| 1. |
- Björklund, Maria
(författare)
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Dyslexic Students: Success Factors for Support in a Learning Environment
- 2011
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Ingår i: Journal of Academic Librarianship. - : Elsevier BV. - 0099-1333. ; 37:5, s. 423-429
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Tidskriftsartikel (refereegranskat)abstract
- This study examines possible success factors when developing technical solutions for dyslexic students. Findings in the literature, in a web survey answered by students and in the experiences from the development process at the Medical Faculty Library, Lund University, were used to find out potential success factors and difficulties. The literature found describes what dyslexia is, the situation for dyslexic students and available technical compensatory devices. One conclusion is that it is important to recognize the needs of individual students and choose flexible technical solutions.
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| 2. |
- Dahlqvist, Claes
(författare)
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Cognitive and Motivational Qualities of Task Instruction : Cognitive Appraisals and Achievement Emotions of Swedish Primary Teacher Students
- 2023
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Ingår i: Journal of Academic Librarianship. - : Elsevier BV. - 0099-1333. ; 49:6, s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- Given the crucial role of primary teachers in shaping pupils' development, equipping primary teacher students with the necessary skills, including information-seeking skills, is fundamentally important. The aim of this study is to gain a better understanding of the process of achieving such skills by exploring the interplay between cognitive appraisals and achievement emotions and the way in which these are affected by the quality of instructions experienced. Instruction librarians' support in relation to instructions and how these can be designed to promote achievement are also investigated. Six Swedish primary teacher students were studied through in-depth semi-structured interviews over a period of 10 weeks. The methodological tool Geneva affect label coder was used for the mapping and categorization of appraisals and emotions. The analysis of the qualitative data was theory driven and deductively interpreted through the lens of Pekrun's control–value theory of achievement emotions, Scherer's semantic space of emotions, and Kuhlthau's information search process model. The cognitive appraisals identified were uncertainty, certainty, and negative and positive intrinsic motivation. The achievement emotions found in relation to cognitive quality were anger/frustration, anxiety, and hopelessness, and those linked to motivational quality were enjoyment and boredom. Uncertainty and negative intrinsic motivation/failure elicited emotions related to cognitive quality, and negative/positive intrinsic motivation and certainty determined emotions related to motivational quality. The interplay between appraisals and emotions was complex, involving feedback loops and reciprocal causation. The support from instruction librarians experienced was related to the students' ability to master the instructions and their cognitive qualities. The study has theoretical and methodological implications for information behavior and information literacy research in its application of appraisal theories and methodological tools. It also has practical implications for academic instruction librarians supporting students in the process of achieving information-seeking skills. By understanding how students experience support and the relations to the quality of task instructions, support can be designed in ways that promote positive achievement emotions and by implication achievement.
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| 3. |
- Gunnarsson, Jenny, et al.
(författare)
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Teaching International Students How to Avoid Plagiarism : Librarians and Faculty in Collaboration
- 2014
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Ingår i: The journal of academic librarianship. - : Elsevier. - 0099-1333 .- 1879-1999. ; 40:3/4
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents how a plagiarism component has been integrated in a Research Methodology course for Engineering Master students at Blekinge Institute of Technology, Sweden. The plagiarism issue was approached from an educational perspective, rather than a punitive. The course director and librarians developed this part of the course in close collaboration. One part of the course is dedicated to how to cite, paraphrase and reference, while another part stresses the legal and ethical aspects of research. Currently, the majority of the students are international, which means there are intercultural and language aspects to consider. In order to evaluate our approach to teaching about plagiarism, we conducted a survey. The results of the survey indicate a need for education on how to cite and reference properly in order to avoid plagiarism, a result which is also supported by students' assignment results. Some suggestions are given for future development of the course.
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| 4. |
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| 5. |
- Hansson, Joacim, 1966-, et al.
(författare)
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Librarians' views of academic library support for scholarly publishing : An every-day perspective
- 2013
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Ingår i: The journal of academic librarianship. - : Elsevier. - 0099-1333 .- 1879-1999. ; 39:3, s. 232-240
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Tidskriftsartikel (refereegranskat)abstract
- This article reports on a study of academic librarians' views of their work and possibilities regarding support for researchers' publishing. Institutional repositories and Open Access are areas being dealt with in particular. Methods used are highly qualitative; data was gathered at two Swedish university libraries over a six month period through focus group interview sessions and personal logs by informants. Findings indicate that attitudes are often in collision with practicalities in the daily work in libraries. Even though they have a high degree of knowledge and awareness of scholarly publication patterns, librarians often feel insecure in the approach of researchers. There is a felt redirection in the focus of academic librarianship, from pedagogical information seeking tasks towards a more active publication support, a change which also includes a regained prominence for new forms of bibliographical work. Although there are some challenges, proactive attitudes among librarians are felt as being important in developing further support for researchers' publishing.
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| 6. |
- Hughes, Hilary, et al.
(författare)
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The role of the university library in supporting international student transition : Insights from an Australian-American case study
- 2018
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Ingår i: The journal of academic librarianship. - : Elsevier. - 0099-1333 .- 1879-1999. ; 44:5, s. 582-594
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Tidskriftsartikel (refereegranskat)abstract
- As an outcome of the Libraries and Information for International Students Project (LIISP), this paper presents insights into first year international students’ experiences of using library resources, services and spaces at their host university. It focuses on a collective case study conducted between 2014 and 2016 at one Australian and three North American libraries, with 320 first year international students. The research design was informed by the Project Information Literacy study of US first year domestic students’ library use (Head, 2013). Data were collected via survey and semi-structured interviews, and analyzed thematically. Findings of the four cases were compared with each other, and with the PIL study. Four key insights emerged: International students are characterised by their diversity and individuality. First year international students’ library and information use, and associated challenges are generally similar to those of US domestic first year students transitioning from high school to university. The challenges international students experience generally relate to unfamiliarity of the socio-cultural environment and academic and library practices at their host university, rather than generalised educational deficit. The library is vital to supporting international students’ transition to life and study at a host university. The findings inform library space design and inclusive transition support that integrates informed learning and transition pedagogy. They are relevant to university administrators, librarians and educators in culturally diverse higher education.
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| 7. |
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| 8. |
- Svensson, Teresia, 1975-, et al.
(författare)
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Information literacy skills and learning gaps : Students' experiences and teachers' perceptions in interdisciplinary environmental science
- 2022
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Ingår i: The journal of academic librarianship. - : ELSEVIER SCIENCE INC. - 0099-1333 .- 1879-1999. ; 48:1
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Tidskriftsartikel (refereegranskat)abstract
- Despite the ease of accessing information in the digital age, environmental science students need information literacy (IL) to competently tackle complex problems and sustainability challenges. Students' experiences and teachers' perceptions of student IL skills in an environmental science program were investigated through student questionnaires and teacher interviews to identify students IL competence and eventual learning gaps in the program. Students expressed confidence in IL, more strongly in basic skills such as information search and source criticism than advanced skills; critical thinking and analysing, interpreting, and creating information. They found formulating problems and locating and assessing information to be challenging, despite repeated training in tutorial groups. Teachers similarly perceived students to be most competent in accessing relevant information while using information is more challenging. This could be linked to the complexity and interdisciplinarity environmental science. Findings suggest that IL learning gaps could be bridged by greater focus on systematic IL training, intentional training on advanced skills, and iterative training of both basic and advanced skills by strengthening faculty and librarians collaborative teaching.
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