This thesis investigates clinical nurses’ information seekingand information use through semi-structured interviews withsix nurse practitioners, nurses with further education.Previous research shows that nurses have problemsimplementing evidence-searching at the clinic because oforganization, stress and heritage of an old practice that doesnot incorporate the academic education.The theoretical framework consists of T.D. Wilson’sinformation seeking behavior model and R.H. Orr’s model ofinformation needs. The empirical material is analyzed to findproblematic barriers and solutions. Furthermore the studygives answer to the questions; what the nurses’ think of theireducation, what the barriers towards information seeking andinformation use are and suggestions of solution. The resultshows that older education contained more medicine andpractice. Modern education emphasizes nursing theory andreflection to a higher degree, which effectuate nurses to bemore self-contained and better information seekers. Clinicalnurses have a hard time seeking information evidence ineveryday work. To participate in projects, groups ofinterests, meeting a clinical librarian at work, meetings andnursing rounding were found positive but only possible iforganized. A problem is that the librarians are forgotten as aresource and that the clinical nurses do not view them as anordinary team member as for instance the physiotherapist.Most of the nurses wish for more support and inspirationdialogue, especially with clinical lectors that could work asbridge builders between clinic and academy. They also wishfor more contact with clinical librarians, standard nurse plansand more open and allowing leaders. / Program: Bibliotekarie

The purpose of this Master’s thesis is to study howuniversity librarians in a South African context relate to theconcept of information literacy. We investigated differencesand similarities in approaches to user education andinformation literacy. We have based our study on thefollowing research questions: What are the prerequisites foruser education at the University of the Western Cape? Howdo these prerequisites influence librarians' approaches toinformation literacy and user education at the University ofthe Western Cape? We have used a sociocultural theoreticalperspective and Hofstede's cultural dimensions in orderto pay particular attention to the cultural and social contextof user education. Six semi-structured qualitative interviewswithin the context of a two-week field study were carriedout with nine librarians.In the analysis several factors emerged which in interactioninfluenced user education: the students' qualifications, thelibrarians’ collaboration with teachers and the librarians’approach to information literacy and user education. Theresult shows that although the librarians at the University ofthe Western Cape are aware of different theoreticalperspectives on information literacy the social context inparticular influences their focus in user education. Ourconclusion is that information literacy must be understood inthe light of social and cultural practices, while at the sametime keeping pace with the effects of increasingglobalization and internationalization in higher education. / Program: Bibliotekarie

The purpose of this essay is to examine progression in user education atprimary and secondary school levels, specifically the role played byschool libraries, librarians and strategy documents in securingeducational progression. Progression is examined in the user educationprovided by the five schools, part of the same municipal schoolmanagement area which share the same strategy plan. The area, NorraFäladen, was awarded School Library of the Year in 2011 for its work,making it particularly interesting for this essay's purpose. The studycombines interviews with the area's three school librarians, who dividetheir time between the five schools, with an analysis of the strategydocuments that regulate user education within Norra Fäladen. Theanalytical framework is based on: AASL's model of progression in usereducation (Standards for the 21st-century learner); Ekström's model forsuccessful and active strategy documents; Kuhlthau's theory of thelibrarian's role in the information search process; and Limberg'staxonomy of the role of the school library.The study shows how a number of concurrent factors and prerequisitesinfluence how goals for progression in user education are met. These are:clearly formulated joint goals which are adapted to local conditions andillustrate progression in a concrete plan of action, thus ensuring thatactivities are realised; a shared view of the importance of informationliteracy and how best to promote it; teacher and school librariancollaboration in user education and pedagogical development; and, activesupport from school leaders, who recognise the role of the school libraryin this work. / Program: Bibliotekarie

Discussions about an assumed discrepancy between the content being taught in Library and Information Science (LIS) education and the needs of the labour market has been noted both on an international and a national level. Previous studies have highlighted a lack of pedagogical content in LIS programmes which, as a result, seemingly inadequately prepares students for the many pedagogical aspects of library work. Even so, few studies have explored the relationship between education and working life further in order to understand their unique position and context. Therefore, the aim of this master’s thesis is to contribute to a deeper understanding of the relationship between LIS education and its professional practice. In doing so, it will highlight pedagogical content in LIS education in Sweden and library directors outlook on relevant competencies among teaching university librarians. The empirical data of the study has been collected by studying thecontent of the syllabuses of four different LIS educational programmes in Sweden, as well asconducting qualitative semi-structured interviews with six university library directors. Thematic analysis was administered. A sociocultural perspective has been applied. The results show a presence of pedagogical content in the syllabuseswith a focus on user needs and digitalisation. The library directors describe pedagogical competence integrated with digital and social competence as crucial. The relationship between educational and professional practice is understood and problematised using three themes in the analysis, namely a common subject theoretical ground, a shared language, and a consistent agenda.