Exploring librarians' practices when teaching advanced searching for knowledge synthesis: results from an online survey.

IF 2.9 4区 医学 Q1 INFORMATION SCIENCE & LIBRARY SCIENCE
Journal of the Medical Library Association Pub Date : 2024-07-01 Epub Date: 2024-07-29 DOI:10.5195/jmla.2024.1870
Glyneva Bradley-Ridout, Robin Parker, Lindsey Sikora, Andrea Quaiattini, Kaitlin Fuller, Margaret Nevison, Erica Nekolaichuk
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引用次数: 0

Abstract

Objective: There is little research available regarding the instructional practices of librarians who support students completing knowledge synthesis projects. This study addresses this research gap by identifying the topics taught, approaches, and resources that academic health sciences librarians employ when teaching students how to conduct comprehensive searches for knowledge synthesis projects in group settings.

Methods: This study applies an exploratory-descriptive design using online survey data collection. The final survey instrument included 31 open, closed, and frequency-style questions.

Results: The survey received responses from 114 participants, 74 of whom met the target population. Some key results include shared motivations to teach in groups, including student learning and curriculum requirements, as well as popular types of instruction such as single session seminars, and teaching techniques, such as lectures and live demos.

Conclusion: This research demonstrates the scope and coverage of librarian-led training in the knowledge synthesis research landscape. Although searching related topics such as Boolean logic were the most frequent, librarians report teaching throughout the review process like methods and reporting. Live demos and lectures were the most reported approaches to teaching, whereas gamification or student-driven learning were used rarely. Our results suggest that librarian's application of formal pedagogical approaches while teaching knowledge synthesis may be under-utilized, as most respondents did not report using any formal instructional framework.

探索图书馆员在教授知识综合高级检索时的做法:在线调查的结果。
目的:关于图书馆员如何帮助学生完成知识综合项目的教学实践研究很少。本研究通过确定学术健康科学图书馆员在教导学生如何在小组环境中为知识综合项目进行综合搜索时所教授的主题、方法和资源来填补这一研究空白:本研究采用在线调查数据收集的探索性描述设计。最终调查工具包括 31 个开放式、封闭式和频率式问题:调查收到了 114 位参与者的回复,其中 74 位符合目标人群。一些主要结果包括分组教学的共同动机,包括学生学习和课程要求,以及流行的教学类型,如单节课研讨会,以及教学技巧,如讲座和现场演示:这项研究展示了在知识综合研究领域由图书馆员主导的培训的范围和覆盖面。尽管布尔逻辑等与检索相关的主题是最常见的,但图书馆员也报告了整个审查过程中的教学内容,如方法和报告。现场演示和讲座是报告最多的教学方法,而游戏化或学生驱动式学习则很少使用。我们的结果表明,图书馆员在教授知识综合时应用正式教学方法的情况可能未得到充分利用,因为大多数受访者都表示没有使用任何正式的教学框架。
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来源期刊
Journal of the Medical Library Association
Journal of the Medical Library Association INFORMATION SCIENCE & LIBRARY SCIENCE-
CiteScore
4.10
自引率
10.00%
发文量
39
审稿时长
26 weeks
期刊介绍: The Journal of the Medical Library Association (JMLA) is an international, peer-reviewed journal published quarterly that aims to advance the practice and research knowledgebase of health sciences librarianship. The most current impact factor for the JMLA (from the 2007 edition of Journal Citation Reports) is 1.392.
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