The purpose of this essay was first and foremost to find out the problems that exist around user education in a university library and the opportunities that exist for university librarians to improve their work with students. My method of use was qualitative and more precise qualitative interviews. By interviewing five teaching librarians with five different subject specializations, I wanted to get an an-swer to what they teach when they meet the students and how they view their teaching. Responses resulted then in an analysis using Christine Bruce's theory of information literacy and Carol C. Kuhlthaus theory of librarian roles and her theory of information retrieval process. In the survey and analysis section, I describe informants' background, teaching approach, their thoughts about education and the problems and opportunities they see with user education. What I mainly discuss in my analysis is the importance of understanding the information retrieval process, that IT competence is not the same as information literacy and the role university librarians can take in the information retrieval process. The survey results show, among other things, that many students do not see the benefits of user education, the contact between the department and the library is dependent on personal relationships and that teaching librarians (my informants) are ill-informed about students' prior knowledge. In the final discussion, focused on problems and opportunities, I write about how education could be more interesting if librarians were able to strengthen their educational foundation and thus self-esteem in situation surrounding teaching. I also write about the contact between the department and the library, how it needs to be strengthen so that it does not rely on personal relationships. Through an improved contact librarians would also be a more natural part of stu-dents' education. This is a two years master’s thesis.

Bakgrund I bakgrunden för studien framkom att kunskap i källkritik är något elever behöver men i stor utsträckning saknar. Källkritik som fenomen uppfattas som svårt av både elever och lärare. Flera internationella studier har gjorts med dessa resultat vilket visar sig stämma överens med Skolverkets beskrivning av området. Det framgår också att källkritik är en del av begreppet informationskompetens, ett begrepp som använts sedan 70-talet. Syfte Syftet med studien var att undersöka hur svensklärare uppfattar fenomenet källkritik i undervisningen. Metod Studien genomfördes med kvalitativ metod där semistrukturerade intervjuer användes som redskap för datainsamling. Resultatet organiserades och analyserades utifrån den fenomenografiska ansatsen för att få fram respondenternas sammanlagda uppfattningar av fenomenet källkritik i undervisningen. Urvalet för studien var fem svensklärare med behörighet för årskurserna 4-6. Resultat Resultatet av studien visade att lärares sätt att tänka kring begreppet källkritik påverkar sättet de undervisar och därmed hur de uppfattar fenomenet källkritik i undervisningen. För att elever ska kunna utveckla källkritiska förmågor krävs det att lärare har en bred förståelse av fenomenet samt att de har ett källkritiskt förhållningssätt i undervisningen.

Under våren 2013 infördes en ny söktjänst, en så kallad discoverytjänst, vid Umeå universitetsbibliotek (UB) och Medicinska biblioteket (MB). Discoverytjänster är ett användargränssnitt för informationssökning som ger användaren möjlighet att utifrån en enkel sökruta söka parallellt i alla bibliotekets resurser, utgångspunkten är att kombinera en Google-lik sökning med bibliotekets stora mängd av informationsresurser. Syftet med uppsatsen är att undersöka hur undervisningen i informationssökning vid UB och MB påverkas vid införandet av den nya söktjänsten, hur undervisningen kan utvecklas vidare med utgångspunkt från söktjänsten samt om begreppet informationskompetens förändras vid införandet av en discoverytjänst. Undersökningen tar utgångspunkt i pedagogisk teori och teorier om informationskompetens samt tidigare forskning om discoverytjänster med fokus på användning av dessa verktyg i undervisning på bibliotek. Undersökningen utfördes genom en kombination av kvalitativa metoder. Intervjuer genomfördes med sju undervisande bibliotekarier på UB och MB. I tillägg observerades fem undervisningstillfällen i informationssökning. Vissa bibliotekarier är i grunden mycket positiva och entusiastiska till söktjänsten medan andra är mer tveksamma. Informanterna uttrycker en osäkerhet om de tekniska funktionerna i söktjänsten, exempelvis facetter och relevansrankning och detta påverkar hur mycket söktjänsten integreras i undervisningen. Det finns skillnader i vilken utsträckning söktjänsten har integrerats i undervisningen på MB och UB. Bibliotekariernas syn på informationskompetens påverkas inte vid införandet av söktjänsten men diskussioner om söktjänsten i relation till informationskompetens medför reflektioner om livslångt lärande. Det finns idéer hos bibliotekarierna om hur söktjänsten kan integreras på nya sätt i undervisningen exempelvis som utgångspunkt för diskussioner om källkritik och vetenskapliga källor. Söktjänsten innebär många pedagogiska möjligheter och den bör därmed integreras mer i undervisningen både på UB och MB. Det kan finnas fördelar med att använda söktjänsten som utgångspunkt för progression av undervisning i informationskompetens inom ett utbildningsprogram. Nya förväntade studieresultat i informationskompetens skulle kunna utvecklas i samarbete med universitetslärare utifrån en kombination av pedagogisk teori och teorier om informationskompetens. Kompetensutveckling bör genomföras med fokus på att, utifrån bibliotekariernas erfarenheter, utveckla bra arbetsmetoder för undervisning och referensarbete med utgångspunkt från söktjänsten.

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Diss. Linköping : Univ.

Examensarbete.

The purpose of this Master thesis is to deepen understanding of how the concept of information literacy is used within Swedish higher education. The empirical material consists of course syllabi from three different programmes offered at Kristianstad University, Sweden. These are analysed from a sociocultural perspective through qualitative content analysis. Using a data-driven coding frame with different categories, the method helps to define the level of clarity with which information literacy is expressed in the texts. The results of the study reveal that information literacy is seldom explicitly expressed in course syllabi. Information literacy is usually only implied or a potential connection can be discerned. It is concluded that the invisibility of information literacy as such may render it unimportant to students. It is suggested that in a sociocultural perspective, the teaching of information literacy ought to be embedded in the curricula. This requires cooperation between teachers and librarians, something which historically has been difficult to achieve. The analysis also shows that there are connections to information literacy in the syllabi in areas that are highly valued by both professions. These include creative thinking, scientific working processes and the use of information- and communication technology. By shedding light on these similarities, this thesis suggests ways of bringing the two professions closer together.

The purpose of this study is to achieve deeper knowledge of what experiences and perceptions school librarians who work in high school libraries have of media and information literacy (MIL). School librarians have always struggled to assert themselves and their skills among the teachers. When MIL was launched it was very well recieved by teachers and school librarians. Will the collaboration between teachers and school librarians improve due to MIL? The empirical material has been collected through semistructured interviews with eight school librarians who work with high school students. They gave their opinions about what is included in the concept of MIL and how it differs from the former concept; information literacy (IL) and how MIL work as a phenomenon. Furthermore, the informants answered questions about how they used MIL in their everyday teaching. The theoretical framework used to analyze the results from the interviews is called ”Diffusion of Innovations” by Everett M. Rogers. Rogers’ theory shows how fast an innovation is established due to different factors. It seems like the new concept of MIL should be accepted rather rapidly since the innovation met most of the beneficial criterias. Our major finding shows no particular change in the way librarians work with the new concept of MIL in comparison to the former concept. Since this innovation has not yet reached the confirmation step of Rogers’ innovation-decision process, it cannot be considered as fully executed.

Information literacy is a concept that has been widely discussed in a college setting for a long time. Many studies discuss possible definitions and outlooks on information literacy, as well as the importance of developing methods to advance this concept. Despite this, little research have been published which discuss how Swedish college libraries define and teach information literacy on a national level. The aim of this thesis is to provide an overview on how Swedish college libraries teach information literacy by looking at their websites and the services they provide to students. A content analysis was used to do this. The Framework for Information Literacy for Higher Education by the Association of College& Research Libraries has been used to define information literacy in a college setting and to analyze the content found on the websites. The findings show that a majority of Swedish college libraries provide a large amount of web- based services regarding information literacy to their students. Differences do exist, especially between public and private schools, but they use similar tools for teaching information literacy and their content is similar as well, indicating they have similar views on what a student needs to learn in order to be considered information literate.

The object under investigation in this Master’s thesis is students’ information use in connection to Bachelor thesis writing. The purpose of the study is to increase understanding of why nursing students and product engineering design students are using information in such different ways despite their comparable starting point. The empirical material consists of 18 student theses and a document comprising directives for thesis writing that are analysed from three different theoretical perspectives. A citation analysis of all 18 theses is carried out. A textual analysis inspired by Norman Faircloughs’ critical discourse analysis is performed on one thesis from each domain together with the directives. The theses are also analysed from a sociocultural perspective, with the theory of community of practice and the concept of cognitive authority as complementary tools. Using Faircloughs’ notion of order of discourse it appears that three competing discourses coexist. The academic discourse dominates the order of discourse and is the most prevalent in the nursing student thesis whereas the most prevalent discourse in the corresponding group is a market and a technical discourse thus revealing a discursive conflict. The design engineering students write in another discourse than the expected academic discourse which poses problems for them. The analysis based upon a sociocultural perspective indicates that information use and thesis writing are used as mediating tools as students strive to form an identity fitting for the community of practice they gradually become members of. The tools are also used to prove that they master the appropriate discourse. / Uppsatsnivå: D