Objectives 

Tinnitus is a condition that almost entirely belongs to the field of audiological medicine, predominately regarded as a disorder of the ear. The purpose of this study was to explore the state of the art concerning the scientific discourse on tinnitus. Our main interest was to find the answers to: Who are involved in the research; i.e. within a disciplinary context? What approaches have been most influential?  How much influence does one specific perspective have on the discourse compared to another perspective?

Methods

 A selection of articles with tinnitus as the main objective, published in international journals between 1930-2013, were analyzed according to Critical discourse analysis and influenced by concepts deriving from (Laclau and Mouffe, 1985). Collected articles were representative, disciplinarily seen.

Results

Discourse analysis showed to be an appropriate method for studying the discourses on tinnitus within a time period of more then 80 years. The most influential discourse on the definition of tinnitus states that tinnitus is the perception of a sound (s) in the absence of an external sound source. It is clear that this definition has been adopted regardless of disciplinary field. Philosophical and existential aspects of tinnitus suffering are not prevalent in the discourses on tinnitus, a somewhat understandable result, as the influence of medical science is exceptional. 

Conclusion

Generally seen, the dominance of one discourse in a field of research can lead to an inhibition of other valuable discourses from the periphery (the field of discursivity). The most productive scientific strategy would be to allow several discourses to exist side by side. A significant point to stress, since no epidemiological data so far have demonstrated that the populations of tinnitus patients in any way are homogeneous.

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.

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.

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.

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.

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.

In 2017 only 30 students out of 120 inthe nursing education program passed the examination assignment, a scientific report,on their first course. The coordinators of the course set out together withtheir liaison librarian to change the depressing scores. They developed change in the course content and assignments were made to strengthen the students’ academic literacy. The teachers offered lectures about the nursing profession,science and nursing theory, the research process, ethics, communication and scientific writing. The liaison librarian developed a set of five lectures, workshops and a reference quiz. The content of the five lectures is:

• Brief library introduction

• Reference management in Active Learning Classrooms

• How to search for references and how to review scientific articles,lecture and workshop

• How to search for scientific articles in Cinahl, lecture and workshop

• An openfive-hour workshop together with librarians, Supplemental Instruction leaders1 and writing instructors from the Language Resource Center.

Instead of diminishing the academic literacy demands,the course content has been increased with extended academic literacy training and the students’ tasks rely more than ever on scientific grounds. The changes were made to give all the students prerequisites to successfully pass the course carrying more knowledge with higher academic literacy and thus being better equipped for the rest of their education.This semester 90 of 120 students passed the scientific report examination on their first attempt. This session, An Academic Kickstart, will explain how the developmental change evolved and how the principles of andragogy and the implicit effort to locate the students’ point of departure have enhanced the students’ learning process and academic literacy.

1A Supplemental Instructor is a student who already has passed the course and help other students to understand the concepts of the course content and to find effective study strategies https://www.hv.se/en/student/jobb-och-karriar/si-leader

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