Nordic Journal of Information Literacy in Higher Education - NORIL <p>Nordic Journal of Information Literacy in Higher Education (NORIL) is a peer reviewed open access journal. Information literacy is a multidisciplinary field as it is the subject of both academic research, as well as of library pedagogical practice. The development of knowledge in the field is nourished by perspectives from different academic disciplines, such as pedagogy, sociology, media studies, library and information science and psychology.</p> <p>We would like to invite article authors and book reviewers who can contribute to a better understanding of the relationship between research-based knowledge and learning processes in Higher Education, and teaching practices within the field of information literacy.</p> en-US <p>The copyright for articles in this journal are retained by the author(s). First publication rights are granted to the journal. By virtue of their apperance in this open access journal, articles are free to be used with proper attribution in educational and other non-commercial settings. Authors also extend to the Editors the right to redistribute their articles via other scholarly resources and bibliographic databases at their discretion. This extension allows the authors' copyrighted content to be included in some databases that are distributed and maintained by for-profit companies.</p> <p><a href="" rel="license"><img src="//" alt="Creative Commons License"></a>&nbsp;This work is licensed under a&nbsp;<a href="" rel="license">Creative Commons Attribution-Noncommercial 4.0 Unported License</a>.</p> (Anne Sissel Vedvik Tonning) (Tarje Sælen Lavik) Thu, 31 May 2018 00:00:00 +0200 OJS 60 Spesialnummer for Virak-konferansen 2017 Eystein Gullbekk, Karen Johanne Buset, Astrid Heltne, Hilde Terese Drivenes Johannessen, Gry Bettina Moxnes, Bente Svendsen ##submission.copyrightStatement## Thu, 31 May 2018 00:00:00 +0200 Are Norwegian Librarians ready to share Library Data to improve Learning? <p>University libraries offer services that generate data about how students and faculty use knowledge sources and engage with teaching and learning. In an era of Big Data there is mounting pressure to use these data, something that challenges the professional ethics of librarians. This paper explores how Norwegian librarians position themselves in relation to the new phenomenon of learning analytics, which would like to process library data to help improve learning and its contexts. A literature review shows that librarians in general are highly sceptical to let any information that is not anonymised out of their hands to be used by other professions. However, library data is increasingly being shared with third parties as part of development of library systems and practices.  In a survey presented in this paper Norwegian librarians were asked about their willingness to take part in analytics and data sharing. The findings show that even if librarians in general do not want to share data that reveals personal information, their resistance will depend on the consent of the students, and to which degree librarians themselves are involved in processing and analysis of the data. This study identifies learning analytics as a field the library community should engage with, and the authors give their advice on what should be focussed to sustain librarians’ professional ethics related to use of library data.</p> Tore Hoel, Weiqin Chen, Anne-Berit Gregersen ##submission.copyrightStatement## Thu, 31 May 2018 00:00:00 +0200 “More than Meets the Eye” - Analyzing the Success of User Queries in Oria <p>Discovery systems allow academic library users to locate a wider range of resources than previous OPACs. However, actual usage of these systems may still be challenging. The main aim of this research is to get a better understanding of the hurdles users face while searching contemporary library systems.</p><p>This study utilizes a transaction log analysis approach, using popular and zero result queries datasets gathered from the statistics module of a library discovery system. It explores what types of queries users perform, how successful the queries are, and examines underlying reasons for unsuccessful queries. To our knowledge, this is the first academic paper to use data originating from built-in transaction logs of the Oria library discovery system.</p><p>The analysis shows that queries are often curriculum-related: we could pinpoint a relation with curriculum for 58% of the popular queries, and 28% for the zero result searches. A vast majority of popular queries refer to books, databases and journals, and over half of the queries used the title to locate a resource. 20% of the popular queries turned out to be unsuccessful. Zero result queries typically involve long queries, and in many cases consist of pasted reference citations.</p><p>Our conclusion is that the examined discovery system is rather sensitive. Whilst this suggests the importance of increasing users' information search skills, it also points to the need for enhancing discovery systems and their underlying metadata. Furthermore, due to the prominence of curriculum-related queries, a better integration of curriculum materials ought to be achieved.</p> Hugo C. Huurdeman, Mikaela Aamodt, Dan Michael Heggø ##submission.copyrightStatement## Thu, 31 May 2018 00:00:00 +0200 Discovery Systems as an Alternative to Stand-Alone Databases: The Example of Primo at BI Norwegian Business School <p><strong>Background</strong></p><p>Discovery systems (DS) harvest metadata from various sources into one central index. This data can be searched through thanks to an intuitive interface, which also redirects users to full-text resources in their native databases. This paper aims at evaluating whether the DS Primo can serve as an alternative to specialized databases subscribed to by BI Norwegian Business School.</p><p><strong>Research design</strong></p><p>Various article searches were run in Primo and four databases BI subscribes to. 1200 records were exported to EndNote. The rank order and the source of the records in Primo were kept track of. Some individual records were later checked for metadata.</p><p><strong>Results </strong></p><p>Most times, the record describing an article in Primo was not harvested from the article’s native database. When the record source was this native database, subject field’s metadata was identical. Some articles appeared twice due to metadata inconsistencies across harvested resources. Almost all records included one of the subject headings searched for. Keywords were otherwise mostly found in the records’ title. <em>Downsizing</em> being used in various disciplines, unexpected records were retrieved.</p><p><strong>Conclusions</strong></p><p>Not all databases are indexed in Primo Central Index, but its size and coverage make Primo a smart choice as a one-stop search engine, if one uses the available narrowing options. It can to a certain extent function as an alternative to specialized databases for other tasks than systematic reviews, such as exploratory searches, or to get a sense of the available content.</p> Emmanuelle Dabin, Michael Preminger ##submission.copyrightStatement## Thu, 31 May 2018 00:00:00 +0200 The troublesome guidance towards academic literacy. <p><em>According to research findings, students having graduated from upper secondary school, ought to be sufficiently prepared for meeting the demands of higher education, and for further developing their textual competences within the discipline specific contexts. Nevertheless, according to lecturers and librarians in higher education, students are still in need of guidance in their textual work. The question is what the students need and who are qualified for guiding the students. The overall goal is to promote a meaningful writing process, when assisting the students towards the planned academic learning outcome. </em></p><p><em> </em></p><p><em>The article discusses «Writing courses» as a phenomenon, in light of writing theory and literacy research. According to international research findings, writing in higher education is part of a disciplinary discourse, and disciplinary literacy skills are essential for building textual competences within a specific disciplinary community. Thus the essential factors in guiding students in their writing process, are genre conventions, text organization and argumentation. However, the students also need guidance in searching relevant literature as well as dealing with sources in a correct manner.</em></p><p><em> </em></p><p><em>The article emphasizes the significance of textual knowledge when guiding the students in higher education. However, librarians and lecturers possess different knowledge, and are part of different disciplinary discourses. There is therefore a need for debating what guidance in writing is to be, and how lecturers and librarians can complement each other and together offer constructive and relevant guidance.</em><strong></strong></p><p><em><span style="font-size: medium;"> </span></em></p><p> </p><p> </p><p><strong><span style="font-size: medium;"> </span></strong></p><h1><strong> </strong></h1> Marit Greek, Kari Mari Jonsmoen ##submission.copyrightStatement## Thu, 31 May 2018 00:00:00 +0200 Støttetenester for forskingsdatahandtering på UiT Noregs arktiske universitet – erfaringar og forslag til beste praksis This article describes how support services for research data management have been developed and are run at UiT The Arctic University of Norway (UiT). We go through several areas of interest: technical solutions, researcher involvement, division of labour between different units at our institution as well as co-operation with national and international stakeholders, data curation, skills development, training and curriculum development, dissemination, and policy making. Each section concludes with a set of best practice recommendations. Philipp Conzett, Lene Østvand ##submission.copyrightStatement## Thu, 31 May 2018 00:00:00 +0200 Systematiske litteratursøk til salgs: Ny tjeneste fra biblioteket <h2><strong>Abstract</strong></h2><p>The popularity of the review article as a publication type has increased dramatically during the last decades. As the number of single studies published each year has reached staggering heights, the need to summarize or synthesize these has proportionally increased. As one of their core services libraries throughout Norway provides access for their users to as much of the published research as possible. Unfortunately, that is not equivalent to enabling the users to locate relevant research. This is a challenge often requiring a special skill set and expertise in literature searching, both which is often found among specialized librarians. Requests from researchers at <strong>OsloMet – Oslo Metropolitan University</strong> (formerly Oslo and Akershus University College of Applied Sciences) for assistance from the librarians in performing systematic literature searches was the basis in developing the literature search service described in this article. How a typical request for a literature search is handled, what the product comprises and which aspects that will be prioritized in the future is expounded. Furthermore, the authors describe some of the experiences in launching this service as a service charging the researchers for librarian assistance on an hourly basis. Finally, challenges and unresolved issues are commented on.     </p> Inga Lena Grønlund, Malene Wøhlk Gundersen, Tordis Korvald, Elisabeth Karlsen, Anne Tangen, Camilla Thorvik, Ingjerd Legreid Ødemark ##submission.copyrightStatement## Thu, 31 May 2018 00:00:00 +0200