kultur som råder på arbetsplatsen. De nyvunna kunskaperna om varandras biblioteksverksamheter har lett till många vinster för oss som bibliotekarier. Vårt samarbete ger mervärde på flera nivåer. Vi kan bättre stötta våra gemensamma användare, både studenter och yrkesaktiva sjuksköterskor då vi har kunskap om varandra

  • 13.
    Wilner, Anna
    et al.
    Nu-sjukvården, NU-biblioteket.
    Thorn, Jessica
    University West, University West, the Library.
    Hurtig, Christina
    Nu-sjukvården, NU-biblioteket.
    Sjuksköterskornas sökning efter evidens – hur kan vi överbrygga steget från akademi till arbetsliv?: Samverkan mellan högskolebibliotek och sjukhusbibliotek2016Conference paper (Other academic)
1 - 13 of 13
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